Module 5: Developing S.A.L.F. as a Whole School Initiative

19/06/2018 Module 5: Developing S.A.L.F. as a Whole School Initiative

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Module 5: Developing S.A.L.F. as a Whole School Initiative

Module 5: Developing S.A.L.F. as a Whole School Initiative



Introduction

Module Outline

The Place of Self-Assessment in Today’s Classroom in enabling the Child’s VoiceSALF and the School Self Evaluation ProcessDeveloping SALF with TeachersSALF and the Role of the Special Education TeacherThe Benefits of Involving Parents in the SALF ProcessConclusion



The Place of Self-Assessment in Today's Classroom in enabling the Child's Voice

Self-Assessment in Today's Classroom

Circular 56/2011

You will have noted that circular 56/2011 was mentioned in the above presentation. This circular details the initialsteps in the implementation of the National Strategy to Improve Literacy and Numeracy among Children and YoungPeople published last year. Section 6 and 7 detail national assessment requirements. While there is a significantemphasis on standardised testing and the reporting of same, the S.A.L.F. approach supports the reporting of pupillearning and progress to parents across all subjects on an ongoing basis and during pupil-teacher meetings. Clickhere to access, read and save the circular

https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0056_2011.pdf



Resources and Ideas from Junior Cycle

Framework for the Junior Cycle

The Framework for Junior Cycle (DES 2015) 'places the student at the centre of the learning process and envisagesa modernised curriculum across all subjects. It allows for new ways of learning and a broader range of skills to beproperly assessed. The dual approach to assessment provides a valuable opportunity to embed classroom basedassessment and formative assessment for learning while recognising the role of external assessment.' It sets out aclear vision of how teaching, learning and assessment practices will evolve in the first three years of post-primaryeducation to ensure a learning experience for our young people that is appropriate to the needs of the 21stcentury'.

Valuable Resources

There are some wonderful assessment focused materials available on the dedicated Junior Cycle for Teachers(www.jct.ie) that could support primary teachers in assessing pupils. In particular, the site provides clear informationon the whole process of A.F.L. and A.o.L. as designed for post primary school. However, their approach buildsdirectly on the experience of teachers, children & schools that are working with the SALF process & embeddingformative assessment practices in the classroom.

Take time to view this video on assessment approaches by Professor Paul Black which you provide you with some theoryon assessment and ideas as to how you can support your own practice. Click on the image below to view it.

https://www.education.ie/en/Publications/Policy-Reports/Framework-for-Junior-Cycle-2015.pdf

http://www.jct.ie/

https://www.youtube.com/watch?v=ANGptvX1IoQ



The Child's Voice

Compare

A central aspect of the S.A.L.F. process is that children build and maintain a folder with evidence of their learningand achievements together with justification for their choices. The folders include an organiser that childrencomplete as they insert evidence of learning in each curriculum area. They become aware of the need to includesamples of their work across the breadth of curriculum being experienced in school. It also includes space forchildren to include evidence of their learning outside of the formal school setting.

Steps in the S.A.L.F. process provide opportunities for children to bring the folders home. These opportunities aremore than ‘show and tell' occasions. Parents are invited to discuss the content, ask questions and providefeedback about it. Advice on ways in which teachers can support parents in this process is provided in theguidelines.

Hall et al. (2008) identified the research work of O'Donoghue and Dimmock (2002) as providing a helpful set ofreference points for reporting to parents. School reporting should involve parents, students and teachers inassessing, discussing and setting future learning goals. The review sheets, completed by parents as part of theS.A.L.F. process address this point. Reporting should be flexible with regard to when it should occur. S.A.L.F.folders provide ongoing evidence of learning which can be shared and discussed at any time.

We mentioned the importance of the child's voice in their learning and self-assessment. Many children may find it difficult tocommunicate their learning to their parents and other significant adults. Their self-assessment folder can provide them witha physical/visual aid or a starting point to express themselves and their achievements. The following is a quote from a child(age 11) about his folder:

‘Flicking through the folder you could see what you did, you could remember it easier, if you were trying to study orsomething. It is more enjoyable ‘cos it is not boring, it is interesting, you had something to do with it. It's about you. It's not

just reading out of a book or anything, you did it yourself so you know what is kind of going on.'

Reflection on Children's Participation

We have continuously referenced the child's identity as a learner, the children as central voices and the central roleof the child in his/her learning throughout this course. The child him/herself is the active agent in the S.A.L.F.approach. Can you summarise the learning regarding children's participation that you have taken from this courseand the S.A.L.F. approach?

Compare your thoughts with ours below.



Hall et al. (2008), offered evidence that children wanted more information from assessment data to help themknow what to do to improve, more comprehensive reporting about all topics covered at school as well as the socialaspects of their learning. This is exactly what parents wanted as well. The S.A.L.F. process offers opportunitiesthat provide a breadth of information about children's learning and the assessment of that learning, needed bythem and their parents in order to support learning and achievement.

from Self-Assessment: the importance of knowing me (Intouch, Jan/Feb 2012 pg. 45)



Children's Voices in Action

As indicated throughout this course one of the underpinning principles of S.A.L.F. is putting the child at the centre of thelearning and assessment process. This includes giving children opportunities to share their learning and their folders with avariety of audiences. In the clips below you will view three children from Linda's fourth class share their folders andlearning with their peers during class. You will note how Linda supports this process by asking prompt questions and howtheir peers ask questions also.

Watch the above video to hear Poppy talk about her folder

Watch the above video to hear Thomas talk about his folder



Watch the above video to hear Luke talk about his folder



S.A.L.F. and the School Self-Evaluation Process

S.A.L.F. and S.S.E.

School Self-Evaluation

School Self-Evaluation (SSE) is a collaborative, reflective, inclusive process of internal school review. During SSE,the principal, deputy principal and teachers, under the direction of the board of management and the patron, and inconsultation with the parents and pupils, engage in reflective enquiry on the work of the school. School self-evaluation is primarily about school improvement and development. (DES, School Self-evaluation website 2012)

The following video explains the process.

