LEARNING RESOURCES

OUTSIDEthe BOX

Revised byAideen O’Mahoney B.Ed & Rose Marie Corry Ryan B.Ed. M.Ed

Adapted from the original SALF Guidelines for Teachers written byJoan Keating N.T. B.Ed & Siobhán Cahillane-McGovern Ph.D

Primary SchoolGuidelines for Teachers

Revised Edition

Self Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning Folders

SALF Primary School Guidelines for Teachers - Revised EditionRevised by Aideen O’Mahoney B.Ed & Rose Marie Corry Ryan B.Ed. M.Ed

Adapted from the original SALF Guidelines for Teachers written by Joan Keating N.T. B.Ed & Siobhán Cahillane-McGovern Ph.D

Edited by: Outside The Box Learning Resources Ltd. Design and Layout by: Andrea Heron Printed in Republic of Ireland

Published in Ireland by: Outside the Box Learning Resources Ltd. W6W Tougher’s Business Park, Newhall, Naas, Co. Kildare, W91 YR82, Ireland. Tel: 045 409322 (+353 45 409322) Fax: 045 409959 (+353 45 409959) Email: info@otb.ie www.otb.ie/SALF

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without written permission from the publisher.

www.otb.ie/SALF ©2018 Outside The Box Learning Resources Ltd. S.A.L.F. is a registered Trademark

ISBN: 978-1-906926-94-6

LEARNING RESOURCES

OUTSIDEthe BOX

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Contents

SALF Introduction

About the Authors 5Acknowledgements 6Components of SALF 7Background and Content to the SALF process: What is Assessment? 9 What are SALF Folders? 11

Chapter One: Building Blocks for SALF 17

1. Developing a Positive Classroom Culture and Ethos 202. Developing Questioning Skills 223. Developing Discussions to Identify and Review Learning Goals 264. Recognising and Acknowledging the Purpose and Importance of Audience 27

Chapter Two:Self Assessment and Learning: Strategies and Methodologies for SALF 311. WALT and WILF 352. Thumbs Up, Thumbs Down 383. Traffic Lights 394. Two Stars and a Wish 405. KWL and KWHL 416. Mind Mapping 447. Checklists 558. Rubrics 619. PMI Diagrams (Plus, Minus and Interesting) 6610. Scaling 67Templates for use with Chapter Two 77

Chapter Three:10 Steps to Building Self Assessment Folders in the Classroom 87

Step 1. Sharing with Children what a SALF Looks Like 90Step 2. Establishing the SALF Organiser 92Step 3. Allocating, Colour Coding and Labelling SALF Curriculum Pockets 95Step 4. The Name Page 97Step 5. The Photograph Page 99Step 6. The ‘Likes’ Mind Map 101Step 7. Selection and Justification of Work - SALF and the Curriculum 105Step 8. Affirming the Child as a Learner 114Step 9. Child Self-Refl ection on SALF Folders 116Step 10. Introducing an Audience at School and at Home 118Templates for use with Chapter Three 126

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Chapter Four: Further Development of Self Assessment andLearning Folders in Middle and Senior Classes (3rd to 6th Classes) 141

SALF Further Development in Middle and Senior Classes 142My Interests Survey 142Monthly Review Sheet: My Month at School 145Deselecting 146Project Work in Middle and Senior Classes: Inventions, Creations, Tasks and Ideas 147Steps for Classroom Practice When Working with the Lists for Inventions, Creations, Tasks and Ideas 150Project Work and Self Assessment 153My Progress Sheet 154Record of Work 156Designing a Cover 157SALF and Digital Learning 158Templates for use with Chapter Four 162

Chapter Five: Developing SALF as a Whole School Initiative 183

The Place of Self Assessment in Today’s Classroom 184Developing SALF with Teachers 187SALF and the Role of the Special Education Teacher 190Developing SALF with Parental Involvement 193The Benefits of Involving Parents in the SALF Process 195Sample Letters, Review Sheets and Templates 198Templates for use with Chapter Five 199Testimonials 206Bibliography 213

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Aideen O’Mahoney B.Ed

Rose Marie Corry Ryan B.Ed. M.Ed

A graduate of Mary Immaculate College of Education, Limerick, Aideen is currently a teaching principal in Clohanes National School, Doonbeg, Co. Clare. For the past ten years she has been a facilitator on the Misneach programme for Newly Appointed Principals, initially, with the Leadership Development Service (LDS) and currently on the Leadership Team with PDST. Aideen is also a mentor with the Centre for School Leadership. Having a keen interest in Assessment for Learning strategies and methodologies Aideen has incorporated SALF into her classroom practice for a number of years. She continually encourages children to take a more active part in their learning and in their assessment of that learning. She has worked as a SALF tutor for the past four years, delivering workshops and summer courses. Her practical experience of using SALF is refl ected throughout these revised guidelines.

