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OER4Schools/Review of AfL and lesson pacing: Difference between revisions
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OER4Schools/Review of AfL and lesson pacing (view source)
Revision as of 11:41, 12 December 2012
, 12 years agoUnit 4
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= Review of AfL = | = Review of AfL = | ||
{{activity|Individual work}} You have learnt quite a lot about how assessment can support students’ learning (AfL) and some activities that you can carry out in lessons. | {{activity|ia|: Individual work.|5}} You have learnt quite a lot about how assessment can support students’ learning (AfL) and some activities that you can carry out in lessons. | ||
You should have been updating your assessment inventory regularly, and you should have at least five rows of entries in your inventory by now, to remind yourself of what you have understood of an aspect of AfL each week and how you have tried to carry out AfL measures in your lessons. | You should have been updating your assessment inventory regularly, and you should have at least five rows of entries in your inventory by now, to remind yourself of what you have understood of an aspect of AfL each week and how you have tried to carry out AfL measures in your lessons. | ||
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{{oinc| OER4Schools/4.5_Review_of_AfL_and_lesson_pacing/questionnaire }} | {{oinc| OER4Schools/4.5_Review_of_AfL_and_lesson_pacing/questionnaire }} | ||
{{activity| | {{activity|stgw| in pairs: Sharing your responses.|10}} Share your responses with another partner teacher and reflect on whether there are any similarities or differences in the entries. Each pair of teachers will report to the whole group on the similarities and differences of your responses. Try to explain to the whole group why there could be these similarities or differences. | ||
{{activity| | {{activity|wcd|: Reviewing the responses.|10}} As a group, review the responses of each pair of teachers and identify if there are any conclusions that are common to the other pairs of teachers. Identify in particular if there are any particular topics of assessment that will require more follow-up. What are some specific ways that you may require more support and assistance? Can your peers help you? | ||
{{ednote|text= | {{ednote|text= | ||
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= Lesson pacing: Your experience = | = Lesson pacing: Your experience = | ||
{{activity|ia| Individual work.|10}} | |||
{{activity|Individual work}} | |||
# Think of a lesson which took more time than you had planned or less time than you had planned. On your mini-blackboard or sheet of paper write reasons for why you think this happened? | # Think of a lesson which took more time than you had planned or less time than you had planned. On your mini-blackboard or sheet of paper write reasons for why you think this happened? | ||
# Also consider what are some ways to ensure that you can pace lessons effectively such that you have sufficient time and learner engagement is maintained – for example, students get bored if they are not gainfully occupied and have to wait a long time for assistance or for peers to complete a task. Have you ever noticed this happening? | # Also consider what are some ways to ensure that you can pace lessons effectively such that you have sufficient time and learner engagement is maintained – for example, students get bored if they are not gainfully occupied and have to wait a long time for assistance or for peers to complete a task. Have you ever noticed this happening? | ||
{{activity| | {{activity|stgw| in pairs followed by whole group discussion.|10}} Compare your responses with another partner teacher and report to the group on your responses. Write down three strategies that you would like to try in your classroom and keep this safely with your other OER4schools materials. Choose one or two of these to commit to trying out this week to maintain the pace of your lesson and ensure that all students are actively engaged throughout. | ||
{{ednote|text= | {{ednote|text= | ||
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In this session we are watching video that was produced in a school near Cape Town in South Africa. The school is located in a township, and the class is a Grade 7 class, with about 40 students. The teacher (Noxolo) planned a mathematics activity day on making three-dimensional shapes out of paper, so that the learners could get hands-on experience of building and understanding those shapes. We will return to this lesson in the unit on enquiry and project-based learning. | In this session we are watching video that was produced in a school near Cape Town in South Africa. The school is located in a township, and the class is a Grade 7 class, with about 40 students. The teacher (Noxolo) planned a mathematics activity day on making three-dimensional shapes out of paper, so that the learners could get hands-on experience of building and understanding those shapes. We will return to this lesson in the unit on enquiry and project-based learning. | ||
{{activity| | {{activity|otr|: South African videos on lesson pacing.|10}} Watch the two clips below, showing | ||
# how the teacher, Noxolo, tries to find out what students know about polygons '''prior''' to her teaching the topic (see first video) and | # how the teacher, Noxolo, tries to find out what students know about polygons '''prior''' to her teaching the topic (see first video) and | ||
# Noxolo responding to the students '''after''' she observes them working in groups on polyhedra (see second video). | # Noxolo responding to the students '''after''' she observes them working in groups on polyhedra (see second video). | ||
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= Reflection on lesson pacing and making connections = | = Reflection on lesson pacing and making connections = | ||
{{activity|wcd|: Reflection on lesson pacing and making connections.|10}} | |||
{{activity| | |||
Adapting to learners’ needs | Adapting to learners’ needs | ||
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= An ICT activity: Picture sequencing = | = An ICT activity: Picture sequencing = | ||
{{todo|this needs revising. We could perhaps just reflect on the picture sequencing activity from an afl perspective. the instructions should have been come up earler.}} | |||
==Introduction to activity == | ==Introduction to activity == | ||
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{{activity| | {{activity|wcd|: Review of the ICT activity.|10}} As a group, discuss how this exploration went. Discuss the questions posed above! | ||
{{ednote|text= | {{ednote|text= | ||
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}} | }} | ||
{{Activity|Work in your own time}} To reflect on your progress so far, produce a portfolio. This portfolio should include your 5 “best” pieces of work (e.g. completed activity template or lesson template, concept map, etc) from what you’ve done so far this year. These should be quality items that illustrate what you have learnt, and what you feel you have implemented successfully. | {{Activity|ia|: Work in your own time.|10}} To reflect on your progress so far, produce a portfolio. This portfolio should include your 5 “best” pieces of work (e.g. completed activity template or lesson template, concept map, etc) from what you’ve done so far this year. These should be quality items that illustrate what you have learnt, and what you feel you have implemented successfully. | ||
You may already have material in your workshop materials that you can dig out or draw on. It can be one technique (eg traffic lights or no hands up) or a whole lesson. | You may already have material in your workshop materials that you can dig out or draw on. It can be one technique (eg traffic lights or no hands up) or a whole lesson. | ||
