OER4Schools/Learning objectives and success criteria

2012-06-25T14:34:34Z

Nd300: /* Homework */

{{OER4S}}

= Review of Classwork and Homework activities =

{{activity|Whole group discussion}}

* Did you type your responses to the '''My Assessment Inventory''' on the Word document and save it in your files area on the desktop? Discuss if there were any issues as this activity will be repeated again this week.
* Did you ask your students to make '''Traffic Lights'''? Which material did you use? Were there any problems in making them?
* Did you use the Traffic Lights in your class? Share your experience by answering these questions:
** For which topic did you ask your students to use Traffic Lights?
** Did you try different ways of using them such as holding them up all together or putting them forward on the table while they were working?
** How did you handle when students showed different lights?
** Did you employ classroom assistants for helping with Traffic Lights? Will you do it again? Why?
** From your experience, discuss any advantages or disadvantages of using them in your context.
*How did your students handle using the Traffic Lights? (e.g. ease/ difficulty of using them, indicating proper/improper light) What steps will you take so that this can be improved in future lessons?
* Did you read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’? Do you think '''Bloom’s Taxonomy''' and examples were helpful when you asked questions in class? Were there any issues about the Taxonomy? Discuss ways of solving these issues with other participants.
* Did you manage to see the '''video and Power Point''' shown in the last session together after the workshop? Share if you observed anything new about the concept of AfL or practice of AfL in classroom (i.e. share something that was not discussed in the workshop last week).

= Objectives for this session =

* Learning to use inventory as a self-assessment measure
* Understanding the need for two AfL strategies: Sharing Learning Objectives and Sharing Success Criteria
* Learning to form Learning Objectives and Success Criteria
* Revisiting activities learnt in previous sessions that can be adapted for AfL

= Activity One: My assessment inventory =

{{activity|Individual work}} Update the assessment inventory that you started last week [[File:My assessment inventory.doc]]. Add the date in the second row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.

= Activity Two: Need for Sharing Learning Objectives and Success Criteria=

It was mentioned in the Power Point presentation last week that sharing learning objectives and success criteria are two AfL strategies.

{{activity|Individual work}} Fold a plain sheet of paper into 3 equal parts. Write ‘Answer 1’ on the top of the first section, ‘Answer 2’ on the top of the second section and ‘Answer 3’ on the top of the third section. The facilitator will display and read 3 questions for you. Answer them in the respective area on the sheet.

{{activity|pair work}} After answering each question, exchange your sheet with the person sitting next to you. Assess their work. Be critical. Then take your sheets back to answer the next question.

{{ednote|text=
The questions are given below. Write each question on the blackboard or flip chart sheets and display them one by one. Also read them out.

Allow 3-4 minutes to answer each question, but no longer. After answering each question, ask participants to exchange their sheets and assess their neighbour’s work. Do not allow participants to change answers or assessment once it has been done.

While reading, say the words exactly as they are given below:
* Question 1: Draw a child.
* Question 2: We are learning to name parts of the body. For this please do the activity of drawing a child and labelling parts of its body.
* Question 3: For the activity of drawing and labelling parts of the body, your success criteria are that your picture should show: (1) at least three parts of the body that are sense organs and (2) at least three parts of the body that have joints.

If participants are not sure about sense organs, mention that there are five senses: seeing, tasting, hearing, touching and smelling.

If participants are not sure about parts of the body that have joints, give examples such as elbow, knee, shoulder.
}}

{{activity|Whole Group}} Discuss:

First, think as a learner who was assessed,
* Answering which question was easiest? Why?
* In which question were you most and least sure about your success? Why?
* In which question did you have most and least anxiety about the outcome? Why?

Now, think as an assessor,
* Assessing which question was most easy and least easy? Why?
* Assessing which question was most fair and least fair? Why?

{{ednote|text=
It is expected that participants’ responses will be in favour of Question 3 and Question 2. Inform them that: Question 2 is an example of sharing learning objectives with students; and Question 3 is an example of sharing success criteria with students. More discussion on this will be done during this session, but see if participants realise that learners can succeed much more easily in the classroom if they are told in advance what the criteria for success are.
}}

= Activity Three: Understanding Learning Objectives and Success Criteria=

‘Learning objective’ has also been referred to as ‘Learning intention’ in AfL literature.

“A '''Learning Intention''' is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be.” (Afl Guidance KS 1-2 – 2007, Pg 8)

“'''Success Criteria''' are the statements that help pupils recognise if they have been successful in their learning. They summarise the main teaching points (key ingredients) or processes (key steps), and they always link directly to the learning intention. They essentially spell out the steps required to achieve the learning intention, offering explicit guidance on how to be successful. By referring to the success criteria, pupils know if they have achieved the learning intention.” (Afl Guidance KS 1-2 – 2007, Pg 12)

{{activity|Whole Group}} Read Question 2 and Question 3 displayed on the board or flip chart again. Discuss:

* What are the similarities between Learning Objectives and Success Criteria for AfL?
* What are the differences between Learning Objectives and Success Criteria for AfL?

{{ednote|text=
Mention these points if participants have not already mentioned them. Suggest that participants can make a note of these points on their printouts.

Learning Objectives and Success Criteria are '''similar''' because:
* success criteria spell out the specific features of the learning objective
* learning objective and success criteria can be same (constant over time) even if the activity changes, e.g. parts of the body can be learnt by drawing (as above) or it can be learnt through poems, stories, questioning and dialogue, or direct teaching; but learning objective and success criteria remain the same
* both provide guidance to students about what is expected from them

Learning Objective and Success Criteria are '''different''' because:
* Learning objective relates to a topic/lesson while success criteria relate to an activity – spell out the steps needed to achieve the learning objective
* The same learning objective can have different success criteria in different grades. e.g. success criteria for the objective of drawing parts of the body will be simple (such as, head, arms, legs) for Grade 1 but detailed (such as in Question 3) for Grade 4
}}

= Activity Four: Forming Learning Objectives and Success Criteria =

{{ednote|text=
Remind the participants that one of the Learning Objectives for today’s session is to form Learning Objectives and Success Criteria.
}}

'''Points to remember for forming Learning Objectives:'''
* Learning objectives relate to what students are expected to: know, understand and do (knowledge, understanding and skills). (You can also refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout for this.)
** Knowledge or factual information: e.g. (1) we are learning about ‘learning objectives and success criteria’ for AfL, and (2) we are learning names of Zambian provinces and their capitals.
** Understanding such as concepts, reasons and processes: e.g. (1) we are learning about the relationship between learning objectives and success criteria, and (2) we are learning reasons for pollution in Zambia.
** Skills or abilities acquired through training or experience. e.g. (1) we are learning to form learning objectives and success criteria for AfL, and (2) we are learning to draw bar graphs from raw data.
* Learning objectives specify learning. They do not specify the activity
* It is good to have generic learning objectives that can be transferred across the curriculum, e.g. (1) we are learning to download pictures from flickr, (2) we are learning to work effectively in groups, (3) we are learning to use evidence to support an opinion, and (4) we are learning to interpret data
* Learning objectives should be in simple language that students can easily understand
* Learning objectives should be broad enough to allow pupils of all capabilities to achieve them; “the '''differentiation''' is in the way the pupils achieve or demonstrate the intention, not by creating different learning intentions for pupils of different abilities.” (Afl Guidance KS 1-2 – 2007, Pg 10). So you might expect some pupils to achieve more but they will all share the same learning objective and success criteria

Note: You might want to record the Learning objective on the blackboard at the beginning of a lesson or you may already be doing this.

'''Points to remember for forming Success Criteria:'''
* Success criteria relate to the specific activity
* Success criteria focus on specific teaching points or processes, e.g. in Question 3 above, the success criteria focus on including particular parts of the body (teaching points)
* Success criteria should also have simple child-friendly language

{{ednote|text=
Display the following on the board or a flip chart sheet and read it aloud:

Your success criteria for forming Learning Objectives are:
* focus on learning
* one key aspect from knowledge, understanding or skill (understanding and skill preferred)
* simple child-friendly language

Your success criteria for forming Success Criteria are:
* specific to the activity for achieving learning objective
* detailed information about your expectation of students
* simple child-friendly language
}}

{{activity|Pair work}} Read Question 2 and Question 3 displayed on the flip charts again. With a same grade buddy, think of a topic that you will be teaching this week. Form the learning objectives and success criteria for this topic. Write them on the board or flip chart so that everybody will be able to see them. Your facilitator has already displayed the success criteria for this activity. Think about '''differentiation''' – how can all pupils achieve the learning intention to some degree?

{{activity|Whole Group}} Display your planned activity and read out your learning objective and success criteria to all other participants.
Other participants should:
* assess the learning objective and success criteria in view of the success criteria mentioned above
* comment positively about criteria that are met
* make suggestions for addressing any criteria that are not yet met

= Activity Five: Activities for AfL =

In the previous units you have done some activities that can be used for AfL with some adaptation. Today we will revisit these activities in the context of AfL.

{{ednote|text=
If there is time, form three groups. Ask each group to read one activity and do a role play of carrying out the activity in the class. Role play can be done by one participant acting as a teacher and other participants acting as students. Some acting students demonstrate right answers, some demonstrate wrong answers, and some demonstrate partial understanding. The acting teacher demonstrates handling of all these answers.

Alternatively, different groups can explain the activities with more examples.
}}

* '''Magic microphone''' ([[OER4Schools/2.1_Introduction_to_whole_class_dialogue_and_effective_questioning|Unit 2 Session 1]]) - Ask an open question about a topic, for example “How many ways can you think of to make 23?”. Pass around a prop. Whoever has the prop will give one answer to the question. Allow students to use mini-blackboards to work out their answers. If many students give right answers, increase the challenge by changing to a 3-digit number. If many students give the wrong answer, revise the topic again in class.

* '''Concept Mapping''' ([[OER4Schools/2.4_Concept_mapping|Unit 2 Session 4]]) - Write the main topic for which aspects have already been covered over a period of time in different lessons, on a concept mapping software or black board. Ask students to review all that they have learned about the topic and report them as answers. Record answers but do not correct wrong answers at this time. Review all answers in the end by asking students for opinion about each answer - if they are right; wrong; and how they can be improved. Avoid naming any student who said the wrong answers. For topics for which many students think positively about the wrong answer, revise them again in class. e.g. for the topic ‘mammals’ if many students think that man is not a mammal, revise the topic.

* '''Talking Points''' ([[OER4Schools/3.5_Talking_points_and_effective_group_work|Unit 3 Session 5]]) - Frame some right, some wrong and some unsure statements about a topic. Try to include topics for which your students have struggled during teaching. Discuss each sentence as a whole class activity. Try the '''‘No-hands up’''' strategy; this supports AfL because it allows you to assess understanding of any learners that you think may not understand or may not be following. If shy pupils do not participate, use this or other non-voluntary participation strategies ([[OER4Schools/2.3_More_on_questioning|Unit 2 Session 3]]) to select students for answering. You will come to know about common misconceptions through this activity so that you can address them.

{{activity|Whole Group}} Discuss:
* Which activity(ies) do you think you would like to try this week? Why?
* Do you foresee any problems in carrying out these activities based on your previous experience of doing them? Discuss solutions with your peers.

= Homework =
* Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week.

* Divide yourself into two groups. For practical reasons, choose members of these groups who can work together outside the workshop session. If this is not possible, then every member of the group should take responsibility for the group task. The group tasks are:
** '''Group One''': Read pages 8 to11 about Learning Intentions from the “AfL Guidance for KS 1-2 - 2007” .pdf document. You can skip sections- 'defining the learning' and 'what makes a good learning intention' as these have been covered in the session. Read everything else.
** '''Group Two''': Read pages 12 to 14 about Success Criteria from the “AfL Guidance for KS 1-2 - 2007” .pdf document.
:'''Both groups''': Identify points (from your group's pages) that are new (i.e. have not been discussed during the session). Prepare a presentation about these points for the benefit of the other group members.

* Share with your class the Learning Objective and Success Criteria that you have formed in the session today. Record your experiences on the dictaphone and upload onto the server.

* Form Learning Objectives and Success Criteria for as many lessons as you can during this week. Refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout ‘Questioning the questions’ (pages 3 to 6) for this. Make a note of your Learning Objectives and Success Criteria for discussion in the next session.

* Try out one or more of the adapted activities for AfL that we discussed today in Activity Five. Record your experiences on the dictaphone and upload onto the server.

= Reference =
Some parts of this session have been adapted or reproduced from:
CCEA: Afl Guidance KS 1-2 – 2007, with the kind permission of the Northern Ireland Council for the Curriculum, Examinations and Assessment.

OER4Schools/Learning objectives and success criteria

2012-06-25T14:28:34Z

Nd300: /* Homework */

{{OER4S}}

= Review of Classwork and Homework activities =

{{activity|Whole group discussion}}

* Did you type your responses to the '''My Assessment Inventory''' on the Word document and save it in your files area on the desktop? Discuss if there were any issues as this activity will be repeated again this week.
* Did you ask your students to make '''Traffic Lights'''? Which material did you use? Were there any problems in making them?
* Did you use the Traffic Lights in your class? Share your experience by answering these questions:
** For which topic did you ask your students to use Traffic Lights?
** Did you try different ways of using them such as holding them up all together or putting them forward on the table while they were working?
** How did you handle when students showed different lights?
** Did you employ classroom assistants for helping with Traffic Lights? Will you do it again? Why?
** From your experience, discuss any advantages or disadvantages of using them in your context.
*How did your students handle using the Traffic Lights? (e.g. ease/ difficulty of using them, indicating proper/improper light) What steps will you take so that this can be improved in future lessons?
* Did you read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’? Do you think '''Bloom’s Taxonomy''' and examples were helpful when you asked questions in class? Were there any issues about the Taxonomy? Discuss ways of solving these issues with other participants.
* Did you manage to see the '''video and Power Point''' shown in the last session together after the workshop? Share if you observed anything new about the concept of AfL or practice of AfL in classroom (i.e. share something that was not discussed in the workshop last week).

= Objectives for this session =

* Learning to use inventory as a self-assessment measure
* Understanding the need for two AfL strategies: Sharing Learning Objectives and Sharing Success Criteria
* Learning to form Learning Objectives and Success Criteria
* Revisiting activities learnt in previous sessions that can be adapted for AfL

= Activity One: My assessment inventory =

{{activity|Individual work}} Update the assessment inventory that you started last week [[File:My assessment inventory.doc]]. Add the date in the second row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.

= Activity Two: Need for Sharing Learning Objectives and Success Criteria=

It was mentioned in the Power Point presentation last week that sharing learning objectives and success criteria are two AfL strategies.

{{activity|Individual work}} Fold a plain sheet of paper into 3 equal parts. Write ‘Answer 1’ on the top of the first section, ‘Answer 2’ on the top of the second section and ‘Answer 3’ on the top of the third section. The facilitator will display and read 3 questions for you. Answer them in the respective area on the sheet.

{{activity|pair work}} After answering each question, exchange your sheet with the person sitting next to you. Assess their work. Be critical. Then take your sheets back to answer the next question.

{{ednote|text=
The questions are given below. Write each question on the blackboard or flip chart sheets and display them one by one. Also read them out.

Allow 3-4 minutes to answer each question, but no longer. After answering each question, ask participants to exchange their sheets and assess their neighbour’s work. Do not allow participants to change answers or assessment once it has been done.

While reading, say the words exactly as they are given below:
* Question 1: Draw a child.
* Question 2: We are learning to name parts of the body. For this please do the activity of drawing a child and labelling parts of its body.
* Question 3: For the activity of drawing and labelling parts of the body, your success criteria are that your picture should show: (1) at least three parts of the body that are sense organs and (2) at least three parts of the body that have joints.

If participants are not sure about sense organs, mention that there are five senses: seeing, tasting, hearing, touching and smelling.

If participants are not sure about parts of the body that have joints, give examples such as elbow, knee, shoulder.
}}

{{activity|Whole Group}} Discuss:

First, think as a learner who was assessed,
* Answering which question was easiest? Why?
* In which question were you most and least sure about your success? Why?
* In which question did you have most and least anxiety about the outcome? Why?

Now, think as an assessor,
* Assessing which question was most easy and least easy? Why?
* Assessing which question was most fair and least fair? Why?

{{ednote|text=
It is expected that participants’ responses will be in favour of Question 3 and Question 2. Inform them that: Question 2 is an example of sharing learning objectives with students; and Question 3 is an example of sharing success criteria with students. More discussion on this will be done during this session, but see if participants realise that learners can succeed much more easily in the classroom if they are told in advance what the criteria for success are.
}}

= Activity Three: Understanding Learning Objectives and Success Criteria=

‘Learning objective’ has also been referred to as ‘Learning intention’ in AfL literature.

“A '''Learning Intention''' is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be.” (Afl Guidance KS 1-2 – 2007, Pg 8)

“'''Success Criteria''' are the statements that help pupils recognise if they have been successful in their learning. They summarise the main teaching points (key ingredients) or processes (key steps), and they always link directly to the learning intention. They essentially spell out the steps required to achieve the learning intention, offering explicit guidance on how to be successful. By referring to the success criteria, pupils know if they have achieved the learning intention.” (Afl Guidance KS 1-2 – 2007, Pg 12)

{{activity|Whole Group}} Read Question 2 and Question 3 displayed on the board or flip chart again. Discuss:

* What are the similarities between Learning Objectives and Success Criteria for AfL?
* What are the differences between Learning Objectives and Success Criteria for AfL?

{{ednote|text=
Mention these points if participants have not already mentioned them. Suggest that participants can make a note of these points on their printouts.

Learning Objectives and Success Criteria are '''similar''' because:
* success criteria spell out the specific features of the learning objective
* learning objective and success criteria can be same (constant over time) even if the activity changes, e.g. parts of the body can be learnt by drawing (as above) or it can be learnt through poems, stories, questioning and dialogue, or direct teaching; but learning objective and success criteria remain the same
* both provide guidance to students about what is expected from them

Learning Objective and Success Criteria are '''different''' because:
* Learning objective relates to a topic/lesson while success criteria relate to an activity – spell out the steps needed to achieve the learning objective
* The same learning objective can have different success criteria in different grades. e.g. success criteria for the objective of drawing parts of the body will be simple (such as, head, arms, legs) for Grade 1 but detailed (such as in Question 3) for Grade 4
}}

= Activity Four: Forming Learning Objectives and Success Criteria =

{{ednote|text=
Remind the participants that one of the Learning Objectives for today’s session is to form Learning Objectives and Success Criteria.
}}

'''Points to remember for forming Learning Objectives:'''
* Learning objectives relate to what students are expected to: know, understand and do (knowledge, understanding and skills). (You can also refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout for this.)
** Knowledge or factual information: e.g. (1) we are learning about ‘learning objectives and success criteria’ for AfL, and (2) we are learning names of Zambian provinces and their capitals.
** Understanding such as concepts, reasons and processes: e.g. (1) we are learning about the relationship between learning objectives and success criteria, and (2) we are learning reasons for pollution in Zambia.
** Skills or abilities acquired through training or experience. e.g. (1) we are learning to form learning objectives and success criteria for AfL, and (2) we are learning to draw bar graphs from raw data.
* Learning objectives specify learning. They do not specify the activity
* It is good to have generic learning objectives that can be transferred across the curriculum, e.g. (1) we are learning to download pictures from flickr, (2) we are learning to work effectively in groups, (3) we are learning to use evidence to support an opinion, and (4) we are learning to interpret data
* Learning objectives should be in simple language that students can easily understand
* Learning objectives should be broad enough to allow pupils of all capabilities to achieve them; “the '''differentiation''' is in the way the pupils achieve or demonstrate the intention, not by creating different learning intentions for pupils of different abilities.” (Afl Guidance KS 1-2 – 2007, Pg 10). So you might expect some pupils to achieve more but they will all share the same learning objective and success criteria

Note: You might want to record the Learning objective on the blackboard at the beginning of a lesson or you may already be doing this.

'''Points to remember for forming Success Criteria:'''
* Success criteria relate to the specific activity
* Success criteria focus on specific teaching points or processes, e.g. in Question 3 above, the success criteria focus on including particular parts of the body (teaching points)
* Success criteria should also have simple child-friendly language

{{ednote|text=
Display the following on the board or a flip chart sheet and read it aloud:

Your success criteria for forming Learning Objectives are:
* focus on learning
* one key aspect from knowledge, understanding or skill (understanding and skill preferred)
* simple child-friendly language

Your success criteria for forming Success Criteria are:
* specific to the activity for achieving learning objective
* detailed information about your expectation of students
* simple child-friendly language
}}

{{activity|Pair work}} Read Question 2 and Question 3 displayed on the flip charts again. With a same grade buddy, think of a topic that you will be teaching this week. Form the learning objectives and success criteria for this topic. Write them on the board or flip chart so that everybody will be able to see them. Your facilitator has already displayed the success criteria for this activity. Think about '''differentiation''' – how can all pupils achieve the learning intention to some degree?

{{activity|Whole Group}} Display your planned activity and read out your learning objective and success criteria to all other participants.
Other participants should:
* assess the learning objective and success criteria in view of the success criteria mentioned above
* comment positively about criteria that are met
* make suggestions for addressing any criteria that are not yet met

= Activity Five: Activities for AfL =

In the previous units you have done some activities that can be used for AfL with some adaptation. Today we will revisit these activities in the context of AfL.

{{ednote|text=
If there is time, form three groups. Ask each group to read one activity and do a role play of carrying out the activity in the class. Role play can be done by one participant acting as a teacher and other participants acting as students. Some acting students demonstrate right answers, some demonstrate wrong answers, and some demonstrate partial understanding. The acting teacher demonstrates handling of all these answers.

Alternatively, different groups can explain the activities with more examples.
}}

* '''Magic microphone''' ([[OER4Schools/2.1_Introduction_to_whole_class_dialogue_and_effective_questioning|Unit 2 Session 1]]) - Ask an open question about a topic, for example “How many ways can you think of to make 23?”. Pass around a prop. Whoever has the prop will give one answer to the question. Allow students to use mini-blackboards to work out their answers. If many students give right answers, increase the challenge by changing to a 3-digit number. If many students give the wrong answer, revise the topic again in class.

* '''Concept Mapping''' ([[OER4Schools/2.4_Concept_mapping|Unit 2 Session 4]]) - Write the main topic for which aspects have already been covered over a period of time in different lessons, on a concept mapping software or black board. Ask students to review all that they have learned about the topic and report them as answers. Record answers but do not correct wrong answers at this time. Review all answers in the end by asking students for opinion about each answer - if they are right; wrong; and how they can be improved. Avoid naming any student who said the wrong answers. For topics for which many students think positively about the wrong answer, revise them again in class. e.g. for the topic ‘mammals’ if many students think that man is not a mammal, revise the topic.

* '''Talking Points''' ([[OER4Schools/3.5_Talking_points_and_effective_group_work|Unit 3 Session 5]]) - Frame some right, some wrong and some unsure statements about a topic. Try to include topics for which your students have struggled during teaching. Discuss each sentence as a whole class activity. Try the '''‘No-hands up’''' strategy; this supports AfL because it allows you to assess understanding of any learners that you think may not understand or may not be following. If shy pupils do not participate, use this or other non-voluntary participation strategies ([[OER4Schools/2.3_More_on_questioning|Unit 2 Session 3]]) to select students for answering. You will come to know about common misconceptions through this activity so that you can address them.

{{activity|Whole Group}} Discuss:
* Which activity(ies) do you think you would like to try this week? Why?
* Do you foresee any problems in carrying out these activities based on your previous experience of doing them? Discuss solutions with your peers.

= Homework =
* Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week.

* Divide yourself into two groups. For practical reasons, choose members of these groups who can work together outside the workshop session. If this is not possible, then every member of the group should take responsibility for the group task. The group tasks are:
** '''Group One''': Read pages 8 to11 about Learning Intentions from the “AfL Guidance for KS 1-2 - 2007” .pdf document. You can skip sections- 'defining the learning' and 'what makes a good learning intention' as these have been covered in the session. Read everything else.
** '''Group Two''': Read pages 12 to 14 about Success Criteria from the “AfL Guidance for KS 1-2 - 2007” .pdf document.
'''Both groups''': Identify points (from your group's pages) that are new (i.e. have not been discussed during the session). Prepare a presentation about these points for the benefit of the other group members.

* Share with your class the Learning Objective and Success Criteria that you have formed in the session today. Record your experiences on the dictaphone and upload onto the server.

* Form Learning Objectives and Success Criteria for as many lessons as you can during this week. Refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout ‘Questioning the questions’ (pages 3 to 6) for this. Make a note of your Learning Objectives and Success Criteria for discussion in the next session.

* Try out one or more of the adapted activities for AfL that we discussed today in Activity Five. Record your experiences on the dictaphone and upload onto the server.

= Reference =
Some parts of this session have been adapted or reproduced from:
CCEA: Afl Guidance KS 1-2 – 2007, with the kind permission of the Northern Ireland Council for the Curriculum, Examinations and Assessment.

OER4Schools/Learning objectives and success criteria

2012-06-25T14:09:34Z

Nd300: /* Activity Four: Forming Learning Objectives and Success Criteria */

{{OER4S}}

= Review of Classwork and Homework activities =

{{activity|Whole group discussion}}

* Did you type your responses to the '''My Assessment Inventory''' on the Word document and save it in your files area on the desktop? Discuss if there were any issues as this activity will be repeated again this week.
* Did you ask your students to make '''Traffic Lights'''? Which material did you use? Were there any problems in making them?
* Did you use the Traffic Lights in your class? Share your experience by answering these questions:
** For which topic did you ask your students to use Traffic Lights?
** Did you try different ways of using them such as holding them up all together or putting them forward on the table while they were working?
** How did you handle when students showed different lights?
** Did you employ classroom assistants for helping with Traffic Lights? Will you do it again? Why?
** From your experience, discuss any advantages or disadvantages of using them in your context.
*How did your students handle using the Traffic Lights? (e.g. ease/ difficulty of using them, indicating proper/improper light) What steps will you take so that this can be improved in future lessons?
* Did you read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’? Do you think '''Bloom’s Taxonomy''' and examples were helpful when you asked questions in class? Were there any issues about the Taxonomy? Discuss ways of solving these issues with other participants.
* Did you manage to see the '''video and Power Point''' shown in the last session together after the workshop? Share if you observed anything new about the concept of AfL or practice of AfL in classroom (i.e. share something that was not discussed in the workshop last week).

= Objectives for this session =

* Learning to use inventory as a self-assessment measure
* Understanding the need for two AfL strategies: Sharing Learning Objectives and Sharing Success Criteria
* Learning to form Learning Objectives and Success Criteria
* Revisiting activities learnt in previous sessions that can be adapted for AfL

= Activity One: My assessment inventory =

{{activity|Individual work}} Update the assessment inventory that you started last week [[File:My assessment inventory.doc]]. Add the date in the second row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.

= Activity Two: Need for Sharing Learning Objectives and Success Criteria=

It was mentioned in the Power Point presentation last week that sharing learning objectives and success criteria are two AfL strategies.

{{activity|Individual work}} Fold a plain sheet of paper into 3 equal parts. Write ‘Answer 1’ on the top of the first section, ‘Answer 2’ on the top of the second section and ‘Answer 3’ on the top of the third section. The facilitator will display and read 3 questions for you. Answer them in the respective area on the sheet.

{{activity|pair work}} After answering each question, exchange your sheet with the person sitting next to you. Assess their work. Be critical. Then take your sheets back to answer the next question.

{{ednote|text=
The questions are given below. Write each question on the blackboard or flip chart sheets and display them one by one. Also read them out.

Allow 3-4 minutes to answer each question, but no longer. After answering each question, ask participants to exchange their sheets and assess their neighbour’s work. Do not allow participants to change answers or assessment once it has been done.

While reading, say the words exactly as they are given below:
* Question 1: Draw a child.
* Question 2: We are learning to name parts of the body. For this please do the activity of drawing a child and labelling parts of its body.
* Question 3: For the activity of drawing and labelling parts of the body, your success criteria are that your picture should show: (1) at least three parts of the body that are sense organs and (2) at least three parts of the body that have joints.

If participants are not sure about sense organs, mention that there are five senses: seeing, tasting, hearing, touching and smelling.

If participants are not sure about parts of the body that have joints, give examples such as elbow, knee, shoulder.
}}

{{activity|Whole Group}} Discuss:

First, think as a learner who was assessed,
* Answering which question was easiest? Why?
* In which question were you most and least sure about your success? Why?
* In which question did you have most and least anxiety about the outcome? Why?

Now, think as an assessor,
* Assessing which question was most easy and least easy? Why?
* Assessing which question was most fair and least fair? Why?

{{ednote|text=
It is expected that participants’ responses will be in favour of Question 3 and Question 2. Inform them that: Question 2 is an example of sharing learning objectives with students; and Question 3 is an example of sharing success criteria with students. More discussion on this will be done during this session, but see if participants realise that learners can succeed much more easily in the classroom if they are told in advance what the criteria for success are.
}}

= Activity Three: Understanding Learning Objectives and Success Criteria=

‘Learning objective’ has also been referred to as ‘Learning intention’ in AfL literature.

“A '''Learning Intention''' is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be.” (Afl Guidance KS 1-2 – 2007, Pg 8)

“'''Success Criteria''' are the statements that help pupils recognise if they have been successful in their learning. They summarise the main teaching points (key ingredients) or processes (key steps), and they always link directly to the learning intention. They essentially spell out the steps required to achieve the learning intention, offering explicit guidance on how to be successful. By referring to the success criteria, pupils know if they have achieved the learning intention.” (Afl Guidance KS 1-2 – 2007, Pg 12)

{{activity|Whole Group}} Read Question 2 and Question 3 displayed on the board or flip chart again. Discuss:

* What are the similarities between Learning Objectives and Success Criteria for AfL?
* What are the differences between Learning Objectives and Success Criteria for AfL?

{{ednote|text=
Mention these points if participants have not already mentioned them. Suggest that participants can make a note of these points on their printouts.

