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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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|intention={{ OER4SchoolsWSInfo/intention intro}} | |intention={{ OER4SchoolsWSInfo/intention intro}} | ||
* self assessment and review as a way of consolidating learning about AfL | * self assessment and review as a way of consolidating learning about AfL | ||
* ways to ensure lessons are paced appropriately and adapted to learners' needs | * ways to ensure lessons are paced appropriately and adapted to learners' needs | ||
|success criteria={{ OER4SchoolsWSInfo/criteria intro}} | |success criteria={{ OER4SchoolsWSInfo/criteria intro}} | ||
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|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 | 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 | * what you have understood of an aspect of AfL each week and | ||
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{{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). | ||