S.S.E. Support Resources

Since the re-engagement with the School Self-Evaluation guidelines early this year in 2017, schools are now re-embarking on a process of internal school review. The DES has issued a number of documents to support theinitiation of this process, namely:

‘School Self-Evaluation: Guidelines for Primary Schools'. (DES 2016)‘An Introduction to School Self-Evaluation of Teaching and Learning in Primary Schools'Circular 0039/2012 ‘Implementation of School-Self Evaluation'.Circular Letter 0063/2017 Leadership and Management in Primary Schools

http://schoolself-evaluation.ie/primary/

http://schoolself-evaluation.ie/primary/wp-content/uploads/sites/2/2018/01/School-Self-Evaluation-Guidelines-2016-2020-Primary_Web.pdf

http://schoolself-evaluation.ie/post-primary/wp-content/uploads/sites/3/2016/08/An-Introduction-to-School-Self-Evaluation-of-Teaching-and-Learning-in-Post-Primary-Schools.pdf

http://www.into.ie/ROI/InfoforTeachers/Circulars/Circulars2012/cl0039_2012.pdf




Circular 0016/2018 Re-engaging with the School Self- Evaluation(SSE) process in primary schools

A website has also been launched to support schools in their engagement in this process and all the abovedocuments are available here.

Self- assessment and its importance in a child’s learning experience is further highlighted in theInspectorate publication “Looking at Our Schools 2016, A Quality Framework for Primary Schools”, P.16

Standards Statements of Effective Practice Statements of Highly Effective Practice

Pupils reflect on theirprogress as learners anddevelop a sense of ownershipof and responsibility for theirlearning

Pupils assess their progress and areaware of their strengths and areas fordevelopment as learners.

They take pride in their work andfollow the guidance they receive toimprove it.

They reflect on their behaviour andattitude to learning, and are able tocontribute to setting meaningful goalsfor themselves.

Where the curriculum providesopportunities to do so, pupils are ableto negotiate their learning therebyincreasing their autonomy aslearners.

Pupils take responsibility for their ownlearning, and use the learningresources provided to them todevelop their skills and extend theirknowledge.

Pupils assess their progressrealistically and can describe theirstrengths and areas for developmentas learners.

They have a sense of ownership oftheir work, take pride in it, and takeresponsibility for improving it.

They reflect on their behaviour andattitude to learning, and are able to setmeaningful personal goals as a resultof their reflection.

Where the curriculum providesopportunities to do so, pupils negotiatetheir learning thereby increasing theirautonomy and effectiveness aslearners.

Pupils take responsibility for their ownlearning, and use both the learningresources provided to them, and thosethat they source themselves, todevelop their skills and extend theirknowledge

S.S.E. pre-requisites

Some of the important pre-requisites of effective school self-evaluation in a school are:

1. a culture of collaborative decision-making2. an open, trusting atmosphere where the opinions of all participating partners are valued.

Self-evaluation is a reflective professional practice which helps schools to get to know themselves, identify theiragenda for improvement and promote well-considered innovation. Self-evaluation is concerned with looking inwardlyto see what was done in the past and how to improve practice in the future. A key aspect of this is to engage in thecompilation of evidence and subsequently the analysis of this evidence to identify areas for improvement.

A process to enhance teaching and learning

The process of school self-evaluation leads to educational enhancement in schools and has very positive benefitsfor all concerned. Schools engaging in a self-review process of teaching and learning supports the identification ofareas of strength and areas for improvement. The areas identified as needing more attention and improvementwould then form the basis of the school improvement path.


http://schoolself-evaluation.ie/primary/



Key points

Outlined below are some key points to remember when engaging in school self-evaluation. The process should:

be pupil centred and strive to provide the best teaching and learning environment for all;critically evaluate how well a school is doing;be a collaborative process involving dialogue among school community members including schoolmanagement, teachers, parents and pupils;examine strengths and concerns based on evidence gathered in a school;be an on-going process of collecting, discussing, analysing and drawing conclusions from evidence gathered;be a process of reflecting on the effectiveness of teaching and learning in the school;be a process by which reliable and valid evidence is used to inform school planning;regularly look inwards at the day-to-day practices in school and collaboratively plan for improvements.

Informing Yourself Activity

Most schools are only now getting to grips with school self-evaluation and starting out on the process. In Module 2we will explore how S.A.L.F. can support S.S.E. In the meantime, if you haven't already used the school selfevaluation website and support materials to inform yourself of the process and its details it is worth while takingsome time now to explore them in particular the following:

The rationale for S.S.E.Getting Started (including an explanatory video)S.S.E. Update 2016-2020The Six-Step ProcessS.S.E. WebinarsUseful videos for S.S.E.The teaching and learning framework (see below)

There's loads of additional resources to be found on the S.S.E. Click here to access them.

https://www.otb.ie/images/Rationale_for_SSE.pdf

http://schoolself-evaluation.ie/primary/sse-2016-2020/videos/

http://schoolself-evaluation.ie/primary/wp-content/uploads/sites/2/2018/03/SSE-UPDATE-10_Primary_Final_Feb2018.docx.pdf

http://schoolself-evaluation.ie/primary/sse-2016-2020/six-step-process/

http://schoolself-evaluation.ie/primary/sse-2016-2020/webinars/

http://schoolself-evaluation.ie/primary/sse-2016-2020/videos/

http://schoolself-evaluation.ie/primary/sse-2016-2020/



How S.A.L.F. fits S.S.E.

In the introduction to the School Self-Evaluation Guidelines for Primary Schools, and in answering the question: Who arethe Guidelines for, it is stated that the Guidelines are ‘intended to support, in a practical way, the inclusion of the voice ofpupils and parents in school self-evaluation'. (School Self-Evaluation Guidelines for Schools pg. 9)

Why pupil voice?

In his synthesis of a wide range of research relating to educational achievement, Hattie (2009) identifies "that feedbackwas amongst the most powerful influences on achievement" (pg 173). He clarifies that research shows that not all types offeedback are equally effective and proposes the idea that feedback is most powerful when it is from the student to theteacher.