Learning Objectives and Success Criteria are '''similar''' because:
* success criteria spell out the specific features of the learning objective
* learning objective and success criteria can be same (constant over time) even if the activity changes, e.g. parts of the body can be learnt by drawing (as above) or it can be learnt through poems, stories, questioning and dialogue, or direct teaching; but learning objective and success criteria remain the same
* both provide guidance to students about what is expected from them

Learning Objective and Success Criteria are '''different''' because:
* Learning objective relates to a topic/lesson while success criteria relate to an activity – spell out the steps needed to achieve the learning objective
* The same learning objective can have different success criteria in different grades. e.g. success criteria for the objective of drawing parts of the body will be simple (such as, head, arms, legs) for Grade 1 but detailed (such as in Question 3) for Grade 4
}}

= Activity Four: Forming Learning Objectives and Success Criteria =

{{ednote|text=
Remind the participants that one of the Learning Objectives for today’s session is to form Learning Objectives and Success Criteria.
}}

'''Points to remember for forming Learning Objectives:'''
* Learning objectives relate to what students are expected to: know, understand and do (knowledge, understanding and skills). (You can also refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout for this.)
** Knowledge or factual information: e.g. (1) we are learning about ‘learning objectives and success criteria’ for AfL, and (2) we are learning names of Zambian provinces and their capitals.
** Understanding such as concepts, reasons and processes: e.g. (1) we are learning about the relationship between learning objectives and success criteria, and (2) we are learning reasons for pollution in Zambia.
** Skills or abilities acquired through training or experience. e.g. (1) we are learning to form learning objectives and success criteria for AfL, and (2) we are learning to draw bar graphs from raw data.
* Learning objectives specify learning. They do not specify the activity
* It is good to have generic learning objectives that can be transferred across the curriculum, e.g. (1) we are learning to download pictures from flickr, (2) we are learning to work effectively in groups, (3) we are learning to use evidence to support an opinion, and (4) we are learning to interpret data
* Learning objectives should be in simple language that students can easily understand
* Learning objectives should be broad enough to allow pupils of all capabilities to achieve them; “the '''differentiation''' is in the way the pupils achieve or demonstrate the intention, not by creating different learning intentions for pupils of different abilities.” (Afl Guidance KS 1-2 – 2007, Pg 10). So you might expect some pupils to achieve more but they will all share the same learning objective and success criteria

Note: You might want to record the Learning objective on the blackboard at the beginning of a lesson or you may already be doing this.

'''Points to remember for forming Success Criteria:'''
* Success criteria relate to the specific activity
* Success criteria focus on specific teaching points or processes, e.g. in Question 3 above, the success criteria focus on including particular parts of the body (teaching points)
* Success criteria should also have simple child-friendly language

{{ednote|text=
Display the following on the board or a flip chart sheet and read it aloud:

Your success criteria for forming Learning Objectives are:
* focus on learning
* one key aspect from knowledge, understanding or skill (understanding and skill preferred)
* simple child-friendly language

Your success criteria for forming Success Criteria are:
* specific to the activity for achieving learning objective
* detailed information about your expectation of students
* simple child-friendly language
}}

{{activity|Pair work}} Read Question 2 and Question 3 displayed on the flip charts again. With a same grade buddy, think of a topic that you will be teaching this week. Form the learning objectives and success criteria for this topic. Write them on the board or flip chart so that everybody will be able to see them. Your facilitator has already displayed the success criteria for this activity. Think about '''differentiation''' – how can all pupils achieve the learning intention to some degree?

{{activity|Whole Group}} Display your planned activity and read out your learning objective and success criteria to all other participants.
Other participants should:
* assess the learning objective and success criteria in view of the success criteria mentioned above
* comment positively about criteria that are met
* make suggestions for addressing any criteria that are not yet met

= Activity Five: Activities for AfL =

In the previous units you have done some activities that can be used for AfL with some adaptation. Today we will revisit these activities in the context of AfL.

{{ednote|text=
If there is time, form three groups. Ask each group to read one activity and do a role play of carrying out the activity in the class. Role play can be done by one participant acting as a teacher and other participants acting as students. Some acting students demonstrate right answers, some demonstrate wrong answers, and some demonstrate partial understanding. The acting teacher demonstrates handling of all these answers.

Alternatively, different groups can explain the activities with more examples.
}}

* '''Magic microphone''' ([[OER4Schools/2.1_Introduction_to_whole_class_dialogue_and_effective_questioning|Unit 2 Session 1]]) - Ask an open question about a topic, for example “How many ways can you think of to make 23?”. Pass around a prop. Whoever has the prop will give one answer to the question. Allow students to use mini-blackboards to work out their answers. If many students give right answers, increase the challenge by changing to a 3-digit number. If many students give the wrong answer, revise the topic again in class.

* '''Concept Mapping''' ([[OER4Schools/2.4_Concept_mapping|Unit 2 Session 4]]) - Write the main topic for which aspects have already been covered over a period of time in different lessons, on a concept mapping software or black board. Ask students to review all that they have learned about the topic and report them as answers. Record answers but do not correct wrong answers at this time. Review all answers in the end by asking students for opinion about each answer - if they are right; wrong; and how they can be improved. Avoid naming any student who said the wrong answers. For topics for which many students think positively about the wrong answer, revise them again in class. e.g. for the topic ‘mammals’ if many students think that man is not a mammal, revise the topic.

* '''Talking Points''' ([[OER4Schools/3.5_Talking_points_and_effective_group_work|Unit 3 Session 5]]) - Frame some right, some wrong and some unsure statements about a topic. Try to include topics for which your students have struggled during teaching. Discuss each sentence as a whole class activity. Try the '''‘No-hands up’''' strategy; this supports AfL because it allows you to assess understanding of any learners that you think may not understand or may not be following. If shy pupils do not participate, use this or other non-voluntary participation strategies ([[OER4Schools/2.3_More_on_questioning|Unit 2 Session 3]]) to select students for answering. You will come to know about common misconceptions through this activity so that you can address them.

{{activity|Whole Group}} Discuss:
* Which activity(ies) do you think you would like to try this week? Why?
* Do you foresee any problems in carrying out these activities based on your previous experience of doing them? Discuss solutions with your peers.

= Homework =
* Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week.

* Read pages 1 to 14 from the “AfL Guidance for KS 1-2 - 2007” .pdf document. Note any issues that arise, for discussion in the next session.

* Share with your class the Learning Objective and Success Criteria that you have formed in the session today. Record your experiences on the dictaphone and upload onto the server.

* Form Learning Objectives and Success Criteria for as many lessons as you can during this week. Refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout ‘Questioning the questions’ (pages 3 to 6) for this. Make a note of your Learning Objectives and Success Criteria for discussion in the next session.

* Try out one or more of the adapted activities for AfL that we discussed today in Activity Five. Record your experiences on the dictaphone and upload onto the server.

= Reference =
Some parts of this session have been adapted or reproduced from:
CCEA: Afl Guidance KS 1-2 – 2007, with the kind permission of the Northern Ireland Council for the Curriculum, Examinations and Assessment.

OER4Schools/Learning objectives and success criteria

2012-06-25T12:36:36Z

Nd300: /* Homework */

{{OER4S}}

= Review of Classwork and Homework activities =

{{activity|Whole group discussion}}

* Did you type your responses to the '''My Assessment Inventory''' on the Word document and save it in your files area on the desktop? Discuss if there were any issues as this activity will be repeated again this week.
* Did you ask your students to make '''Traffic Lights'''? Which material did you use? Were there any problems in making them?
* Did you use the Traffic Lights in your class? Share your experience by answering these questions:
** For which topic did you ask your students to use Traffic Lights?
** Did you try different ways of using them such as holding them up all together or putting them forward on the table while they were working?
** How did you handle when students showed different lights?
** Did you employ classroom assistants for helping with Traffic Lights? Will you do it again? Why?
** From your experience, discuss any advantages or disadvantages of using them in your context.
*How did your students handle using the Traffic Lights? (e.g. ease/ difficulty of using them, indicating proper/improper light) What steps will you take so that this can be improved in future lessons?
* Did you read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’? Do you think '''Bloom’s Taxonomy''' and examples were helpful when you asked questions in class? Were there any issues about the Taxonomy? Discuss ways of solving these issues with other participants.
* Did you manage to see the '''video and Power Point''' shown in the last session together after the workshop? Share if you observed anything new about the concept of AfL or practice of AfL in classroom (i.e. share something that was not discussed in the workshop last week).

= Objectives for this session =

* Learning to use inventory as a self-assessment measure
* Understanding the need for two AfL strategies: Sharing Learning Objectives and Sharing Success Criteria
* Learning to form Learning Objectives and Success Criteria
* Revisiting activities learnt in previous sessions that can be adapted for AfL

= Activity One: My assessment inventory =

{{activity|Individual work}} Update the assessment inventory that you started last week [[File:My assessment inventory.doc]]. Add the date in the second row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.

= Activity Two: Need for Sharing Learning Objectives and Success Criteria=

It was mentioned in the Power Point presentation last week that sharing learning objectives and success criteria are two AfL strategies.

{{activity|Individual work}} Fold a plain sheet of paper into 3 equal parts. Write ‘Answer 1’ on the top of the first section, ‘Answer 2’ on the top of the second section and ‘Answer 3’ on the top of the third section. The facilitator will display and read 3 questions for you. Answer them in the respective area on the sheet.

{{activity|pair work}} After answering each question, exchange your sheet with the person sitting next to you. Assess their work. Be critical. Then take your sheets back to answer the next question.

{{ednote|text=
The questions are given below. Write each question on the blackboard or flip chart sheets and display them one by one. Also read them out.

Allow 3-4 minutes to answer each question, but no longer. After answering each question, ask participants to exchange their sheets and assess their neighbour’s work. Do not allow participants to change answers or assessment once it has been done.

While reading, say the words exactly as they are given below:
* Question 1: Draw a child.
* Question 2: We are learning to name parts of the body. For this please do the activity of drawing a child and labelling parts of its body.
* Question 3: For the activity of drawing and labelling parts of the body, your success criteria are that your picture should show: (1) at least three parts of the body that are sense organs and (2) at least three parts of the body that have joints.

If participants are not sure about sense organs, mention that there are five senses: seeing, tasting, hearing, touching and smelling.

If participants are not sure about parts of the body that have joints, give examples such as elbow, knee, shoulder.
}}

{{activity|Whole Group}} Discuss:

First, think as a learner who was assessed,
* Answering which question was easiest? Why?
* In which question were you most and least sure about your success? Why?
* In which question did you have most and least anxiety about the outcome? Why?

Now, think as an assessor,
* Assessing which question was most easy and least easy? Why?
* Assessing which question was most fair and least fair? Why?

{{ednote|text=
It is expected that participants’ responses will be in favour of Question 3 and Question 2. Inform them that: Question 2 is an example of sharing learning objectives with students; and Question 3 is an example of sharing success criteria with students. More discussion on this will be done during this session, but see if participants realise that learners can succeed much more easily in the classroom if they are told in advance what the criteria for success are.
}}

= Activity Three: Understanding Learning Objectives and Success Criteria=

‘Learning objective’ has also been referred to as ‘Learning intention’ in AfL literature.

“A '''Learning Intention''' is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be.” (Afl Guidance KS 1-2 – 2007, Pg 8)

“'''Success Criteria''' are the statements that help pupils recognise if they have been successful in their learning. They summarise the main teaching points (key ingredients) or processes (key steps), and they always link directly to the learning intention. They essentially spell out the steps required to achieve the learning intention, offering explicit guidance on how to be successful. By referring to the success criteria, pupils know if they have achieved the learning intention.” (Afl Guidance KS 1-2 – 2007, Pg 12)

{{activity|Whole Group}} Read Question 2 and Question 3 displayed on the board or flip chart again. Discuss:

* What are the similarities between Learning Objectives and Success Criteria for AfL?
* What are the differences between Learning Objectives and Success Criteria for AfL?

{{ednote|text=
Mention these points if participants have not already mentioned them. Suggest that participants can make a note of these points on their printouts.

Learning Objectives and Success Criteria are '''similar''' because:
* success criteria spell out the specific features of the learning objective
* learning objective and success criteria can be same (constant over time) even if the activity changes, e.g. parts of the body can be learnt by drawing (as above) or it can be learnt through poems, stories, questioning and dialogue, or direct teaching; but learning objective and success criteria remain the same
* both provide guidance to students about what is expected from them

Learning Objective and Success Criteria are '''different''' because:
* Learning objective relates to a topic/lesson while success criteria relate to an activity – spell out the steps needed to achieve the learning objective
* The same learning objective can have different success criteria in different grades. e.g. success criteria for the objective of drawing parts of the body will be simple (such as, head, arms, legs) for Grade 1 but detailed (such as in Question 3) for Grade 4
}}

= Activity Four: Forming Learning Objectives and Success Criteria =

{{ednote|text=
Remind the participants that one of the Learning Objectives for today’s session is to form Learning Objectives and Success Criteria.
}}

'''Points to remember for forming Learning Objectives:'''
* Learning objectives relate to what students are expected to: know, understand and do (knowledge, understanding and skills). (You can also refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout for this.)
** Knowledge or factual information: e.g. (1) we are learning about ‘learning objectives and success criteria’ for AfL, and (2) we are learning names of Zambian provinces and their capitals.
** Understanding such as concepts, reasons and processes: e.g. (1) we are learning about the relationship between learning objectives and success criteria, and (2) we are learning reasons for pollution in Zambia.
** Skills or abilities acquired through training or experience. e.g. (1) we are learning to form learning objectives and success criteria for AfL, and (2) we are learning to draw bar graphs from raw data.
* Learning objectives specify learning. They do not specify the activity.
* It is good to have generic learning objectives that can be transferred across the curriculum, e.g. (1) we are learning to download pictures from flickr, and (2) we are learning to work effectively in groups.
* Learning objectives should be in simple language that students can easily understand
* Learning objectives should be broad enough to allow pupils of all capabilities to achieve them; “the '''differentiation''' is in the way the pupils achieve or demonstrate the intention, not by creating different learning intentions for pupils of different abilities.” (Afl Guidance KS 1-2 – 2007, Pg 10). So you might expect some pupils to achieve more but they will all share the same learning objective and success criteria.

Note: You might want to record the Learning objective on the blackboard at the beginning of a lesson or you may already be doing this.

'''Points to remember for forming Success Criteria:'''
* Success criteria relate to the specific activity
* Success criteria focus on specific teaching points or processes, e.g. in Question 3 above, the success criteria focus on including particular parts of the body (teaching points)
* Success criteria should also have simple child-friendly language

{{ednote|text=
Display the following on the board or a flip chart sheet and read it aloud:

Your success criteria for forming Learning Objectives are:
* focus on learning
* one key aspect from knowledge, understanding or skill (understanding and skill preferred)
* simple child-friendly language

Your success criteria for forming Success Criteria are:
* specific to the activity for achieving learning objective
* detailed information about your expectation of students
* simple child-friendly language
}}

{{activity|Pair work}} Read Question 2 and Question 3 displayed on the flip charts again. With a same grade buddy, think of a topic that you will be teaching this week. Form the learning objectives and success criteria for this topic. Write them on the board or flip chart so that everybody will be able to see them. Your facilitator has already displayed the success criteria for this activity. Think about '''differentiation''' – how can all pupils achieve the learning intention to some degree?

{{activity|Whole Group}} Display your planned activity and read out your learning objective and success criteria to all other participants.
Other participants should:
* assess the learning objective and success criteria in view of the success criteria mentioned above
* comment positively about criteria that are met
* make suggestions for addressing any criteria that are not yet met

= Activity Five: Activities for AfL =

In the previous units you have done some activities that can be used for AfL with some adaptation. Today we will revisit these activities in the context of AfL.

{{ednote|text=
If there is time, form three groups. Ask each group to read one activity and do a role play of carrying out the activity in the class. Role play can be done by one participant acting as a teacher and other participants acting as students. Some acting students demonstrate right answers, some demonstrate wrong answers, and some demonstrate partial understanding. The acting teacher demonstrates handling of all these answers.

Alternatively, different groups can explain the activities with more examples.
}}

* '''Magic microphone''' ([[OER4Schools/2.1_Introduction_to_whole_class_dialogue_and_effective_questioning|Unit 2 Session 1]]) - Ask an open question about a topic, for example “How many ways can you think of to make 23?”. Pass around a prop. Whoever has the prop will give one answer to the question. Allow students to use mini-blackboards to work out their answers. If many students give right answers, increase the challenge by changing to a 3-digit number. If many students give the wrong answer, revise the topic again in class.

* '''Concept Mapping''' ([[OER4Schools/2.4_Concept_mapping|Unit 2 Session 4]]) - Write the main topic for which aspects have already been covered over a period of time in different lessons, on a concept mapping software or black board. Ask students to review all that they have learned about the topic and report them as answers. Record answers but do not correct wrong answers at this time. Review all answers in the end by asking students for opinion about each answer - if they are right; wrong; and how they can be improved. Avoid naming any student who said the wrong answers. For topics for which many students think positively about the wrong answer, revise them again in class. e.g. for the topic ‘mammals’ if many students think that man is not a mammal, revise the topic.

* '''Talking Points''' ([[OER4Schools/3.5_Talking_points_and_effective_group_work|Unit 3 Session 5]]) - Frame some right, some wrong and some unsure statements about a topic. Try to include topics for which your students have struggled during teaching. Discuss each sentence as a whole class activity. Try the '''‘No-hands up’''' strategy; this supports AfL because it allows you to assess understanding of any learners that you think may not understand or may not be following. If shy pupils do not participate, use this or other non-voluntary participation strategies ([[OER4Schools/2.3_More_on_questioning|Unit 2 Session 3]]) to select students for answering. You will come to know about common misconceptions through this activity so that you can address them.

{{activity|Whole Group}} Discuss:
* Which activity(ies) do you think you would like to try this week? Why?
* Do you foresee any problems in carrying out these activities based on your previous experience of doing them? Discuss solutions with your peers.

= Homework =
* Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week.

* Read pages 1 to 14 from the “AfL Guidance for KS 1-2 - 2007” .pdf document. Note any issues that arise, for discussion in the next session.

* Share with your class the Learning Objective and Success Criteria that you have formed in the session today. Record your experiences on the dictaphone and upload onto the server.

* Form Learning Objectives and Success Criteria for as many lessons as you can during this week. Refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout ‘Questioning the questions’ (pages 3 to 6) for this. Make a note of your Learning Objectives and Success Criteria for discussion in the next session.

* Try out one or more of the adapted activities for AfL that we discussed today in Activity Five. Record your experiences on the dictaphone and upload onto the server.

= Reference =
Some parts of this session have been adapted or reproduced from:
CCEA: Afl Guidance KS 1-2 – 2007, with the kind permission of the Northern Ireland Council for the Curriculum, Examinations and Assessment.

OER4Schools/Learning objectives and success criteria

2012-06-25T12:21:41Z

Nd300: /* Activity Two: Need for Sharing Learning Objectives and Success Criteria */

{{OER4S}}

= Review of Classwork and Homework activities =

{{activity|Whole group discussion}}

* Did you type your responses to the '''My Assessment Inventory''' on the Word document and save it in your files area on the desktop? Discuss if there were any issues as this activity will be repeated again this week.
* Did you ask your students to make '''Traffic Lights'''? Which material did you use? Were there any problems in making them?
* Did you use the Traffic Lights in your class? Share your experience by answering these questions:
** For which topic did you ask your students to use Traffic Lights?
** Did you try different ways of using them such as holding them up all together or putting them forward on the table while they were working?
** How did you handle when students showed different lights?
** Did you employ classroom assistants for helping with Traffic Lights? Will you do it again? Why?
** From your experience, discuss any advantages or disadvantages of using them in your context.
*How did your students handle using the Traffic Lights? (e.g. ease/ difficulty of using them, indicating proper/improper light) What steps will you take so that this can be improved in future lessons?
* Did you read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’? Do you think '''Bloom’s Taxonomy''' and examples were helpful when you asked questions in class? Were there any issues about the Taxonomy? Discuss ways of solving these issues with other participants.
* Did you manage to see the '''video and Power Point''' shown in the last session together after the workshop? Share if you observed anything new about the concept of AfL or practice of AfL in classroom (i.e. share something that was not discussed in the workshop last week).

= Objectives for this session =

* Learning to use inventory as a self-assessment measure
* Understanding the need for two AfL strategies: Sharing Learning Objectives and Sharing Success Criteria
* Learning to form Learning Objectives and Success Criteria
* Revisiting activities learnt in previous sessions that can be adapted for AfL

= Activity One: My assessment inventory =

{{activity|Individual work}} Update the assessment inventory that you started last week [[File:My assessment inventory.doc]]. Add the date in the second row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.

= Activity Two: Need for Sharing Learning Objectives and Success Criteria=

It was mentioned in the Power Point presentation last week that sharing learning objectives and success criteria are two AfL strategies.

{{activity|Individual work}} Fold a plain sheet of paper into 3 equal parts. Write ‘Answer 1’ on the top of the first section, ‘Answer 2’ on the top of the second section and ‘Answer 3’ on the top of the third section. The facilitator will display and read 3 questions for you. Answer them in the respective area on the sheet.

{{activity|pair work}} After answering each question, exchange your sheet with the person sitting next to you. Assess their work. Be critical. Then take your sheets back to answer the next question.

{{ednote|text=
The questions are given below. Write each question on the blackboard or flip chart sheets and display them one by one. Also read them out.

Allow 3-4 minutes to answer each question, but no longer. After answering each question, ask participants to exchange their sheets and assess their neighbour’s work. Do not allow participants to change answers or assessment once it has been done.

While reading, say the words exactly as they are given below:
* Question 1: Draw a child.
* Question 2: We are learning to name parts of the body. For this please do the activity of drawing a child and labelling parts of its body.
* Question 3: For the activity of drawing and labelling parts of the body, your success criteria are that your picture should show: (1) at least three parts of the body that are sense organs and (2) at least three parts of the body that have joints.

If participants are not sure about sense organs, mention that there are five senses: seeing, tasting, hearing, touching and smelling.

If participants are not sure about parts of the body that have joints, give examples such as elbow, knee, shoulder.
}}

{{activity|Whole Group}} Discuss:

First, think as a learner who was assessed,
* Answering which question was easiest? Why?
* In which question were you most and least sure about your success? Why?
* In which question did you have most and least anxiety about the outcome? Why?

Now, think as an assessor,
* Assessing which question was most easy and least easy? Why?
* Assessing which question was most fair and least fair? Why?

{{ednote|text=
It is expected that participants’ responses will be in favour of Question 3 and Question 2. Inform them that: Question 2 is an example of sharing learning objectives with students; and Question 3 is an example of sharing success criteria with students. More discussion on this will be done during this session, but see if participants realise that learners can succeed much more easily in the classroom if they are told in advance what the criteria for success are.
}}

= Activity Three: Understanding Learning Objectives and Success Criteria=

‘Learning objective’ has also been referred to as ‘Learning intention’ in AfL literature.

“A '''Learning Intention''' is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be.” (Afl Guidance KS 1-2 – 2007, Pg 8)

“'''Success Criteria''' are the statements that help pupils recognise if they have been successful in their learning. They summarise the main teaching points (key ingredients) or processes (key steps), and they always link directly to the learning intention. They essentially spell out the steps required to achieve the learning intention, offering explicit guidance on how to be successful. By referring to the success criteria, pupils know if they have achieved the learning intention.” (Afl Guidance KS 1-2 – 2007, Pg 12)

{{activity|Whole Group}} Read Question 2 and Question 3 displayed on the board or flip chart again. Discuss:

* What are the similarities between Learning Objectives and Success Criteria for AfL?
* What are the differences between Learning Objectives and Success Criteria for AfL?

{{ednote|text=
Mention these points if participants have not already mentioned them. Suggest that participants can make a note of these points on their printouts.

Learning Objectives and Success Criteria are '''similar''' because:
* success criteria spell out the specific features of the learning objective
* learning objective and success criteria can be same (constant over time) even if the activity changes, e.g. parts of the body can be learnt by drawing (as above) or it can be learnt through poems, stories, questioning and dialogue, or direct teaching; but learning objective and success criteria remain the same
* both provide guidance to students about what is expected from them

Learning Objective and Success Criteria are '''different''' because:
* Learning objective relates to a topic/lesson while success criteria relate to an activity – spell out the steps needed to achieve the learning objective
* The same learning objective can have different success criteria in different grades. e.g. success criteria for the objective of drawing parts of the body will be simple (such as, head, arms, legs) for Grade 1 but detailed (such as in Question 3) for Grade 4
}}

= Activity Four: Forming Learning Objectives and Success Criteria =

{{ednote|text=
Remind the participants that one of the Learning Objectives for today’s session is to form Learning Objectives and Success Criteria.
}}

'''Points to remember for forming Learning Objectives:'''
* Learning objectives relate to what students are expected to: know, understand and do (knowledge, understanding and skills). (You can also refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout for this.)
** Knowledge or factual information: e.g. (1) we are learning about ‘learning objectives and success criteria’ for AfL, and (2) we are learning names of Zambian provinces and their capitals.
** Understanding such as concepts, reasons and processes: e.g. (1) we are learning about the relationship between learning objectives and success criteria, and (2) we are learning reasons for pollution in Zambia.
** Skills or abilities acquired through training or experience. e.g. (1) we are learning to form learning objectives and success criteria for AfL, and (2) we are learning to draw bar graphs from raw data.
* Learning objectives specify learning. They do not specify the activity.
* It is good to have generic learning objectives that can be transferred across the curriculum, e.g. (1) we are learning to download pictures from flickr, and (2) we are learning to work effectively in groups.
* Learning objectives should be in simple language that students can easily understand
* Learning objectives should be broad enough to allow pupils of all capabilities to achieve them; “the '''differentiation''' is in the way the pupils achieve or demonstrate the intention, not by creating different learning intentions for pupils of different abilities.” (Afl Guidance KS 1-2 – 2007, Pg 10). So you might expect some pupils to achieve more but they will all share the same learning objective and success criteria.

Note: You might want to record the Learning objective on the blackboard at the beginning of a lesson or you may already be doing this.

'''Points to remember for forming Success Criteria:'''
* Success criteria relate to the specific activity
* Success criteria focus on specific teaching points or processes, e.g. in Question 3 above, the success criteria focus on including particular parts of the body (teaching points)
* Success criteria should also have simple child-friendly language

{{ednote|text=
Display the following on the board or a flip chart sheet and read it aloud:

Your success criteria for forming Learning Objectives are:
* focus on learning
* one key aspect from knowledge, understanding or skill (understanding and skill preferred)
* simple child-friendly language

Your success criteria for forming Success Criteria are:
* specific to the activity for achieving learning objective
* detailed information about your expectation of students
* simple child-friendly language
}}

{{activity|Pair work}} Read Question 2 and Question 3 displayed on the flip charts again. With a same grade buddy, think of a topic that you will be teaching this week. Form the learning objectives and success criteria for this topic. Write them on the board or flip chart so that everybody will be able to see them. Your facilitator has already displayed the success criteria for this activity. Think about '''differentiation''' – how can all pupils achieve the learning intention to some degree?

{{activity|Whole Group}} Display your planned activity and read out your learning objective and success criteria to all other participants.
Other participants should:
* assess the learning objective and success criteria in view of the success criteria mentioned above
* comment positively about criteria that are met
* make suggestions for addressing any criteria that are not yet met

= Activity Five: Activities for AfL =

In the previous units you have done some activities that can be used for AfL with some adaptation. Today we will revisit these activities in the context of AfL.

{{ednote|text=
If there is time, form three groups. Ask each group to read one activity and do a role play of carrying out the activity in the class. Role play can be done by one participant acting as a teacher and other participants acting as students. Some acting students demonstrate right answers, some demonstrate wrong answers, and some demonstrate partial understanding. The acting teacher demonstrates handling of all these answers.

Alternatively, different groups can explain the activities with more examples.
}}

* '''Magic microphone''' ([[OER4Schools/2.1_Introduction_to_whole_class_dialogue_and_effective_questioning|Unit 2 Session 1]]) - Ask an open question about a topic, for example “How many ways can you think of to make 23?”. Pass around a prop. Whoever has the prop will give one answer to the question. Allow students to use mini-blackboards to work out their answers. If many students give right answers, increase the challenge by changing to a 3-digit number. If many students give the wrong answer, revise the topic again in class.

* '''Concept Mapping''' ([[OER4Schools/2.4_Concept_mapping|Unit 2 Session 4]]) - Write the main topic for which aspects have already been covered over a period of time in different lessons, on a concept mapping software or black board. Ask students to review all that they have learned about the topic and report them as answers. Record answers but do not correct wrong answers at this time. Review all answers in the end by asking students for opinion about each answer - if they are right; wrong; and how they can be improved. Avoid naming any student who said the wrong answers. For topics for which many students think positively about the wrong answer, revise them again in class. e.g. for the topic ‘mammals’ if many students think that man is not a mammal, revise the topic.

* '''Talking Points''' ([[OER4Schools/3.5_Talking_points_and_effective_group_work|Unit 3 Session 5]]) - Frame some right, some wrong and some unsure statements about a topic. Try to include topics for which your students have struggled during teaching. Discuss each sentence as a whole class activity. Try the '''‘No-hands up’''' strategy; this supports AfL because it allows you to assess understanding of any learners that you think may not understand or may not be following. If shy pupils do not participate, use this or other non-voluntary participation strategies ([[OER4Schools/2.3_More_on_questioning|Unit 2 Session 3]]) to select students for answering. You will come to know about common misconceptions through this activity so that you can address them.

{{activity|Whole Group}} Discuss:
* Which activity(ies) do you think you would like to try this week? Why?
* Do you foresee any problems in carrying out these activities based on your previous experience of doing them? Discuss solutions with your peers.

= Homework =
* Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week.

* Read pages 1 to 14 from the “AfL Guidance for KS 1-2 - 2007” .pdf document. Note any issues that arise, for discussion in the next session.

* Share with your class the Learning Objective and Success Criteria that you have formed in the session today. Record your experiences on the dictaphone and upload onto the server.

* Form Learning Objectives and Success Criteria for as many lessons as you can during this week. Refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout ‘Questioning the questions’ (pages 3 to 6) for this. Make a note of your Learning Objectives and Success Criteria for discussion in the next session.

* Try out one or more of the adapted activities for AfL that we discussed today in Activity Five. Record your experiences on the dictaphone and upload onto the server.

'''Reference:''' Some parts of this session have been adapted or reproduced from:
CCEA: Afl Guidance KS 1-2 – 2007, with the kind permission of the Northern Ireland Council for the Curriculum, Examinations and Assessment.

OER4Schools/Learning objectives and success criteria

2012-06-25T11:13:40Z

Nd300: /* Activity Five: Activities for AfL */

{{OER4S}}

= Review of Classwork and Homework activities =

{{activity|Whole group discussion}}

* Did you type your responses to the '''My Assessment Inventory''' on the Word document and save it in your files area on the desktop? Discuss if there were any issues as this activity will be repeated again this week.
* Did you ask your students to make '''Traffic Lights'''? Which material did you use? Were there any problems in making them?
* Did you use the Traffic Lights in your class? Share your experience by answering these questions:
** For which topic did you ask your students to use Traffic Lights?
** Did you try different ways of using them such as holding them up all together or putting them forward on the table while they were working?
** How did you handle when students showed different lights?
** Did you employ classroom assistants for helping with Traffic Lights? Will you do it again? Why?
** From your experience, discuss any advantages or disadvantages of using them in your context.
*How did your students handle using the Traffic Lights? (e.g. ease/ difficulty of using them, indicating proper/improper light) What steps will you take so that this can be improved in future lessons?
* Did you read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’? Do you think '''Bloom’s Taxonomy''' and examples were helpful when you asked questions in class? Were there any issues about the Taxonomy? Discuss ways of solving these issues with other participants.
* Did you manage to see the '''video and Power Point''' shown in the last session together after the workshop? Share if you observed anything new about the concept of AfL or practice of AfL in classroom (i.e. share something that was not discussed in the workshop last week).