A graduate of Mary Immaculate College of Education, Limerick, Rose Marie is currently a teaching principal in Inch National School, Co. Clare. Rose Marie has facilitated continuing professional development courses in the SALF programme over the past four years. In addition, Rose Marie has worked on embedding a culture of self assessment in her own school where the voice of the pupil is central to guiding the teaching and learning in each classroom. Her experience of introducing SALF in her own classroom and as a whole school initiative is very evident in the development and writing of these revised guidelines. In addition to her involvement with SALF, Rose Marie is a mentor with the Centre for School Leadership and an associate on the Leadership Team with PDST.

About the Authors

SALF - Primary School Guidelines for Teachers - Revised Edition

Revised by Aideen O’Mahoney B.Ed & Rose Marie Corry Ryan B.Ed. M.Ed.

Adapted from the original SALF Guidelines for Teachers written byJoan Keating N.T. B.Ed & Siobhán Cahillane-McGovern Ph.D

SALF Introduction

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Acknowledgements

The authors wish to acknowledge the co-operation and support of the children andteachers in a number of schools during the development of these guidelines and inparticular the principals, teachers, parents, grandparents, guardians, carers and children in the following schools:

• Clohanes National School, Doonbeg, Co. Clare• Coolanarney Primary School, Coolanarney, Co. Off aly• Donabate-Portrane Educate Together National School, Donabate, Co. Dublin• Inch National School, Ennis, Co. Clare• Scoil Cholmcille Boys’ Primary School, Kells, Co. Meath• St. Colmcille’s Primary School, Craigtown, Carndonagh, Co. Donegal• St. Kilian’s Primary School, Mullagh, Co. Cavan• St. Patrick’s Girls’ Primary School, Convent Road, Carndonagh, Co. Donegal

The authors would also like to acknowledge:

• Matthew Boyd• Les Kelly• Rébecca Lemaire• Valerie Seery• Tomasz Piwowarczyk• John Ferriter• Eanna Heavey• Andrea Heron• Outside The Box Learning Resources (www.otb.ie)• National Council for Curriculum and Assessment (www.ncca.ie)• Thinking Time - Philosophy with Children (Donnelly/Dunne, 1999)• H2 (www.h2.ie)• Continuum Books (www.continuumbooks.com)• The Buzan Organisation (www.thinkbuzan.com)• Free Spirit Publishing (www.freespirit.com)

SALF Introduction

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FOR TEACHERS:

SALF Primary School Guidelines for Teachers - Revised EditionIncludes:SALF Primary School Teacher DVD (Duration: 45 minutes)

CD with Photocopiable Templates and Sample letters (in English and Irish)

FOR CHILDREN:(English and Irish versions)

SALF Junior Class Folders

SALF Folders for Middle & Senior Classes

Self Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning FoldersSelf Assessment and Learning Folders

Components of SALF

20-Pocket Folders 40-Pocket FoldersSALF 20 or 40 pocket folders are available from Outside the Box Learning Resources. Alternatively any 20 or 40 poly pocket folder may be used. These are available in most stationery shops.

20-Pocket Folders 20-Pocket Folders 40-Pocket Folders40-Pocket Folders

SALF Introduction

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Background and Content to the SALF Process

SALF Introduction

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Background and Content to the SALF Process

What is Assessment?Assessment is a messaging system for children and those who work with children about what counts and what is valued as important knowledge and learning. What has been less clear is the role for children themselves in the process. That children need to take a central, active role in this is undisputed; the diffi culty has been to identify the exact nature of the role teachers play.

Much has been written about the relationship between Assessment and Learning and how assessment information is used to indicate what children have learned. The two principal approaches to assessment -Assessment of Learning – AoL and Assessment for

How can teachers facilitate children to take an active, engaging role in a learning and assessment process that is personal and meaningful to that child, while at the same time make certain that as teachers they fulfil their responsibilities in ensuring that curriculum objectives have been achieved?

and Learning Folders – SALF – Teacher Guidelines provide schools and teachers with a structured framework that bridges teacher-led learning and assessment with child-led learning and assessment in the daily practice of the classroom

Learning – AfL are complementary and are used to inform teachers planning and children’s understanding of their learning.

Assessment for Learning as outlined in the Primary School Curriculum identifi es the important role that assessment can play in enhancing children’s learning and achievement by seeking and interpreting evidence for use by children and their teachers. No learning can take place without the learner and so assessment processes must take account of the understandings that children have about their own learning and assessment. The Self Assessment

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Background and Content to the SALF Process

Recognising this, one teacher in discussion with the class asked a group of 11 year old children what was assessment? What did it involve? Their responses are recorded in text box to the right.