"When teachers seek, or at least are open, to feedback from students as to what students know, what they understand,where they make errors, when they have misconceptions, when they are not engaged-then teaching and learning can be

synchronised and powerful." (pg 173)

The challenge of pupil voice

The value of including pupil voice can be further contextualised when we consider research carried out by Nuthall (2005).Nuthall's work describes how personal learning is to each child, and how much of this can be missed in teachers'observations. In the classrooms that Nuthall studied, talking about learning (both teacher and student) was not common,and there was over-reliance on visible indicators such as pupil engagement and the responses of small number of studentsto inform teachers' understandings about learning.

A challenging finding from this work was that:

"the students lived in a personal and social world of their own in the classroom, they already knew at least 40% of what theteachers intended them to learn, a third of what each student learned was not learned by any other student in the class,

students learned how and when the teacher would notice them and how to give the appearance of active involvement". (pg241)

Additional context factors such as socio economic background of children and inclusion of SEN and migrant children inmainstream settings may further inhibit children from active participation in their own learning.

S.A.L.F. supporting pupils' voices

In using the messaging system of assessment, SALF enables children to learn the language of learning, to develop a valuesystem on their personal learning and to share insights into personal learning.

References

Nuthall, G A (2005). The cultural myths and realities of classroom teaching and learning: A personal journey. Teachers College Record , 107 (5), 895-934



Hattie , J (2009.) Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement. London:Routledge

These resources are available from Outside the Box Learning Resources, please go to www.otb.ie or phone 045 - 409322

S.S.E. Process and S.A.L.F.

In the School Self-Evaluation process children who are experienced in the S.A.L.F. process have the potential tocontribute insightfully to pupil voice. As you have seen earlier, the S.S.E. Guidelines propose a six step self-evaluation process for schools to engage in as follows:

Identify FocusGather EvidenceAnalyse and Make JudgementsWrite and Share S.S.E. Report and S.I.P.Put Improvement Plan into ActionMonitor Actions and Evaluate Impact

In thinking about gathering evidence, pupils' work (copies, files, folders, displays, portfolios, demonstrations of skills(S.S.E. Guidelines pg 48) is cited as an important source. Another important source of evidence is ‘the views ofpupils and parents'. (S.S.E. Guidelines pg 48).

As pupils develop a deeper understanding of the language of learning and assessment through their engagement inthe S.A.L.F. process, they are better equipped to collaborate and provide insightful feedback that supports their ownlearning and the teaching they are experiencing.

In the S.S.E. Guidelines a ‘quality framework for evaluating teaching and learning is provided'. (S.S.E. guidelinespg. 22) Teaching and learning are looked at from four main domains:

Learner outcomes;Learning experiences;Teachers' individual practice;Teachers' collective/collaborative practice.

These are then further broken down into sub-themes, as outlined in the diagram below.

http://www.otb.ie/



Each standard has a set of statements of practice and statements of highly effective practice'. The statementsidentify what quality means in terms of each of the standards and “assists schools in identifying the areas of theirpractice that are effective or highly effective” and “to identify and priorities the areas where improvement isneeded'. (Looking at Our School 2016, P. 9)

In Step Two of the S.S.E. process, a school gathers evidence on teaching and learning in the school. While pupils'work samples are often readily available, a pupil's deeper insights into their own learning and in evaluating theirown learning is often more difficult to source in concrete format. Many of the S.A.L.F. methodologies provide avaluable insight into the pupil's perspective.

Outlined on the next page are just some examples of how various aspects of the S.A.L.F. process support thecollection of evidence to use in discussions on what is working well or needs to be improved in terms of pupilcontributions. (See Chapter 5 of the S.S.E. Guidelines for Primary Schools for further details).



Use of S.A.L.F. to enhance S.S.E.

Show Feedback

Learner Outcomes:

Folder is a repository of the child’s achievements in all 11 curricular areas and is a clear statement of competencies

Learning Experiences:

Through the sharing of learning intentions and suitable self-assessment methodologies pupils are actively engagedin their own learning. They are also being equipped with skills for all learning, both now and in the future. Theirfolders allow them to monitor their progress and to reflect on their learning.

Teacher Practice:

At the heart of the S.A.L.F. process is the clear sharing of learning intentions that allows for progression indevelopment of knowledge and skills. Suitable, agreed learning intentions allow for clear differentiation, that ensure

S.A.L.F. has a very definite role to play in assisting schools with both gathering evidence to inform their S.S.E. process andin sharing learning targets with pupils and allowing them to evaluate their own journey to achieving those targets.

Initially the work shared by the children in the folders gives very clear insights into strengths and challenges in curricularareas and allows for specific, informed targeting of areas for improvement. Sharing the folders on an ongoing basis withparents enhances their knowledge of the specifics of their children’s learning and thus enables them to give more informed input in their contribution to S.S.E..

In essence S.A.L.F. provides all three in partnership in the School Self Evaluation process with greater knowledge, thus,assisting in completing both the School Self Evaluation Report and in deciding on targets for the School improvementPlan. The folders can be used in this way year on year and provide a constant bank of evidence regarding children’scompetencies, interests and attitudes.

Once the School Improvement Plan has been completed and targets set for the school year, the self assessment strategieswith which you have engaged in this module can be used to great effect, both to share these targets with the children andto give ongoing and clear feedback to the teacher/school/parent on how children feel they are coping with these learninggoals.

Reflection

In essence S.A.L.F. can be used to support all 3 Learning Themes highlighted in School Self –Evaluation

Learner Outcomes:Learning Experiences: Teacher Practice:

Consider how S.A.L.F. may do this. Compare your thoughts to ours below.



children are achieving success at a challenging but appropriate level . This type of pupil engagement ensures anactive, engaged class.



Exemplars of using S.A.L.F. to support S.S.E.

The following exemplars are outlined according to two of the domains from the School Self Evaluation Guidelines 2016-2020. They are as follows:

Learner OutcomesPupils achieve the stated learning objectives for the term and the year.