= Objectives for this session =

* Learning to use inventory as a self-assessment measure
* Understanding the need for two AfL strategies: Sharing Learning Objectives and Sharing Success Criteria
* Learning to form Learning Objectives and Success Criteria
* Revisiting activities learnt in previous sessions that can be adapted for AfL

= Activity One: My assessment inventory =

{{activity|Individual work}} Update the assessment inventory that you started last week [[File:My assessment inventory.doc]]. Add the date in the second row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.

= Activity Two: Need for Sharing Learning Objectives and Success Criteria=

It was mentioned in the Power Point presentation last week that sharing learning objectives and success criteria are two AfL strategies.

{{activity|Individual work}} Fold a plain sheet of paper into 3 equal parts. Write ‘Answer 1’ on the top of the first section, ‘Answer 2’ on the top of the second section and ‘Answer 3’ on the top of the third section. The facilitator will display and read 3 questions for you. Answer them in the respective area on the sheet.

{{activity|pair work}} After answering each question, exchange your sheet with the person sitting next to you. Assess their work. Be critical. Then take your sheets back to answer the next question.

{{ednote|text=
The questions are given below. Write each question on the blackboard or flip chart sheets and display them one by one. Also read them out.

Allow 3-4 minutes to answer each question, but no longer. After answering each question, ask participants to exchange their sheets and assess their neighbour’s work. Do not allow participants to change answers or assessment once it has been done.

While reading, say the words exactly as they are given below:
* Question 1: Draw a child.
* Question 2: We are learning to name parts of the body. For this please do the activity of drawing a child and labelling parts of its body.
* Question 3: For the activity of drawing and labelling parts of the body, your success criteria are that your picture should show: (1) at least three parts of the body that are sense organs and (2) at least three parts of the body that have joints.

If participants are not sure about sense organs, mention that there are five senses: seeing, tasting, hearing, touching and smelling.

If participants are not sure about parts of the body that have joints, give examples such as elbow, knee, shoulder.
}}

{{activity|Whole Group}} Discuss:
First, think as a learner who was assessed,
* Answering which question was easiest? Why?
* In which question were you most and least sure about your success? Why?
* In which question did you have most and least anxiety about the outcome? Why?

Now, think as an assessor,
* Assessing which question was most easy and least easy? Why?
* Assessing which question was most fair and least fair? Why?

{{ednote|text=
It is expected that participants’ responses will be in favour of Question 3 and Question 2. Inform them that: Question 2 is an example of sharing learning objectives with students; and Question 3 is an example of sharing success criteria with students. More discussion on this will be done during this session, but see if participants realise that learners can succeed much more easily in the classroom if they are told in advance what the criteria for success are.
}}

= Activity Three: Understanding Learning Objectives and Success Criteria=

‘Learning objective’ has also been referred to as ‘Learning intention’ in AfL literature.

“A '''Learning Intention''' is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be.” (Afl Guidance KS 1-2 – 2007, Pg 8)

“'''Success Criteria''' are the statements that help pupils recognise if they have been successful in their learning. They summarise the main teaching points (key ingredients) or processes (key steps), and they always link directly to the learning intention. They essentially spell out the steps required to achieve the learning intention, offering explicit guidance on how to be successful. By referring to the success criteria, pupils know if they have achieved the learning intention.” (Afl Guidance KS 1-2 – 2007, Pg 12)

{{activity|Whole Group}} Read Question 2 and Question 3 displayed on the board or flip chart again. Discuss:

* What are the similarities between Learning Objectives and Success Criteria for AfL?
* What are the differences between Learning Objectives and Success Criteria for AfL?

{{ednote|text=
Mention these points if participants have not already mentioned them. Suggest that participants can make a note of these points on their printouts.

Learning Objectives and Success Criteria are '''similar''' because:
* success criteria spell out the specific features of the learning objective
* learning objective and success criteria can be same (constant over time) even if the activity changes, e.g. parts of the body can be learnt by drawing (as above) or it can be learnt through poems, stories, questioning and dialogue, or direct teaching; but learning objective and success criteria remain the same
* both provide guidance to students about what is expected from them

Learning Objective and Success Criteria are '''different''' because:
* Learning objective relates to a topic/lesson while success criteria relate to an activity – spell out the steps needed to achieve the learning objective
* The same learning objective can have different success criteria in different grades. e.g. success criteria for the objective of drawing parts of the body will be simple (such as, head, arms, legs) for Grade 1 but detailed (such as in Question 3) for Grade 4
}}

= Activity Four: Forming Learning Objectives and Success Criteria =

{{ednote|text=
Remind the participants that one of the Learning Objectives for today’s session is to form Learning Objectives and Success Criteria.
}}

'''Points to remember for forming Learning Objectives:'''
* Learning objectives relate to what students are expected to: know, understand and do (knowledge, understanding and skills). (You can also refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout for this.)
** Knowledge or factual information: e.g. (1) we are learning about ‘learning objectives and success criteria’ for AfL, and (2) we are learning names of Zambian provinces and their capitals.
** Understanding such as concepts, reasons and processes: e.g. (1) we are learning about the relationship between learning objectives and success criteria, and (2) we are learning reasons for pollution in Zambia.
** Skills or abilities acquired through training or experience. e.g. (1) we are learning to form learning objectives and success criteria for AfL, and (2) we are learning to draw bar graphs from raw data.
* Learning objectives specify learning. They do not specify the activity.
* It is good to have generic learning objectives that can be transferred across the curriculum, e.g. (1) we are learning to download pictures from flickr, and (2) we are learning to work effectively in groups.
* Learning objectives should be in simple language that students can easily understand
* Learning objectives should be broad enough to allow pupils of all capabilities to achieve them; “the '''differentiation''' is in the way the pupils achieve or demonstrate the intention, not by creating different learning intentions for pupils of different abilities.” (Afl Guidance KS 1-2 – 2007, Pg 10). So you might expect some pupils to achieve more but they will all share the same learning objective and success criteria.

Note: You might want to record the Learning objective on the blackboard at the beginning of a lesson or you may already be doing this.

'''Points to remember for forming Success Criteria:'''
* Success criteria relate to the specific activity
* Success criteria focus on specific teaching points or processes, e.g. in Question 3 above, the success criteria focus on including particular parts of the body (teaching points)
* Success criteria should also have simple child-friendly language

{{ednote|text=
Display the following on the board or a flip chart sheet and read it aloud:

Your success criteria for forming Learning Objectives are:
* focus on learning
* one key aspect from knowledge, understanding or skill (understanding and skill preferred)
* simple child-friendly language

Your success criteria for forming Success Criteria are:
* specific to the activity for achieving learning objective
* detailed information about your expectation of students
* simple child-friendly language
}}

{{activity|Pair work}} Read Question 2 and Question 3 displayed on the flip charts again. With a same grade buddy, think of a topic that you will be teaching this week. Form the learning objectives and success criteria for this topic. Write them on the board or flip chart so that everybody will be able to see them. Your facilitator has already displayed the success criteria for this activity. Think about '''differentiation''' – how can all pupils achieve the learning intention to some degree?

{{activity|Whole Group}} Display your planned activity and read out your learning objective and success criteria to all other participants.
Other participants should:
* assess the learning objective and success criteria in view of the success criteria mentioned above
* comment positively about criteria that are met
* make suggestions for addressing any criteria that are not yet met

= Activity Five: Activities for AfL =

In the previous units you have done some activities that can be used for AfL with some adaptation. Today we will revisit these activities in the context of AfL.

{{ednote|text=
If there is time, form three groups. Ask each group to read one activity and do a role play of carrying out the activity in the class. Role play can be done by one participant acting as a teacher and other participants acting as students. Some acting students demonstrate right answers, some demonstrate wrong answers, and some demonstrate partial understanding. The acting teacher demonstrates handling of all these answers.

Alternatively, different groups can explain the activities with more examples.
}}

* '''Magic microphone''' ([[OER4Schools/2.1_Introduction_to_whole_class_dialogue_and_effective_questioning|Unit 2 Session 1]]) - Ask an open question about a topic, for example “How many ways can you think of to make 23?”. Pass around a prop. Whoever has the prop will give one answer to the question. Allow students to use mini-blackboards to work out their answers. If many students give right answers, increase the challenge by changing to a 3-digit number. If many students give the wrong answer, revise the topic again in class.

* '''Concept Mapping''' ([[OER4Schools/2.4_Concept_mapping|Unit 2 Session 4]]) - Write the main topic for which aspects have already been covered over a period of time in different lessons, on a concept mapping software or black board. Ask students to review all that they have learned about the topic and report them as answers. Record answers but do not correct wrong answers at this time. Review all answers in the end by asking students for opinion about each answer - if they are right; wrong; and how they can be improved. Avoid naming any student who said the wrong answers. For topics for which many students think positively about the wrong answer, revise them again in class. e.g. for the topic ‘mammals’ if many students think that man is not a mammal, revise the topic.

* '''Talking Points''' ([[OER4Schools/3.5_Talking_points_and_effective_group_work|Unit 3 Session 5]]) - Frame some right, some wrong and some unsure statements about a topic. Try to include topics for which your students have struggled during teaching. Discuss each sentence as a whole class activity. Try the '''‘No-hands up’''' strategy; this supports AfL because it allows you to assess understanding of any learners that you think may not understand or may not be following. If shy pupils do not participate, use this or other non-voluntary participation strategies ([[OER4Schools/2.3_More_on_questioning|Unit 2 Session 3]]) to select students for answering. You will come to know about common misconceptions through this activity so that you can address them.

{{activity|Whole Group}} Discuss:
* Which activity(ies) do you think you would like to try this week? Why?
* Do you foresee any problems in carrying out these activities based on your previous experience of doing them? Discuss solutions with your peers.

= Homework =
* Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week.

* Read pages 1 to 14 from the “AfL Guidance for KS 1-2 - 2007” .pdf document. Note any issues that arise, for discussion in the next session.

* Share with your class the Learning Objective and Success Criteria that you have formed in the session today. Record your experiences on the dictaphone and upload onto the server.

* Form Learning Objectives and Success Criteria for as many lessons as you can during this week. Refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout ‘Questioning the questions’ (pages 3 to 6) for this. Make a note of your Learning Objectives and Success Criteria for discussion in the next session.

* Try out one or more of the adapted activities for AfL that we discussed today in Activity Five. Record your experiences on the dictaphone and upload onto the server.

'''Reference:''' Some parts of this session have been adapted or reproduced from:
CCEA: Afl Guidance KS 1-2 – 2007, with the kind permission of the Northern Ireland Council for the Curriculum, Examinations and Assessment.

OER4Schools/Learning objectives and success criteria

2012-06-25T11:12:29Z

Nd300: /* Activity Five: Activities for AfL */

{{OER4S}}

= Review of Classwork and Homework activities =

{{activity|Whole group discussion}}

* Did you type your responses to the '''My Assessment Inventory''' on the Word document and save it in your files area on the desktop? Discuss if there were any issues as this activity will be repeated again this week.
* Did you ask your students to make '''Traffic Lights'''? Which material did you use? Were there any problems in making them?
* Did you use the Traffic Lights in your class? Share your experience by answering these questions:
** For which topic did you ask your students to use Traffic Lights?
** Did you try different ways of using them such as holding them up all together or putting them forward on the table while they were working?
** How did you handle when students showed different lights?
** Did you employ classroom assistants for helping with Traffic Lights? Will you do it again? Why?
** From your experience, discuss any advantages or disadvantages of using them in your context.
*How did your students handle using the Traffic Lights? (e.g. ease/ difficulty of using them, indicating proper/improper light) What steps will you take so that this can be improved in future lessons?
* Did you read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’? Do you think '''Bloom’s Taxonomy''' and examples were helpful when you asked questions in class? Were there any issues about the Taxonomy? Discuss ways of solving these issues with other participants.
* Did you manage to see the '''video and Power Point''' shown in the last session together after the workshop? Share if you observed anything new about the concept of AfL or practice of AfL in classroom (i.e. share something that was not discussed in the workshop last week).

= Objectives for this session =

* Learning to use inventory as a self-assessment measure
* Understanding the need for two AfL strategies: Sharing Learning Objectives and Sharing Success Criteria
* Learning to form Learning Objectives and Success Criteria
* Revisiting activities learnt in previous sessions that can be adapted for AfL

= Activity One: My assessment inventory =

{{activity|Individual work}} Update the assessment inventory that you started last week [[File:My assessment inventory.doc]]. Add the date in the second row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.

= Activity Two: Need for Sharing Learning Objectives and Success Criteria=

It was mentioned in the Power Point presentation last week that sharing learning objectives and success criteria are two AfL strategies.

{{activity|Individual work}} Fold a plain sheet of paper into 3 equal parts. Write ‘Answer 1’ on the top of the first section, ‘Answer 2’ on the top of the second section and ‘Answer 3’ on the top of the third section. The facilitator will display and read 3 questions for you. Answer them in the respective area on the sheet.

{{activity|pair work}} After answering each question, exchange your sheet with the person sitting next to you. Assess their work. Be critical. Then take your sheets back to answer the next question.

{{ednote|text=
The questions are given below. Write each question on the blackboard or flip chart sheets and display them one by one. Also read them out.

Allow 3-4 minutes to answer each question, but no longer. After answering each question, ask participants to exchange their sheets and assess their neighbour’s work. Do not allow participants to change answers or assessment once it has been done.

While reading, say the words exactly as they are given below:
* Question 1: Draw a child.
* Question 2: We are learning to name parts of the body. For this please do the activity of drawing a child and labelling parts of its body.
* Question 3: For the activity of drawing and labelling parts of the body, your success criteria are that your picture should show: (1) at least three parts of the body that are sense organs and (2) at least three parts of the body that have joints.

If participants are not sure about sense organs, mention that there are five senses: seeing, tasting, hearing, touching and smelling.

If participants are not sure about parts of the body that have joints, give examples such as elbow, knee, shoulder.
}}

{{activity|Whole Group}} Discuss:
First, think as a learner who was assessed,
* Answering which question was easiest? Why?
* In which question were you most and least sure about your success? Why?
* In which question did you have most and least anxiety about the outcome? Why?

Now, think as an assessor,
* Assessing which question was most easy and least easy? Why?
* Assessing which question was most fair and least fair? Why?

{{ednote|text=
It is expected that participants’ responses will be in favour of Question 3 and Question 2. Inform them that: Question 2 is an example of sharing learning objectives with students; and Question 3 is an example of sharing success criteria with students. More discussion on this will be done during this session, but see if participants realise that learners can succeed much more easily in the classroom if they are told in advance what the criteria for success are.
}}

= Activity Three: Understanding Learning Objectives and Success Criteria=

‘Learning objective’ has also been referred to as ‘Learning intention’ in AfL literature.

“A '''Learning Intention''' is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be.” (Afl Guidance KS 1-2 – 2007, Pg 8)

“'''Success Criteria''' are the statements that help pupils recognise if they have been successful in their learning. They summarise the main teaching points (key ingredients) or processes (key steps), and they always link directly to the learning intention. They essentially spell out the steps required to achieve the learning intention, offering explicit guidance on how to be successful. By referring to the success criteria, pupils know if they have achieved the learning intention.” (Afl Guidance KS 1-2 – 2007, Pg 12)

{{activity|Whole Group}} Read Question 2 and Question 3 displayed on the board or flip chart again. Discuss:

* What are the similarities between Learning Objectives and Success Criteria for AfL?
* What are the differences between Learning Objectives and Success Criteria for AfL?

{{ednote|text=
Mention these points if participants have not already mentioned them. Suggest that participants can make a note of these points on their printouts.

Learning Objectives and Success Criteria are '''similar''' because:
* success criteria spell out the specific features of the learning objective
* learning objective and success criteria can be same (constant over time) even if the activity changes, e.g. parts of the body can be learnt by drawing (as above) or it can be learnt through poems, stories, questioning and dialogue, or direct teaching; but learning objective and success criteria remain the same
* both provide guidance to students about what is expected from them

Learning Objective and Success Criteria are '''different''' because:
* Learning objective relates to a topic/lesson while success criteria relate to an activity – spell out the steps needed to achieve the learning objective
* The same learning objective can have different success criteria in different grades. e.g. success criteria for the objective of drawing parts of the body will be simple (such as, head, arms, legs) for Grade 1 but detailed (such as in Question 3) for Grade 4
}}

= Activity Four: Forming Learning Objectives and Success Criteria =

{{ednote|text=
Remind the participants that one of the Learning Objectives for today’s session is to form Learning Objectives and Success Criteria.
}}

'''Points to remember for forming Learning Objectives:'''
* Learning objectives relate to what students are expected to: know, understand and do (knowledge, understanding and skills). (You can also refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout for this.)
** Knowledge or factual information: e.g. (1) we are learning about ‘learning objectives and success criteria’ for AfL, and (2) we are learning names of Zambian provinces and their capitals.
** Understanding such as concepts, reasons and processes: e.g. (1) we are learning about the relationship between learning objectives and success criteria, and (2) we are learning reasons for pollution in Zambia.
** Skills or abilities acquired through training or experience. e.g. (1) we are learning to form learning objectives and success criteria for AfL, and (2) we are learning to draw bar graphs from raw data.
* Learning objectives specify learning. They do not specify the activity.
* It is good to have generic learning objectives that can be transferred across the curriculum, e.g. (1) we are learning to download pictures from flickr, and (2) we are learning to work effectively in groups.
* Learning objectives should be in simple language that students can easily understand
* Learning objectives should be broad enough to allow pupils of all capabilities to achieve them; “the '''differentiation''' is in the way the pupils achieve or demonstrate the intention, not by creating different learning intentions for pupils of different abilities.” (Afl Guidance KS 1-2 – 2007, Pg 10). So you might expect some pupils to achieve more but they will all share the same learning objective and success criteria.

Note: You might want to record the Learning objective on the blackboard at the beginning of a lesson or you may already be doing this.

'''Points to remember for forming Success Criteria:'''
* Success criteria relate to the specific activity
* Success criteria focus on specific teaching points or processes, e.g. in Question 3 above, the success criteria focus on including particular parts of the body (teaching points)
* Success criteria should also have simple child-friendly language

{{ednote|text=
Display the following on the board or a flip chart sheet and read it aloud:

Your success criteria for forming Learning Objectives are:
* focus on learning
* one key aspect from knowledge, understanding or skill (understanding and skill preferred)
* simple child-friendly language

Your success criteria for forming Success Criteria are:
* specific to the activity for achieving learning objective
* detailed information about your expectation of students
* simple child-friendly language
}}

{{activity|Pair work}} Read Question 2 and Question 3 displayed on the flip charts again. With a same grade buddy, think of a topic that you will be teaching this week. Form the learning objectives and success criteria for this topic. Write them on the board or flip chart so that everybody will be able to see them. Your facilitator has already displayed the success criteria for this activity. Think about '''differentiation''' – how can all pupils achieve the learning intention to some degree?

{{activity|Whole Group}} Display your planned activity and read out your learning objective and success criteria to all other participants.
Other participants should:
* assess the learning objective and success criteria in view of the success criteria mentioned above
* comment positively about criteria that are met
* make suggestions for addressing any criteria that are not yet met

= Activity Five: Activities for AfL =

In the previous units you have done some activities that can be used for AfL with some adaptation. Today we will revisit these activities in the context of AfL.

{{ednote|text=
If there is time, form three groups. Ask each group to read one activity and do a role play of carrying out the activity in the class. Role play can be done by one participant acting as a teacher and other participants acting as students. Some acting students demonstrate right answers, some demonstrate wrong answers, and some demonstrate partial understanding. The acting teacher demonstrates handling of all these answers.

Alternatively, different groups can explain the activities with more examples.
}}

* '''Magic microphone''' ([[OER4Schools/2.1_Introduction_to_whole_class_dialogue_and_effective_questioning|Unit 2 Session 1]]) - Ask an open question about a topic, for example “How many ways can you think of to make 23?”. Pass around a prop. Whoever has the prop will give one answer to the question. Allow students to use mini-blackboards to work out their answers. If many students give right answers, increase the challenge by changing to a 3-digit number. If many students give the wrong answer, revise the topic again in class.

* '''Concept Mapping''' ([[OER4Schools/2.4_Concept_mapping|Unit 2 Session 4]]) - Write the main topic for which aspects have already been covered over a period of time in different lessons, on a concept mapping software or black board. Ask students to review all that they have learned about the topic and report them as answers. Record answers but do not correct wrong answers at this time. Review all answers in the end by asking students for opinion about each answer - if they are right; wrong; and how they can be improved. Avoid naming any student who said the wrong answers. For topics for which many students think positively about the wrong answer, revise them again in class. e.g. for the topic ‘mammals’ if many students think that man is not a mammal, revise the topic.

* '''Talking Points''' ([[OER4Schools/3.5_Talking_points_and_effective_group_work|Unit 3 Session 5]]) - Frame some right, some wrong and some unsure statements about a topic. Try to include topics for which your students have struggled during teaching. Discuss each sentence as a whole class activity. Try the '''‘No-hands up’''' strategy; this supports AfL because it allows you to assess understanding of any learners that you think may not understand or may not be following. If shy pupils do not participate, use this or other non-voluntary participation strategies ([[OER4Schools/2.3_More_on_questioning|Unit 2 Session 3]]) to select students for answering. You will come to know about common misconceptions through this activity so that you can address them.

{{activity|Whole Group}} Discuss:
* Which activity(ies) do you think you would like to try this week? Why?
* Do you foresee any problems in carrying out these activities based on your previous experience of doing them? Discuss solutions with your peers.

= Homework =
* Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week.

* Read pages 1 to 14 from the “AfL Guidance for KS 1-2 - 2007” .pdf document. Note any issues that arise, for discussion in the next session.

* Share with your class the Learning Objective and Success Criteria that you have formed in the session today. Record your experiences on the dictaphone and upload onto the server.

* Form Learning Objectives and Success Criteria for as many lessons as you can during this week. Refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout ‘Questioning the questions’ (pages 3 to 6) for this. Make a note of your Learning Objectives and Success Criteria for discussion in the next session.

* Try out one or more of the adapted activities for AfL that we discussed today in Activity Five. Record your experiences on the dictaphone and upload onto the server.

'''Reference:''' Some parts of this session have been adapted or reproduced from:
CCEA: Afl Guidance KS 1-2 – 2007, with the kind permission of the Northern Ireland Council for the Curriculum, Examinations and Assessment.

OER4Schools/Learning objectives and success criteria

2012-06-25T11:08:44Z

Nd300: /* */

{{OER4S}}

= Review of Classwork and Homework activities =

{{activity|Whole group discussion}}

* Did you type your responses to the '''My Assessment Inventory''' on the Word document and save it in your files area on the desktop? Discuss if there were any issues as this activity will be repeated again this week.
* Did you ask your students to make '''Traffic Lights'''? Which material did you use? Were there any problems in making them?
* Did you use the Traffic Lights in your class? Share your experience by answering these questions:
** For which topic did you ask your students to use Traffic Lights?
** Did you try different ways of using them such as holding them up all together or putting them forward on the table while they were working?
** How did you handle when students showed different lights?
** Did you employ classroom assistants for helping with Traffic Lights? Will you do it again? Why?
** From your experience, discuss any advantages or disadvantages of using them in your context.
*How did your students handle using the Traffic Lights? (e.g. ease/ difficulty of using them, indicating proper/improper light) What steps will you take so that this can be improved in future lessons?
* Did you read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’? Do you think '''Bloom’s Taxonomy''' and examples were helpful when you asked questions in class? Were there any issues about the Taxonomy? Discuss ways of solving these issues with other participants.
* Did you manage to see the '''video and Power Point''' shown in the last session together after the workshop? Share if you observed anything new about the concept of AfL or practice of AfL in classroom (i.e. share something that was not discussed in the workshop last week).

= Objectives for this session =

* Learning to use inventory as a self-assessment measure
* Understanding the need for two AfL strategies: Sharing Learning Objectives and Sharing Success Criteria
* Learning to form Learning Objectives and Success Criteria
* Revisiting activities learnt in previous sessions that can be adapted for AfL

= Activity One: My assessment inventory =

{{activity|Individual work}} Update the assessment inventory that you started last week [[File:My assessment inventory.doc]]. Add the date in the second row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.

= Activity Two: Need for Sharing Learning Objectives and Success Criteria=

It was mentioned in the Power Point presentation last week that sharing learning objectives and success criteria are two AfL strategies.

{{activity|Individual work}} Fold a plain sheet of paper into 3 equal parts. Write ‘Answer 1’ on the top of the first section, ‘Answer 2’ on the top of the second section and ‘Answer 3’ on the top of the third section. The facilitator will display and read 3 questions for you. Answer them in the respective area on the sheet.

{{activity|pair work}} After answering each question, exchange your sheet with the person sitting next to you. Assess their work. Be critical. Then take your sheets back to answer the next question.

{{ednote|text=
The questions are given below. Write each question on the blackboard or flip chart sheets and display them one by one. Also read them out.

Allow 3-4 minutes to answer each question, but no longer. After answering each question, ask participants to exchange their sheets and assess their neighbour’s work. Do not allow participants to change answers or assessment once it has been done.

While reading, say the words exactly as they are given below:
* Question 1: Draw a child.
* Question 2: We are learning to name parts of the body. For this please do the activity of drawing a child and labelling parts of its body.
* Question 3: For the activity of drawing and labelling parts of the body, your success criteria are that your picture should show: (1) at least three parts of the body that are sense organs and (2) at least three parts of the body that have joints.

If participants are not sure about sense organs, mention that there are five senses: seeing, tasting, hearing, touching and smelling.

If participants are not sure about parts of the body that have joints, give examples such as elbow, knee, shoulder.
}}

{{activity|Whole Group}} Discuss:
First, think as a learner who was assessed,
* Answering which question was easiest? Why?
* In which question were you most and least sure about your success? Why?
* In which question did you have most and least anxiety about the outcome? Why?

Now, think as an assessor,
* Assessing which question was most easy and least easy? Why?
* Assessing which question was most fair and least fair? Why?

{{ednote|text=
It is expected that participants’ responses will be in favour of Question 3 and Question 2. Inform them that: Question 2 is an example of sharing learning objectives with students; and Question 3 is an example of sharing success criteria with students. More discussion on this will be done during this session, but see if participants realise that learners can succeed much more easily in the classroom if they are told in advance what the criteria for success are.
}}

= Activity Three: Understanding Learning Objectives and Success Criteria=

‘Learning objective’ has also been referred to as ‘Learning intention’ in AfL literature.

“A '''Learning Intention''' is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be.” (Afl Guidance KS 1-2 – 2007, Pg 8)

“'''Success Criteria''' are the statements that help pupils recognise if they have been successful in their learning. They summarise the main teaching points (key ingredients) or processes (key steps), and they always link directly to the learning intention. They essentially spell out the steps required to achieve the learning intention, offering explicit guidance on how to be successful. By referring to the success criteria, pupils know if they have achieved the learning intention.” (Afl Guidance KS 1-2 – 2007, Pg 12)

{{activity|Whole Group}} Read Question 2 and Question 3 displayed on the board or flip chart again. Discuss:

* What are the similarities between Learning Objectives and Success Criteria for AfL?
* What are the differences between Learning Objectives and Success Criteria for AfL?

{{ednote|text=
Mention these points if participants have not already mentioned them. Suggest that participants can make a note of these points on their printouts.

Learning Objectives and Success Criteria are '''similar''' because:
* success criteria spell out the specific features of the learning objective
* learning objective and success criteria can be same (constant over time) even if the activity changes, e.g. parts of the body can be learnt by drawing (as above) or it can be learnt through poems, stories, questioning and dialogue, or direct teaching; but learning objective and success criteria remain the same
* both provide guidance to students about what is expected from them

Learning Objective and Success Criteria are '''different''' because:
* Learning objective relates to a topic/lesson while success criteria relate to an activity – spell out the steps needed to achieve the learning objective
* The same learning objective can have different success criteria in different grades. e.g. success criteria for the objective of drawing parts of the body will be simple (such as, head, arms, legs) for Grade 1 but detailed (such as in Question 3) for Grade 4
}}

= Activity Four: Forming Learning Objectives and Success Criteria =

{{ednote|text=
Remind the participants that one of the Learning Objectives for today’s session is to form Learning Objectives and Success Criteria.
}}

'''Points to remember for forming Learning Objectives:'''
* Learning objectives relate to what students are expected to: know, understand and do (knowledge, understanding and skills). (You can also refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout for this.)
** Knowledge or factual information: e.g. (1) we are learning about ‘learning objectives and success criteria’ for AfL, and (2) we are learning names of Zambian provinces and their capitals.
** Understanding such as concepts, reasons and processes: e.g. (1) we are learning about the relationship between learning objectives and success criteria, and (2) we are learning reasons for pollution in Zambia.
** Skills or abilities acquired through training or experience. e.g. (1) we are learning to form learning objectives and success criteria for AfL, and (2) we are learning to draw bar graphs from raw data.
* Learning objectives specify learning. They do not specify the activity.
* It is good to have generic learning objectives that can be transferred across the curriculum, e.g. (1) we are learning to download pictures from flickr, and (2) we are learning to work effectively in groups.
* Learning objectives should be in simple language that students can easily understand
* Learning objectives should be broad enough to allow pupils of all capabilities to achieve them; “the '''differentiation''' is in the way the pupils achieve or demonstrate the intention, not by creating different learning intentions for pupils of different abilities.” (Afl Guidance KS 1-2 – 2007, Pg 10). So you might expect some pupils to achieve more but they will all share the same learning objective and success criteria.

Note: You might want to record the Learning objective on the blackboard at the beginning of a lesson or you may already be doing this.

'''Points to remember for forming Success Criteria:'''
* Success criteria relate to the specific activity
* Success criteria focus on specific teaching points or processes, e.g. in Question 3 above, the success criteria focus on including particular parts of the body (teaching points)
* Success criteria should also have simple child-friendly language

{{ednote|text=
Display the following on the board or a flip chart sheet and read it aloud:

Your success criteria for forming Learning Objectives are:
* focus on learning
* one key aspect from knowledge, understanding or skill (understanding and skill preferred)
* simple child-friendly language

Your success criteria for forming Success Criteria are:
* specific to the activity for achieving learning objective
* detailed information about your expectation of students
* simple child-friendly language
}}

{{activity|Pair work}} Read Question 2 and Question 3 displayed on the flip charts again. With a same grade buddy, think of a topic that you will be teaching this week. Form the learning objectives and success criteria for this topic. Write them on the board or flip chart so that everybody will be able to see them. Your facilitator has already displayed the success criteria for this activity. Think about '''differentiation''' – how can all pupils achieve the learning intention to some degree?

