MPT Comprehensive Pedagogy Study Set

Achievement Chart Categories

Knowledge/Understanding, Thinking, Application, Thinking

Knowledge/Understanding

subject-specific content acquired in each grade/course, and the comprehension of its meaning and significance

Thinking

the use of critical and creative thinking skills/processes

Communication

the conveying meaning through various forms

Application

the use of knowledge and skills to make connections within and between various contexts

Learning skills

Responsibility, Organization, Independent Work, Collaboration, Initiative, Self-Regulation

Responsibility

fulfills responsibilities and commitments within the learning environment;

completes and submits class work, homework, and assignments according to agreed-upon timelines;

take responsibility for and manages own behaviour

Organization

devises and follows a plan and process for completing work and tasks;

establishes priorities and manages time to complete tasks and achieve goals;

identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks

Independent Work

independently monitors, assesses, and revises plans to complete tasks and meet goals;

uses class time appropriately to complete tasks;

follows instructions with minimal supervision

Collaboration

accepts various roles and an equitable share of work in a group;

responds positively to the ideas, opinions, values, and traditions of others;

builds healthy peer-to-peer relationships through personal and media-assisted interactions;

works with others to resolve conflicts and build consensus to achieve group goals;

shares information, resources, and expertise and promotes critical thinking to solve problems and make decisions

Initiative

looks for and acts on new ideas and opportunities for learning;

demonstrates the capacity for innovation and a willingness to take risks;

demonstrates curiosity and interest in learning;

approaches new tasks with a positive attitude;

recognize and advocates appropriately for the rights of self and others

Self-Regulation

sets own individual goals and monitors progress towards achieving them;

seeks clarification or assistance when needed;

assesses and reflects critically on own strengths, needs, and interests;

identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals;

perseveres and makes an effort when responding to challenges

Results

the focus of a professional learning committee

Results

commitment to ensure learning for all students, a culture of collaboration, a focus on _____

Purpose of the achievement chart

provide a framework that encompasses all curriculum expectations for all subjects/courses across grades;

guide the development of high-quality assessment tasks and tools;

help teachers to plan instruction for learning;

provides a basis for consistent and meaningful feedback to students in relation to provincial content and performance standards;

establish categories and criteria with which to assess and evaluate students’ learning

Level 1

represents achievement that falls much below the provincial standard. The student demonstrates the specified knowledge and skills with limited effectiveness

Level 2

represents achievement that approaches the provincial standard. The student demonstrates the specified knowledge and skills with some effectiveness

Level 3

represents the provincial standard for achievement. The student demonstrates the specified knowledge and skills with considerable effectiveness

Level 4

identifies achievement that surpasses the provincial standard. The student demonstrates the specified knowledge and skills with a high degree of effectiveness

Criterion-based approach

Make the assessment and evaluation of student achievement as fair, reliable, and transparent as possible

Assessment

process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. Primary purpose is to improve student learning

Assessment

planned concurrently with instruction and integrated seamlessly into the learning cycle to inform instruction, guide next steps, and help teachers and students monitor students’ progress towards achieving learning goals

Assessment for learning

the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there

Assessment for learning - Diagnostic assessment

occurs before instruction begins so teachers can determine students’ readiness to learn new knowledge and skills, as well as obtain information about their interests and learning preferences

Assessment for learning - Formative assessment

occurs frequently and in an ongoing manner during instruction, while students are still gaining knowledge and practising skills

Assessment for learning - Diagnostic assessment - information

used by teachers and students to determine what students already know and can do with respect to the knowledge and skills identified in the overall and specific expectations, so teachers can plan instruction and assessment that are differentiated and personalized and work with students to set appropriate learning goals

Assessment for learning - Formative assessment - information

used used by teachers to monitor students’ progress towards achieving the overall and specific expectations, so that teachers can provide timely and specific descriptive feedback to students, scaffold next steps, and differentiate instruction and assessment in response to student needs

Assessment as learning

focuses on the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modelling external, structured opportunities for students to assess themselves

Formative assessment

occurs frequently and in an ongoing manner during instruction, with support, modelling, and guidance from the teacher

Formative assessment - information

used by students to provide feedback to other students (peer assessment) monitor their own progress towards achieving their learning goals (self-assessment), make adjustments in their learning approaches, reflect on their learning, and set individual goals for learning

Assessment of learning

the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures

Summative assessment

occurs at or near the end of a period of learning, and may be used to inform further instruction

Summative assessment - information

used by the teacher to summarize learning at a given point in time. This summary is used to make judgements about the quality of student learning on the basis of established criteria, to assign a value to represent that quality, and to support the communication of information about achievement to students themselves, parents, teachers, and others