Learner Experience Pupils reflect on their progress as learners and develop a sense of ownership of and responsibility for theirlearning.

Learner Outcomes

Pupils achieve the stated learning objectives for the term and the year.

Statements of Effective and Highly Effective Practice

Pupils’ enjoyment in learning is evident and is often linked to a sense of making progress and ofachievement. Their engagement with learning contributes to their sense of well- being.Pupils are motivated to learn, and this is often linked to having a clear sense of attainable learning outcomes.Pupils see themselves as learners and demonstrate this in their positive and reflective approach to classworkand homework.

Compatible S.A.L.F. Methodology

Junior classesWALT (We are learning to) chart: The class teacher shares the learning intention/objective with theclass and together with the children, takes time to think, talk about and record how they will know theyhave achieved that learning.



Senior classes:As above

Learner Experience

Pupils reflect on their progress as learners and develop a sense of ownership of and responsibility for their learning.

Statements of Effective and Highly Effective Practice (S.S.E. Guidelines 2016-2020 Pg. 26)

Pupils assess their own learning and are aware of their strengths and areas for development.They reflect on their behaviour and attitude to learning, and are able to contribute to setting meaningful goalsfor themselves.Where the curriculum provides opportunities to do so, pupils negotiate their learning thereby increasing theirautonomy and effectiveness as learners.They take pride in their work and follow the guidance they receive to improve it.

Complimentary S.A.L.F. methodology

The premise of S.A.L.F. is engaging pupils in their learning. This happens at regular intervals both as acollective lesson and individually. For example, Step 1 of the 10 Steps for Building Self-Assessment andLearning Folders in both Junior and Middle/Senior classes is Learning Conversations and Discussions. Allexpressions of learning are acknowledged ranging from the use of symbols in the Infant classes to videorecording of project work.Work samples: Pupils are encouraged to reflect on and comment on a piece of their own work. In caseswhere pupils are compiling a S.A.L.F. folder/scrapbook and need to make a selection for their folder, they areencouraged put a written comment under the work sample and justify the selection, identifying and reflectingthe learning that took place (Senior classes).



Learning to Learn Activity:

Using pg.23-26 of the SSE Guidelines make a link between the evaluation criteria and a S.A.L.F. methodology thatsupports the demonstration of that criteria in the classroom.

Note the evaluation criteria and how S.A.L.F. compliments them as above. Compare your thoughts to ours below.

Domain: Learner Outcomes

Standard: Pupils achieve the stated learning objectives for the term and the year.

Pupils are motivated to learn, and this is often linked to having a clear sense of attainable learning outcomes.

Complimentary S.A.L.F. Methodology

Assessment for learning processes are premised on the fact that children know, understand and can act on the followinginformation

What is good work?Consider the extent to which they have achieved the criteria for good workAgree ways of bridging the gap/s between what good work is and the next steps needed to achieve that.

Domain: Learner Outcomes

http://schoolself-evaluation.ie/primary/wp-content/uploads/sites/2/2018/01/School-Self-Evaluation-Guidelines-2016-2020-Primary_Web.pdf



Standard: Pupils achieve the stated learning objectives for the term and theyear.

Pupils’ enjoyment in learning is evident and is often linked to a sense of making progress and of achievement. Theirengagement with learning contributes to their sense of well-being.


Junior classes:Checklists: these can be devised based on curriculum objectives and used by individual children. Theteacher and child discuss the content of the checklist to outline learning intentions so that success criteriacan be identified. The child then colours in the matching symbol when the learning outcome has beenachieved.

Senior classes:Rubrics: These are constructed using learning objectives from the curriculum. Children/Teachers use theserubrics to assess how well the child has achieved the different learning objectives. They also can lead to adiscussion to set new learning goals.

Domain: Learner Experiences

Standard: Pupils reflect on their progress as learners and develop a sense ofownership of and responsibility for their learning.


Developing Questioning Skills is one of the four Building Blocks of S.A.L.F.( Revised S.A.L.F. Guidelines forTeachers PG 22). The skill of questioning is modelled by the teacher. "This ethos of enquiry leads to children reallybelieving that what they have to contribute is recognised, acknowledged and valid." (S.A.L.F. Guidelines forTeachers pg 20)

Junior classes:Whole class K.W.L. (Know - want to know - learned) charts: The teacher records what the pupils know at thebeginning of a lesson / topic/ unit of work. This is recorded in the first column. Next the teacher elicits whatmore the children want to know about this topic. This is then recorded in the second column. The thirdcolumn is completed after the topic/unit of work is completed, where the teacher now documents inconsultation with the children, what they have learned. These frameworks allows for the opinions, views andinterests of pupils in terms of the content of the lessons.

Senior classes:Task review sheet: Children complete these frameworks to foster self-reflection. They assist the child andteacher to discuss how a task or project is developing. It encourages a child to self-assess.

Domain: Learner Experiences

Standard: Pupils reflect on their progress as learners and develop a sense ofownership of and responsibility for their learning.


Junior classes:Step 10 of Building Self Assessment and Learning Folders in Junior Classes is the S.A.L.F. ReviewWorkshop in the Classroom. Here children participate in a class discussion about the folders are working forthe children. It provides an opportunity to revisit their own folder and gives children time to see other folders.



'Where children are ready, this presents an opportunity to introduce early stage peer reviews.' (S.A.L.F.Guidelines for Teachers pg. 86)

Senior classes:In middle and senior classes peer review takes place as Step 7: Introducing an audience for the S.A.L.F.Folders: (i) in the home : (ii) in school. During these reviews children readily exchange information and ideas."When the first peer reviews have taken place, children can have an opportunity to write a short review ofone other folder and receive a written peer review of their own S.A.L.F. folder." (S.A.L.F. Guidelines forTeachers pg. 115).