{{activity|Whole Group}} Display your planned activity and read out your learning objective and success criteria to all other participants.
Other participants should:
* assess the learning objective and success criteria in view of the success criteria mentioned above
* comment positively about criteria that are met
* make suggestions for addressing any criteria that are not yet met

= Activity Five: Activities for AfL =

In the previous units you have done some activities that can be used for AfL with some adaptation. Today we will revisit these activities in the context of AfL.

{{ednote|text=
If there is time, form three groups. Ask each group to read one activity and do a role play of carrying out the activity in the class. Role play can be done by one participant acting as a teacher and other participants acting as students. Some acting students demonstrate right answers, some demonstrate wrong answers, and some demonstrate partial understanding. The acting teacher demonstrates handling of all these answers.

Alternatively, different groups can explain the activities with more examples.
}}

* '''Magic microphone''' ([[OER4Schools/2.1_Introduction_to_whole_class_dialogue_and_effective_questioning|Unit 2 Session 1]]) - Ask an open question about a topic, for example “How many ways can you think of to make 23?”. Pass around a prop. Whoever has the prop will give one answer to the question. Allow students to use mini-blackboards to work out their answers. If many students give right answers, increase the challenge by changing to a 3-digit number. If many students give the wrong answer, revise the topic again in class.

* '''Concept Mapping''' ([[OER4Schools/2.4_Concept_mapping|Unit 2 Session 4]]) - Write the main topic for which aspects have already been covered over a period of time in different lessons, on a concept mapping software or black board. Ask students to review all that they have learned about the topic and report them as answers. Record answers but do not correct wrong answers at this time. Review all answers in the end by asking students for opinion about each answer - if they are right; wrong; and how they can be improved. Avoid naming any student who said the wrong answers. For topics for which many students think positively about the wrong answer, revise them again in class. e.g. for the topic ‘mammals’ if many students think that man is not a mammal, revise the topic.

* '''Talking Points''' ([[OER4Schools/3.5_Talking_points_and_effective_group_work|Unit 3 Session 5]]) - Frame some right, some wrong and some unsure statements about a topic. Try to include topics for which your students have struggled during teaching. Discuss each sentence as a whole class activity. Try the '''‘No-hands up’''' strategy; this supports AfL because it allows you to assess understanding of any learners that you think may not understand or may not be following. If shy pupils do not participate, use this or other non-voluntary participation strategies ([[OER4Schools/2.3_More_on_questioning|Unit 2 Session 3]]) to select students for answering. You will come to know about common misconceptions through this activity so that you can address them.

{{activity|Whole Group}} Discuss:
* Which activity(ies) do you think you would like to try this week? Why?
* Do you foresee any problems in carrying out these activities based on your previous experience of doing them? Discuss solutions with your peers.

= Homework =
* Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week.

* Read pages 1 to 14 from the “AfL Guidance for KS 1-2 - 2007” .pdf document. Note any issues that arise, for discussion in the next session.

* Share with your class the Learning Objective and Success Criteria that you have formed in the session today. Record your experiences on the dictaphone and upload onto the server.

* Form Learning Objectives and Success Criteria for as many lessons as you can during this week. Refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout ‘Questioning the questions’ (pages 3 to 6) for this. Make a note of your Learning Objectives and Success Criteria for discussion in the next session.

* Try out one or more of the adapted activities for AfL that we discussed today in Activity Five. Record your experiences on the dictaphone and upload onto the server.

'''Reference:''' Some parts of this session have been adapted or reproduced from:
CCEA: Afl Guidance KS 1-2 – 2007, with the kind permission of the Northern Ireland Council for the Curriculum, Examinations and Assessment.

OER4Schools/Learning objectives and success criteria

2012-06-25T11:08:00Z

Nd300: /* Reference */

{{OER4S}}

= Review of Classwork and Homework activities =

{{activity|Whole group discussion}}

* Did you type your responses to the '''My Assessment Inventory''' on the Word document and save it in your files area on the desktop? Discuss if there were any issues as this activity will be repeated again this week.
* Did you ask your students to make '''Traffic Lights'''? Which material did you use? Were there any problems in making them?
* Did you use the Traffic Lights in your class? Share your experience by answering these questions:
** For which topic did you ask your students to use Traffic Lights?
** Did you try different ways of using them such as holding them up all together or putting them forward on the table while they were working?
** How did you handle when students showed different lights?
** Did you employ classroom assistants for helping with Traffic Lights? Will you do it again? Why?
** From your experience, discuss any advantages or disadvantages of using them in your context.
*How did your students handle using the Traffic Lights? (e.g. ease/ difficulty of using them, indicating proper/improper light) What steps will you take so that this can be improved in future lessons?
* Did you read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’? Do you think '''Bloom’s Taxonomy''' and examples were helpful when you asked questions in class? Were there any issues about the Taxonomy? Discuss ways of solving these issues with other participants.
* Did you manage to see the '''video and Power Point''' shown in the last session together after the workshop? Share if you observed anything new about the concept of AfL or practice of AfL in classroom (i.e. share something that was not discussed in the workshop last week).

= Objectives for this session =

* Learning to use inventory as a self-assessment measure
* Understanding the need for two AfL strategies: Sharing Learning Objectives and Sharing Success Criteria
* Learning to form Learning Objectives and Success Criteria
* Revisiting activities learnt in previous sessions that can be adapted for AfL

= Activity One: My assessment inventory =

{{activity|Individual work}} Update the assessment inventory that you started last week [[File:My assessment inventory.doc]]. Add the date in the second row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.

= Activity Two: Need for Sharing Learning Objectives and Success Criteria=

It was mentioned in the Power Point presentation last week that sharing learning objectives and success criteria are two AfL strategies.

{{activity|Individual work}} Fold a plain sheet of paper into 3 equal parts. Write ‘Answer 1’ on the top of the first section, ‘Answer 2’ on the top of the second section and ‘Answer 3’ on the top of the third section. The facilitator will display and read 3 questions for you. Answer them in the respective area on the sheet.

{{activity|pair work}} After answering each question, exchange your sheet with the person sitting next to you. Assess their work. Be critical. Then take your sheets back to answer the next question.

{{ednote|text=
The questions are given below. Write each question on the blackboard or flip chart sheets and display them one by one. Also read them out.

Allow 3-4 minutes to answer each question, but no longer. After answering each question, ask participants to exchange their sheets and assess their neighbour’s work. Do not allow participants to change answers or assessment once it has been done.

While reading, say the words exactly as they are given below:
* Question 1: Draw a child.
* Question 2: We are learning to name parts of the body. For this please do the activity of drawing a child and labelling parts of its body.
* Question 3: For the activity of drawing and labelling parts of the body, your success criteria are that your picture should show: (1) at least three parts of the body that are sense organs and (2) at least three parts of the body that have joints.

If participants are not sure about sense organs, mention that there are five senses: seeing, tasting, hearing, touching and smelling.

If participants are not sure about parts of the body that have joints, give examples such as elbow, knee, shoulder.
}}

{{activity|Whole Group}} Discuss:
First, think as a learner who was assessed,
* Answering which question was easiest? Why?
* In which question were you most and least sure about your success? Why?
* In which question did you have most and least anxiety about the outcome? Why?

Now, think as an assessor,
* Assessing which question was most easy and least easy? Why?
* Assessing which question was most fair and least fair? Why?

{{ednote|text=
It is expected that participants’ responses will be in favour of Question 3 and Question 2. Inform them that: Question 2 is an example of sharing learning objectives with students; and Question 3 is an example of sharing success criteria with students. More discussion on this will be done during this session, but see if participants realise that learners can succeed much more easily in the classroom if they are told in advance what the criteria for success are.
}}

= Activity Three: Understanding Learning Objectives and Success Criteria=

‘Learning objective’ has also been referred to as ‘Learning intention’ in AfL literature.

“A '''Learning Intention''' is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be.” (Afl Guidance KS 1-2 – 2007, Pg 8)

“'''Success Criteria''' are the statements that help pupils recognise if they have been successful in their learning. They summarise the main teaching points (key ingredients) or processes (key steps), and they always link directly to the learning intention. They essentially spell out the steps required to achieve the learning intention, offering explicit guidance on how to be successful. By referring to the success criteria, pupils know if they have achieved the learning intention.” (Afl Guidance KS 1-2 – 2007, Pg 12)

{{activity|Whole Group}} Read Question 2 and Question 3 displayed on the board or flip chart again. Discuss:

* What are the similarities between Learning Objectives and Success Criteria for AfL?
* What are the differences between Learning Objectives and Success Criteria for AfL?

{{ednote|text=
Mention these points if participants have not already mentioned them. Suggest that participants can make a note of these points on their printouts.

Learning Objectives and Success Criteria are '''similar''' because:
* success criteria spell out the specific features of the learning objective
* learning objective and success criteria can be same (constant over time) even if the activity changes, e.g. parts of the body can be learnt by drawing (as above) or it can be learnt through poems, stories, questioning and dialogue, or direct teaching; but learning objective and success criteria remain the same
* both provide guidance to students about what is expected from them

Learning Objective and Success Criteria are '''different''' because:
* Learning objective relates to a topic/lesson while success criteria relate to an activity – spell out the steps needed to achieve the learning objective
* The same learning objective can have different success criteria in different grades. e.g. success criteria for the objective of drawing parts of the body will be simple (such as, head, arms, legs) for Grade 1 but detailed (such as in Question 3) for Grade 4
}}

= Activity Four: Forming Learning Objectives and Success Criteria =

{{ednote|text=
Remind the participants that one of the Learning Objectives for today’s session is to form Learning Objectives and Success Criteria.
}}

'''Points to remember for forming Learning Objectives:'''
* Learning objectives relate to what students are expected to: know, understand and do (knowledge, understanding and skills). (You can also refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout for this.)
** Knowledge or factual information: e.g. (1) we are learning about ‘learning objectives and success criteria’ for AfL, and (2) we are learning names of Zambian provinces and their capitals.
** Understanding such as concepts, reasons and processes: e.g. (1) we are learning about the relationship between learning objectives and success criteria, and (2) we are learning reasons for pollution in Zambia.
** Skills or abilities acquired through training or experience. e.g. (1) we are learning to form learning objectives and success criteria for AfL, and (2) we are learning to draw bar graphs from raw data.
* Learning objectives specify learning. They do not specify the activity.
* It is good to have generic learning objectives that can be transferred across the curriculum, e.g. (1) we are learning to download pictures from flickr, and (2) we are learning to work effectively in groups.
* Learning objectives should be in simple language that students can easily understand
* Learning objectives should be broad enough to allow pupils of all capabilities to achieve them; “the '''differentiation''' is in the way the pupils achieve or demonstrate the intention, not by creating different learning intentions for pupils of different abilities.” (Afl Guidance KS 1-2 – 2007, Pg 10). So you might expect some pupils to achieve more but they will all share the same learning objective and success criteria.

Note: You might want to record the Learning objective on the blackboard at the beginning of a lesson or you may already be doing this.

'''Points to remember for forming Success Criteria:'''
* Success criteria relate to the specific activity
* Success criteria focus on specific teaching points or processes, e.g. in Question 3 above, the success criteria focus on including particular parts of the body (teaching points)
* Success criteria should also have simple child-friendly language

{{ednote|text=
Display the following on the board or a flip chart sheet and read it aloud:

Your success criteria for forming Learning Objectives are:
* focus on learning
* one key aspect from knowledge, understanding or skill (understanding and skill preferred)
* simple child-friendly language

Your success criteria for forming Success Criteria are:
* specific to the activity for achieving learning objective
* detailed information about your expectation of students
* simple child-friendly language
}}

{{activity|Pair work}} Read Question 2 and Question 3 displayed on the flip charts again. With a same grade buddy, think of a topic that you will be teaching this week. Form the learning objectives and success criteria for this topic. Write them on the board or flip chart so that everybody will be able to see them. Your facilitator has already displayed the success criteria for this activity. Think about '''differentiation''' – how can all pupils achieve the learning intention to some degree?

{{activity|Whole Group}} Display your planned activity and read out your learning objective and success criteria to all other participants.
Other participants should:
* assess the learning objective and success criteria in view of the success criteria mentioned above
* comment positively about criteria that are met
* make suggestions for addressing any criteria that are not yet met

= Activity Five: Activities for AfL =

In the previous units you have done some activities that can be used for AfL with some adaptation. Today we will revisit these activities in the context of AfL.

{{ednote|text=
If there is time, form three groups. Ask each group to read one activity and do a role play of carrying out the activity in the class. Role play can be done by one participant acting as a teacher and other participants acting as students. Some acting students demonstrate right answers, some demonstrate wrong answers, and some demonstrate partial understanding. The acting teacher demonstrates handling of all these answers.

Alternatively, different groups can explain the activities with more examples.
}}

* '''Magic microphone''' ([[OER4Schools/2.1_Introduction_to_whole_class_dialogue_and_effective_questioning|Unit 2 Session 1]]) - Ask an open question about a topic, for example “How many ways can you think of to make 23?”. Pass around a prop. Whoever has the prop will give one answer to the question. Allow students to use mini-blackboards to work out their answers. If many students give right answers, increase the challenge by changing to a 3-digit number. If many students give the wrong answer, revise the topic again in class.

* '''Concept Mapping''' ([[OER4Schools/2.4_Concept_mapping|Unit 2 Session 4]]) - Write the main topic for which aspects have already been covered over a period of time in different lessons, on a concept mapping software or black board. Ask students to review all that they have learned about the topic and report them as answers. Record answers but do not correct wrong answers at this time. Review all answers in the end by asking students for opinion about each answer - if they are right; wrong; and how they can be improved. Avoid naming any student who said the wrong answers. For topics for which many students think positively about the wrong answer, revise them again in class. e.g. for the topic ‘mammals’ if many students think that man is not a mammal, revise the topic.

* '''Talking Points''' ([[OER4Schools/3.5_Talking_points_and_effective_group_work|Unit 3 Session 5]]) - Frame some right, some wrong and some unsure statements about a topic. Try to include topics for which your students have struggled during teaching. Discuss each sentence as a whole class activity. Try the '''‘No-hands up’''' strategy; this supports AfL because it allows you to assess understanding of any learners that you think may not understand or may not be following. If shy pupils do not participate, use this or other non-voluntary participation strategies ([[OER4Schools/2.3_More_on_questioning|Unit 2 Session 3]]) to select students for answering. You will come to know about common misconceptions through this activity so that you can address them.

{{activity|Whole Group}} Discuss:
* Which activity(ies) do you think you would like to try this week? Why?
* Do you foresee any problems in carrying out these activities based on your previous experience of doing them? Discuss solutions with your peers.

= Homework =
* Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week.

* Read pages 1 to 14 from the “AfL Guidance for KS 1-2 - 2007” .pdf document. Note any issues that arise, for discussion in the next session.

* Share with your class the Learning Objective and Success Criteria that you have formed in the session today. Record your experiences on the dictaphone and upload onto the server.

* Form Learning Objectives and Success Criteria for as many lessons as you can during this week. Refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout ‘Questioning the questions’ (pages 3 to 6) for this. Make a note of your Learning Objectives and Success Criteria for discussion in the next session.

* Try out one or more of the adapted activities for AfL that we discussed today in Activity Five. Record your experiences on the dictaphone and upload onto the server.

= =
'''Reference:''' Some parts of this session have been adapted or reproduced from:
CCEA: Afl Guidance KS 1-2 – 2007, with the kind permission of the Northern Ireland Council for the Curriculum, Examinations and Assessment.

OER4Schools/Learning objectives and success criteria

2012-06-25T11:07:04Z

Nd300: /* Homework */

{{OER4S}}

= Review of Classwork and Homework activities =

{{activity|Whole group discussion}}

* Did you type your responses to the '''My Assessment Inventory''' on the Word document and save it in your files area on the desktop? Discuss if there were any issues as this activity will be repeated again this week.
* Did you ask your students to make '''Traffic Lights'''? Which material did you use? Were there any problems in making them?
* Did you use the Traffic Lights in your class? Share your experience by answering these questions:
** For which topic did you ask your students to use Traffic Lights?
** Did you try different ways of using them such as holding them up all together or putting them forward on the table while they were working?
** How did you handle when students showed different lights?
** Did you employ classroom assistants for helping with Traffic Lights? Will you do it again? Why?
** From your experience, discuss any advantages or disadvantages of using them in your context.
*How did your students handle using the Traffic Lights? (e.g. ease/ difficulty of using them, indicating proper/improper light) What steps will you take so that this can be improved in future lessons?
* Did you read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’? Do you think '''Bloom’s Taxonomy''' and examples were helpful when you asked questions in class? Were there any issues about the Taxonomy? Discuss ways of solving these issues with other participants.
* Did you manage to see the '''video and Power Point''' shown in the last session together after the workshop? Share if you observed anything new about the concept of AfL or practice of AfL in classroom (i.e. share something that was not discussed in the workshop last week).

= Objectives for this session =

* Learning to use inventory as a self-assessment measure
* Understanding the need for two AfL strategies: Sharing Learning Objectives and Sharing Success Criteria
* Learning to form Learning Objectives and Success Criteria
* Revisiting activities learnt in previous sessions that can be adapted for AfL

= Activity One: My assessment inventory =

{{activity|Individual work}} Update the assessment inventory that you started last week [[File:My assessment inventory.doc]]. Add the date in the second row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.

= Activity Two: Need for Sharing Learning Objectives and Success Criteria=

It was mentioned in the Power Point presentation last week that sharing learning objectives and success criteria are two AfL strategies.

{{activity|Individual work}} Fold a plain sheet of paper into 3 equal parts. Write ‘Answer 1’ on the top of the first section, ‘Answer 2’ on the top of the second section and ‘Answer 3’ on the top of the third section. The facilitator will display and read 3 questions for you. Answer them in the respective area on the sheet.

{{activity|pair work}} After answering each question, exchange your sheet with the person sitting next to you. Assess their work. Be critical. Then take your sheets back to answer the next question.

{{ednote|text=
The questions are given below. Write each question on the blackboard or flip chart sheets and display them one by one. Also read them out.

Allow 3-4 minutes to answer each question, but no longer. After answering each question, ask participants to exchange their sheets and assess their neighbour’s work. Do not allow participants to change answers or assessment once it has been done.

While reading, say the words exactly as they are given below:
* Question 1: Draw a child.
* Question 2: We are learning to name parts of the body. For this please do the activity of drawing a child and labelling parts of its body.
* Question 3: For the activity of drawing and labelling parts of the body, your success criteria are that your picture should show: (1) at least three parts of the body that are sense organs and (2) at least three parts of the body that have joints.

If participants are not sure about sense organs, mention that there are five senses: seeing, tasting, hearing, touching and smelling.

If participants are not sure about parts of the body that have joints, give examples such as elbow, knee, shoulder.
}}

{{activity|Whole Group}} Discuss:
First, think as a learner who was assessed,
* Answering which question was easiest? Why?
* In which question were you most and least sure about your success? Why?
* In which question did you have most and least anxiety about the outcome? Why?

Now, think as an assessor,
* Assessing which question was most easy and least easy? Why?
* Assessing which question was most fair and least fair? Why?

{{ednote|text=
It is expected that participants’ responses will be in favour of Question 3 and Question 2. Inform them that: Question 2 is an example of sharing learning objectives with students; and Question 3 is an example of sharing success criteria with students. More discussion on this will be done during this session, but see if participants realise that learners can succeed much more easily in the classroom if they are told in advance what the criteria for success are.
}}

= Activity Three: Understanding Learning Objectives and Success Criteria=

‘Learning objective’ has also been referred to as ‘Learning intention’ in AfL literature.

“A '''Learning Intention''' is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be.” (Afl Guidance KS 1-2 – 2007, Pg 8)

“'''Success Criteria''' are the statements that help pupils recognise if they have been successful in their learning. They summarise the main teaching points (key ingredients) or processes (key steps), and they always link directly to the learning intention. They essentially spell out the steps required to achieve the learning intention, offering explicit guidance on how to be successful. By referring to the success criteria, pupils know if they have achieved the learning intention.” (Afl Guidance KS 1-2 – 2007, Pg 12)

{{activity|Whole Group}} Read Question 2 and Question 3 displayed on the board or flip chart again. Discuss:

* What are the similarities between Learning Objectives and Success Criteria for AfL?
* What are the differences between Learning Objectives and Success Criteria for AfL?

{{ednote|text=
Mention these points if participants have not already mentioned them. Suggest that participants can make a note of these points on their printouts.

Learning Objectives and Success Criteria are '''similar''' because:
* success criteria spell out the specific features of the learning objective
* learning objective and success criteria can be same (constant over time) even if the activity changes, e.g. parts of the body can be learnt by drawing (as above) or it can be learnt through poems, stories, questioning and dialogue, or direct teaching; but learning objective and success criteria remain the same
* both provide guidance to students about what is expected from them

Learning Objective and Success Criteria are '''different''' because:
* Learning objective relates to a topic/lesson while success criteria relate to an activity – spell out the steps needed to achieve the learning objective
* The same learning objective can have different success criteria in different grades. e.g. success criteria for the objective of drawing parts of the body will be simple (such as, head, arms, legs) for Grade 1 but detailed (such as in Question 3) for Grade 4
}}

= Activity Four: Forming Learning Objectives and Success Criteria =

{{ednote|text=
Remind the participants that one of the Learning Objectives for today’s session is to form Learning Objectives and Success Criteria.
}}

'''Points to remember for forming Learning Objectives:'''
* Learning objectives relate to what students are expected to: know, understand and do (knowledge, understanding and skills). (You can also refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout for this.)
** Knowledge or factual information: e.g. (1) we are learning about ‘learning objectives and success criteria’ for AfL, and (2) we are learning names of Zambian provinces and their capitals.
** Understanding such as concepts, reasons and processes: e.g. (1) we are learning about the relationship between learning objectives and success criteria, and (2) we are learning reasons for pollution in Zambia.
** Skills or abilities acquired through training or experience. e.g. (1) we are learning to form learning objectives and success criteria for AfL, and (2) we are learning to draw bar graphs from raw data.
* Learning objectives specify learning. They do not specify the activity.
* It is good to have generic learning objectives that can be transferred across the curriculum, e.g. (1) we are learning to download pictures from flickr, and (2) we are learning to work effectively in groups.
* Learning objectives should be in simple language that students can easily understand
* Learning objectives should be broad enough to allow pupils of all capabilities to achieve them; “the '''differentiation''' is in the way the pupils achieve or demonstrate the intention, not by creating different learning intentions for pupils of different abilities.” (Afl Guidance KS 1-2 – 2007, Pg 10). So you might expect some pupils to achieve more but they will all share the same learning objective and success criteria.

Note: You might want to record the Learning objective on the blackboard at the beginning of a lesson or you may already be doing this.

'''Points to remember for forming Success Criteria:'''
* Success criteria relate to the specific activity
* Success criteria focus on specific teaching points or processes, e.g. in Question 3 above, the success criteria focus on including particular parts of the body (teaching points)
* Success criteria should also have simple child-friendly language

{{ednote|text=
Display the following on the board or a flip chart sheet and read it aloud:

Your success criteria for forming Learning Objectives are:
* focus on learning
* one key aspect from knowledge, understanding or skill (understanding and skill preferred)
* simple child-friendly language

Your success criteria for forming Success Criteria are:
* specific to the activity for achieving learning objective
* detailed information about your expectation of students
* simple child-friendly language
}}

{{activity|Pair work}} Read Question 2 and Question 3 displayed on the flip charts again. With a same grade buddy, think of a topic that you will be teaching this week. Form the learning objectives and success criteria for this topic. Write them on the board or flip chart so that everybody will be able to see them. Your facilitator has already displayed the success criteria for this activity. Think about '''differentiation''' – how can all pupils achieve the learning intention to some degree?

{{activity|Whole Group}} Display your planned activity and read out your learning objective and success criteria to all other participants.
Other participants should:
* assess the learning objective and success criteria in view of the success criteria mentioned above
* comment positively about criteria that are met
* make suggestions for addressing any criteria that are not yet met

= Activity Five: Activities for AfL =

In the previous units you have done some activities that can be used for AfL with some adaptation. Today we will revisit these activities in the context of AfL.

{{ednote|text=
If there is time, form three groups. Ask each group to read one activity and do a role play of carrying out the activity in the class. Role play can be done by one participant acting as a teacher and other participants acting as students. Some acting students demonstrate right answers, some demonstrate wrong answers, and some demonstrate partial understanding. The acting teacher demonstrates handling of all these answers.

Alternatively, different groups can explain the activities with more examples.
}}

* '''Magic microphone''' ([[OER4Schools/2.1_Introduction_to_whole_class_dialogue_and_effective_questioning|Unit 2 Session 1]]) - Ask an open question about a topic, for example “How many ways can you think of to make 23?”. Pass around a prop. Whoever has the prop will give one answer to the question. Allow students to use mini-blackboards to work out their answers. If many students give right answers, increase the challenge by changing to a 3-digit number. If many students give the wrong answer, revise the topic again in class.

* '''Concept Mapping''' ([[OER4Schools/2.4_Concept_mapping|Unit 2 Session 4]]) - Write the main topic for which aspects have already been covered over a period of time in different lessons, on a concept mapping software or black board. Ask students to review all that they have learned about the topic and report them as answers. Record answers but do not correct wrong answers at this time. Review all answers in the end by asking students for opinion about each answer - if they are right; wrong; and how they can be improved. Avoid naming any student who said the wrong answers. For topics for which many students think positively about the wrong answer, revise them again in class. e.g. for the topic ‘mammals’ if many students think that man is not a mammal, revise the topic.

* '''Talking Points''' ([[OER4Schools/3.5_Talking_points_and_effective_group_work|Unit 3 Session 5]]) - Frame some right, some wrong and some unsure statements about a topic. Try to include topics for which your students have struggled during teaching. Discuss each sentence as a whole class activity. Try the '''‘No-hands up’''' strategy; this supports AfL because it allows you to assess understanding of any learners that you think may not understand or may not be following. If shy pupils do not participate, use this or other non-voluntary participation strategies ([[OER4Schools/2.3_More_on_questioning|Unit 2 Session 3]]) to select students for answering. You will come to know about common misconceptions through this activity so that you can address them.

{{activity|Whole Group}} Discuss:
* Which activity(ies) do you think you would like to try this week? Why?
* Do you foresee any problems in carrying out these activities based on your previous experience of doing them? Discuss solutions with your peers.

= Homework =
* Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week.

* Read pages 1 to 14 from the “AfL Guidance for KS 1-2 - 2007” .pdf document. Note any issues that arise, for discussion in the next session.

* Share with your class the Learning Objective and Success Criteria that you have formed in the session today. Record your experiences on the dictaphone and upload onto the server.

* Form Learning Objectives and Success Criteria for as many lessons as you can during this week. Refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout ‘Questioning the questions’ (pages 3 to 6) for this. Make a note of your Learning Objectives and Success Criteria for discussion in the next session.

* Try out one or more of the adapted activities for AfL that we discussed today in Activity Five. Record your experiences on the dictaphone and upload onto the server.

= Reference =
'''Reference:''' Some parts of this session have been adapted or reproduced from:
CCEA: Afl Guidance KS 1-2 – 2007, with the kind permission of the Northern Ireland Council for the Curriculum, Examinations and Assessment.

OER4Schools/Learning objectives and success criteria

2012-06-25T10:48:32Z

Nd300: /* Activity Four: Forming Learning Objectives and Success Criteria */

{{OER4S}}

= Review of Classwork and Homework activities =

{{activity|Whole group discussion}}

* Did you type your responses to the '''My Assessment Inventory''' on the Word document and save it in your files area on the desktop? Discuss if there were any issues as this activity will be repeated again this week.
* Did you ask your students to make '''Traffic Lights'''? Which material did you use? Were there any problems in making them?
* Did you use the Traffic Lights in your class? Share your experience by answering these questions:
** For which topic did you ask your students to use Traffic Lights?
** Did you try different ways of using them such as holding them up all together or putting them forward on the table while they were working?
** How did you handle when students showed different lights?
** Did you employ classroom assistants for helping with Traffic Lights? Will you do it again? Why?
** From your experience, discuss any advantages or disadvantages of using them in your context.
*How did your students handle using the Traffic Lights? (e.g. ease/ difficulty of using them, indicating proper/improper light) What steps will you take so that this can be improved in future lessons?
* Did you read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’? Do you think '''Bloom’s Taxonomy''' and examples were helpful when you asked questions in class? Were there any issues about the Taxonomy? Discuss ways of solving these issues with other participants.
* Did you manage to see the '''video and Power Point''' shown in the last session together after the workshop? Share if you observed anything new about the concept of AfL or practice of AfL in classroom (i.e. share something that was not discussed in the workshop last week).

= Objectives for this session =

* Learning to use inventory as a self-assessment measure
* Understanding the need for two AfL strategies: Sharing Learning Objectives and Sharing Success Criteria
* Learning to form Learning Objectives and Success Criteria
* Revisiting activities learnt in previous sessions that can be adapted for AfL

= Activity One: My assessment inventory =

{{activity|Individual work}} Update the assessment inventory that you started last week [[File:My assessment inventory.doc]]. Add the date in the second row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.

= Activity Two: Need for Sharing Learning Objectives and Success Criteria=

It was mentioned in the Power Point presentation last week that sharing learning objectives and success criteria are two AfL strategies.

{{activity|Individual work}} Fold a plain sheet of paper into 3 equal parts. Write ‘Answer 1’ on the top of the first section, ‘Answer 2’ on the top of the second section and ‘Answer 3’ on the top of the third section. The facilitator will display and read 3 questions for you. Answer them in the respective area on the sheet.

{{activity|pair work}} After answering each question, exchange your sheet with the person sitting next to you. Assess their work. Be critical. Then take your sheets back to answer the next question.

{{ednote|text=
The questions are given below. Write each question on the blackboard or flip chart sheets and display them one by one. Also read them out.

Allow 3-4 minutes to answer each question, but no longer. After answering each question, ask participants to exchange their sheets and assess their neighbour’s work. Do not allow participants to change answers or assessment once it has been done.

While reading, say the words exactly as they are given below:
* Question 1: Draw a child.
* Question 2: We are learning to name parts of the body. For this please do the activity of drawing a child and labelling parts of its body.
* Question 3: For the activity of drawing and labelling parts of the body, your success criteria are that your picture should show: (1) at least three parts of the body that are sense organs and (2) at least three parts of the body that have joints.

