SD83 Teachers Learning Ways to Increase Engagement and Learning
New strategies for classroom assessment are being studied in a professional learning series to help increase student engagement and learning. A group of SD83 secondary school teachers from A.L. Fortune, J.L. Jackson, and Eagle River are taking part in the series which started on September 27.
Embedded Formative Assessment by Dylan Wiliam is a powerful book about how teachers can use specific strategies to help students learn more effectively. Wiliam emphasizes that regular, ongoing feedback, known as “formative assessment,” plays a crucial role in guiding students through their learning journey. This type of assessment isn’t about giving grades or tests, but rather about helping students understand their strengths, identify areas where they need improvement, and build confidence in their abilities.
The book explains five key strategies that teachers can use to support student progress:
- Clarifying Learning Goals: Teachers help students understand what they’re aiming for by explaining learning goals in clear, simple terms.
- Eliciting Evidence of Learning: Teachers gather information about students’ progress through questions, discussions, and activities. This lets them adjust their teaching to meet each child’s needs.
- Providing Meaningful Feedback: Rather than simply saying something is “right” or “wrong,” teachers give detailed feedback to guide students on how to improve.
- Activating Students as Owners of Their Own Learning: Teachers encourage students to take responsibility for their learning, helping them set goals and recognize their own growth.
- Using Peers as Resources: Teachers encourage collaboration, where students can learn from and support each other.
Further sessions for the series are scheduled for November, February, and April.
These types of learning series enable educators to develop tools and strategies that support ongoing improvements in student learning, exemplifying the District’s Strategic Plan priority for Intellectual Development.