Purpose of feedback

reduce the gap between a student’s current level of knowledge and skills and the learning goals. Descriptive _____ helps students learn by providing them with precise information about what they are doing well, what needs improvement, and what specific steps they can take to improve

Transparency - achieved

when student learning is assessed and evaluated according to the clear standards (curriculum expectations and the four achievement categories)

Evaluation - assessment of learning

the process of judging the quality of student learning on the basis of established performance standards and assigning a value to represent that quality

accurately summarizes and communicates to parents, other teachers, employers, institutions of further education, and students themselves what students know and can do with respect to the overall curriculum expectations

often at the end of a period of learning

evidence of student achievement for evaluation

observations, conservations, and student products

Grades 1-6

convert achievement level to a letter grade

Grades 7-12

convert achievement level to a percentage

R

Grades 1-8 to indicate achievement below 50%

Percent

Grades 9-12 to indicate achievement below 50%

I

in Grade 1-10 to indicate insufficient evidence to pass

Cheating and plagiarism reflection

1. the grade level of the student

2. maturity of student

3. the number and frequency of incidents

4. individual circumstances of the student

Missing/Late assignments (Grades 1-6)

noted on the report card as part of the evaluation of the student’s development of the learning skills and work habits

Missing/late assignments (Grades 7-12)

individual boards make their own policy in accordance to Growing Success document

Ontario Student Record (OSR)

ongoing record - must contain copies of progress report cards and final report cards for each student after every reporting period

Ontario Student Transcript (OST)

continuous record of a student’s successful completion of Grade 9/10 courses, all student attempts/success/unsuccess for Grade 11/12 courses, and the student’s completion of other diploma requirements (ex. Volunteer hours)

Elementary - IEP with modifications (special ed)

This letter grade/percentage mark is based on achievement of expectations in the IEP that vary from the Grade X expectations/are an increase/decrease in the number/complexity of curriculum expectations

Elementary - IEP with alternative expectations (special ed)

This letter grade/percentage mark is based on achievement of alternative learning expectations in the IEP, which are not based on the Ontario curriculum

Elementary - IEP with accommodations (special ed)

do NOT check the IEP box on report card

Secondary - IEP with modifications (special ed)

This percentage mark is based on achievement of the learning expectations specified in the IEP, which differ significantly from the curriculum expectations for the course

Secondary - IEP with alternative expectations (special ed)

This percentage mark is based on achievement of alternative learning expectations specified in the IEP, which are not based on the Ontario Curriculum

Secondary - IEP with accommodations (special ed)

do NOT check the IEP box on report card

English Language Learners

when modified expectations - check ESL/ELD on report card

Individual Education Plan

describes their educational program and any accommodations that may be required. The IEP specifies whether the student requires: accommodations only; or modified learning expectations, with the possibility of accommodations; or an alternative program, not derived from the curriculum expectations for a subject/grade or a course

accommodations

individualized teaching and assessment strategies, human supports, and/or individualized equipment. Assessment _______ enable the student to demonstrate their learning (ex. visual support, assistive devices, alternative seating, extra time, etc)

modifications

changes made to the grade-level expectations for a subject or course in order to meet a student’s learning needs. _____ may include the use of expectations at a different grade level and/or an increase or decrease in the number and/or complexity of expectations relative to the curriculum expectations for the regular grade level

alternative expectations

developed to help students acquire knowledge and skills that are not represented in the Ontario curriculum expectations. Examples include: speech remediation, social skills, orientation/mobility training, and personal care programs

Credit recovery

designed to help regular day school students at the secondary level meet the expectations of a course they have completed but for which they have received a failing grade

Learning for All priorities

• high levels of student achievement

• reduced gaps in student achievement

• increased public confidence in publicly funded education

Learning for All

describes a process for identifying and tracking the strengths and needs of individual students, through ongoing assessment for learning and with the aid of tools such as individual student and class profiles, and identifies a range of instructional approaches and classroom strategies that can be applied to provide effective personalized and precise assessment and instruction for all students

overall expectations

describe in general terms the knowledge and skills that students are expected to demonstrate by the end of grade or course

specific expectations

describe expected knowledge and skills in greater detail

School Effectiveness Framework

identify areas of strength, areas requiring improvement and next steps, through ongoing assessment for learning

inquiry focused on student learning, achievement and well-being that informs goals and effective teaching and learning practices/strategies

Personalization

education that puts the learner at the centre, providing assessment and instruction that are tailored to students’ particular learning and motivational needs