If participants are not sure about sense organs, mention that there are five senses: seeing, tasting, hearing, touching and smelling.

If participants are not sure about parts of the body that have joints, give examples such as elbow, knee, shoulder.
}}

{{activity|Whole Group}} Discuss:
First, think as a learner who was assessed,
* Answering which question was easiest? Why?
* In which question were you most and least sure about your success? Why?
* In which question did you have most and least anxiety about the outcome? Why?

Now, think as an assessor,
* Assessing which question was most easy and least easy? Why?
* Assessing which question was most fair and least fair? Why?

{{ednote|text=
It is expected that participants’ responses will be in favour of Question 3 and Question 2. Inform them that: Question 2 is an example of sharing learning objectives with students; and Question 3 is an example of sharing success criteria with students. More discussion on this will be done during this session, but see if participants realise that learners can succeed much more easily in the classroom if they are told in advance what the criteria for success are.
}}

= Activity Three: Understanding Learning Objectives and Success Criteria=

‘Learning objective’ has also been referred to as ‘Learning intention’ in AfL literature.

“A '''Learning Intention''' is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be.” (Afl Guidance KS 1-2 – 2007, Pg 8)

“'''Success Criteria''' are the statements that help pupils recognise if they have been successful in their learning. They summarise the main teaching points (key ingredients) or processes (key steps), and they always link directly to the learning intention. They essentially spell out the steps required to achieve the learning intention, offering explicit guidance on how to be successful. By referring to the success criteria, pupils know if they have achieved the learning intention.” (Afl Guidance KS 1-2 – 2007, Pg 12)

{{activity|Whole Group}} Read Question 2 and Question 3 displayed on the board or flip chart again. Discuss:

* What are the similarities between Learning Objectives and Success Criteria for AfL?
* What are the differences between Learning Objectives and Success Criteria for AfL?

{{ednote|text=
Mention these points if participants have not already mentioned them. Suggest that participants can make a note of these points on their printouts.

Learning Objectives and Success Criteria are '''similar''' because:
* success criteria spell out the specific features of the learning objective
* learning objective and success criteria can be same (constant over time) even if the activity changes, e.g. parts of the body can be learnt by drawing (as above) or it can be learnt through poems, stories, questioning and dialogue, or direct teaching; but learning objective and success criteria remain the same
* both provide guidance to students about what is expected from them

Learning Objective and Success Criteria are '''different''' because:
* Learning objective relates to a topic/lesson while success criteria relate to an activity – spell out the steps needed to achieve the learning objective
* The same learning objective can have different success criteria in different grades. e.g. success criteria for the objective of drawing parts of the body will be simple (such as, head, arms, legs) for Grade 1 but detailed (such as in Question 3) for Grade 4
}}

= Activity Four: Forming Learning Objectives and Success Criteria =

{{ednote|text=
Remind the participants that one of the Learning Objectives for today’s session is to form Learning Objectives and Success Criteria.
}}

'''Points to remember for forming Learning Objectives:'''
* Learning objectives relate to what students are expected to: know, understand and do (knowledge, understanding and skills). (You can also refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout for this.)
** Knowledge or factual information: e.g. (1) we are learning about ‘learning objectives and success criteria’ for AfL, and (2) we are learning names of Zambian provinces and their capitals.
** Understanding such as concepts, reasons and processes: e.g. (1) we are learning about the relationship between learning objectives and success criteria, and (2) we are learning reasons for pollution in Zambia.
** Skills or abilities acquired through training or experience. e.g. (1) we are learning to form learning objectives and success criteria for AfL, and (2) we are learning to draw bar graphs from raw data.
* Learning objectives specify learning. They do not specify the activity.
* It is good to have generic learning objectives that can be transferred across the curriculum, e.g. (1) we are learning to download pictures from flickr, and (2) we are learning to work effectively in groups.
* Learning objectives should be in simple language that students can easily understand
* Learning objectives should be broad enough to allow pupils of all capabilities to achieve them; “the '''differentiation''' is in the way the pupils achieve or demonstrate the intention, not by creating different learning intentions for pupils of different abilities.” (Afl Guidance KS 1-2 – 2007, Pg 10). So you might expect some pupils to achieve more but they will all share the same learning objective and success criteria.

Note: You might want to record the Learning objective on the blackboard at the beginning of a lesson or you may already be doing this.

'''Points to remember for forming Success Criteria:'''
* Success criteria relate to the specific activity
* Success criteria focus on specific teaching points or processes, e.g. in Question 3 above, the success criteria focus on including particular parts of the body (teaching points)
* Success criteria should also have simple child-friendly language

{{ednote|text=
Display the following on the board or a flip chart sheet and read it aloud:

Your success criteria for forming Learning Objectives are:
* focus on learning
* one key aspect from knowledge, understanding or skill (understanding and skill preferred)
* simple child-friendly language

Your success criteria for forming Success Criteria are:
* specific to the activity for achieving learning objective
* detailed information about your expectation of students
* simple child-friendly language
}}

{{activity|Pair work}} Read Question 2 and Question 3 displayed on the flip charts again. With a same grade buddy, think of a topic that you will be teaching this week. Form the learning objectives and success criteria for this topic. Write them on the board or flip chart so that everybody will be able to see them. Your facilitator has already displayed the success criteria for this activity. Think about '''differentiation''' – how can all pupils achieve the learning intention to some degree?

{{activity|Whole Group}} Display your planned activity and read out your learning objective and success criteria to all other participants.
Other participants should:
* assess the learning objective and success criteria in view of the success criteria mentioned above
* comment positively about criteria that are met
* make suggestions for addressing any criteria that are not yet met

= Activity Five: Activities for AfL =

In the previous units you have done some activities that can be used for AfL with some adaptation. Today we will revisit these activities in the context of AfL.

{{ednote|text=
If there is time, form three groups. Ask each group to read one activity and do a role play of carrying out the activity in the class. Role play can be done by one participant acting as a teacher and other participants acting as students. Some acting students demonstrate right answers, some demonstrate wrong answers, and some demonstrate partial understanding. The acting teacher demonstrates handling of all these answers.

Alternatively, different groups can explain the activities with more examples.
}}

* '''Magic microphone''' ([[OER4Schools/2.1_Introduction_to_whole_class_dialogue_and_effective_questioning|Unit 2 Session 1]]) - Ask an open question about a topic, for example “How many ways can you think of to make 23?”. Pass around a prop. Whoever has the prop will give one answer to the question. Allow students to use mini-blackboards to work out their answers. If many students give right answers, increase the challenge by changing to a 3-digit number. If many students give the wrong answer, revise the topic again in class.

* '''Concept Mapping''' ([[OER4Schools/2.4_Concept_mapping|Unit 2 Session 4]]) - Write the main topic for which aspects have already been covered over a period of time in different lessons, on a concept mapping software or black board. Ask students to review all that they have learned about the topic and report them as answers. Record answers but do not correct wrong answers at this time. Review all answers in the end by asking students for opinion about each answer - if they are right; wrong; and how they can be improved. Avoid naming any student who said the wrong answers. For topics for which many students think positively about the wrong answer, revise them again in class. e.g. for the topic ‘mammals’ if many students think that man is not a mammal, revise the topic.

* '''Talking Points''' ([[OER4Schools/3.5_Talking_points_and_effective_group_work|Unit 3 Session 5]]) - Frame some right, some wrong and some unsure statements about a topic. Try to include topics for which your students have struggled during teaching. Discuss each sentence as a whole class activity. Try the '''‘No-hands up’''' strategy; this supports AfL because it allows you to assess understanding of any learners that you think may not understand or may not be following. If shy pupils do not participate, use this or other non-voluntary participation strategies ([[OER4Schools/2.3_More_on_questioning|Unit 2 Session 3]]) to select students for answering. You will come to know about common misconceptions through this activity so that you can address them.

{{activity|Whole Group}} Discuss:
* Which activity(ies) do you think you would like to try this week? Why?
* Do you foresee any problems in carrying out these activities based on your previous experience of doing them? Discuss solutions with your peers.

= Homework =
* Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week.

* Read pages 1 to 14 from the “AfL Guidance for KS 1-2 - 2007” .pdf document. Note any issues that arise, for discussion in the next session.

* Share with your class the Learning Objective and Success Criteria that you have formed in the session today. Record your experiences on the dictaphone and upload onto the server.

* Form Learning Objectives and Success Criteria for as many lessons as you can during this week. Refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout ‘Questioning the questions’ (pages 3 to 6) for this. Make a note of your Learning Objectives and Success Criteria for discussion in the next session.

* Try out one or more of the adapted activities for AfL that we discussed today in Activity Five. Record your experiences on the dictaphone and upload onto the server.

'''Reference:''' Some parts of this session have been adapted or reproduced from:
CCEA: Afl Guidance KS 1-2 – 2007, with the kind permission of the Northern Ireland Council for the Curriculum, Examinations and Assessment.

OER4Schools/Learning objectives and success criteria

2012-06-25T10:43:28Z

Nd300: /* Activity One: My assessment inventory */

{{OER4S}}

= Review of Classwork and Homework activities =

{{activity|Whole group discussion}}

* Did you type your responses to the '''My Assessment Inventory''' on the Word document and save it in your files area on the desktop? Discuss if there were any issues as this activity will be repeated again this week.
* Did you ask your students to make '''Traffic Lights'''? Which material did you use? Were there any problems in making them?
* Did you use the Traffic Lights in your class? Share your experience by answering these questions:
** For which topic did you ask your students to use Traffic Lights?
** Did you try different ways of using them such as holding them up all together or putting them forward on the table while they were working?
** How did you handle when students showed different lights?
** Did you employ classroom assistants for helping with Traffic Lights? Will you do it again? Why?
** From your experience, discuss any advantages or disadvantages of using them in your context.
*How did your students handle using the Traffic Lights? (e.g. ease/ difficulty of using them, indicating proper/improper light) What steps will you take so that this can be improved in future lessons?
* Did you read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’? Do you think '''Bloom’s Taxonomy''' and examples were helpful when you asked questions in class? Were there any issues about the Taxonomy? Discuss ways of solving these issues with other participants.
* Did you manage to see the '''video and Power Point''' shown in the last session together after the workshop? Share if you observed anything new about the concept of AfL or practice of AfL in classroom (i.e. share something that was not discussed in the workshop last week).

= Objectives for this session =

* Learning to use inventory as a self-assessment measure
* Understanding the need for two AfL strategies: Sharing Learning Objectives and Sharing Success Criteria
* Learning to form Learning Objectives and Success Criteria
* Revisiting activities learnt in previous sessions that can be adapted for AfL

= Activity One: My assessment inventory =

{{activity|Individual work}} Update the assessment inventory that you started last week [[File:My assessment inventory.doc]]. Add the date in the second row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.

= Activity Two: Need for Sharing Learning Objectives and Success Criteria=

It was mentioned in the Power Point presentation last week that sharing learning objectives and success criteria are two AfL strategies.

{{activity|Individual work}} Fold a plain sheet of paper into 3 equal parts. Write ‘Answer 1’ on the top of the first section, ‘Answer 2’ on the top of the second section and ‘Answer 3’ on the top of the third section. The facilitator will display and read 3 questions for you. Answer them in the respective area on the sheet.

{{activity|pair work}} After answering each question, exchange your sheet with the person sitting next to you. Assess their work. Be critical. Then take your sheets back to answer the next question.

{{ednote|text=
The questions are given below. Write each question on the blackboard or flip chart sheets and display them one by one. Also read them out.

Allow 3-4 minutes to answer each question, but no longer. After answering each question, ask participants to exchange their sheets and assess their neighbour’s work. Do not allow participants to change answers or assessment once it has been done.

While reading, say the words exactly as they are given below:
* Question 1: Draw a child.
* Question 2: We are learning to name parts of the body. For this please do the activity of drawing a child and labelling parts of its body.
* Question 3: For the activity of drawing and labelling parts of the body, your success criteria are that your picture should show: (1) at least three parts of the body that are sense organs and (2) at least three parts of the body that have joints.

If participants are not sure about sense organs, mention that there are five senses: seeing, tasting, hearing, touching and smelling.

If participants are not sure about parts of the body that have joints, give examples such as elbow, knee, shoulder.
}}

{{activity|Whole Group}} Discuss:
First, think as a learner who was assessed,
* Answering which question was easiest? Why?
* In which question were you most and least sure about your success? Why?
* In which question did you have most and least anxiety about the outcome? Why?

Now, think as an assessor,
* Assessing which question was most easy and least easy? Why?
* Assessing which question was most fair and least fair? Why?

{{ednote|text=
It is expected that participants’ responses will be in favour of Question 3 and Question 2. Inform them that: Question 2 is an example of sharing learning objectives with students; and Question 3 is an example of sharing success criteria with students. More discussion on this will be done during this session, but see if participants realise that learners can succeed much more easily in the classroom if they are told in advance what the criteria for success are.
}}

= Activity Three: Understanding Learning Objectives and Success Criteria=

‘Learning objective’ has also been referred to as ‘Learning intention’ in AfL literature.

“A '''Learning Intention''' is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be.” (Afl Guidance KS 1-2 – 2007, Pg 8)

“'''Success Criteria''' are the statements that help pupils recognise if they have been successful in their learning. They summarise the main teaching points (key ingredients) or processes (key steps), and they always link directly to the learning intention. They essentially spell out the steps required to achieve the learning intention, offering explicit guidance on how to be successful. By referring to the success criteria, pupils know if they have achieved the learning intention.” (Afl Guidance KS 1-2 – 2007, Pg 12)

{{activity|Whole Group}} Read Question 2 and Question 3 displayed on the board or flip chart again. Discuss:

* What are the similarities between Learning Objectives and Success Criteria for AfL?
* What are the differences between Learning Objectives and Success Criteria for AfL?

{{ednote|text=
Mention these points if participants have not already mentioned them. Suggest that participants can make a note of these points on their printouts.

Learning Objectives and Success Criteria are '''similar''' because:
* success criteria spell out the specific features of the learning objective
* learning objective and success criteria can be same (constant over time) even if the activity changes, e.g. parts of the body can be learnt by drawing (as above) or it can be learnt through poems, stories, questioning and dialogue, or direct teaching; but learning objective and success criteria remain the same
* both provide guidance to students about what is expected from them

Learning Objective and Success Criteria are '''different''' because:
* Learning objective relates to a topic/lesson while success criteria relate to an activity – spell out the steps needed to achieve the learning objective
* The same learning objective can have different success criteria in different grades. e.g. success criteria for the objective of drawing parts of the body will be simple (such as, head, arms, legs) for Grade 1 but detailed (such as in Question 3) for Grade 4
}}

= Activity Four: Forming Learning Objectives and Success Criteria =

{{ednote|text=
Remind the participants that one of the Learning Objectives for today’s session is to form Learning Objectives and Success Criteria.
}}

'''Points to remember for forming Learning Objectives:'''
* Learning objectives relate to what students are expected to: know, understand and do (knowledge, understanding and skills). (You can also refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout for this.)
** Knowledge or factual information: e.g. (1) we are learning about ‘learning objectives and success criteria’ for AfL, and (2) we are learning names of Zambian provinces and their capitals.
** Understanding such as concepts, reasons and processes: e.g. (1) we are learning about the relationship between learning objectives and success criteria, and (2) we are learning reasons for pollution in Zambia.
** Skills or abilities acquired through training or experience. e.g. (1) we are learning to form learning objectives and success criteria for AfL, and (2) we are learning to draw bar graphs from raw data.
* Learning objectives specify learning. They do not specify the activity.
* It is good to have generic learning objectives that can be transferred across the curriculum, e.g. (1) we are learning to download pictures from flickr, and (2) we are learning to work effectively in groups.
* Learning objectives should be in simple language that students can easily understand
* Learning objectives should be broad enough to allow pupils of all capabilities to achieve them; “the '''differentiation''' is in the way the pupils achieve or demonstrate the intention, not by creating different learning intentions for pupils of different abilities.” (Afl Guidance KS 1-2 – 2007, Pg 10). So you might expect some pupils to achieve more but they will all share the same learning objective and success criteria.

Note: You might want to record the Learning objective on the blackboard at the beginning of a lesson or you may already be doing this.

'''Points to remember for forming Success Criteria:'''
* Success criteria relate to the specific activity
* Success criteria focus on specific teaching points or processes, e.g. in Question 3 above, the success criteria focus on including particular parts of the body (teaching points)
* Success criteria should also have simple child-friendly language

{{ednote|text=
Display the following on the board or a flip chart sheet and read it aloud:

Your success criteria for forming Learning Objectives are:
* focus on learning
* one key aspect from knowledge, understanding or skill (understanding and skill preferred)
* simple child-friendly language

Your success criteria for forming Success Criteria are:
* specific to the activity for achieving learning objective
* detailed information about your expectation of students
* simple child-friendly language
}}

{{activity|Pair work}} Read Question 2 and Question 3 displayed on the flip charts again. With a same grade buddy, think of a topic that you will be teaching this week. Form the learning objectives and success criteria for this topic. Write them on the board or flip chart so that everybody will be able to see them. Your facilitator has already displayed the success criteria for this activity. Think about '''differentiation''' – how can all pupils achieve the learning intention to some degree?

{{activity|Whole Group}} Display your planned activity and read out your learning objective and success criteria to all other participants.
Other participants should:
* assess the learning objective and success criteria in view of the success criteria mentioned above
* comment positively about criteria that are met
* make suggestions for addressing any criteria that are not yet met

= Activity Five: Activities for AfL =

In the previous units you have done some activities that can be used for AfL with some adaptation. Today we will revisit these activities in the context of AfL.

{{ednote|text=
If there is time, form three groups. Ask each group to read one activity and do a role play of carrying out the activity in the class. Role play can be done by one participant acting as a teacher and other participants acting as students. Some acting students demonstrate right answers, some demonstrate wrong answers, and some demonstrate partial understanding. The acting teacher demonstrates handling of all these answers.

Alternatively, different groups can explain the activities with more examples.
}}

* '''Magic microphone''' ([[OER4Schools/2.1_Introduction_to_whole_class_dialogue_and_effective_questioning|Unit 2 Session 1]]) - Ask an open question about a topic, for example “How many ways can you think of to make 23?”. Pass around a prop. Whoever has the prop will give one answer to the question. Allow students to use mini-blackboards to work out their answers. If many students give right answers, increase the challenge by changing to a 3-digit number. If many students give the wrong answer, revise the topic again in class.

* '''Concept Mapping''' ([[OER4Schools/2.4_Concept_mapping|Unit 2 Session 4]]) - Write the main topic for which aspects have already been covered over a period of time in different lessons, on a concept mapping software or black board. Ask students to review all that they have learned about the topic and report them as answers. Record answers but do not correct wrong answers at this time. Review all answers in the end by asking students for opinion about each answer - if they are right; wrong; and how they can be improved. Avoid naming any student who said the wrong answers. For topics for which many students think positively about the wrong answer, revise them again in class. e.g. for the topic ‘mammals’ if many students think that man is not a mammal, revise the topic.

* '''Talking Points''' ([[OER4Schools/3.5_Talking_points_and_effective_group_work|Unit 3 Session 5]]) - Frame some right, some wrong and some unsure statements about a topic. Try to include topics for which your students have struggled during teaching. Discuss each sentence as a whole class activity. Try the '''‘No-hands up’''' strategy; this supports AfL because it allows you to assess understanding of any learners that you think may not understand or may not be following. If shy pupils do not participate, use this or other non-voluntary participation strategies ([[OER4Schools/2.3_More_on_questioning|Unit 2 Session 3]]) to select students for answering. You will come to know about common misconceptions through this activity so that you can address them.

{{activity|Whole Group}} Discuss:
* Which activity(ies) do you think you would like to try this week? Why?
* Do you foresee any problems in carrying out these activities based on your previous experience of doing them? Discuss solutions with your peers.

= Homework =
* Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week.

* Read pages 1 to 14 from the “AfL Guidance for KS 1-2 - 2007” .pdf document. Note any issues that arise, for discussion in the next session.

* Share with your class the Learning Objective and Success Criteria that you have formed in the session today. Record your experiences on the dictaphone and upload onto the server.

* Form Learning Objectives and Success Criteria for as many lessons as you can during this week. Refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout ‘Questioning the questions’ (pages 3 to 6) for this. Make a note of your Learning Objectives and Success Criteria for discussion in the next session.

* Try out one or more of the adapted activities for AfL that we discussed today in Activity Five. Record your experiences on the dictaphone and upload onto the server.

'''Reference:''' Some parts of this session have been adapted or reproduced from:
CCEA: Afl Guidance KS 1-2 – 2007, with the kind permission of the Northern Ireland Council for the Curriculum, Examinations and Assessment.

OER4Schools/Learning objectives and success criteria

2012-06-25T10:39:53Z

Nd300:

{{OER4S}}

= Review of Classwork and Homework activities =

{{activity|Whole group discussion}}

* Did you type your responses to the '''My Assessment Inventory''' on the Word document and save it in your files area on the desktop? Discuss if there were any issues as this activity will be repeated again this week.
* Did you ask your students to make '''Traffic Lights'''? Which material did you use? Were there any problems in making them?
* Did you use the Traffic Lights in your class? Share your experience by answering these questions:
** For which topic did you ask your students to use Traffic Lights?
** Did you try different ways of using them such as holding them up all together or putting them forward on the table while they were working?
** How did you handle when students showed different lights?
** Did you employ classroom assistants for helping with Traffic Lights? Will you do it again? Why?
** From your experience, discuss any advantages or disadvantages of using them in your context.
*How did your students handle using the Traffic Lights? (e.g. ease/ difficulty of using them, indicating proper/improper light) What steps will you take so that this can be improved in future lessons?
* Did you read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’? Do you think '''Bloom’s Taxonomy''' and examples were helpful when you asked questions in class? Were there any issues about the Taxonomy? Discuss ways of solving these issues with other participants.
* Did you manage to see the '''video and Power Point''' shown in the last session together after the workshop? Share if you observed anything new about the concept of AfL or practice of AfL in classroom (i.e. share something that was not discussed in the workshop last week).

= Objectives for this session =

* Learning to use inventory as a self-assessment measure
* Understanding the need for two AfL strategies: Sharing Learning Objectives and Sharing Success Criteria
* Learning to form Learning Objectives and Success Criteria
* Revisiting activities learnt in previous sessions that can be adapted for AfL

= Activity One: My assessment inventory =

{{activity|Individual work}} Update the assessment inventory that you started last week [[File:My assessment inventory.doc]]. Add the date in the second row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used’’’ yourself and not the measures that you know of but have not tried.

= Activity Two: Need for Sharing Learning Objectives and Success Criteria=

It was mentioned in the Power Point presentation last week that sharing learning objectives and success criteria are two AfL strategies.

{{activity|Individual work}} Fold a plain sheet of paper into 3 equal parts. Write ‘Answer 1’ on the top of the first section, ‘Answer 2’ on the top of the second section and ‘Answer 3’ on the top of the third section. The facilitator will display and read 3 questions for you. Answer them in the respective area on the sheet.

{{activity|pair work}} After answering each question, exchange your sheet with the person sitting next to you. Assess their work. Be critical. Then take your sheets back to answer the next question.

{{ednote|text=
The questions are given below. Write each question on the blackboard or flip chart sheets and display them one by one. Also read them out.

Allow 3-4 minutes to answer each question, but no longer. After answering each question, ask participants to exchange their sheets and assess their neighbour’s work. Do not allow participants to change answers or assessment once it has been done.

While reading, say the words exactly as they are given below:
* Question 1: Draw a child.
* Question 2: We are learning to name parts of the body. For this please do the activity of drawing a child and labelling parts of its body.
* Question 3: For the activity of drawing and labelling parts of the body, your success criteria are that your picture should show: (1) at least three parts of the body that are sense organs and (2) at least three parts of the body that have joints.

If participants are not sure about sense organs, mention that there are five senses: seeing, tasting, hearing, touching and smelling.

If participants are not sure about parts of the body that have joints, give examples such as elbow, knee, shoulder.
}}

{{activity|Whole Group}} Discuss:
First, think as a learner who was assessed,
* Answering which question was easiest? Why?
* In which question were you most and least sure about your success? Why?
* In which question did you have most and least anxiety about the outcome? Why?

Now, think as an assessor,
* Assessing which question was most easy and least easy? Why?
* Assessing which question was most fair and least fair? Why?

{{ednote|text=
It is expected that participants’ responses will be in favour of Question 3 and Question 2. Inform them that: Question 2 is an example of sharing learning objectives with students; and Question 3 is an example of sharing success criteria with students. More discussion on this will be done during this session, but see if participants realise that learners can succeed much more easily in the classroom if they are told in advance what the criteria for success are.
}}

= Activity Three: Understanding Learning Objectives and Success Criteria=

‘Learning objective’ has also been referred to as ‘Learning intention’ in AfL literature.

“A '''Learning Intention''' is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be.” (Afl Guidance KS 1-2 – 2007, Pg 8)

“'''Success Criteria''' are the statements that help pupils recognise if they have been successful in their learning. They summarise the main teaching points (key ingredients) or processes (key steps), and they always link directly to the learning intention. They essentially spell out the steps required to achieve the learning intention, offering explicit guidance on how to be successful. By referring to the success criteria, pupils know if they have achieved the learning intention.” (Afl Guidance KS 1-2 – 2007, Pg 12)

{{activity|Whole Group}} Read Question 2 and Question 3 displayed on the board or flip chart again. Discuss:

* What are the similarities between Learning Objectives and Success Criteria for AfL?
* What are the differences between Learning Objectives and Success Criteria for AfL?

{{ednote|text=
Mention these points if participants have not already mentioned them. Suggest that participants can make a note of these points on their printouts.

Learning Objectives and Success Criteria are '''similar''' because:
* success criteria spell out the specific features of the learning objective
* learning objective and success criteria can be same (constant over time) even if the activity changes, e.g. parts of the body can be learnt by drawing (as above) or it can be learnt through poems, stories, questioning and dialogue, or direct teaching; but learning objective and success criteria remain the same
* both provide guidance to students about what is expected from them

Learning Objective and Success Criteria are '''different''' because:
* Learning objective relates to a topic/lesson while success criteria relate to an activity – spell out the steps needed to achieve the learning objective
* The same learning objective can have different success criteria in different grades. e.g. success criteria for the objective of drawing parts of the body will be simple (such as, head, arms, legs) for Grade 1 but detailed (such as in Question 3) for Grade 4
}}

= Activity Four: Forming Learning Objectives and Success Criteria =

{{ednote|text=
Remind the participants that one of the Learning Objectives for today’s session is to form Learning Objectives and Success Criteria.
}}

'''Points to remember for forming Learning Objectives:'''
* Learning objectives relate to what students are expected to: know, understand and do (knowledge, understanding and skills). (You can also refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout for this.)
** Knowledge or factual information: e.g. (1) we are learning about ‘learning objectives and success criteria’ for AfL, and (2) we are learning names of Zambian provinces and their capitals.
** Understanding such as concepts, reasons and processes: e.g. (1) we are learning about the relationship between learning objectives and success criteria, and (2) we are learning reasons for pollution in Zambia.
** Skills or abilities acquired through training or experience. e.g. (1) we are learning to form learning objectives and success criteria for AfL, and (2) we are learning to draw bar graphs from raw data.
* Learning objectives specify learning. They do not specify the activity.
* It is good to have generic learning objectives that can be transferred across the curriculum, e.g. (1) we are learning to download pictures from flickr, and (2) we are learning to work effectively in groups.
* Learning objectives should be in simple language that students can easily understand
* Learning objectives should be broad enough to allow pupils of all capabilities to achieve them; “the '''differentiation''' is in the way the pupils achieve or demonstrate the intention, not by creating different learning intentions for pupils of different abilities.” (Afl Guidance KS 1-2 – 2007, Pg 10). So you might expect some pupils to achieve more but they will all share the same learning objective and success criteria.

Note: You might want to record the Learning objective on the blackboard at the beginning of a lesson or you may already be doing this.

'''Points to remember for forming Success Criteria:'''
* Success criteria relate to the specific activity
* Success criteria focus on specific teaching points or processes, e.g. in Question 3 above, the success criteria focus on including particular parts of the body (teaching points)
* Success criteria should also have simple child-friendly language

{{ednote|text=
Display the following on the board or a flip chart sheet and read it aloud:

Your success criteria for forming Learning Objectives are:
* focus on learning
* one key aspect from knowledge, understanding or skill (understanding and skill preferred)
* simple child-friendly language

Your success criteria for forming Success Criteria are:
* specific to the activity for achieving learning objective
* detailed information about your expectation of students
* simple child-friendly language
}}

{{activity|Pair work}} Read Question 2 and Question 3 displayed on the flip charts again. With a same grade buddy, think of a topic that you will be teaching this week. Form the learning objectives and success criteria for this topic. Write them on the board or flip chart so that everybody will be able to see them. Your facilitator has already displayed the success criteria for this activity. Think about '''differentiation''' – how can all pupils achieve the learning intention to some degree?

{{activity|Whole Group}} Display your planned activity and read out your learning objective and success criteria to all other participants.
Other participants should:
* assess the learning objective and success criteria in view of the success criteria mentioned above
* comment positively about criteria that are met
* make suggestions for addressing any criteria that are not yet met

= Activity Five: Activities for AfL =

In the previous units you have done some activities that can be used for AfL with some adaptation. Today we will revisit these activities in the context of AfL.

{{ednote|text=
If there is time, form three groups. Ask each group to read one activity and do a role play of carrying out the activity in the class. Role play can be done by one participant acting as a teacher and other participants acting as students. Some acting students demonstrate right answers, some demonstrate wrong answers, and some demonstrate partial understanding. The acting teacher demonstrates handling of all these answers.

Alternatively, different groups can explain the activities with more examples.
}}

* '''Magic microphone''' ([[OER4Schools/2.1_Introduction_to_whole_class_dialogue_and_effective_questioning|Unit 2 Session 1]]) - Ask an open question about a topic, for example “How many ways can you think of to make 23?”. Pass around a prop. Whoever has the prop will give one answer to the question. Allow students to use mini-blackboards to work out their answers. If many students give right answers, increase the challenge by changing to a 3-digit number. If many students give the wrong answer, revise the topic again in class.

* '''Concept Mapping''' ([[OER4Schools/2.4_Concept_mapping|Unit 2 Session 4]]) - Write the main topic for which aspects have already been covered over a period of time in different lessons, on a concept mapping software or black board. Ask students to review all that they have learned about the topic and report them as answers. Record answers but do not correct wrong answers at this time. Review all answers in the end by asking students for opinion about each answer - if they are right; wrong; and how they can be improved. Avoid naming any student who said the wrong answers. For topics for which many students think positively about the wrong answer, revise them again in class. e.g. for the topic ‘mammals’ if many students think that man is not a mammal, revise the topic.