Developing S.A.L.F. with Teachers

Developing S.A.L.F. with Teachers

Implementing S.A.L.F. in the Classroom

To help you implement S.A.L.F. in your classroom the following is a time-frame for working with S.A.L.F. with Fifthand Sixth Class during Term 1. Both the class teacher and the children were new to the S.A.L.F. process. Theteacher developed the plan to keep on track when introducing new self-assessment strategies into classroompractice and to help integrate S.A.L.F. into the classroom in a planned, strategic manner.



The above time frame is not prescriptive and can be changed to suit each particular class. Indeed, the teacher whodesigned this changed it from year to year depending on the children’s ability to engage in self-assessment.



Where a school decides to engage in S.A.L.F. as a whole-school initiative the above time frame may prove useful inproviding guidance and direction on what might be included on a month by month bases when working with SeniorClasses in the primary school.



S.A.L.F. and the Role of the Special Education Teacher

One of the most frequently asked question about S.A.L.F. is about its used with mixed ability and children withmild/general and other learning disabilities. One of the advantages with using S.A.L.F. is that it is non-prescriptive. It doesnot prescribe what learning should be achieved but rather each individual child that chooses what learning he/she wishesto express. For some children this may be the mastering of a rather complex (age/class level appropriate) skill while forothers it may be a small milestone in a very long journey.

It is in respecting, valuing and acknowledging each child and his/her learning that this is possible. Therefore, as Lorrainepointed out, creating a classroom atmosphere that supports difference and individually is crucial as is developingchildren's sense of self in the learning process and their expression of the learning process.

The principles and concepts underpinning S.A.L.F. will remain the same for all children, however, its use/frequency/levelcan be adapted to all children. In the following clip Patrick talks about using it with his class of children with autism. Thereare 6 children in his class, ranging in age from 4 to 13 years of age and also ranging in ability. He introduced S.A.L.F. tothem for the first time last September and uses the Junior folders with all the children.

Click on the video icon below to view Patrick talk about his experience.

Using S.A.L.F. with Children attending Learning Support

‘The purpose of assessment for students with mild general learning disabilities, as for all students, is to provideinformation on student progress and to plan for further learning. The tools used by teachers will be the same asthose used for the general population of students but may need to be adjusted in order to facilitate individual studentneeds'

- N.C.C.A. Guidelines for Teachers of Students with Mild General Learning Disabilities

Suggestions for using S.A.L.F.

S.A.L.F. can be used in a variety of way with children who attend a learning-support /resource teacher:

The class teacher and learning-support/resource teacher could share the S.A.L.F. - this works particularlywell where in-class support is providedWhere S.A.L.F. is not used in the classroom and children are withdrawn for support the approach can beused to support acknowledgment of children's learning achievements in the learning-support room.



Show Feedback

Strategies from S.A.L.F. that match and build on current practice:

1. Learning conversations with the child using emoticons and practising these with the child.2. Pre-preparation/ focus on a topic or theme coming up in class i.e. Magnets.3. Use of Mind Mapping framework to gather and incrementally record such information with a child; revisit to

refresh information and scaffold learning conversations with the child.4. Use of K.W.L.s as a strategy to identify the prior knowledge a child has of a topic that will be coming up in

class; prepare with them for that topic; use K.W.L. throughout the time this topic is being covered; recordingthe L section; photo evidence if suited to the task.

5. Supporting the child to identify and report back on what they have learned. 6. Use of Mind Mapping with a topic of particular interest to the child; use of Mind Mapping to support story-

telling and recall.7. Scaling - use to self-assess and where appropriate, for pair or peer assessment episodes to scaffold and

support learning conversations.8. Support the flow of learning - the class teacher, learning support and resource team, parents by recording

with the child, in the words of the child, the content and knowledge of a class topic being taught; revisiting atopic using folder content.

9. Where children are building a Self-Assessment and Learning Folder in the classroom to support the child totidy and improve the folder and general folder maintenance; talk to the child about the folder.

10. Support the child to choose what will go in to the Self-Assessment and Leaning Folder and prepare/ script inthe words of the child the justification for including this..... ‘I choose this piece for my folder because.....'

Useful sections in the Self-Assessment and Learning Folders Primary School Guidelines for Teachers book

If using the book ‘Self-Assessment and Learning Folders Primary School Guidelines for Teachers' participantsidentified the following sections as being particularly useful:

1. Affirming the Child as Learner using the SALF Junior Template 3D, and Middle/Senior Template 3E2. SALF Personal Interest Surveys Middle /Senior Classes Templates 4Aand 4B3. ‘Inventions, Creations, Tasks and Ideas Templates 4D4. Many of the review templates in the book were considered as very useful frameworks to work with.

Where S.A.L.F. is used in the classroom and children are withdrawn for support the learning-support/resource teacher can mirror the self-assessment strategies used by the class teacher whensupporting the child. The folder could also serve as a topic of support conversation and a means of revisionfor the child.

What do you think?

Taking into consideration what you have understood as the underpinning principles and concepts of S.A.L.F. andhow S.A.L.F. is structured and managed note down strategies from S.A.L.F. that match and build upon currentpractice with children attending learning-support/resource.

Compare your thoughts to those of a group of learning-support/resource teachers who attended an introductoryworkshop on S.A.L.F.



The Benefits of Involving Parents in the S.A.L.F. Process

Benefits of Involving Parents in S.A.L.F.



Reporting Progress to Parents

Show Feedback

The following facilitates good relationships:

clarity about roles and expectations;respecting confidentiality;getting to know needs, strengths;encouraging, facilitating and promoting home/school communication;recognising, respecting and valuing the concept of partnership;working together for the benefit of the child;sharing information makes learning more meaningful, more effective;understanding responsibilities of each person involved;trust;all partners feeling valued and respected.

DES Circular 0056/2011 states that ‘by maintaining regular contact with parents about their children's learning, schools canhelp them support their children's learning and progress'. However, in a report commissioned by the NCCA and authoredby Hall et al (2008), it is noted that reporting is more closely linked with summative than formative assessment.

