Morning Trivia Game
Welcome and Updates
Even in These Times
Over the past nineteen months, educators across the world have had to very quickly shift their instructional and leadership practices to accommodate emerging learning contexts, environments, and platforms. And yet, student engagement and achievement has continued to flourish and thrive in assessment-rich classrooms, schools, and systems.
Leading a Coalition for Change
In this practical session, we will explore how to build a passionate coalition of leaders and inspire a school community to reimagine assessment. Drawing from the lessons learned from in a K-12 special education private school over the past three years, you will leave with the insights and tools to create a inclusive space for learning, design a guiding framework, make evidence-informed decisions, and celebrate innovation.
Instructional Talk Throughs
In attending this interactive session, we invite participants to consider the question:
"What professional learning experiences have you had that facilitate the gathering of evidence of student learning informing teaching/leadership practice and enhancing student learning?"
Through the structures of Instructional Talk Throughs you will learn how to:
Process Over Product
Using some of the best lessons learned during pandemic teaching and learning, this session will provide an overview of how simple changes in assessment approaches can glean more information about what our students know and do not know. Join Vince Bustamante (author of The Assessment Playbook for Distance and Blended Learning & Great Teaching by Design: from intention to implementation in the Visible Learning classroom) as he provides examples and evidence of assessment practices that are designed to leverage student self-knowledge and self-assessment in the quest to provide the most accurate determination of learning.
The 25% Rule of
In our recent work with Dylan Wiliam, we learned about an idea called "the 25% rule."
25% of assessment should be detailed teacher feedback
25% of assessment should be skimmed and summarized for whole class feedback 25% of assessment should be peer feedback
25% of feedback should be self-assessment
The session will provide a complex look at these four types of assessment in the classroom assessment process.
Rethinking Gradebooks and Year-End Assessments with Digital Portfolios
Assessment Tools and Structure that Honour Land, Language, and Culture
Land, Language and Culture have been central to First Nations Peoples for as long as oral traditions have existed. By contrast, many of our schools have been characterized by teachers doing the talking, while students sit quietly in rows, enclosed by brick-and-mortar walls. Educators who grew up in one system may find it hard, and a little scary, to venture outside – literally and figuratively. This session, offered by an educator who did not grow up in a system that valued FN traditions, will explore a variety of learning activities, and assessments to match, that fling the door open to exploring the land, listening to each other and valuing diversity. Resources and templates highlighted in this presentation will be provided to all participants and many can ‘be used on Monday’! Our students want to be curious and they have a voice – they just need systems that support authentic learning.
Effective Communication About Student Learning
In her 2009 book "Grading," Sue Brookhart stated that "In a perfect world there would be no grades." That is probably true but the reality is grades aren't going away from most schools, especially high schools, anytime soon. The basic issue that will be addressed in this session is how can teachers determine grades in ways that support learning and equity.
Teachers Going Gradeless
Immigration Project Podcast
We will discuss the aims of the SJT Immigration Project podcast, it’s origins, and how it can help to transfer curricular concepts into real-world products that go beyond the classroom and into a global audience.
Feedback in the Digital Classroom
Get Out of the Way & Let Your Students Take Control by Creating their Own Formative Assessment
How might we, as educators, build the capacity of students to engage in differentiated evidence of understanding and formative feedback?
Embracing Authentic Learning Experiences
Experts suggest that the ability to create, explore, and innovate will be essential tools for success in our changing world. However, educators might feel uncomfortable with the new because they have come to rely on traditional instructional and assessment methods that seem safe, trusted, and familiar. This module will identify the key pieces of engagement and challenge educators to use them to embrace Authentic Learning Experiences (ALE). Educators will see an array of engaging PBL and assessment ideas used in real classrooms by real teachers, and be challenged to incorporate some version of these tools for themselves and their students.