* '''Talking Points''' ([[OER4Schools/3.5_Talking_points_and_effective_group_work|Unit 3 Session 5]]) - Frame some right, some wrong and some unsure statements about a topic. Try to include topics for which your students have struggled during teaching. Discuss each sentence as a whole class activity. Try the '''‘No-hands up’''' strategy; this supports AfL because it allows you to assess understanding of any learners that you think may not understand or may not be following. If shy pupils do not participate, use this or other non-voluntary participation strategies ([[OER4Schools/2.3_More_on_questioning|Unit 2 Session 3]]) to select students for answering. You will come to know about common misconceptions through this activity so that you can address them.

{{activity|Whole Group}} Discuss:
* Which activity(ies) do you think you would like to try this week? Why?
* Do you foresee any problems in carrying out these activities based on your previous experience of doing them? Discuss solutions with your peers.

= Homework =
* Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week.

* Read pages 1 to 14 from the “AfL Guidance for KS 1-2 - 2007” .pdf document. Note any issues that arise, for discussion in the next session.

* Share with your class the Learning Objective and Success Criteria that you have formed in the session today. Record your experiences on the dictaphone and upload onto the server.

* Form Learning Objectives and Success Criteria for as many lessons as you can during this week. Refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout ‘Questioning the questions’ (pages 3 to 6) for this. Make a note of your Learning Objectives and Success Criteria for discussion in the next session.

* Try out one or more of the adapted activities for AfL that we discussed today in Activity Five. Record your experiences on the dictaphone and upload onto the server.

'''Reference:''' Some parts of this session have been adapted or reproduced from:
CCEA: Afl Guidance KS 1-2 – 2007, with the kind permission of the Northern Ireland Council for the Curriculum, Examinations and Assessment.

OER4Schools/Introduction to Assessment for Learning

2012-06-20T06:25:21Z

Nd300: /* Activity Two: Traffic Lights */

{{OER4S}}

= Review of Classwork and Homework activities =

{{activity|Whole group discussion}}

* Did you type your responses to the '''questionnaire on group work''' on the Word document and upload it onto the server?
** How much time did it take for you to type everything?
** What is your assessment of your typing speed now compared to when you first came for the OER4Schools workshop? (Try thinking in terms of words per minute).
* You planned a '''group work activity''' using the Activity Template during the last session. Did you carry out the activity in class? If yes, share your experience by addressing the questions given below:
** Which aspect of group work did you choose as your agenda (that was also mentioned in the questionnaire for group work)?
** What was the lesson topic?
** On a scale from 1 to 5 (1 being the lowest and 5 being highest), how would you rate the effectiveness of the aspect of group work? Think in terms of achievement of learning objectives.
** What changes will you make when you repeat the same activity with another batch of pupils or with another topic?
* Did you carry out a group work activity using '''EtherPad'''? If yes, what was your open-ended question?
** How did your students respond to the activity? Share examples of: students’ discussion within their group, their written responses and their discussion across groups. Will you use EtherPad with the same aspect of group work again? Give reasons for your answer.
** For the EtherPad activity, were there any instances of the issues that were discussed during the last session such as, bully and free rider effect, learning of every member as a group responsibility etc. (refer to the last session, [[OER4Schools/3.6_Review_of_group_work|Unit 3 Session 6]], for more issues). How did you resolve these issues? What else can you do to resolve them?

= Objectives for this session =

* Learning to use inventory as a self-assessment measure
* Making and practising use of Traffic Lights
* Understanding the concepts of ‘Assessment’ and ‘Assessment for Learning’
* Knowing the key aspects of ‘Assessment for Learning’ such as principles, essentials and strategies

= Activity One: My assessment inventory =

{{activity|Individual work}} Complete the assessment inventory [[File:My assessment inventory.doc]]. First fill in your name next to the title. Then add the date in the first row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Lastly record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.

You will add to this inventory by completing another row at the beginning of each session on Assessment for Learning. Thus you can assess your own progress as the workshops proceed, and we can also see what you feel you are learning, purely for research purposes. (At CBS it will also be used to plan further sessions.) Please be honest about filling in your responses; this inventory will not be used to judge you.

{{ednote|text=
Orally repeat the guidelines given above regarding the sequence of filling up the inventory. Emphasise that only the assessment measures that participants have used should be recorded.

Remind the participants to bring the inventory to every session on assessment.
}}

= Activity Two: Traffic Lights =

Unit 4 is about ‘Assessment for Learning’ and not simply about ‘Assessment’. Before we proceed to understanding more about Assessment for Learning (AfL), let us make a resource called Traffic Lights for use during the session!

'''Traffic Lights''' is a useful resource for everyday use in classrooms in order to assess. We all know that Red, Orange and Green traffic lights on the road mean different things (Red means Stop; Orange means Get Ready and Green means Go). Their meanings for classroom application in the context of AfL are:
* RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.”
* ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.”
* GREEN means “I understand fully. I’m okay without help. I feel I have progressed a lot.”

'''Use of Traffic Lights in the classroom:'''
* While the teachers are teaching, they can ask students to hold up the Lights to assess if they should proceed to the next topic or not.
* Students can voluntarily show a Light indicating their current level of understanding. They can change the light several times during a single lesson. In this way, the student can bring their understanding to the teacher's notice without disturbing other classmates or the flow of the lesson. Teachers can address the student at an appropriate time.
* While working independently, students can display their light on the table to indicate that they need help. Teachers can visit the student to provide assistance.

Eventually students are expected to independently use the Traffic Lights without teacher's instruction to do so. The Traffic Lights should become a silent way of communicating in the class.

Traffic Lights also reduce student's physical stress of standing in queues or raising their hands while waiting for teacher's attention.

'''Making Traffic Lights:'''

There can be various ways of making Traffic Lights depending on the availability of materials. Some suggestions of different materials are:
* coloured paper (red, orange, green) such as charts, paper from old magazines etc.
* coloured packing cardboards such as toothpaste box
* coloured computer printouts
* cloth material
* coloured plastic bags
* coloured flags or
* simply coloured pencils or crayons (if each child has them).
Given below is one simple way of making them with a white A4 sheet of paper and marker pens.

{{ednote|text=
Provide the following materials to the participants so that they can make their own Traffic Lights:
* A4 sheets of paper (one per three participants, but it is always better to have some extra)
* Red, Orange and Green marker pens
* Crayons/ coloured pencils/ paints (if available)
* Scissors/ long scale (if available)

Normally 10-15 minutes are sufficient for this activity if enough material is available for each participant. Enough material means that there is negligible or no waiting time for using material.

Where materials for making traffic lights are not available in sufficient quantities for classroom use, you could think of alternatives, such as children giving various hand signals corresponding to red / yellow / green.
}}

{{activity|Individual work}} Follow these steps to make your own Traffic Lights for AfL (see pictures for reference):
* Take an A4 sheet of white paper. Fold it along the long side into 3 equal parts (one sheet can make 3 sets of Traffic Lights). Cut along the folds with scissors or tear using a long scale to make 3 strips of paper.
* Fold one strip further into 3 sections along the short side.
* Write ‘RED’, ‘ORANGE’ and ‘GREEN’ (in capitals and bold) using the right coloured marker pens (if possible) on the three different sections. You can colour them with respective colours if crayons, coloured pencils or paints are available.
* Now reverse the strip of paper or keep it upside down. Then,
**behind section RED, write: I’m stuck. I need some extra help. I don’t feel I have progressed.
** behind section ORANGE, write: I’m not quite sure. I need a little help. I feel I have made some progress.
** behind section GREEN, write: I understand fully. I’m okay without help. I feel I have progressed a lot.

{{activity|Whole Group}} What do you know about ‘Assessment for Learning’ at this stage? Show by holding up or putting forward on the table your Traffic Light!
Now discuss:
* What are the different ways in which I can use Traffic Lights in my classroom?
* In what ways can I respond to each colour of the Traffic Light?

{{ednote|text=
If the number of participants is 10 or less, make a note of the Traffic Light colour of each participant on a flip chart. You can prepare the flip chart with the participants’ names listed on it, in advance.
}}

= Activity Three: Introducing Assessment for Learning (AfL) =

{{activity|Whole Group}} Watch 2 segments of this video:

{{video|src=D7XpUqNnKtI|name=Formative Assessment in Schools.mp4}}

0:00 - 0.56 (introduction to AfL), 4.38 - end (example of 10-year-olds doing peer assessment)

In this video, Shirley Clarke explains the concept of ‘Assessment for Learning’ and its elements in brief. Some elements can also be seen in action.

{{activity|Whole Group}} Questions for reflection:
* How is the concept of AfL different from the commonly known notion of assessment?
* What are some of the elements of AfL that have been mentioned in the video?
* Which element(s) of AfL did you find most interesting? Why?

= Activity Four: Understanding ‘Assessment’ and ‘Assessment for Learning’ =

By now, you will have already discussed some of the points that will arise on this PowerPoint. Do a mental assessment to see if your understanding of assessment and AfL advances by watching the PowerPoint ([[File:Unit_4.1_Assessment and Assessment for Learning.ppt]]).

{{ednote|text=
Play the slideshow of the Power Point ‘[[File:Unit_4.1_Assessment and Assessment for Learning.ppt]]’. Read aloud the contents of the slides if you think it will help the participants.

During slide 8, tell participants that AfL strategies are in yellow ellipses.

During slide 11, ask participants to read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’ that was distributed during Unit 2 Session 2, as a homework task.

During slide 12 titled ‘Self-assessment’, ask the participants to show their understanding about assessment and AfL on their Traffic Lights. Then take the following steps:
* If anybody shows ‘orange light’ or ‘red light’, ask them the specific topic to which they are referring.
* Then ask other participants who have shown ‘green light’ to explain the topic to their peers.
* If doubts are still not resolved, record the topic and include it in your feedback about the session. Assure participants that you will get back with more information.
Remember the AfL strategies will be discussed in the upcoming sessions. So if doubts are about the strategies, inform the participants that the future sessions will cover them.

If you had prepared a flip chart with the traffic light of each participant before the activity, record their current light. You can also ask the participants to come up and write their current traffic light. This will help them to see their own progress.

}}
{{activity|Whole Group}} Questions for reflection on PowerPoint
* What steps, do you anticipate, you will have to take to implement AfL in your classrooms?
* What issues do you think will arise in implementing AfL in your classrooms? Discuss ways of resolving them with your peers.
* Are there any current practices which are useful or can become useful for AfL with some modifications? For example, current practice of marking notebooks can include qualitative feedback. Discuss these practices, the modifications and their use for AfL with examples.
* Do you think ‘Traffic Lights’ is a useful strategy for AfL? Why? (Tips: targeted help, self-assessment etc)
* How would you respond to each colour when using Traffic Lights in your classroom?

= Homework =

* My Assessment Inventory is available electronically ([[File:My assessment inventory.doc]]). Type the answers that you have written on paper, on this electronic version. As soon as you download the inventory, first save it with a new filename, which includes your name. For instance, if your name is “Esther Phiri”, save the document with the name “My assessment inventory - Esther Phiri.doc”. Save the document to your ‘files area’ on the desktop, so that it will get copied to the server. Remember to bring the paper inventory for every session and fill up the electronic inventory every week, from now on.
* Do the activity of making Traffic Lights with your students. You can be creative about the use of materials depending on availability.
* Try Traffic Lights as a part of one or more teaching lessons. You could employ the help of classroom assistants (from your own or another class) to resolve the doubts of ‘red lights’ and ‘orange lights’; for example those with ‘green lights’ could then help their peers? Record your experience of using Traffic Lights and your students’ responses on the dictaphone.
* Read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’ that was distributed during Unit 2 Session 2. Note any issues that arise for discussion during the next session.
* Consider watching the video clip and the Power Point presentation together again during the week. This will help you in understanding the concept of AfL by seeing some examples from real classrooms.

OER4Schools/Introduction to Assessment for Learning

2012-06-20T06:14:41Z

Nd300: /* Activity Two: Traffic Lights */

{{OER4S}}

= Review of Classwork and Homework activities =

{{activity|Whole group discussion}}

* Did you type your responses to the '''questionnaire on group work''' on the Word document and upload it onto the server?
** How much time did it take for you to type everything?
** What is your assessment of your typing speed now compared to when you first came for the OER4Schools workshop? (Try thinking in terms of words per minute).
* You planned a '''group work activity''' using the Activity Template during the last session. Did you carry out the activity in class? If yes, share your experience by addressing the questions given below:
** Which aspect of group work did you choose as your agenda (that was also mentioned in the questionnaire for group work)?
** What was the lesson topic?
** On a scale from 1 to 5 (1 being the lowest and 5 being highest), how would you rate the effectiveness of the aspect of group work? Think in terms of achievement of learning objectives.
** What changes will you make when you repeat the same activity with another batch of pupils or with another topic?
* Did you carry out a group work activity using '''EtherPad'''? If yes, what was your open-ended question?
** How did your students respond to the activity? Share examples of: students’ discussion within their group, their written responses and their discussion across groups. Will you use EtherPad with the same aspect of group work again? Give reasons for your answer.
** For the EtherPad activity, were there any instances of the issues that were discussed during the last session such as, bully and free rider effect, learning of every member as a group responsibility etc. (refer to the last session, [[OER4Schools/3.6_Review_of_group_work|Unit 3 Session 6]], for more issues). How did you resolve these issues? What else can you do to resolve them?

= Objectives for this session =

* Learning to use inventory as a self-assessment measure
* Making and practising use of Traffic Lights
* Understanding the concepts of ‘Assessment’ and ‘Assessment for Learning’
* Knowing the key aspects of ‘Assessment for Learning’ such as principles, essentials and strategies

= Activity One: My assessment inventory =

{{activity|Individual work}} Complete the assessment inventory [[File:My assessment inventory.doc]]. First fill in your name next to the title. Then add the date in the first row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Lastly record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.

You will add to this inventory by completing another row at the beginning of each session on Assessment for Learning. Thus you can assess your own progress as the workshops proceed, and we can also see what you feel you are learning, purely for research purposes. (At CBS it will also be used to plan further sessions.) Please be honest about filling in your responses; this inventory will not be used to judge you.

{{ednote|text=
Orally repeat the guidelines given above regarding the sequence of filling up the inventory. Emphasise that only the assessment measures that participants have used should be recorded.

Remind the participants to bring the inventory to every session on assessment.
}}

= Activity Two: Traffic Lights =

Unit 4 is about ‘Assessment for Learning’ and not simply about ‘Assessment’. Before we proceed to understanding more about Assessment for Learning (AfL), let us make a resource called Traffic Lights for use during the session!

'''Traffic Lights''' is a useful resource for everyday use in classrooms in order to assess. We all know that Red, Orange and Green traffic lights on the road mean different things (Red means Stop; Orange means Get Ready and Green means Go). Their meanings for classroom application in the context of AfL are:
* RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.”
* ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.”
* GREEN means “I understand fully. I’m okay without help. I feel I have progressed a lot.”

'''Use of Traffic Lights in the classroom:'''
* While the teachers are teaching, they can ask students to hold up the Lights to assess if they should proceed to the next topic or not.
* Students can voluntarily show a Light indicating their current level of understanding. They can change the light several times during a single lesson. In this way, the student can bring their understanding to the teacher's notice without disturbing other classmates or the flow of the lesson. Teachers can address the student at an appropriate time.
* While working independently, students can display their light on the table to indicate that they need help. Teachers can visit the student to provide assistance.

Eventually students are expected to independently use the Traffic Lights without teacher's instruction to do so. The Traffic Lights should become a silent way of communicating in the class.

Traffic Lights also reduce student's physical stress of standing in queues or raising their hands while waiting for teacher's attention.

'''Making Traffic Lights:'''

There can be various ways of making Traffic Lights depending on the availability of materials. Some suggestions of different materials are:
* coloured paper (red, orange, green) such as charts, paper from old magazines etc.
* coloured packing cardboards such as toothpaste box
* coloured computer printouts
* cloth material
* coloured plastic bags
* coloured flags or
* simply coloured pencils or crayons (if each child has them).
Given below is one simple way of making them with a white A4 sheet of paper and marker pens.

{{ednote|text=
Provide the following materials to the participants so that they can make their own Traffic Lights:
* A4 sheets of paper (one per three participants, but it is always better to have some extra)
* Red, Orange and Green marker pens
* Crayons/ coloured pencils/ paints (if available)
* Scissors/ long scale (if available)

Normally 10-15 minutes are sufficient for this activity if enough material is available for each participant. Enough material means that there is negligible or no waiting time for using material.

Where materials for making traffic lights are not available in sufficient quantities for classroom use, you could think of alternatives, such as children giving various hand signals corresponding to red / yellow / green.
}}

{{activity|Individual work}} Follow these steps to make your own Traffic Lights for AfL (see pictures for reference):
* Take an A4 sheet of white paper. Fold it along the long side into 3 equal parts (one sheet can make 3 sets of Traffic Lights). Cut along the folds with scissors or tear using a long scale to make 3 strips of paper.
* Fold one strip further into 3 sections along the short side.
* Write ‘RED’, ‘ORANGE’ and ‘GREEN’ (in capitals and bold) using the right coloured marker pens (if possible) on the three different sections. You can colour them with respective colours if crayons, coloured pencils or paints are available.
* Now reverse the strip of paper or keep it upside down. Then,
**behind section RED, write: I’m stuck. I need some extra help. I don’t feel I have progressed.
** behind section ORANGE, write: I’m not quite sure. I need a little help. I feel I have made some progress.
** behind section GREEN, write: I understand fully. I’m okay without help. I feel I have progressed a lot.

{{activity|Whole Group}} What do you know about ‘Assessment for Learning’ at this stage? Show by holding up or putting forward on the table your Traffic Light!

{{ednote|text=
If the number of participants is 10 or less, make a note of the Traffic Light colour of each participant on a flip chart. You can prepare the flip chart with the participants’ names listed on it, in advance.
}}

= Activity Three: Introducing Assessment for Learning (AfL) =

{{activity|Whole Group}} Watch 2 segments of this video:

{{video|src=D7XpUqNnKtI|name=Formative Assessment in Schools.mp4}}

0:00 - 0.56 (introduction to AfL), 4.38 - end (example of 10-year-olds doing peer assessment)

In this video, Shirley Clarke explains the concept of ‘Assessment for Learning’ and its elements in brief. Some elements can also be seen in action.

{{activity|Whole Group}} Questions for reflection:
* How is the concept of AfL different from the commonly known notion of assessment?
* What are some of the elements of AfL that have been mentioned in the video?
* Which element(s) of AfL did you find most interesting? Why?

= Activity Four: Understanding ‘Assessment’ and ‘Assessment for Learning’ =

By now, you will have already discussed some of the points that will arise on this PowerPoint. Do a mental assessment to see if your understanding of assessment and AfL advances by watching the PowerPoint ([[File:Unit_4.1_Assessment and Assessment for Learning.ppt]]).

{{ednote|text=
Play the slideshow of the Power Point ‘[[File:Unit_4.1_Assessment and Assessment for Learning.ppt]]’. Read aloud the contents of the slides if you think it will help the participants.

During slide 8, tell participants that AfL strategies are in yellow ellipses.

During slide 11, ask participants to read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’ that was distributed during Unit 2 Session 2, as a homework task.

During slide 12 titled ‘Self-assessment’, ask the participants to show their understanding about assessment and AfL on their Traffic Lights. Then take the following steps:
* If anybody shows ‘orange light’ or ‘red light’, ask them the specific topic to which they are referring.
* Then ask other participants who have shown ‘green light’ to explain the topic to their peers.
* If doubts are still not resolved, record the topic and include it in your feedback about the session. Assure participants that you will get back with more information.
Remember the AfL strategies will be discussed in the upcoming sessions. So if doubts are about the strategies, inform the participants that the future sessions will cover them.

If you had prepared a flip chart with the traffic light of each participant before the activity, record their current light. You can also ask the participants to come up and write their current traffic light. This will help them to see their own progress.

}}
{{activity|Whole Group}} Questions for reflection on PowerPoint
* What steps, do you anticipate, you will have to take to implement AfL in your classrooms?
* What issues do you think will arise in implementing AfL in your classrooms? Discuss ways of resolving them with your peers.
* Are there any current practices which are useful or can become useful for AfL with some modifications? For example, current practice of marking notebooks can include qualitative feedback. Discuss these practices, the modifications and their use for AfL with examples.
* Do you think ‘Traffic Lights’ is a useful strategy for AfL? Why? (Tips: targeted help, self-assessment etc)
* How would you respond to each colour when using Traffic Lights in your classroom?

= Homework =

* My Assessment Inventory is available electronically ([[File:My assessment inventory.doc]]). Type the answers that you have written on paper, on this electronic version. As soon as you download the inventory, first save it with a new filename, which includes your name. For instance, if your name is “Esther Phiri”, save the document with the name “My assessment inventory - Esther Phiri.doc”. Save the document to your ‘files area’ on the desktop, so that it will get copied to the server. Remember to bring the paper inventory for every session and fill up the electronic inventory every week, from now on.
* Do the activity of making Traffic Lights with your students. You can be creative about the use of materials depending on availability.
* Try Traffic Lights as a part of one or more teaching lessons. You could employ the help of classroom assistants (from your own or another class) to resolve the doubts of ‘red lights’ and ‘orange lights’; for example those with ‘green lights’ could then help their peers? Record your experience of using Traffic Lights and your students’ responses on the dictaphone.
* Read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’ that was distributed during Unit 2 Session 2. Note any issues that arise for discussion during the next session.
* Consider watching the video clip and the Power Point presentation together again during the week. This will help you in understanding the concept of AfL by seeing some examples from real classrooms.

OER4Schools/Introduction to Assessment for Learning

2012-06-20T06:13:48Z

Nd300: /* Activity Two: Traffic Lights */

{{OER4S}}

= Review of Classwork and Homework activities =

{{activity|Whole group discussion}}

* Did you type your responses to the '''questionnaire on group work''' on the Word document and upload it onto the server?
** How much time did it take for you to type everything?
** What is your assessment of your typing speed now compared to when you first came for the OER4Schools workshop? (Try thinking in terms of words per minute).
* You planned a '''group work activity''' using the Activity Template during the last session. Did you carry out the activity in class? If yes, share your experience by addressing the questions given below:
** Which aspect of group work did you choose as your agenda (that was also mentioned in the questionnaire for group work)?
** What was the lesson topic?
** On a scale from 1 to 5 (1 being the lowest and 5 being highest), how would you rate the effectiveness of the aspect of group work? Think in terms of achievement of learning objectives.
** What changes will you make when you repeat the same activity with another batch of pupils or with another topic?
* Did you carry out a group work activity using '''EtherPad'''? If yes, what was your open-ended question?
** How did your students respond to the activity? Share examples of: students’ discussion within their group, their written responses and their discussion across groups. Will you use EtherPad with the same aspect of group work again? Give reasons for your answer.
** For the EtherPad activity, were there any instances of the issues that were discussed during the last session such as, bully and free rider effect, learning of every member as a group responsibility etc. (refer to the last session, [[OER4Schools/3.6_Review_of_group_work|Unit 3 Session 6]], for more issues). How did you resolve these issues? What else can you do to resolve them?

= Objectives for this session =

* Learning to use inventory as a self-assessment measure
* Making and practising use of Traffic Lights
* Understanding the concepts of ‘Assessment’ and ‘Assessment for Learning’
* Knowing the key aspects of ‘Assessment for Learning’ such as principles, essentials and strategies

= Activity One: My assessment inventory =

{{activity|Individual work}} Complete the assessment inventory [[File:My assessment inventory.doc]]. First fill in your name next to the title. Then add the date in the first row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Lastly record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.

You will add to this inventory by completing another row at the beginning of each session on Assessment for Learning. Thus you can assess your own progress as the workshops proceed, and we can also see what you feel you are learning, purely for research purposes. (At CBS it will also be used to plan further sessions.) Please be honest about filling in your responses; this inventory will not be used to judge you.

{{ednote|text=
Orally repeat the guidelines given above regarding the sequence of filling up the inventory. Emphasise that only the assessment measures that participants have used should be recorded.

Remind the participants to bring the inventory to every session on assessment.
}}

= Activity Two: Traffic Lights =

Unit 4 is about ‘Assessment for Learning’ and not simply about ‘Assessment’. Before we proceed to understanding more about Assessment for Learning (AfL), let us make a resource called Traffic Lights for use during the session!

'''Traffic Lights''' is a useful resource for everyday use in classrooms in order to assess. We all know that Red, Orange and Green traffic lights on the road mean different things (Red means Stop; Orange means Get Ready and Green means Go). Their meanings for classroom application in the context of AfL are:
* RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.”
* ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.”
* GREEN means “I understand fully. I’m okay without help. I feel I have progressed a lot.”

'''Use of Traffic Lights in the classroom:'''
* While the teachers are teaching, they can ask students to hold up the Lights to assess if they should proceed to the next topic or not.
* Students can voluntarily show a Light indicating their current level of understanding. They can change the light several times during a single lesson. In this way, the student can bring their understanding to the teacher's notice without disturbing other classmates or the flow of the lesson. Teachers can address the student at an appropriate time.
* While working independently, students can display their light on the table to indicate that they need help. Teachers can visit the student to provide assistance.

Eventually students are expected to independently use the Traffic Lights without teacher's instruction to do so. The Traffic Lights should become a silent way of communicating in the class.

Traffic Lights also reduce student's physical stress of standing in queues or raising their hands while waiting for teacher's attention.

'''Making Traffic Lights:'''
There can be various ways of making Traffic Lights depending on the availability of materials. Some suggestions of different materials are:
* coloured paper (red, orange, green) such as charts, paper from old magazines etc.
* coloured packing cardboards such as toothpaste box
* coloured computer printouts
* cloth material
* coloured plastic bags
* coloured flags or
* simply coloured pencils or crayons (if each child has them).
Given below is one simple way of making them with a white A4 sheet of paper and marker pens.

{{ednote|text=
Provide the following materials to the participants so that they can make their own Traffic Lights:
* A4 sheets of paper (one per three participants, but it is always better to have some extra)
* Red, Orange and Green marker pens
* Crayons/ coloured pencils/ paints (if available)
* Scissors/ long scale (if available)

Normally 10-15 minutes are sufficient for this activity if enough material is available for each participant. Enough material means that there is negligible or no waiting time for using material.

Where materials for making traffic lights are not available in sufficient quantities for classroom use, you could think of alternatives, such as children giving various hand signals corresponding to red / yellow / green.
}}

{{activity|Individual work}} Follow these steps to make your own Traffic Lights for AfL (see pictures for reference):
* Take an A4 sheet of white paper. Fold it along the long side into 3 equal parts (one sheet can make 3 sets of Traffic Lights). Cut along the folds with scissors or tear using a long scale to make 3 strips of paper.
* Fold one strip further into 3 sections along the short side.
* Write ‘RED’, ‘ORANGE’ and ‘GREEN’ (in capitals and bold) using the right coloured marker pens (if possible) on the three different sections. You can colour them with respective colours if crayons, coloured pencils or paints are available.
* Now reverse the strip of paper or keep it upside down. Then,
**behind section RED, write: I’m stuck. I need some extra help. I don’t feel I have progressed.
** behind section ORANGE, write: I’m not quite sure. I need a little help. I feel I have made some progress.
** behind section GREEN, write: I understand fully. I’m okay without help. I feel I have progressed a lot.

{{activity|Whole Group}} What do you know about ‘Assessment for Learning’ at this stage? Show by holding up or putting forward on the table your Traffic Light!

{{ednote|text=
If the number of participants is 10 or less, make a note of the Traffic Light colour of each participant on a flip chart. You can prepare the flip chart with the participants’ names listed on it, in advance.
}}

= Activity Three: Introducing Assessment for Learning (AfL) =

{{activity|Whole Group}} Watch 2 segments of this video:

{{video|src=D7XpUqNnKtI|name=Formative Assessment in Schools.mp4}}

0:00 - 0.56 (introduction to AfL), 4.38 - end (example of 10-year-olds doing peer assessment)

In this video, Shirley Clarke explains the concept of ‘Assessment for Learning’ and its elements in brief. Some elements can also be seen in action.

{{activity|Whole Group}} Questions for reflection:
* How is the concept of AfL different from the commonly known notion of assessment?
* What are some of the elements of AfL that have been mentioned in the video?
* Which element(s) of AfL did you find most interesting? Why?

= Activity Four: Understanding ‘Assessment’ and ‘Assessment for Learning’ =

By now, you will have already discussed some of the points that will arise on this PowerPoint. Do a mental assessment to see if your understanding of assessment and AfL advances by watching the PowerPoint ([[File:Unit_4.1_Assessment and Assessment for Learning.ppt]]).

{{ednote|text=
Play the slideshow of the Power Point ‘[[File:Unit_4.1_Assessment and Assessment for Learning.ppt]]’. Read aloud the contents of the slides if you think it will help the participants.

During slide 8, tell participants that AfL strategies are in yellow ellipses.

During slide 11, ask participants to read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’ that was distributed during Unit 2 Session 2, as a homework task.

During slide 12 titled ‘Self-assessment’, ask the participants to show their understanding about assessment and AfL on their Traffic Lights. Then take the following steps:
* If anybody shows ‘orange light’ or ‘red light’, ask them the specific topic to which they are referring.
* Then ask other participants who have shown ‘green light’ to explain the topic to their peers.
* If doubts are still not resolved, record the topic and include it in your feedback about the session. Assure participants that you will get back with more information.
Remember the AfL strategies will be discussed in the upcoming sessions. So if doubts are about the strategies, inform the participants that the future sessions will cover them.

If you had prepared a flip chart with the traffic light of each participant before the activity, record their current light. You can also ask the participants to come up and write their current traffic light. This will help them to see their own progress.

}}
{{activity|Whole Group}} Questions for reflection on PowerPoint
* What steps, do you anticipate, you will have to take to implement AfL in your classrooms?
* What issues do you think will arise in implementing AfL in your classrooms? Discuss ways of resolving them with your peers.
* Are there any current practices which are useful or can become useful for AfL with some modifications? For example, current practice of marking notebooks can include qualitative feedback. Discuss these practices, the modifications and their use for AfL with examples.
* Do you think ‘Traffic Lights’ is a useful strategy for AfL? Why? (Tips: targeted help, self-assessment etc)
* How would you respond to each colour when using Traffic Lights in your classroom?