It became apparent to the teacher that all the assessment work being completed in the classroom using some of the methodologies outlined in these guidelines, were not recognised by the children as assessment. Because a test was not involved, children did not view it as assessment. Rather, they viewed assessment as someone else’s opinion of their progress.

When reminded of the methodologies being used in the classroom e.g. whole-class charts, mind maps, KWL/KWHL’s, checklists and rubrics as ways of finding out what they knew and could do i.e. assessing their knowledge and learning, they were then asked how they would describe assessment. They were equally forthcoming and made the following observations.

The points made were recorded as spoken:

What is striking about the first set of responses is that the child views assessment as external evaluations that do not involve them. The second set of responses indicates a strong sense of ownership and frequent use of personal pronouns suggesting that the child is very much involved in the process.

• A test for disabilities

• Parents are saying what we are learning from our H.S.R.A*

• An extra learning programme

• To get help

• To improve*H.S.R.A refers to a ‘Home/School Read Aloud programme the children were involved in.

• Making decisions on how you are doing/improving

• Good judgement i.e. questions, selecting a book, review of questions

• To get a better understanding of your work

• What you yourself think of your work

• To realise what you are fi nding out

• That your work is valuable to you because it is done by you

• To estimate how you think the work is going for yourself

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Background and Content to the SALF Process

It was from such moments of classroom work that Self Assessment and Learning Folders were designed.

When working with teachers on assessment, it was noted that the assessment process often highlighted what it was that children did not know or could not do. Yet, when teachers want to use assessment information to enhance children’s learning it is critical that they have evidence of what it is that children already know and can do as well as children’s own understanding of how they arrived at that point in their learning. It is necessary to have this information across all curricular areas. Assessment for Learning processes are premised on the fact that children know, understand and can act on the following information:

What are SALF Folders?Self Assessment and Learning Folders (SALF) provide a framework for children to present evidence of their work and their assessment of that work, across eleven curricular areas –

1. English 2. Irish 3. Mathematics 4. History 5. Geography 6. Science 7. Drama 8. Music 9. Visual Arts10. P.E.11. S.P.H.E.

• What is good work?

• Consider the extent to which they have achieved the criteria for good work

• Agree ways of bridging the gap(s) between what good work is and the steps needed to achieve that.

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Background and Content to the SALF Process

Over the course of the year the folder provides evidence of children’s achievements in all curricular areas and importantly, confirmation of the decisions they have made to identify this work as an achievement. In that sense the SALF folders are evidence of children’s learning as well as providing a source of information that can be used by them to make assessment decisions about that learning.

They serve as a ‘holding place’ for work that children are happy to present to others as evidence of their learning at that time. Children from Junior Infants to Sixth Class can learn how to create SALF folders. All folders are based on the same principles:

The benefits of using SALF folders are that they:

The first three display spaces are about the child creating and personalising their own unique folder.

The following display spaces are used for selected samples of work from all curricular areas.

The remaining display spaces are used for evidence of learning from outside the curriculum structure and can include project work and work from the life of the child outside school.

Are personal to the child.

Respect the potential of the child.

Encourage children to explore their own learning and the learning of other children.

Empower children to discuss their own learning.

Involve peer and public learning.

Create a safe context for children to express their own thinking about their learning.

Create a classroom climate that supports children in the assessment process.

Provide activities that directly and positively build links between home and school around the learning of the child.

Develop the skills of critical refl ection and lifelong learning in children.

Develop the skills associated with eff ective self assessment and portfolio work which are essential in the revised Junior Certificate Cycle.

Develop metacognition in children.

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Background and Content to the SALF Process

ContentChapter One: Building Blocks for SALFKey classroom practices and strategies to enhance children’s learning in the classroom.

Chapter Two: Self Assessment and Learning: Strategies and Methodologies for SALFStrategic methodologies for SALF to develop children’s ability to engage in self and peer assessment.

Chapter Three: 10 Steps to Building Self Assessment and Learning FoldersThe 10 steps involved in compiling and completing a SALF folder for Junior, Middle and Senior Classes.

Chapter Four: Further Development of Self Assessment and Learning Folders in Middle and Senior Classes (3rd to 6th Classes) Ideas for further development of SALF in Middle and Senior Classes to include project work, interests surveys, review sheets and further use of information technology in the process.

Chapter Five: Developing SALF as a Whole School InitiativeStrategies for developing SALF throughout the school in both mainstream and special education settings.Strategies for supporting the involvement of parents/guardians and carers in the process.

Templates provided with these guidelines may be photocopied or printed from the accompanying disc by the purchasing school. It is recommended that teachers adapt all resources to their own specific requirements and in accordance with school policy.