Gradual Release of Responsibility

After viewing the video Improving Practice with Sarah Brown Wessling Embedded Formative Assessments and after reading Releasing responsibility by Fisher and Frey, discuss the following:

Hawker Brownlow Education. (2012, April 1). Embedded formative assessment - Dylan Wiliam [Video File].

Fisher D. & Frey, N. (2008). Releasing responsibility. Educational Leadership, 66(3), 32-37. Retrieved from Ebscohost database.

Teaching Channel. (2011). Improving practice with Sarah Brown Wessling [Video File].

Part 1

Sarah Brown Wessling remarks; "It is not about ways of delivering content as much as it is about ways of getting students to become thinkers; ways for students to be more autonomous."

· What evidence did you observe in Ms Wessling's video that her students were becoming thinkers?

· How is this an example of the teacher assessing FOR learning?

Part 2

In Dylan William's video on embedded formative assessments, he mentions five strategies for teachers to meet students' learning needs more effectively.

· Describe what you observed from Ms. Wessling's video that represents each of these strategies.

· Were there any that you did not observe?

· What evidence was there of Ms. Wessling's students examining their own thinking?

· What evidence did you find to suggest she designed her instruction to meet instructional learning objectives in several areas of development (Think Bloom's)?

· What did you see from her video that you'd like to try (remember best practices are transferable across grade and age levels)?