= Homework =

* My Assessment Inventory is available electronically ([[File:My assessment inventory.doc]]). Type the answers that you have written on paper, on this electronic version. As soon as you download the inventory, first save it with a new filename, which includes your name. For instance, if your name is “Esther Phiri”, save the document with the name “My assessment inventory - Esther Phiri.doc”. Save the document to your ‘files area’ on the desktop, so that it will get copied to the server. Remember to bring the paper inventory for every session and fill up the electronic inventory every week, from now on.
* Do the activity of making Traffic Lights with your students. You can be creative about the use of materials depending on availability.
* Try Traffic Lights as a part of one or more teaching lessons. You could employ the help of classroom assistants (from your own or another class) to resolve the doubts of ‘red lights’ and ‘orange lights’; for example those with ‘green lights’ could then help their peers? Record your experience of using Traffic Lights and your students’ responses on the dictaphone.
* Read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’ that was distributed during Unit 2 Session 2. Note any issues that arise for discussion during the next session.
* Consider watching the video clip and the Power Point presentation together again during the week. This will help you in understanding the concept of AfL by seeing some examples from real classrooms.

OER4Schools/Introduction to Assessment for Learning

2012-06-20T06:11:03Z

Nd300: /* Activity Two: Traffic Lights */

{{OER4S}}

= Review of Classwork and Homework activities =

{{activity|Whole group discussion}}

* Did you type your responses to the '''questionnaire on group work''' on the Word document and upload it onto the server?
** How much time did it take for you to type everything?
** What is your assessment of your typing speed now compared to when you first came for the OER4Schools workshop? (Try thinking in terms of words per minute).
* You planned a '''group work activity''' using the Activity Template during the last session. Did you carry out the activity in class? If yes, share your experience by addressing the questions given below:
** Which aspect of group work did you choose as your agenda (that was also mentioned in the questionnaire for group work)?
** What was the lesson topic?
** On a scale from 1 to 5 (1 being the lowest and 5 being highest), how would you rate the effectiveness of the aspect of group work? Think in terms of achievement of learning objectives.
** What changes will you make when you repeat the same activity with another batch of pupils or with another topic?
* Did you carry out a group work activity using '''EtherPad'''? If yes, what was your open-ended question?
** How did your students respond to the activity? Share examples of: students’ discussion within their group, their written responses and their discussion across groups. Will you use EtherPad with the same aspect of group work again? Give reasons for your answer.
** For the EtherPad activity, were there any instances of the issues that were discussed during the last session such as, bully and free rider effect, learning of every member as a group responsibility etc. (refer to the last session, [[OER4Schools/3.6_Review_of_group_work|Unit 3 Session 6]], for more issues). How did you resolve these issues? What else can you do to resolve them?

= Objectives for this session =

* Learning to use inventory as a self-assessment measure
* Making and practising use of Traffic Lights
* Understanding the concepts of ‘Assessment’ and ‘Assessment for Learning’
* Knowing the key aspects of ‘Assessment for Learning’ such as principles, essentials and strategies

= Activity One: My assessment inventory =

{{activity|Individual work}} Complete the assessment inventory [[File:My assessment inventory.doc]]. First fill in your name next to the title. Then add the date in the first row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Lastly record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.

You will add to this inventory by completing another row at the beginning of each session on Assessment for Learning. Thus you can assess your own progress as the workshops proceed, and we can also see what you feel you are learning, purely for research purposes. (At CBS it will also be used to plan further sessions.) Please be honest about filling in your responses; this inventory will not be used to judge you.

{{ednote|text=
Orally repeat the guidelines given above regarding the sequence of filling up the inventory. Emphasise that only the assessment measures that participants have used should be recorded.

Remind the participants to bring the inventory to every session on assessment.
}}

= Activity Two: Traffic Lights =

Unit 4 is about ‘Assessment for Learning’ and not simply about ‘Assessment’. Before we proceed to understanding more about Assessment for Learning (AfL), let us make a resource called Traffic Lights for use during the session!

'''Traffic Lights''' is a useful resource for everyday use in classrooms in order to assess. We all know that Red, Orange and Green traffic lights on the road mean different things (Red means Stop; Orange means Get Ready and Green means Go). Their meanings for classroom application in the context of AfL are:
* RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.”
* ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.”
* GREEN means “I understand fully. I’m okay without help. I feel I have progressed a lot.”

'''Use of Traffic Lights in the classroom:'''

* While the teachers are teaching, they can ask students to hold up the Lights to assess if she should proceed to the next topic or not.
* Students can voluntarily show a Light indicating their current level of understanding. They can change the light several times during a single lesson. In this way, the student can bring their understanding to the teacher's notice without disturbing other classmates or flow of the lesson. Teacher can address the student at an appropriate time.
* While working independently, students can display their light on the table to indicate that they need help. Teacher can visit the student to provide assistance.

Eventually students are expected to independently use the Traffic Lights without teacher's instruction to do so. The Traffic Lights should become a silent way of communicating in the class.

Traffic Lights also reduce student's physical stress of standing in queues or raising their hands while waiting for teacher's attention.

There can be various ways of making Traffic Lights depending on the availability of materials. Some suggestions of different materials are:
* coloured paper (red, orange, green) such as charts, paper from old magazines etc.
* coloured packing cardboards such as toothpaste box
* coloured computer printouts
* cloth material
* coloured plastic bags
* coloured flags or
* simply coloured pencils or crayons (if each child has them).
Given below is one simple way of making them with a white A4 sheet of paper and marker pens.

{{ednote|text=
Provide the following materials to the participants so that they can make their own Traffic Lights:
* A4 sheets of paper (one per three participants, but it is always better to have some extra)
* Red, Orange and Green marker pens
* Crayons/ coloured pencils/ paints (if available)
* Scissors/ long scale (if available)

Normally 10-15 minutes are sufficient for this activity if enough material is available for each participant. Enough material means that there is negligible or no waiting time for using material.

Where materials for making traffic lights are not available in sufficient quantities for classroom use, you could think of alternatives, such as children giving various hand signals corresponding to red / yellow / green.
}}

{{activity|Individual work}} Follow these steps to make your own Traffic Lights for AfL (see pictures for reference):
* Take an A4 sheet of white paper. Fold it along the long side into 3 equal parts (one sheet can make 3 sets of Traffic Lights). Cut along the folds with scissors or tear using a long scale to make 3 strips of paper.
* Fold one strip further into 3 sections along the short side.
* Write ‘RED’, ‘ORANGE’ and ‘GREEN’ (in capitals and bold) using the right coloured marker pens (if possible) on the three different sections. You can colour them with respective colours if crayons, coloured pencils or paints are available.
* Now reverse the strip of paper or keep it upside down. Then,
**behind section RED, write: I’m stuck. I need some extra help. I don’t feel I have progressed.
** behind section ORANGE, write: I’m not quite sure. I need a little help. I feel I have made some progress.
** behind section GREEN, write: I understand fully. I’m okay without help. I feel I have progressed a lot.

{{activity|Whole Group}} What do you know about ‘Assessment for Learning’ at this stage? Show by holding up or putting forward on the table your Traffic Light!

{{ednote|text=
If the number of participants is 10 or less, make a note of the Traffic Light colour of each participant on a flip chart. You can prepare the flip chart with the participants’ names listed on it, in advance.
}}

= Activity Three: Introducing Assessment for Learning (AfL) =

{{activity|Whole Group}} Watch 2 segments of this video:

{{video|src=D7XpUqNnKtI|name=Formative Assessment in Schools.mp4}}

0:00 - 0.56 (introduction to AfL), 4.38 - end (example of 10-year-olds doing peer assessment)

In this video, Shirley Clarke explains the concept of ‘Assessment for Learning’ and its elements in brief. Some elements can also be seen in action.

{{activity|Whole Group}} Questions for reflection:
* How is the concept of AfL different from the commonly known notion of assessment?
* What are some of the elements of AfL that have been mentioned in the video?
* Which element(s) of AfL did you find most interesting? Why?

= Activity Four: Understanding ‘Assessment’ and ‘Assessment for Learning’ =

By now, you will have already discussed some of the points that will arise on this PowerPoint. Do a mental assessment to see if your understanding of assessment and AfL advances by watching the PowerPoint ([[File:Unit_4.1_Assessment and Assessment for Learning.ppt]]).

{{ednote|text=
Play the slideshow of the Power Point ‘[[File:Unit_4.1_Assessment and Assessment for Learning.ppt]]’. Read aloud the contents of the slides if you think it will help the participants.

During slide 8, tell participants that AfL strategies are in yellow ellipses.

During slide 11, ask participants to read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’ that was distributed during Unit 2 Session 2, as a homework task.

During slide 12 titled ‘Self-assessment’, ask the participants to show their understanding about assessment and AfL on their Traffic Lights. Then take the following steps:
* If anybody shows ‘orange light’ or ‘red light’, ask them the specific topic to which they are referring.
* Then ask other participants who have shown ‘green light’ to explain the topic to their peers.
* If doubts are still not resolved, record the topic and include it in your feedback about the session. Assure participants that you will get back with more information.
Remember the AfL strategies will be discussed in the upcoming sessions. So if doubts are about the strategies, inform the participants that the future sessions will cover them.

If you had prepared a flip chart with the traffic light of each participant before the activity, record their current light. You can also ask the participants to come up and write their current traffic light. This will help them to see their own progress.

}}
{{activity|Whole Group}} Questions for reflection on PowerPoint
* What steps, do you anticipate, you will have to take to implement AfL in your classrooms?
* What issues do you think will arise in implementing AfL in your classrooms? Discuss ways of resolving them with your peers.
* Are there any current practices which are useful or can become useful for AfL with some modifications? For example, current practice of marking notebooks can include qualitative feedback. Discuss these practices, the modifications and their use for AfL with examples.
* Do you think ‘Traffic Lights’ is a useful strategy for AfL? Why? (Tips: targeted help, self-assessment etc)
* How would you respond to each colour when using Traffic Lights in your classroom?

= Homework =

* My Assessment Inventory is available electronically ([[File:My assessment inventory.doc]]). Type the answers that you have written on paper, on this electronic version. As soon as you download the inventory, first save it with a new filename, which includes your name. For instance, if your name is “Esther Phiri”, save the document with the name “My assessment inventory - Esther Phiri.doc”. Save the document to your ‘files area’ on the desktop, so that it will get copied to the server. Remember to bring the paper inventory for every session and fill up the electronic inventory every week, from now on.
* Do the activity of making Traffic Lights with your students. You can be creative about the use of materials depending on availability.
* Try Traffic Lights as a part of one or more teaching lessons. You could employ the help of classroom assistants (from your own or another class) to resolve the doubts of ‘red lights’ and ‘orange lights’; for example those with ‘green lights’ could then help their peers? Record your experience of using Traffic Lights and your students’ responses on the dictaphone.
* Read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’ that was distributed during Unit 2 Session 2. Note any issues that arise for discussion during the next session.
* Consider watching the video clip and the Power Point presentation together again during the week. This will help you in understanding the concept of AfL by seeing some examples from real classrooms.

OER4Schools/Introduction to Assessment for Learning

2012-06-20T05:50:01Z

Nd300: /* Activity Five: Homework */

{{OER4S}}

= Review of Classwork and Homework activities =

{{activity|Whole group discussion}}

* Did you type your responses to the '''questionnaire on group work''' on the Word document and upload it onto the server?
** How much time did it take for you to type everything?
** What is your assessment of your typing speed now compared to when you first came for the OER4Schools workshop? (Try thinking in terms of words per minute).
* You planned a '''group work activity''' using the Activity Template during the last session. Did you carry out the activity in class? If yes, share your experience by addressing the questions given below:
** Which aspect of group work did you choose as your agenda (that was also mentioned in the questionnaire for group work)?
** What was the lesson topic?
** On a scale from 1 to 5 (1 being the lowest and 5 being highest), how would you rate the effectiveness of the aspect of group work? Think in terms of achievement of learning objectives.
** What changes will you make when you repeat the same activity with another batch of pupils or with another topic?
* Did you carry out a group work activity using '''EtherPad'''? If yes, what was your open-ended question?
** How did your students respond to the activity? Share examples of: students’ discussion within their group, their written responses and their discussion across groups. Will you use EtherPad with the same aspect of group work again? Give reasons for your answer.
** For the EtherPad activity, were there any instances of the issues that were discussed during the last session such as, bully and free rider effect, learning of every member as a group responsibility etc. (refer to the last session, [[OER4Schools/3.6_Review_of_group_work|Unit 3 Session 6]], for more issues). How did you resolve these issues? What else can you do to resolve them?

= Objectives for this session =

* Learning to use inventory as a self-assessment measure
* Making and practising use of Traffic Lights
* Understanding the concepts of ‘Assessment’ and ‘Assessment for Learning’
* Knowing the key aspects of ‘Assessment for Learning’ such as principles, essentials and strategies

= Activity One: My assessment inventory =

{{activity|Individual work}} Complete the assessment inventory [[File:My assessment inventory.doc]]. First fill in your name next to the title. Then add the date in the first row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Lastly record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.

You will add to this inventory by completing another row at the beginning of each session on Assessment for Learning. Thus you can assess your own progress as the workshops proceed, and we can also see what you feel you are learning, purely for research purposes. (At CBS it will also be used to plan further sessions.) Please be honest about filling in your responses; this inventory will not be used to judge you.

{{ednote|text=
Orally repeat the guidelines given above regarding the sequence of filling up the inventory. Emphasise that only the assessment measures that participants have used should be recorded.

Remind the participants to bring the inventory to every session on assessment.
}}

= Activity Two: Traffic Lights =

Unit 4 is about ‘Assessment for Learning’ and not simply about ‘Assessment’. Before we proceed to understanding more about Assessment for Learning (AfL), let us make a resource called Traffic Lights for use during the session!

'''Traffic Lights''' is a useful resource for everyday use in classrooms in order to assess. We all know that Red, Orange and Green traffic lights on the road mean different things (Red means Stop; Orange means Get Ready and Green means Go). Their meanings for classroom application in the context of AfL are:
* RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.”
* ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.”
* GREEN means “I understand fully. I’m okay without help. I feel I have progressed a lot.”

There can be various ways of making Traffic Lights depending on the availability of materials. Some suggestions of different materials are:
* coloured paper (red, orange, green) such as charts, paper from old magazines etc.
* coloured packing cardboards such as toothpaste box
* coloured computer printouts
* cloth material
* coloured plastic bags
* coloured flags or
* simply coloured pencils or crayons (if each child has them).
Given below is one simple way of making them with a white A4 sheet of paper and marker pens.

{{ednote|text=
Provide the following materials to the participants so that they can make their own Traffic Lights:
* A4 sheets of paper (one per three participants, but it is always better to have some extra)
* Red, Orange and Green marker pens
* Crayons/ coloured pencils/ paints (if available)
* Scissors/ long scale (if available)

Normally 10-15 minutes are sufficient for this activity if enough material is available for each participant. Enough material means that there is negligible or no waiting time for using material.

Where materials for making traffic lights are not available in sufficient quantities for classroom use, you could think of alternatives, such as children giving various hand signals corresponding to red / yellow / green.
}}

{{activity|Individual work}} Follow these steps to make your own Traffic Lights for AfL (see pictures for reference):
* Take an A4 sheet of white paper. Fold it along the long side into 3 equal parts (one sheet can make 3 sets of Traffic Lights). Cut along the folds with scissors or tear using a long scale to make 3 strips of paper.
* Fold one strip further into 3 sections along the short side.
* Write ‘RED’, ‘ORANGE’ and ‘GREEN’ (in capitals and bold) using the right coloured marker pens (if possible) on the three different sections. You can colour them with respective colours if crayons, coloured pencils or paints are available.
* Now reverse the strip of paper or keep it upside down. Then,
**behind section RED, write: I’m stuck. I need some extra help. I don’t feel I have progressed.
** behind section ORANGE, write: I’m not quite sure. I need a little help. I feel I have made some progress.
** behind section GREEN, write: I understand fully. I’m okay without help. I feel I have progressed a lot.

{{activity|Whole Group}} What do you know about ‘Assessment for Learning’ at this stage? Show by holding up or putting forward on the table your Traffic Light!

{{ednote|text=
If the number of participants is 10 or less, make a note of the Traffic Light colour of each participant on a flip chart. You can prepare the flip chart with the participants’ names listed on it, in advance.
}}

= Activity Three: Introducing Assessment for Learning (AfL) =

{{activity|Whole Group}} Watch 2 segments of this video:

{{video|src=D7XpUqNnKtI|name=Formative Assessment in Schools.mp4}}

0:00 - 0.56 (introduction to AfL), 4.38 - end (example of 10-year-olds doing peer assessment)

In this video, Shirley Clarke explains the concept of ‘Assessment for Learning’ and its elements in brief. Some elements can also be seen in action.

{{activity|Whole Group}} Questions for reflection:
* How is the concept of AfL different from the commonly known notion of assessment?
* What are some of the elements of AfL that have been mentioned in the video?
* Which element(s) of AfL did you find most interesting? Why?

= Activity Four: Understanding ‘Assessment’ and ‘Assessment for Learning’ =

By now, you will have already discussed some of the points that will arise on this PowerPoint. Do a mental assessment to see if your understanding of assessment and AfL advances by watching the PowerPoint ([[File:Unit_4.1_Assessment and Assessment for Learning.ppt]]).

{{ednote|text=
Play the slideshow of the Power Point ‘[[File:Unit_4.1_Assessment and Assessment for Learning.ppt]]’. Read aloud the contents of the slides if you think it will help the participants.

During slide 8, tell participants that AfL strategies are in yellow ellipses.

During slide 11, ask participants to read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’ that was distributed during Unit 2 Session 2, as a homework task.

During slide 12 titled ‘Self-assessment’, ask the participants to show their understanding about assessment and AfL on their Traffic Lights. Then take the following steps:
* If anybody shows ‘orange light’ or ‘red light’, ask them the specific topic to which they are referring.
* Then ask other participants who have shown ‘green light’ to explain the topic to their peers.
* If doubts are still not resolved, record the topic and include it in your feedback about the session. Assure participants that you will get back with more information.
Remember the AfL strategies will be discussed in the upcoming sessions. So if doubts are about the strategies, inform the participants that the future sessions will cover them.

If you had prepared a flip chart with the traffic light of each participant before the activity, record their current light. You can also ask the participants to come up and write their current traffic light. This will help them to see their own progress.

}}
{{activity|Whole Group}} Questions for reflection on PowerPoint
* What steps, do you anticipate, you will have to take to implement AfL in your classrooms?
* What issues do you think will arise in implementing AfL in your classrooms? Discuss ways of resolving them with your peers.
* Are there any current practices which are useful or can become useful for AfL with some modifications? For example, current practice of marking notebooks can include qualitative feedback. Discuss these practices, the modifications and their use for AfL with examples.
* Do you think ‘Traffic Lights’ is a useful strategy for AfL? Why? (Tips: targeted help, self-assessment etc)
* How would you respond to each colour when using Traffic Lights in your classroom?

= Homework =

* My Assessment Inventory is available electronically ([[File:My assessment inventory.doc]]). Type the answers that you have written on paper, on this electronic version. As soon as you download the inventory, first save it with a new filename, which includes your name. For instance, if your name is “Esther Phiri”, save the document with the name “My assessment inventory - Esther Phiri.doc”. Save the document to your ‘files area’ on the desktop, so that it will get copied to the server. Remember to bring the paper inventory for every session and fill up the electronic inventory every week, from now on.
* Do the activity of making Traffic Lights with your students. You can be creative about the use of materials depending on availability.
* Try Traffic Lights as a part of one or more teaching lessons. You could employ the help of classroom assistants (from your own or another class) to resolve the doubts of ‘red lights’ and ‘orange lights’; for example those with ‘green lights’ could then help their peers? Record your experience of using Traffic Lights and your students’ responses on the dictaphone.
* Read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’ that was distributed during Unit 2 Session 2. Note any issues that arise for discussion during the next session.
* Consider watching the video clip and the Power Point presentation together again during the week. This will help you in understanding the concept of AfL by seeing some examples from real classrooms.

OER4Schools/Introduction to Assessment for Learning

2012-06-18T15:06:18Z

Nd300: /* Activity Four: Understanding ‘Assessment’ and ‘Assessment for Learning’ */

{{OER4S}}

= Review of Classwork and Homework activities =

{{activity|Whole group discussion}}

* Did you type your responses to the '''questionnaire on group work''' on the Word document and upload it onto the server?
** How much time did it take for you to type everything?
** What is your assessment of your typing speed now compared to when you first came for the OER4Schools workshop? (Try thinking in terms of words per minute).
* You planned a '''group work activity''' using the Activity Template during the last session. Did you carry out the activity in class? If yes, share your experience by addressing the questions given below:
** Which aspect of group work did you choose as your agenda (that was also mentioned in the questionnaire for group work)?
** What was the lesson topic?
** On a scale from 1 to 5 (1 being the lowest and 5 being highest), how would you rate the effectiveness of the aspect of group work? Think in terms of achievement of learning objectives.
** What changes will you make when you repeat the same activity with another batch of pupils or with another topic?
* Did you carry out a group work activity using '''EtherPad'''? If yes, what was your open-ended question?
** How did your students respond to the activity? Share examples of: students’ discussion within their group, their written responses and their discussion across groups. Will you use EtherPad with the same aspect of group work again? Give reasons for your answer.
** For the EtherPad activity, were there any instances of the issues that were discussed during the last session such as, bully and free rider effect, learning of every member as a group responsibility etc. (refer to the last session, [[OER4Schools/3.6_Review_of_group_work|Unit 3 Session 6]], for more issues). How did you resolve these issues? What else can you do to resolve them?

= Objectives for this session =

* Learning to use inventory as a self-assessment measure
* Making and practising use of Traffic Lights
* Understanding the concepts of ‘Assessment’ and ‘Assessment for Learning’
* Knowing the key aspects of ‘Assessment for Learning’ such as principles, essentials and strategies

= Activity One: My assessment inventory =

{{activity|Individual work}} Complete the assessment inventory [[File:My assessment inventory.doc]]. First fill in your name next to the title. Then add the date in the first row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Lastly record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.

You will add to this inventory by completing another row at the beginning of each session on Assessment for Learning. Thus you can assess your own progress as the workshops proceed, and we can also see what you feel you are learning, purely for research purposes. (At CBS it will also be used to plan further sessions.) Please be honest about filling in your responses; this inventory will not be used to judge you.

{{ednote|text=
Orally repeat the guidelines given above regarding the sequence of filling up the inventory. Emphasise that only the assessment measures that participants have used should be recorded.

Remind the participants to bring the inventory to every session on assessment.
}}

= Activity Two: Traffic Lights =

Unit 4 is about ‘Assessment for Learning’ and not simply about ‘Assessment’. Before we proceed to understanding more about Assessment for Learning (AfL), let us make a resource called Traffic Lights for use during the session!

'''Traffic Lights''' is a useful resource for everyday use in classrooms in order to assess. We all know that Red, Orange and Green traffic lights on the road mean different things (Red means Stop; Orange means Get Ready and Green means Go). Their meanings for classroom application in the context of AfL are:
* RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.”
* ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.”
* GREEN means “I understand fully. I’m okay without help. I feel I have progressed a lot.”

There can be various ways of making Traffic Lights depending on the availability of materials. Some suggestions of different materials are:
* coloured paper (red, orange, green) such as charts, paper from old magazines etc.
* coloured packing cardboards such as toothpaste box
* coloured computer printouts
* cloth material
* coloured plastic bags
* coloured flags or
* simply coloured pencils (if each child has them).
Given below is one simple way of making them with a white A4 sheet of paper and marker pens.

{{ednote|text=
Provide the following materials to the participants so that they can make their own Traffic Lights:
* A4 sheets of paper (one per three participants, but it is always better to have some extra)
* Red, Orange and Green marker pens
* Crayons/ coloured pencils/ paints (if available)
* Scissors/ long scale (if available)

Normally 10-15 minutes are sufficient for this activity if enough material is available for each participant. Enough material means that there is negligible or no waiting time for using material.
}}

{{activity|Individual work}} Follow these steps to make your own Traffic Lights for AfL (see pictures for reference):
* Take an A4 sheet of white paper. Fold it along the long side into 3 equal parts (one sheet can make 3 sets of Traffic Lights). Cut along the folds with scissors or tear using a long scale to make 3 strips of paper.
* Fold one strip further into 3 sections along the short side.
* Write ‘RED’, ‘ORANGE’ and ‘GREEN’ (in capitals and bold) using the right coloured marker pens (if possible) on the three different sections. You can colour them with respective colours if crayons, coloured pencils or paints are available.
* Now reverse the strip of paper or keep it upside down. Then,
**behind section RED, write: I’m stuck. I need some extra help. I don’t feel I have progressed.
** behind section ORANGE, write: I’m not quite sure. I need a little help. I feel I have made some progress.
** behind section GREEN, write: I understand fully. I’m okay without help. I feel I have progressed a lot.

{{activity|Whole Group}} What do you know about ‘Assessment for Learning’ at this stage? Show by holding up or putting forward on the table your Traffic Light!

{{ednote|text=
If the number of participants is 10 or less, make a note of the Traffic Light colour of each participant on a flip chart. You can prepare the flip chart with the participants’ names listed on it, in advance.
}}

= Activity Three: Introducing Assessment for Learning (AfL) =

{{activity|Whole Group}} Watch 2 segments of this video:

{{video|src=D7XpUqNnKtI|name=Formative Assessment in Schools.mp4}}

0:00 - 0.56 (introduction to AfL), 4.38 - end (example of 10-year-olds doing peer assessment)

In this video, Shirley Clarke explains the concept of ‘Assessment for Learning’ and its elements in brief. Some elements can also be seen in action.

{{activity|Whole Group}} Questions for reflection:
* How is the concept of AfL different from the commonly known notion of assessment?
* What are some of the elements of AfL that have been mentioned in the video?
* Which element(s) of AfL did you find most interesting? Why?

= Activity Four: Understanding ‘Assessment’ and ‘Assessment for Learning’ =

By now, you will have already discussed some of the points that will arise on this PowerPoint. Do a mental assessment to see if your understanding of assessment and AfL advances by watching the PowerPoint ([[File:Unit_4.1_Assessment and Assessment for Learning.ppt]]).

{{ednote|text=
Play the slideshow of the Power Point ‘[[File:Unit_4.1_Assessment and Assessment for Learning.ppt]]’. Read aloud the contents of the slides if you think it will help the participants.

During slide 8, tell participants that AfL strategies are in yellow ellipses.

During slide 11, ask participants to read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’ that was distributed during Unit 2 Session 2, as a homework task.

During slide 12 titled ‘Self-assessment’, ask the participants to show their understanding about assessment and AfL on their Traffic Lights. Then take the following steps:
* If anybody shows ‘orange light’ or ‘red light’, ask them the specific topic to which they are referring.
* Then ask other participants who have shown ‘green light’ to explain the topic to their peers.
* If doubts are still not resolved, record the topic and include it in your feedback about the session. Assure participants that you will get back with more information.
Remember the AfL strategies will be discussed in the upcoming sessions. So if doubts are about the strategies, inform the participants that the future sessions will cover them.

If you had prepared a flip chart with the traffic light of each participant before the activity, record their current light. You can also ask the participants to come up and write their current traffic light. This will help them to see their own progress.

}}
{{activity|Whole Group}} Questions for reflection on PowerPoint
* What steps, do you anticipate, you will have to take to implement AfL in your classrooms?
* What issues do you think will arise in implementing AfL in your classrooms? Discuss ways of resolving them with your peers.
* Are there any current practices which are useful or can become useful for AfL with some modifications? For example, current practice of marking notebooks can include qualitative feedback. Discuss these practices, the modifications and their use for AfL with examples.
* Do you think ‘Traffic Lights’ is a useful strategy for AfL? Why? (Tips: targeted help, self-assessment etc)
* How would you respond to each colour when using Traffic Lights in your classroom?

= Activity Five: Homework =

* My Assessment Inventory is available electronically ([[File:My assessment inventory.doc]]). Type the answers that you have written on paper, on this electronic version. As soon as you download the inventory, first save it with a new filename, which includes your name. For instance, if your name is “Esther Phiri”, save the document with the name “My assessment inventory - Esther Phiri.doc”. Save the document to your ‘files area’ on the desktop, so that it will get copied to the server. Remember to bring the paper inventory for every session and fill up the electronic inventory every week, from now on.
* Do the activity of making Traffic Lights with your students. You can be creative about the use of materials depending on availability.
* Try Traffic Lights as a part of one or more teaching lessons. You could employ the help of classroom assistants (from your own or another class) to resolve the doubts of ‘red lights’ and ‘orange lights’; for example those with ‘green lights’ could then help their peers? Record your experience of using Traffic Lights and your students’ responses on the dictaphone.
* Read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’ that was distributed during Unit 2 Session 2. Note any issues that arise for discussion during the next session.
* Consider watching the video clip and the Power Point presentation together again during the week. This will help you in understanding the concept of AfL by seeing some examples from real classrooms.

OER4Schools/Introduction to Assessment for Learning

2012-06-11T14:32:15Z

Nd300:

OER4Schools/Review of group work

2012-06-11T10:41:47Z

Nd300: /* Review of homework */

OER4Schools/Group work Same task and different tasks group work

2012-06-07T15:43:35Z

Nd300: /* Activity Two: Same-task group work and different-tasks group work */

{{OER4S}}[[Category:Group work]]

[[Image:Abel unit 3 IMG_0488.jpg|thumb]]

= Objectives =
Objectives for this session are:
* Understanding what genuine groupwork is (not just sitting in a group formation!)
* Learning about the rationale for doing group work - learners share responsibility for learning, research shows benefits for individuals of collaborative learning
* Practising questions for group work that involves same-task and different-tasks

= Workshop =
== Activity One: Power Point presentation ==

{{Ednote|text=For this activity, you will need:

* the power point presentation [[File:Unit 3.1 Group Work for Interactive Teaching.ppt]].
* the projector linked to your computer.
* a flip chart or blackboard with the heading ‘A significant aspect about group work that I have just learned is...’

When most participants have read one slide press any key to move to the next slide.You can read the slides aloud if you think it will benefit the participants. }}Watch the power point presentation about group work. Write one significant aspect about group work that you have learned from this power point on a piece of paper. Stick them up on a board/wall with sticky tape or lay them out on a table for everyone to see.

{{Ednote|text=Participants need not write their names on the sheets.Allow participants to read other people’s contributions. Read out a few notes that you think are important to be highlighted for the whole group.}}

== Activity Two: Same-task group work and different-tasks group work ==

'''Same-task group work''' involves assigning the same problem to each group. Each group’s presentation provides a different perspective/way of solving the problem. For example,

* “''A farmer has a plot of land of size 30 metres x 20 metres. He has to plant 60 trees and 20 shrubs. Which pattern of planting would you suggest to the farmer? Why? Consider that the shrubs should not be shadowed by the trees so that they get light.”''
* ''“New classrooms are being built for grades one and two in another rural area.Tables and chairs are needed for these classrooms. Give suggestions about the size and shape of the tables and chairs to the headmaster. Each group can give one suggestion for a table and a chair. Explain your suggestions with reasons.”''

