Documente Academic
Documente Profesional
Documente Cultură
Introductions
D1.S1.1
Housekeeping
D1.S1.2
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Training aims
D1.S1.4
Name Boards
Make a name board for yourself.
Write down your name and either…
– An adjective describing you that starts with the
same letter/sound as your name
or
– A picture that describes you. JOCULAR Jason
You have two minutes!
Write in large letters so it’s legible!
D1.S1.5
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D1.S1.7
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Course glossary
D1.S1.10
D1.S1.11
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D1.S1.12
D1.S1.13
D1.S1.14
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Task
• Handout D1.S1.H1 shows various aspects of each main
assessment approach (formative or summative).
• Work with your group and decide which statement describes:
– formative assessment (F)
– summative assessment (S)
Summative assessment
4. Assessment of learning
6. Designed for people who are not directly involved in
daily learning and teaching.
9. Final and one-way; presented in a formal report.
10. Usually compares a pupil’s learning with either
other pupils or the “standard” for a grade/level.
11. Given at the end of the year or a unit to check a
pupil's learning after teaching.
D1.S1.16
Formative assessment
3. Designed to assist teachers and pupils.
5. Focuses on improvement and progress towards a learning
goal.
7. Assessment for learning
8. Needs to involve the pupil because the pupil is the person
most able to improve the learning.
12. Checks learning throughout teaching to determine
progress and decide next steps.
13. Usually detailed, specific, and provides descriptive
feedback in words and in relation to success criteria
that have been set.
D1.S1.17
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Teaching
Formative
assessment
Task
• Discuss with your group the different teaching
strategies for formative assessment on Handout
D1.S1.H2.
• Which key question for formative assessment is most
relevant to each teaching strategy? Match each
teaching strategy to the relevant key question.
• Be ready to give reasons for your matches.
D1.S1.20
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D1.S1.21
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D1.S1.24
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D1.S1.27
Two-minute Summary
• With your group, write a summary of your learning in
this session.
• You have two minutes.
• Be ready to read out your summary.
Muddy Points
• Write down any ‘muddy points’ on the cards
(something that is still not very clear).
D1.S1.28
D1.S2.1
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D1.S2.2
Short cycle
Span Within and between lessons
Length Minute-by-minute and
day-by-day
Teaching and learning Starters and plenaries
strategies Questioning
Self assessment
Peer assessment
Exit cards
D1.S2.3
Medium cycle
Span Within and between
teaching units
Length One to four weeks
Teaching and learning Assignments
strategies Practice tests
End of unit quiz
D1.S2.4
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Long cycle
Span Across terms or
teaching units
Length Four weeks to a year (or
more)
Teaching and learning Benchmarking tests
strategies End of term/year tests and
exams
D1.S2.5
D1.S2.6
D1.S2.7
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Quick scans
All-pupil-response techniques that enable the teacher to
quickly check understanding across a whole class.
– Traffic lights
– Thumbs up, thumbs down, thumbs sideways
– Hinge question (a big question to check pupils’
understanding)
D1.S2.8
D1.S2.9
D1.S2.10
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D1.S2.11
D1.S2.12
Types of questioning
(from the ancient Greek philosopher Socrates)
1. The Ignoramus: Pretend to be stupid or ignorant to
encourage explanation.
2. The Stingray: Give a shock to pupils’ traditional
way of thinking in the same way a stingray uses
its sting.
3. The Gadfly: This involves asking lots of little
questions intended to push thinking.
4. The Midwife: Ask questions that help give birth to
ideas. D1.S2.13
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Handout: D1.S2.H2
D1.S2.14
A
Handout: D1.S2.H3
question you
want to ask
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D1.S3.1
• Think
On your own, identify the benefits of formative
assessment and write these down on a mini-whiteboard.
• Pair
Combine your ideas with a partner and put these ideas
onto one mini whiteboard.
• Share
Hold your mini whiteboard up. Show your ideas to
everyone.
D1.S3.2
D1.S3.3
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D1.S3.5
Cooperative learning
D1.S3.6
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Discussion topic:
It is important for pupils to speak in their lessons.
Discuss why.
• You have one minute to think before starting.
D1.S3.7
D1.S3.8
Checking learning
Work in pairs.
Write down your answers on a mini whiteboard.
D1.S3.9
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D1.S4.1
Starter activity
Put up a card…
green for true, red for false
D1.S4.2
Starter activity
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Evidence of learning
What evidence of learning can you help learners to generate?
• Work in small groups to create a ‘gallery poster’.
• The poster will show at least three ideas for different written
and/or spoken tasks for pupils in language lessons.
For example:
– Written task: writing a short story
– Speaking task: performing a role play
Think about tasks at a sentence or short paragraph level as
well.
• Say what evidence of learning each task generates. For
example, what speaking skills would a role play demonstrate?
what writing skills could a short story help develop?
• Tasks can be for one or for several different grades. Say which
grade they are intended for.
D1.S4.4
D1.S4.5
• It is descriptive
• It is specific
• It focuses on changeable actions
• It identifies what was done well
• It identifies what can be improved
• It should be tied to the lesson plan
• It is most effective when understood using familiar and
relevant words related to the lesson and when it relates to
learning objectives and success criteria
D1.S4.6
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Giving feedback
D1.S4.7
Handout: D1.S4.H2
D1.S4.8
WW Wrong word
WT Wrong tense
WF Wrong form
WO Wrong order
SP Spelling
P Punctuation
X Extra word
M Missing word
R Register
? Not clear
! Silly mistake!
RW Try re-writing D1.S4.9
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D1.S4.10
Session 5: Reflection
Session aims:
• Check that outcomes for the day have been achieved
• Consolidate and review the techniques presented
throughout the day
• Reflect on the first day and complete a learning journal
entry
D1.S5.1
Group discussion
D1.S5.2
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Group discussion
D1.S5.3
Learning journal
D1.S5.4
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