Precision

a system that links “assessment for learning'“ to evidence-informed instruction on a daily basis, in the service of providing instruction that is precise to the level of readiness and the learning needs of the individual student

Professional learning

focused, ongoing learning for every educator “in context” to link new conceptions of instructional practice with assessment of student learning

Achievement Gap

disparity in achievement between groups of students. Can be measured in terms of gender, ethnocultural background, SES, special education needs, language proficiency, etc

Learning Gap

gap between a student’s actual achievement and their potential for achievement

Universal Design for Learning

provides teachers with broad principles for planning instruction and designing learning environments for diverse groups of students

Differentiated Instruction

allows teachers to address specific skills and difficulties

Universal Design for Learning

• equitable use

• appropriately designed space

• flexibility

• simplicity

• safety

• different modes of perception

Differentiated Instruction

• differentiated content

• differentiated process

• differentiated product

• differentiated affect/environment

Tiered Approach - Prevention and Intervention

embodies principles of UDL and DI, offers a systematic method for the early identification of students who are experiencing difficulties, and provides precise level of support for those students

Idea of UDL

teaching strategies and pedagogical materials and tools that respond to the special needs of a specific student or group of students can also be useful for all students

Aim of UDL

provide access to the curriculum for all students, and to assist educators in designing products and environments to make them accessible to everyone, regardless of age, skills, or situation

Design Thinking

human-centred process that begins by understanding the needs and motivation of students, parents, and educators

Universality and Equity

UDL is intended to ensure that teaching is tailored to draw on the strengths and meet the needs of all students. This means planning learning opportunities that will extend the learning of all students, whatever their level of achievement, and help each one reach his or her potential

Flexibility and Inclusiveness

• a variety of teaching strategies and pedagogical materials that are relevant, engaging, and responsive to their learning needs; make use of all the senses'; vary in form, level of difficulty, and manner of presentation

• a variety of technological media/tools

• different types of assessment strategies, involving a range of media, formats, and response options

• various ways of using space

Designed Space

• all students have a clear line of sight

• all learning materials, including print, electronic, and interactive texts, are within comfortable reach of all students

• there is adequate space for assistive devices or teacher’s assistants

Simplicity

teachers can avoid unnecessary complexity and minimize distracting information by:

• communication consistent and achievable expectations

• collaborating with students to construct learning goals, using clear, student-friendly language

• arranging information sequentially to clarify its relative importance

• breaking instructions down into small steps

• providing descriptive feedback during the learning

Safety

classroom must be safe both physically and emotionally - they must provide a caring and safe environment that is engaging, inclusive, and respectful of all students and promotes student achievement and well-being, allowing every student to learn to the best of his or her ability

representation

alternatives for auditory or visual information, clarifying vocabulary words and symbols, using multiple media, highlighting patterns and big ideas

action & expression

improving access to assistive devices, varying ways that students can respond, supporting students in goal setting

Engagement

choice, authenticity, minimizing distractions, different levels of challenge, fostering collaboration

content

what students are going to learn and when

process

the types of tasks and activities

products

the ways in which students demonstrate learning

affect/environment

the context/environment in which students learn/demonstrate learning

cooperative learning

small diverse groups, each student has a role

project-based approach

allows students to work on topics of interest

problem-based approach

solve realistic problems

explicit instruction

provides suitable learning opportunities

The Tiered approach

systematic approach to providing high-quality, evidence-based assessment and instruction and appropriate interventions that respond to students’ individual needs

Tier 3

Students who require intense support to achieve learning goals, even more precise and personalized assessment and instruction are planned, often with the help of the in-school team and/or other available resources. Monitoring of progress continues

Tier 2

DI and interventions are planned for students who are facing learning challenges in a particular area, or in general. Student progress in response to these interventions is closely monitored, and instruction is adjusted as needed

Tier 1

Assessment and instruction are planned in relation to the curriculum for all students, applying principles of UDL and DI. The teacher observes, monitors student progress, and notes which students may be experiencing difficulty

Assessment for Learning

designed to give teachers information to modify and differentiate teaching and learning activities

• individual students learn in idiosyncratic ways, but it also recognizes that there are predictable patterns and pathways that many students follow

Assessment as Learning

process of developing and supporting metacognition for students

• focuses on the role of the student as the critical connector between assessment and learning

• when students are active, engaged, and critical assessors, they make sense of information, relate it to prior knowledge and use it for learning

Assessment of Learning

summative in nature and is used to confirm what students know and can do, to demonstrate whether they have achieved the curriculum outcomes, and occasionally, to show how they are placed in relation to others