Most reporting to parents relates to the results of tests that have been administered to children, yet this is of least use toparents in terms of providing them with any means by which they can help their children to improve. The researchconducted by Hall et al. (2008) provides evidence of this. This report also notes that ‘regular communication can increaselevels of parent involvement, especially among those parents who have less formal education and who need additionalstructures to engage in schools' (Hall et al. 2008) and enables parents to take part in decisions that have to be made abouttheir children's learning.

- From Self-Assessment: the importance of knowing me (Intouch, Jan/Feb 2012 pg. 45)

Also, with the advent of School Self Evaluation we must be aware that two of the underlying principles of S.S.E. are thatthe process is collaborative and inclusive and that it involve ongoing communication among all partners.

“Effective school self-evaluation involves principals, deputy principals, teachers and boards working together in a climate oftrust and respect, in consultation with parents and pupils, to bring about school improvement”.

“Effective school self-evaluation provides the school with a mechanism to engage in open and transparent communicationwith the entire school community.”

- SSE Guidelines

Reflection

Parents are key partners with teachers in supporting children's learning. Relationship between parents and schoolsare rewarding and challenging. In your view and experience:

What facilitates good home/school relationships?What benefits do good home/school relationships bring to children's learning?How can schools support parents' involvement in children's learning?




Benefits to the child include:

experiencing link between home and school as part of learning;providing opportunities to share learning experiences with the significant adults in their lives;supporting children's need to be listened to;children develop their learning and sense of themselves as learners;children gaining greater confidence when talking about their learning;learning becomes more enjoyable, more motivating;learning that occurs outside school can be acknowledged and included in the more formal school setting;children’s learning and development is enhanced;the child's home becomes more involved and connected to the child’s life at school;a better understanding of curriculum by parents supports the child's learning;connectivity is enhanced.



Using S.A.L.F. with Parents

From time to time in the S.A.L.F. process teachers will invite parents/guardians/carers to work with their children on theirown Self-assessment and Learning Folders. As we have seen in module 3 at certain intervals throughout the year, childrenwill be reviewing their folders for homework. The review is an opportunity for the child to talk about their folders withparents and let teachers listen to what it is they are saying about them. As we mentioned in the voiced presentation, itcould be useful to provide some questions to support parents to develop these learning conversations with children.(Templates are provided for this in the S.A.L.F. Teacher Guidelines).

The S.A.L.F. approach includes asking parents to complete a Parent/Guardian/Carer Reflection sheet on their children'sfolder. It not only acts as an aid for parents to reflect with their children on the S.A.L.F. folder but it also gives them avehicle to give feedback on S.A.L.F. and indeed to acknowledge their children's learning to both child and teacher.



A Parent's Perspective

It is the experience of teachers using S.A.L.F. that parents/guardians/carers value and benefit from the enhanced andmediated communication that S.A.L.F. facilitates. They feel more involved and can see their child's learning and progress.The following is a comment from a parent highlighting this:

'I think it gives the parent a better insight in to what exactly is happening in the school right across the curriculum.Sometimes we're very narrow on that, we think it Irish, English, Maths that's it. But there's lots of other’s things like music,history, geography, science, nature and this shows the parent exactly what's going on. As I said before the report card willshow you he's good at maths, not so good English, very good at Irish, but it's only a tick in the box. Here's real life stuff.'

The following quote is from a parent of a child who used his self-assessment folder to explain his learning achievements inan interview for a secondary school.

‘The S.A.L.F. folder was his Curriculum Vitae on the day.... then suddenly he just slipped the folder on to the table andstarted turning pages. And in the turning of the pages, it as if it became his voice. These pages contained a synopsis ofwhat he was about. So, it had an authenticity about it because it was his own work. Ownership is hugely important, and, ifthis folder is about the child, as I understand it, so for the child to have a space, and a recap, and a resume that is drivenby them is so important. Very often in life you do not have a chance to re-do something, to change something......thatfreedom'.

S.A.L.F. Goes Home

Watch the above video on S.A.L.F. going home



Parent and Child Sharing Learning

It is very useful when working in a one-to-one situation with a child to have both sets of hands, adult and child, busydoing something that is related to the topic under discussion. The conversation may be led by the child with the parentusing prompt questions or comments and responding to child led comments or questions. In this case, Sophie, aged 5,was asked to write or draw her name with lots of pictures about things she likes. It was suggested to her Mum, Lynda,that perhaps she could do the same as a context for a learning conversation. The following is a transcript of theirconversation:

Supporting Parents

Imagine you are sending your children's folders home for the first time. In order to support the learning conversationbetween parent/guardian/carer and the child you decide to draw up a list of questions that the parent/guardian/carercould ask the child.

Note down the questions you would include.



Show Feedback

Questions may include the following:

Do you feel happy about what you have here?What did you find easy?Can you tell me how you did this?What were you learning here?What are you pleased about?What are you not happy with here?What would help you?Is there something here you would like to improve at?How do you think you could get better at?How long did you spend on this?Do you want me to help you with this?Do you want to add something to this?Is there anything here you would like to change?




S.A.L.F. Resources to Support Parents

Click Here

Airasian, P. (2000). Assessment in the Classroom: A Cognitive Approach. New York, McGraw-Hill.

Airasian, P.W. & Walsh, M.E. (1997) Constructivist cautions. Phi Delta Kappan, 78 (6), pp. 444-449.

Ames, C. (1992) Classrooms: goals, structures and student motivation. Journal of Educational Psychology,84 (3), pp. 261-271

Ames, C. & Archer, J. (1989) Achievement goals in the classroom: Student’s motivation process. Journal ofEducational Psychology, 80, pp. 260-2

Assessment Reform Group (1999) Assessment for Learning: beyond the black box. Assessment ReformGroup supported by The Nuffield Foundation. Cambridge, University of Cambridge, School of Education.

Bangert-Drowns, R.L., Kulik, Chen-Lin C., Kulik, J.A., & Morgan, MT., (1991) The Instructional effect offeedback in test-like events. Review of Educational Research, 61 (2), pp. 213-238.