'''Different-tasks group work''' involves assigning different aspects of the same problem to each group. Each group’s presentation is like a piece of the jigsaw that completes the whole picture. For example,
* “''The Zambian health minister has asked you to make handouts/pamphlets about diseases. The pamphlets will be distributed in hospitals to inform people about prevention of diseases. The diseases for which handouts are needed are: (a) Tuberculosis; (b) Malaria and (c) HIV/AIDS. Three groups will work on the different diseases. In your group, consider which information you want to include and why.”  ''
* ''“The local environment committee has observed that pollution is increasing in your area. They have asked you to find out the reasons for increasing pollution and suggest ways to decrease it. Prepare a presentation for different types of pollution: (a) air pollution, (b) water pollution, (c) noise pollution and (d) soil pollution.”''

{{activity|Whole group}} Discuss:
* What are your general observations about questions for group work?
* How are the questions for same-task group work different from different-tasks group work? What is the advantage of setting different tasks to groups?
* Suggest a topic that you could teach through same-task group work.
* Suggest topics that you could teach through different-tasks group work.

{{Ednote|text=Reinforce that questions for group work are more motivating when presented as real life problems. Also presentations are more interesting to hear when they are all focused on a different question.

Then highlight the important aspects of the problem that groups should consider. This increases the challenge for the group work.Carry out the last two bullet points (about topics) like a brainstorm. Record the answers on a flip chart or blackboard so that participants can see them during Activity 3. You could ask a volunteer to write them.}}

== Activity Three: Forming questions for group work ==

{{Ednote|text=Prepare labels (G1, G2 and G3) for group work in advance and place them on tables before this activity. }}Stand in a queue. Each person says a number from ‘1’ to ‘3’ at their turn. So, the first person says ‘1’, second says ‘2’ and third says ‘3’. then fourth says ‘1’, fifth says ‘2’ and sixth says ‘3’ and so on. Everybody who said ‘1’ should form group one (G1). Similarly, everybody who said ‘2’ and ‘3’ should form group two (G2) and group three (G3) respectively.Sit on the tables marked with your group number. In the classroom this is an effective way of randomly allocating pupils to groups and it avoids friendship or ability groupings.

{{Ednote|text=Allow 15-20 minutes for group activity. Indicate the time left 5 minutes before the allotted time. }} '''<nowiki>[Group Activity]</nowiki>''' Formulate open-ended questions that can be assigned to groups during a forthcoming group work activity in your classroom. Each group (G1, G2 and G3) should formulate at least one same-task group work question and one different-tasks group work question. You can devise more questions if there is time.

{{Ednote|text=Visit each group at least once during the activity. Remind group members to:

* Encourage participation/suggestions from all members.
* Accept suggestions only if they agree, otherwise ask questions.
* Negotiate the topic, scope and language of the questions that they are forming.
* Keep an eye on the time.

}}

Allot a number (1, 2, 3... number of members) for each group member. Keep it a secret from your facilitator i.e. do not tell who has which number to your facilitator. All group members should know this information. For young children, assign them a number so they don’t waste time deciding which number to be.

{{activity|Whole Group}} After the activity, the facilitator calls out a number (1 to number of members). For example, if maximum number of group members is 4; facilitator can say any number from 1 to 4. The group member with this number will present the questions on behalf of the group. Similar procedure is followed for groups G2 and G3.

This procedure means no-one knows in advance who will have to present, so everyone gets involved in case it is them!

Discuss:
* How well did your group work together? Did everyone participate equally? How would you rate your group work on a scale of 1 to 5 (5 is most effective)? Why? Use the ideas in the Powerpoint presentation as criteria for judging effectiveness (see [[File:Unit 3.1 Group Work for Interactive Teaching.ppt]]).
* Choose one or more questions that you could use in your class this week
* Are there any aspects of group work that you foresee as potential problems? How will you solve them?

== Video watching ==

These clips show Eness, a teacher in a community school near Lusaka, interacting with a Grade 3 class. The children are devising their own classifications of animals depicted in photographs on tablet computers, and recording their ideas on mini-blackboards. There is one clip of pupils working alone, then one with the teacher present.

{{activity|stimulus}} See videos: Eness_vertebrates_6.mp4 (2 mins. 38), Eness_vertebrates_7.mp4 (3 mins. 45).

{{video|src=9h5vrt-C0V0|duration=2:39|name=19 Eness 3 vertebrates 6}}
{{video|src=IqB0s7gf3AA|duration=3:46|name=19 Eness 3 vertebrates 7}}

{{activity|whole group discussion}}

* What was the teacher able to achieve in this small group work that would be difficult in the whole class?
* What is the role of the teacher during group work in these clips?
* How did the teacher involve all pupils in the discussion?

{{video|src=JeCjZW370CQ|name=new Abel clip 4.m4v|title=}}

In this lesson Grade 7 pupils in a semi-rural government school near Chongwe were exploring the relationship between area and perimeter. They worked in groups, using Geogebra software on netbook computers.

Suggested questions for reflection are:

* What is the role of the teacher during group work in this clip?
* How does a teacher know when to intervene?
* How can a teacher encourage peer support during group work? Would Abel’s technique of bringing in older pupils or faster learners to help their peers aid a teacher with a large class?
* How did the use of ICT help the learners’ enquiry?

Suggested questions for reflections on both videos:

* What would you do in your classroom while your pupils are engaged in group work?
* How would you encourage all pupils to be involved in the group work?
* How would you ensure that all pupils have contributed to the final output of group work?

{{Ednote|text=

Research shows that teachers intervene in groupwork too much/too soon, however the Abel clip shows the importance of picking up on misunderstandings before they completely obstruct progress. It’s also important to know when groups are finished and need another challenge.

It’s not easy to make a decision about when to intervene – it’s a fine balance. Try to circulate and eavesdrop on groups before deciding where to intervene.

}}

= Follow-up activities =

1. One volunteer from each group G1, G2 and G3 (formed during Activity 2.3) should post their questions on the googlegroups for all participants. Other participants should reply with a comment when they have seen the questions.

2. Carry out one same-task group work and one different-tasks group work in your classroom. You could use the questions that were formed during Activity 2.3. Plan in advance: (a) how will you form the groups, (b) what will you do while pupils are engaged, (c) how will you ensure that all pupils are participating and (d) how will you encourage agreement, disagreement and negotiation?

Try out the numbering strategy for randomly selecting the presenter.

3. Can you suggest at least 3 other ways in which you might select group members at random for giving a presentation? (if uncertain, refer back to the document “Increasing participation in answering questions”: Unit 2, session 3, activity 2).

OER4Schools/Supporting reasoning and managing group work

2012-05-14T11:10:05Z

Nd300: /* Activity One: Reinforcing understanding of group work */

{{OER4S}}

= Review of homework and classroom activities =

[[Image:oer4s groupwork general2.jpg|300px]]

== Whole group discussion: Concept mapping ==

* Did you try drawing concept maps on the netbooks? Were you able to use coloured boxes? Briefly share issues that you were able to resolve. Discuss issues that are still not resolved.
* Did you try the concept mapping activity with pupils in your class? How did the pupils respond to the activity, especially reasoning and building on each other’s responses? If they did this, how were you able to achieve it? Share specific examples of pupil talk and teacher talk.
* Did you use a digital projector in the class? Was it useful for the concept mapping activity? Why?
* What would you change when you carry out the concept mapping activity again? Make a note for yourself about any changes so you can remember for next time.

Get into the same three groups that were formed during the last session for same-task and different-tasks activity (Unit 3 Session 1, Activity 3)

[[Image:oer4s freemind concept map.jpg|300px]]

== Small group discussion: Groupwork activities ==

* The volunteers who posted questions for group work on the googlegroups should share their experience of working on googlegroups. How difficult or easy was this? Would you recommend other participants to try it? What advice would you give them?
* Did you carry out a same-task group work activity in your class? Which topic did you choose? Was there any pupil learning about the topic that could be achieved through group work but would not be possible through whole class teaching? Elaborate your answer.
* Did you carry out a different-tasks group work activity in your class? What were the advantages of this type of group work? Share specific examples.
* What issues did you face while teaching through group work? Specifically think about challenges related to pupils’ interaction with each other such as involving all members in discussion, dominant and shy pupils, agreement and disagreement, and noise. How did you resolve these issues? Write a note for yourself about the steps you will take to resolve these issues next time.

= Objectives for this session=

* Substantiating uses of group work for teaching and learning
* Learning to manage group work effectively in the classroom
* Learning different organisational strategies for group work

= Activity One: Reinforcing understanding of group work =

'''Magic Microphone for reasoning '''

'''A<nowiki> [</nowiki>Individual activity]''' Think of answers to the question below. You can write them on a mini-blackboard or sheet of paper for reference during the activity. Think of as many answers as possible and '''give a reason in each case.''' (Tip: think of the Powerpoint presentation about questioning strategies that you saw in the previous session and draw on your own experience of carrying out group work in the classroom.)

* '''When would you use group work in your classroom? Why? '''Give concrete examples of specific lesson activities where possible. For example,
** when a topic has many sub-topics '''because '''the sub-topics can be mastered by small groups and then taught to other groups, as in different types of pollution
** <nowiki>when summarising the topic that has extended over many lessons [give example] </nowiki>'''because''' pupils can remind each other about the things that they have learnt without repetition by the teacher
** <nowiki>when applications of a topic [give example] are being discussed </nowiki>'''because''' there can be many answers for this

{{Ednote|text=

We did a simple version of the magic microphone activity in Unit 2 Session 1. Now we are taking this to the next level to explicitly promote '''reasoning''' among participants as well as pupils.

For this activity, you will need a prop such as a stick, a pen, a ball or an empty water bottle.

Allow 8-10 minutes thinking time before passing around the prop.

}}

'''B<nowiki> [</nowiki>Whole group] '''Pass a prop around. Whoever has the prop answers the question above and gives their reason(s).

{{Ednote|text=

Ask every participant to contribute one answer initially, with a '''reason'''. Encourage them to avoid repeating an answer that has been already said. In the end, if time permits, you can ask participants to contribute any reason that they have written but has not yet been said by any other participant.

Emphasise that participants should give reasons for their answers or answer the ‘why’ question. Ideally they should mention a specific lesson topic example.

Some examples of expected answers are:

* when peers can be useful learning resources for each other
* to encourage sharing, reasoning and challenging of ideas
* to support pupils’ construction and articulation of their own understanding of problems, processes or concepts
* when groups can usefully each contribute one part to a larger whole task
* when the teacher wants learners to investigate a topic for themselves and present their findings to the class for other groups to learn from, perhaps via comparison of findings
* when teacher attention is required for conceptual learning of a small number of participants at one time
* at any stage of the lesson: introduction, development and consolidation

If any of the points above are not mentioned by participants, you can state them in the end.

}}

= Activity Two: Managing group work =

{{Ednote|text=

Place three containers (or sheets of paper) on the table. Label them ‘same-task’, ‘different-tasks’ and ‘both’.

}}

Write your name on a slip (small piece) of paper and fold it. Drop your name slip in the ‘same-task’ container if you are confident about carrying out same-task group activity in the class. Similarly, drop it in the container ‘different-tasks’ if you are confident about carrying out different-tasks and ‘both’ container if you are confident about ‘both’.

{{Ednote|text=

Pull out one name from each container and group them together as Group 1 (G1). Similarly form groups G2 and G3.

If there are too many names in one container and too few in another, choose another strategy of forming groups from the document ‘Group composition and formation’.
}}

The three mixed groups will work on different aspects of managing group work in classroom. They are:

* G1: Group composition and formation ([[File:Group Composition and Formation.pdf]])
* G2: Ground rules during group work ([[File:Ground Rules.pdf]])
* G3: Group size and seating arrangement ([[File:Group Size and Seating Arrangement.pdf]])

Read the document for your group. Do the group tasks mentioned in your document.

Group G2 will watch a video during their task.

At the end, present what you have learned about managing group work for the benefit of other participants (see details in your document).

{{Ednote|text=

{{video|name=How to Involve Students in Setting Up Their Own Ground Rules|duration=4:08|src=uBk4Hq4IEx8}}

Before the session starts prepare this video clip for G2 to access on a netbook. Ask G2 members to sit near the netbook during the task.

Allow G1 and G3 participants to choose an area where they wish to work.

Distribute the document ‘Group composition and formation’ to G1, ‘Ground rules’ to G2 and ‘Group size and seating arrangement’ to G3 at this stage.

Allow 30 minutes for the group tasks. After 20 minutes, remind the groups that they should start preparing their presentation if they have not already done so.

Visit each group during the group task. Assist them if they need help in understanding the information in the document or group task. Ask questions to monitor understanding. Suggest ideas only if the participants ask for your suggestions.

Ensure that all participants have all documents before the presentations at the end of this activity.

}}

= Activity Three: Reflection on video =

{{video|name=Primary Science - Classroom Organisation|duration=19:47|src=Kz2c5OJ5Yx0}}

This video shows some classroom organisational strategies mainly around group work. Although the video describes science teaching in the UK context, the principles are generic and can be applied in various curriculum areas and contexts. The organisation called the ‘circus of activities’ is commonly known as a ‘carousel’.

'''Suggested questions for reflection on video:'''

* Summarise the '''different classroom organisation strategies''' that you saw in this video:
** Whole class introduction
** Whole class doing same practical activity
** Groups doing different practical activities
** Circus of activities or carousel of activities
** One group only doing science
** Whole class demonstration
** Sharing science books with the whole class

* What is '''one new thing that you have learned''' from this video? How can you transfer what you have learned to another curriculum area besides science?

* How did the teachers in this video make '''use of ICT resources during group work'''? Suggest some ways in which you can use those or other ICT resources in your classroom? (You can also think of improvising with the materials available in your surroundings, if there is no ICT)

* What is the role of teachers before the group work and after the group work? Is it different from your current practice? If yes, in what ways is it different?

* What did the teachers in the video do while the pupils were doing group work? Is it different from your current practice? If yes, what changes, if any, would you like to make for effective group work in your class?

* What do you think about noise in the classroom during group work from this video? What can you do to make sure that noise is productive during group work?

= Homework =

* Try the magic microphone activity with '''reasoning '''in your class. Form an open question that is related to the topic that they are learning followed by ‘why’. Encourage them to answer the ‘why’ question.
* List examples of objectives that can be achieved through different types of groups in the document ‘Group composition and formation’.
* During Activity Two you read one document on managing group work. Read the other two documents. Write down any questions that you might have about them.
* Try one new organisational strategy that you saw in the video in your classroom, in any curriculum area.

OER4Schools/Supporting reasoning and managing group work

2012-05-14T11:08:59Z

Nd300: /* Activity One: Reinforcing understanding of group work */

{{OER4S}}

= Review of homework and classroom activities =

[[Image:oer4s groupwork general2.jpg|300px]]

== Whole group discussion: Concept mapping ==

* Did you try drawing concept maps on the netbooks? Were you able to use coloured boxes? Briefly share issues that you were able to resolve. Discuss issues that are still not resolved.
* Did you try the concept mapping activity with pupils in your class? How did the pupils respond to the activity, especially reasoning and building on each other’s responses? If they did this, how were you able to achieve it? Share specific examples of pupil talk and teacher talk.
* Did you use a digital projector in the class? Was it useful for the concept mapping activity? Why?
* What would you change when you carry out the concept mapping activity again? Make a note for yourself about any changes so you can remember for next time.

Get into the same three groups that were formed during the last session for same-task and different-tasks activity (Unit 3 Session 1, Activity 3)

[[Image:oer4s freemind concept map.jpg|300px]]

== Small group discussion: Groupwork activities ==

* The volunteers who posted questions for group work on the googlegroups should share their experience of working on googlegroups. How difficult or easy was this? Would you recommend other participants to try it? What advice would you give them?
* Did you carry out a same-task group work activity in your class? Which topic did you choose? Was there any pupil learning about the topic that could be achieved through group work but would not be possible through whole class teaching? Elaborate your answer.
* Did you carry out a different-tasks group work activity in your class? What were the advantages of this type of group work? Share specific examples.
* What issues did you face while teaching through group work? Specifically think about challenges related to pupils’ interaction with each other such as involving all members in discussion, dominant and shy pupils, agreement and disagreement, and noise. How did you resolve these issues? Write a note for yourself about the steps you will take to resolve these issues next time.

= Objectives for this session=

* Substantiating uses of group work for teaching and learning
* Learning to manage group work effectively in the classroom
* Learning different organisational strategies for group work

= Activity One: Reinforcing understanding of group work =

'''Magic Microphone for reasoning '''

'''A<nowiki> [</nowiki>Individual activity]''' Think of answers to the question below. You can write them on a mini-blackboard or sheet of paper for reference during the activity. Think of as many answers as possible and '''give a reason in each case.''' (Tip: think of the Powerpoint presentation about questioning strategies that you saw in the previous session and draw on your own experience of carrying out group work in the classroom.)

* '''When would you use group work in your classroom? Why? '''Give concrete examples of specific lesson activities where possible. For example,
** when a topic has many sub-topics '''because '''the sub-topics can be mastered by small groups and then taught to other groups, as in different types of pollution
** <nowiki>when summarising the topic that has extended over many lessons [give example] </nowiki>'''because''' pupils can remind each other about the things that they have learnt without repetition by the teacher
** <nowiki>when applications of a topic [give example] are being discussed </nowiki>'''because''' there can be many answers for this

{{Ednote|text=

We did a simple version of this activity in Unit 2 Session 1. Now we are taking this to the next level to explicitly promote '''reasoning''' among participants as well as pupils.

For this activity, you will need a prop such as a stick, a pen, a ball or an empty water bottle.

Allow 8-10 minutes thinking time before passing around the prop.

}}

'''B<nowiki> [</nowiki>Whole group] '''Pass a prop around. Whoever has the prop answers the question above and gives their reason(s).

{{Ednote|text=

Ask every participant to contribute one answer initially, with a '''reason'''. Encourage them to avoid repeating an answer that has been already said. In the end, if time permits, you can ask participants to contribute any reason that they have written but has not yet been said by any other participant.

Emphasise that participants should give reasons for their answers or answer the ‘why’ question. Ideally they should mention a specific lesson topic example.

Some examples of expected answers are:

* when peers can be useful learning resources for each other
* to encourage sharing, reasoning and challenging of ideas
* to support pupils’ construction and articulation of their own understanding of problems, processes or concepts
* when groups can usefully each contribute one part to a larger whole task
* when the teacher wants learners to investigate a topic for themselves and present their findings to the class for other groups to learn from, perhaps via comparison of findings
* when teacher attention is required for conceptual learning of a small number of participants at one time
* at any stage of the lesson: introduction, development and consolidation

If any of the points above are not mentioned by participants, you can state them in the end.

}}

= Activity Two: Managing group work =

{{Ednote|text=

Place three containers (or sheets of paper) on the table. Label them ‘same-task’, ‘different-tasks’ and ‘both’.

}}

Write your name on a slip (small piece) of paper and fold it. Drop your name slip in the ‘same-task’ container if you are confident about carrying out same-task group activity in the class. Similarly, drop it in the container ‘different-tasks’ if you are confident about carrying out different-tasks and ‘both’ container if you are confident about ‘both’.

{{Ednote|text=

Pull out one name from each container and group them together as Group 1 (G1). Similarly form groups G2 and G3.

If there are too many names in one container and too few in another, choose another strategy of forming groups from the document ‘Group composition and formation’.
}}

The three mixed groups will work on different aspects of managing group work in classroom. They are:

* G1: Group composition and formation ([[File:Group Composition and Formation.pdf]])
* G2: Ground rules during group work ([[File:Ground Rules.pdf]])
* G3: Group size and seating arrangement ([[File:Group Size and Seating Arrangement.pdf]])

Read the document for your group. Do the group tasks mentioned in your document.

Group G2 will watch a video during their task.

At the end, present what you have learned about managing group work for the benefit of other participants (see details in your document).

{{Ednote|text=

{{video|name=How to Involve Students in Setting Up Their Own Ground Rules|duration=4:08|src=uBk4Hq4IEx8}}

Before the session starts prepare this video clip for G2 to access on a netbook. Ask G2 members to sit near the netbook during the task.

Allow G1 and G3 participants to choose an area where they wish to work.

Distribute the document ‘Group composition and formation’ to G1, ‘Ground rules’ to G2 and ‘Group size and seating arrangement’ to G3 at this stage.

Allow 30 minutes for the group tasks. After 20 minutes, remind the groups that they should start preparing their presentation if they have not already done so.

Visit each group during the group task. Assist them if they need help in understanding the information in the document or group task. Ask questions to monitor understanding. Suggest ideas only if the participants ask for your suggestions.

Ensure that all participants have all documents before the presentations at the end of this activity.

}}

= Activity Three: Reflection on video =

{{video|name=Primary Science - Classroom Organisation|duration=19:47|src=Kz2c5OJ5Yx0}}

This video shows some classroom organisational strategies mainly around group work. Although the video describes science teaching in the UK context, the principles are generic and can be applied in various curriculum areas and contexts. The organisation called the ‘circus of activities’ is commonly known as a ‘carousel’.

'''Suggested questions for reflection on video:'''

* Summarise the '''different classroom organisation strategies''' that you saw in this video:
** Whole class introduction
** Whole class doing same practical activity
** Groups doing different practical activities
** Circus of activities or carousel of activities
** One group only doing science
** Whole class demonstration
** Sharing science books with the whole class

* What is '''one new thing that you have learned''' from this video? How can you transfer what you have learned to another curriculum area besides science?

* How did the teachers in this video make '''use of ICT resources during group work'''? Suggest some ways in which you can use those or other ICT resources in your classroom? (You can also think of improvising with the materials available in your surroundings, if there is no ICT)

* What is the role of teachers before the group work and after the group work? Is it different from your current practice? If yes, in what ways is it different?

* What did the teachers in the video do while the pupils were doing group work? Is it different from your current practice? If yes, what changes, if any, would you like to make for effective group work in your class?

* What do you think about noise in the classroom during group work from this video? What can you do to make sure that noise is productive during group work?

= Homework =

* Try the magic microphone activity with '''reasoning '''in your class. Form an open question that is related to the topic that they are learning followed by ‘why’. Encourage them to answer the ‘why’ question.
* List examples of objectives that can be achieved through different types of groups in the document ‘Group composition and formation’.
* During Activity Two you read one document on managing group work. Read the other two documents. Write down any questions that you might have about them.
* Try one new organisational strategy that you saw in the video in your classroom, in any curriculum area.

OER4Schools/Group work Same task and different tasks group work

2012-04-03T11:28:36Z

Nd300: /* Activity 3: Forming questions for group work */

{{OER4S}}

[[Image:Abel unit 3 IMG_0488.jpg|thumb]]

= Objectives =
Objectives for this session are:
* Understanding what genuine groupwork is (not just sitting in a group formation!)
* Learning about the rationale for doing group work - learners share responsibility for learning, research shows benefits for individuals of collaborative learning
* Practising questions for group work that involves same-task and different-tasks

== Activity One: Power Point presentation ==

{{Ednote|text=For this activity, you will need:

* the power point presentation [[File:Unit 3.1 Group Work for Interactive Teaching.ppt]].
* the projector linked to your computer.
* a flip chart or blackboard with the heading ‘A significant aspect about group work that I have just learned is...’

When most participants have read one slide press any key to move to the next slide.You can read the slides aloud if you think it will benefit the participants. }}Watch the power point presentation about group work. Write one significant aspect about group work that you have learned from this power point on a piece of paper. Stick them up on a board/wall with sticky tape or lay them out on a table for everyone to see.

{{Ednote|text=Participants need not write their names on the sheets.Allow participants to read other people’s contributions. Read out a few notes that you think are important to be highlighted for the whole group.}}

== Activity Two: Same-task group work and different-tasks group work ==

Same-task group work''' involves assigning the same problem to each group. Each group’s presentation provides a different perspective/way of solving the problem. For example,

* “''A farmer has a plot of land of size 30 metres x 20 metres. He has to plant 60 trees and 20 shrubs. Which pattern of planting would you suggest to the farmer? Why? Consider that the shrubs should not be shadowed by the trees so that they get light.”''
* ''“New classrooms are being built for grades one and two in another rural area.Tables and chairs are needed for these classrooms. Give suggestions about the size and shape of the tables and chairs to the headmaster. Each group can give one suggestion for a table and a chair. Explain your suggestions with reasons.”''

'''Different-tasks group work''' involves assigning different aspects of the same problem to each group. Each group’s presentation is like a piece of the jigsaw that completes the whole picture. For example,
* “''The Zambian health minister has asked you to make handouts/pamphlets about diseases. The pamphlets will be distributed in hospitals to inform people about prevention of diseases. The diseases for which handouts are needed are: (a) Tuberculosis; (b) Malaria and (c) HIV/AIDS. Three groups will work on the different diseases. In your group, consider which information you want to include and why.”  ''
* ''“The local environment committee has observed that pollution is increasing in your area. They have asked you to find out the reasons for increasing pollution and suggest ways to decrease it. Prepare a presentation for different types of pollution: (a) air pollution, (b) water pollution, (c) noise pollution and (d) soil pollution.”''

{{activity|Whole group}} Discuss:
* What are your general observations about questions for group work?
* How are the questions for same-task group work different from different-tasks group work? What is the advantage of setting different tasks to groups?
* Suggest a topic that you could teach through same-task group work.
* Suggest topics that you could teach through different-tasks group work.

{{Ednote|text=Reinforce that questions for group work are more motivating when presented as real life problems. Also presentations are more interesting to hear when they are all focused on a different question.

Then highlight the important aspects of the problem that groups should consider. This increases the challenge for the group work.Carry out the last two bullet points (about topics) like a brainstorm. Record the answers on a flip chart or blackboard so that participants can see them during Activity 3. You could ask a volunteer to write them.}}

== Activity Three: Forming questions for group work ==

{{Ednote|text=Prepare labels (G1, G2 and G3) for group work in advance and place them on tables before this activity. }}Stand in a queue. Each person says a number from ‘1’ to ‘3’ at their turn. So, the first person says ‘1’, second says ‘2’ and third says ‘3’. then fourth says ‘1’, fifth says ‘2’ and sixth says ‘3’ and so on. Everybody who said ‘1’ should form group one (G1). Similarly, everybody who said ‘2’ and ‘3’ should form group two (G2) and group three (G3) respectively.Sit on the tables marked with your group number. In the classroom this is an effective way of randomly allocating pupils to groups and it avoids friendship or ability groupings.

{{Ednote|text=Allow 15-20 minutes for group activity. Indicate the time left 5 minutes before the allotted time. }} '''<nowiki>[Group Activity]</nowiki>''' Formulate open-ended questions that can be assigned to groups during a forthcoming group work activity in your classroom. Each group (G1, G2 and G3) should formulate at least one same-task group work question and one different-tasks group work question. You can devise more questions if there is time. {{Ednote|text=Visit each group at least once during the activity. Remind group members to:

* Encourage participation/suggestions from all members.
* Accept suggestions only if they agree, otherwise ask questions.
* Negotiate the topic, scope and language of the questions that they are forming.
* Keep an eye on the time.

}}

Allot a number (1, 2, 3... number of members) for each group member. Keep it a secret from your facilitator i.e. do not tell who has which number to your facilitator. All group members should know this information. For young children, assign them a number so they don’t waste time deciding which number to be.

{{activity|Whole Group}} After the activity, the facilitator calls out a number (1 to number of members). For example, if maximum number of group members is 4; facilitator can say any number from 1 to 4. The group member with this number will present the questions on behalf of the group. Similar procedure is followed for groups G2 and G3.

This procedure means no-one knows in advance who will have to present, so everyone gets involved in case it is them!

Discuss:
* How well did your group work together? Did everyone participate equally? How would you rate your group work on a scale of 1 to 5 (5 is most effective)? Why? Use the ideas in the Powerpoint presentation as criteria for judging effectiveness (see [[File:Unit 3.1 Group Work for Interactive Teaching.ppt]]).
* Choose one or more questions that you could use in your class this week
* Are there any aspects of group work that you foresee as potential problems? How will you solve them?

== Video watching ==

These clips show Eness, a teacher in a community school near Lusaka, interacting with a Grade 3 class. The children are devising their own classifications of animals depicted in photographs on tablet computers, and recording their ideas on mini-blackboards. There is one clip of pupils working alone, then one with the teacher present.

{{activity|stimulus}} See videos: Eness_vertebrates_6.mp4 (2 mins. 38), Eness_vertebrates_7.mp4 (3 mins. 45).

{{video|src=9h5vrt-C0V0|duration=2:39|name=19 Eness 3 vertebrates 6}}
{{video|src=IqB0s7gf3AA|duration=3:46|name=19 Eness 3 vertebrates 7}}

{{activity|whole group discussion}}

* What was the teacher able to achieve in this small group work that would be difficult in the whole class?
* What is the role of the teacher during group work in these clips?
* How did the teacher involve all pupils in the discussion?

{{video|src=JeCjZW370CQ|name=new Abel clip 4.m4v|title=}}

In this lesson Grade 7 pupils in a semi-rural government school near Chongwe were exploring the relationship between area and perimeter. They worked in groups, using Geogebra software on netbook computers.

Suggested questions for reflection are:

* What is the role of the teacher during group work in this clip?
* How does a teacher know when to intervene?
* How can a teacher encourage peer support during group work? Would Abel’s technique of bringing in older pupils or faster learners to help their peers aid a teacher with a large class?
* How did the use of ICT help the learners’ enquiry?

Suggested questions for reflections on both videos:

* What would you do in your classroom while your pupils are engaged in group work?
* How would you encourage all pupils to be involved in the group work?
* How would you ensure that all pupils have contributed to the final output of group work?

{{Ednote|text=

Research shows that teachers intervene in groupwork too much/too soon, however the Abel clip shows the importance of picking up on misunderstandings before they completely obstruct progress. It’s also important to know when groups are finished and need another challenge.

It’s not easy to make a decision about when to intervene – it’s a fine balance. Try to circulate and eavesdrop on groups before deciding where to intervene.

}}

= Follow-up activities =

1. One volunteer from each group G1, G2 and G3 (formed during Activity 2.3) should post their questions on the googlegroups for all participants. Other participants should reply with a comment when they have seen the questions.

2. Carry out one same-task group work and one different-tasks group work in your classroom. You could use the questions that were formed during Activity 2.3. Plan in advance: (a) how will you form the groups, (b) what will you do while pupils are engaged, (c) how will you ensure that all pupils are participating and (d) how will you encourage agreement, disagreement and negotiation?

Try out the numbering strategy for randomly selecting the presenter.

3. Can you suggest at least 3 other ways in which you might select group members at random for giving a presentation? (if uncertain, refer back to the document “Increasing participation in answering questions”: Unit 2, session 3, activity 2).