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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 13:32, 17 April 2014
, 11 years ago→South African videos on lesson pacing
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{{OER4SchoolsWSInfo | {{OER4SchoolsWSInfo | ||
|intention={{ OER4SchoolsWSInfo/intention intro}} | |intention={{ OER4SchoolsWSInfo/intention intro}} | ||
* review | * self assessment and review as a way of consolidating learning about AfL | ||
* | * ways to ensure lessons are paced appropriately and adapted to learners' needs | ||
|success criteria={{ OER4SchoolsWSInfo/criteria intro}} | |||
* complete a review document about what has been learnt and tried out for AfL | |||
* watch two videos and analyse the pace of the lesson shown | |||
|ict= | |ict=In this session you will continue consolidating the ICT skills | ||
you have learnt so far, and apply them in the classroom. You will be | |||
able to apply AfL techniques in conjunction with ICT classroom use as | |||
well. | |||
}} | }} | ||
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{{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. | {{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. | ||
If you have been updating your assessment inventory regularly you should have at least five rows of entries. These serve to remind you 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 | |||
Self-assess your completed inventory now using this criteria and if there are any gaps you can fill them in with the help of your peers. | |||
{{ednote|text= | {{ednote|text= | ||
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The facilitator may like to record what lesson pacing strategies each pair of teachers has suggested, to remind the group what has been said. You could do this on the blackboard, a large sheet of paper, or using a computer and projector. These could be some possible responses for over-running of a lesson: | The facilitator may like to record what lesson pacing strategies each pair of teachers has suggested, to remind the group what has been said. You could do this on the blackboard, a large sheet of paper, or using a computer and projector. These could be some possible responses for over-running of a lesson: | ||
* too much information in one lesson, | * too much information in one lesson, | ||
* unrealistic estimation of what children know / do not know, | * unrealistic estimation of what children know/do not know, | ||
* inappropriate concept about timing, | * inappropriate concept about timing, | ||
* too much repetition of the same concept, and | * too much repetition of the same concept, and | ||
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= South African videos on lesson pacing = | = South African videos on lesson pacing = | ||
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|otr|: South African videos on lesson pacing.|10}} Watch the two clips below, showing | {{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 | ||
# 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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Write down your main take-away messages about lesson pacing, group work and AfL in your assessment inventory. | Write down your main take-away messages about lesson pacing, group work and AfL in your assessment inventory. | ||
= | = {{Name for ICT practice with dtgw}} = | ||
{{:OER4Schools/ICT/include}} | |||
= {{Name for connecting with overarching goals}} = | |||
{{Activity for connecting with overarching goals}} | |||
= Focus on assessment portfolios = | |||
Submission of an assessment portfolio containing at least one piece of material (with notes) from each unit is a key part of completing the OER4Schools programme. | |||
* Further [[OER4Schools/Assessment portfolios|assessment portfolio guidance]] for use during discussion and in your own time. | |||
{{ednote|text= | {{ednote|text= | ||
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As we have done before with other units, you could review all sessions in the current unit, and discuss what participants have found most useful. | As we have done before with other units, you could review all sessions in the current unit, and discuss what participants have found most useful. | ||
You could also consider asking the participants to do an assessment of their progress so far, by | You could also consider asking the participants to do an assessment of their progress so far, by adding to their portfolio, as detailed below. | ||
}} | }} | ||
{{Activity|ia|: | {{Activity|ia|: Start work on assessment portfolios and continue in your own time.|10}} Reflect on your progress so far by adding to your assessment portfolio. This portfolio should include your “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. | ||
As part of this assessment portfolio, reflect on each item. You could do an audio reflection for this, if you have access to an audio recorder. At the start of each reflection, state clearly which item you are talking about (eg. “my class discussion about how diseases are transmitted”, or my “concept map on parts of a plant”), and then discuss the following questions: | As part of this assessment portfolio, reflect on each item. You could do an audio reflection for this, if you have access to an audio recorder. At the start of each reflection, state clearly which item you are talking about (eg. “my class discussion about how diseases are transmitted”, or my “concept map on parts of a plant”), and then discuss the following questions: | ||
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* What did you learn from that about what works or doesn’t work to support interactive teaching and learning? | * What did you learn from that about what works or doesn’t work to support interactive teaching and learning? | ||
We encourage you to include your progress on developing new computer skills, but please do this through showcasing your new knowledge about interactive teaching techniques rather than just including computer skills by themselves – so your chosen activities or examples of learning about interactive teaching may or may not involve computer use | We encourage you to include your progress on developing new computer skills, but please do this through showcasing your new knowledge about interactive teaching techniques rather than just including computer skills by themselves – so your chosen activities or examples of learning about interactive teaching may or may not involve computer use. | ||
= Follow-up activities = | = Follow-up activities = | ||
{{activity|Agreeing follow up activities|5}} | {{activity|Agreeing follow up activities|5}} | ||
* Do a final update of your assessment inventory on any AfL measures you have tried out this week. | * Do a final update of your assessment inventory on any AfL measures you have tried out this week. | ||
* As above, commit to one or two techniques that you will try out this week to maintain the pace of your lesson and ensure that all students are actively engaged throughout. | * As above, commit to one or two techniques that you will try out this week to maintain the pace of your lesson and ensure that all students are actively engaged throughout. | ||
* Try out the sequencing activity in class. (Try to find your own images for a forthcoming lesson topic. You can find pictures that are open resources, i.e. Creative Commons licensed, at http://www.flickr.com/search/advanced/, see here [[Finding CC | * Try out the sequencing activity in class. (Try to find your own images for a forthcoming lesson topic. You can find pictures that are open resources, i.e. Creative Commons licensed, at http://www.flickr.com/search/advanced/, see here [[Finding CC licensed images on Flickr]] to get some help.) Bear in mind AfL measures, and try them out during the lesson. | ||
* Prepare / complete your assessment portfolio | * Prepare/complete your assessment portfolio. | ||
{{setting of follow up}} | {{setting of follow up}} | ||
{{OER4S NextSession}} | |||