Baudrit, A. (2002) Cross-cultural peer tutoring: Ethnographic observations of two dyads. Irish EducationalStudies, 21 (3), pp. 90-105

Baumfield, V. & Mraz, M. (2002) Investigating pupils’ questions in the primary classroom. EducationalResearch, 44 (2).

Black, P. (1998) Learning, league tables and national assessment: Opportunity lost or hope deferred? OxfordReview of Education, 24 (1), pp. 57-68

The S.A.L.F. package includes a series of templates that are intended as a guide to assist communication between homeand school to support effective practice. They are matched to the steps children will be engaged in as they build theirfolders as outlined in modules 3 and 4 of this course. By adapting these for your own classroom work, information that willbe useful to those working at home with S.A.L.F. can be provided at stages where it is needed. These and any additionalcommunication that supports the work are helpful to home, school and the child in the first attempts at creating a reallymeaningful Self Assessment and Learning Folder.

Sample Templates

Sample Introductory Letter for Parents of Children in Junior Classes.Sample Introductory Letter for Parents of Children in Middle and Senior Classes.Sample Letter to accompany completed 'My Interests Survey' for Middle and Senior Classes.Sample Letter to accompany 'Inventions, Creations, Tasks and Ideas' for Middle and Senior Classes.Sample Letter to accompany S.A.L.F. Review in the home for Junior Classes.Sample Letter to accompany S.A.L.F. in the home for Middle and Senior Classes.Template: First Parent/Carer-Child Review Sheet for S.A.L.F. in Junior Classes.Working with S.A.L.F. in the Home - A Briefing Sheet.

Bibliography and Recommended Reading

Click below for a comprehensive list of all the texts referenced in this course and other recommended reading fromthe authors.

https://www.otb.ie/images/SampleIntroLetterParents.pdf

https://www.otb.ie/images/SampleIntroLetterParentsMiddleSenior.pdf

https://www.otb.ie/images/MyInterestsSurvey.pdf

https://www.otb.ie/images/InventionsCreations.pdf

https://www.otb.ie/images/SALFReviewHomeJuniors.pdf

https://www.otb.ie/images/SALFReviewHomeLetterSeniors.pdf

https://www.otb.ie/images/JuniorParentChildReviewSheet.pdf

https://www.otb.ie/images/WorkingSALFHomeGuidelines.pdf



Black, P. (1999) Testing: Friend or Foe? Theory and Practice of assessment and testing (Reprinted 1999).London and Philadelphia, Falmer Press

Black, P. (2001) Dreams, strategies and systems: Portraits of assessment past, present and future, 159 (b)Assessment in Education, 8 (1)

Black, P. & Harrison, C. (2001) Self- and peer-assessment and taking responsibility: the science student’srole in formative assessment. School Science Review, 83 (302), 43-47.

Black, P. & Wiliam, D. (1998) Assessment and Classroom Learning. Assessment in Education, 5 (1). Pp. 7-74 Black, P. & Wiliam, D. (1998) The black box, raising standards through classroom assessment. Oideas,Dublin, Department of Education and Science.

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003) Assessment for Learning, putting it intopractice. Berkshire, Open University Press

Blanchard, J. (1993) News and Views. A critical commentary on the BERA Policy Task Group’s article“Assessment and the improvement of education”, The Curriculum Journal, 4 (1), pp. 115-159

Blatchford, P. (1997) Pupils’ self assessments of academic attainment at 7, 11 and 16 years: effects of sexand ethnic group. British Journal of Educational Psychology, 67, pp. 169-184

Boekaerts, M. (1997) Self-regulated learning: a new concept embraced by researchers, policy makers,educators, teachers and students. Learning and Instructions, 7 (2), pp. 161-186

Broadfoot, P. (1996a) Education, Assessment and society. Buckingham, Open University Press

Broadfoot, P. (1996b) Liberating the Learner through assessment. IN: Claxton, G., Atkinson, T., Osborn, M.,& Wallace, M., Liberating the Learner, lessons for professional development in education. London, RoutledgeBroadfoot, P. (1998) Records of achievement and the learning society: a tale of two discourses. Assessmentin Education, (5) (3), pp. 447-476

Broadfoot, P. (1999) Empowerment or performativity? English assessment policy in the late twentieth century.Paper delivered as part of the Assessment Reform Group Symposium on Assessment Policy, University ofBrighton.

Broadfoot, P. (2002) Editorial: Beware the consequences of assessment! Assessment in Education, 9 (3), pp.285-288.

Brookhart, S.M. (2001) Successful students’ formative and summative uses of assessment information.Assessment in Education, (8) (2), pp. 153-169.

Brookhart, S.M. & DeVoge, J.G. (2000) Classroom Assessment, student motivation and achievement inelementary and middle school. Paper presented at the Annual Meeting of the American EducationalResearch Association, New Orleans, L.A.

Brooks, J. & Brooks, M. (1993) In search of understanding: the case for constructivist classrooms. New York,ASCD

Burke, A. (2002) Teaching retrospect and prospect. Oideas (special edition), pp. 94-161.

Butler, D.L. & Winne, P.H. (1995) Feedback and self-regulated learning: a theoretical synthesis. Review ofEducational Research, 65 (3), pp. 245-281

Butler, R. (1988) Enhancing and undermining intrinsic motivation: the effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58, pp. 1-14

Buzan, T. (2003) Mind Maps for Kids – An Introduction. London, Thorsons (imprint of Harper Collins)

Call, N. & Featherstone, S. (2010) The Thinking Child. London, Continuum

Call, N. & Featherstone, S. (2010) The Thinking Child Resource Book. London, Continuum



Carr, M. & Claxton, G. (2002) Tracking the development of learning dispositions. Assessment in Education, 9(1), pp. 9-34.

Chappuis, S. & Stiggins, R.J. (2002) Classroom assessment for learning. Educational Leadership, 60 (1), pp.40-43.

Claxton, G. (1995) What kind of learning does self-assessment drive? Developing a “nose” for quality:Comments on Klenowski (1995). Assessment in Education, 2 (3), pp. 339-343.

Coe, R. (1998) Can feedback improve teaching? A review of the social science literature with a view toidentifying the conditions under which giving feedback to teachers will result in improved performance.Research Papers in Education, 13 (1), pp. 43-66.

Cowie, B. & Carr, M. (2001) The consequences of sociocultural assessment in early childhood settings:Comunity, competence and continuity. Position paper prepared for New Zealand Ministry of EducationChildhood Learning and Assessment Exemplar Project.

Crooks, T.J. (1998) The impact of classroom evaluation practices on students. Review of EducationalResearch, 58 (4), pp. 438-481.

Darling-Hammond, L. & Falk, B. (1997) Using standards and assessment to support student learning. PhiDelta Kappan, 79 (3), pp. 190-200

Delandshere, G. (2001) Implicit theories, unexamined assumptions and the status quo of educationalassessment. Assessment in Education, 8 (2), pp. 113-133

Devine, D. (2003) Children, Power and Schooling: the social structuring of children in the primary school.Stoke-on- Trent, Trentham Books.

Donnelly, P. (1998) Philosophy with children; Thinking Time. Arista Journal of the ATPC. Dublin, ATPC

Drummond, M.J. (1998) Assessing children’s learning. London, David Fulton Publishers Ltd.

Dweck, C.S. (1986) Motivational processes affecting learning. American Psychologist (Special Issue:Psychological Science and Education), 41 (10), pp. 1040-1048.

Edwards, D. & Mercer, N. (1987) Common Knowledge: The development of understanding in the classroom.London, Methuen

Eisner, E.W. (1998) The enlightened eye. New Jersey, Prentice Hall, Simon & Schuster

Gee, J.P. (2003) Opportunity to Learn: A language-based perspective on assessment. Assessment inEducation, 10 (1), pp. 27-46.

Gipps, C. (1999) Socio-cultural aspects of assessment. Review of Research in Education, 24, pp. 355-392.

Gipps, C. & Stobart, G. (2003) Alternative assessment. IN: Kellaghan, T. & Stufflebeam, D.L. eds.,International handbook of educational evaluation, pp. 549-576. Boston and Dordrecht, Kluwer.

Gipps, C. & Tunstall, P. (1998) Effort, ability and the teacher: Young children’s explanations for success andfailure. Oxford Review of Education, 24 (2), pp. 149-165

Hall, K. (2003) Effective Literacy Teaching in the Early Years of School: A Review of Evidence in Hall, N.,Larson, J., Marsh, J. (eds) Handbook of Early Childhood Literacy. UK, Sage

Hall, K. & Kavanagh, V. (2002) Primary assessment in the Republic of Ireland, Educational Management &Administration, 30 (3), pp. 261-274.

Harlen, W. (2009). Improving assessment of and for learning. Education 3-13, 37, pp. 247-257

Harlen, W., Crick, R. & Deakin, R. (2003) Testing and motivation for learning. Assessment in Education, 10(2), pp.169-207.

Heacox, D. (2002) Differentiating Instruction in the Regular Classroom. MN, USA, Free Spirit



Hinett, K. (1998) The role of dialogue and self-assessment in improving student learning. Draft paperpresented at the British Educational Research Association Annual Conference, The Queen’s University ofBelfast.

Ireland. Department of Education and Science (1999) Primary School Curriculum English. Dublin, StationeryOffice.

James, M. (2000) Measured lives: The rise of assessment as the engine of change in English schools. TheCurriculum Journal, 11 (3), pp. 343-349.

Johnson, D. (2003) Activity theory, mediated action and literacy: Assessing how children make meaning inmultiple modes. Assessment in Education, 10 (1), pp. 103-129.

Johnson, D. & Kress, G. (2003) Globalisation, literacy and society: Redesigning pedagogy and assessment.Assessment in Education, 10 (1), pp. 5-14.

Klenowski, V. (1995) Student self-evaluation process in student-centred teaching and learning contexts ofAustralia and England. Assessment in Education, 2 (2), pp. 145-163.

Marshall, B. (2004) Goals on horizons – the conundrum of progression in English: Or a possible way ofunderstanding formative assessment in English. The Curriculum Journal, 15 (2), pp. 101-113.

Murphy, B. (2004) Social interaction and language use in Irish infant classrooms in the context of the revisedIrish Primary School Curriculum (1999). Literacy, 38 (3), pp. 149-155.

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National Council for Curriculum and Assessment (NCCA) (2005), Sample materials. www.ncca.ie/index.asp?locID=367&DOCid=-1

Nic Phaidin, E. & O’Leary M. (2010). Assessment for learning in a special education setting. REACH Journalof Special Needs Education in Ireland, 24, 1, pp.25-35.

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Conclusion

We hope now at this stage that you have gained an in-depth understanding of the S.A.L.F. approach and how it cansupport children's learning and their own assessment of this learning and how it:

supports an interactive child-centred approach to teaching and learningacknowledges children's voicesacknowledges children's learning achievementssupports positive home/school relationshipsgives teachers a ready-made approach that is grounded in the Irish curriculum and Irish assessment guidelines andbest practice

We hope that you will take your learning from this course and apply it to your class in September. If you do, you willundoubtedly see the benefit.

Further Information

The components of the S.A.L.F. Starter Kit are: S.A.L.F. Guidelines for Teachers (€44.95), S.A.L.F. DVD forTeachers (€44.95), S.A.L.F. Folder for Junior Classes (€3.95), S.A.L.F. 20-Pocket Folder for Lower to MiddlePrimary (€3.95) & S.A.L.F. 40-Pocket Folder for Middle to Senior Primary (€3.95)

Available from Outside the Box Learning Resources – www.otb.ie/SALF - Tel: 045 409322; Email: [email protected]

https://www.otb.ie/

http://www.otb.ie/SALF

mailto:[email protected]



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Module 5: Developing S.A.L.F. as a Whole School Initiative

Documents

Transcript of Module 5: Developing S.A.L.F. as a Whole School Initiative