OER4Schools/Review of AfL and lesson pacing: Difference between revisions

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= Review of homework =
{{activity| Whole Group Discussion}}
* What peer- or self-assessment strategy did you try out this week and what topic was it on? Do you think that peer and self-assessment may only work for teaching certain topics? Why?
* Did you find that it has worked well for you and for your students? Did some students respond better to peer or self-assessment than others? Why?
* How will you make prepare yourself further to introduce peer and self-assessment in future lessons?
* How did you find the ICT activity on using slides to show the life cycle of a butterfly? What are the advantages and disadvantages of making use of ICT for such an activity?


{{video|name=Noxolo_3D_shapes_1.3_AfL4_acting_on_obs.m4v.m4v|src=RZPlK1l_2hQ}}
= Objectives for this lesson =
 
The objectives for this session are to
* review what has been learnt and tried out for AfL,
* discuss ways to ensure lesson is paced well,
* and to try out AfL during an ICT-supported activity.make use of ICT in the context 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.
 
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.
 
Referring to your inventory, complete the following questionnaire on reviewing of how much you have learnt and tried to practise AfL in your classrooms. Circle the choice that best represents how you feel about each topic in this unit. There are no right or wrong answers!
 
{{oinc| OER4Schools/4.5_Review_of_AfL_and_lesson_pacing/questionnaire }}
 
{{activity| Pair work}} 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|Whole Group Discussion}} As a group, review the responses of each pair of teachers and identify are there any conclusions that are common to the other pair of teachers. Identity in particular are there any particular topic 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=
The facilitator may like to record down what each pairs of teachers have mentioned in the blackboard to remind the group what has been said.
 
If you are participating in our [[OER4Schools/facilitators programme|facilitators programme]], please collect the data, and submit it for review.
 
}}
 
= Lesson pacing: Your experience =
 
 
{{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 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.
 
{{activity|Pair work and group work}} Compare your responses with another partner teacher and report to the group on your responses. The pair of teachers can also choose to commit to one or two ways that they will try out in this week to maintain the pace of their lesson and ensure that all students are actively engaged throughout.
 
{{ednote|text=
The facilitator may like to record down what each pair of teachers has mentioned in the blackboard to remind the group what has been said.
 
These could be some possible responses for overrunning of lesson:
* too much information in one lesson,
* unrealistic estimation of what children know / do not know,
* inappropriate concept about timing,
* too much repetition of the same concept, and
* not keeping an eye on the time left and re-adjusting the lesson accordingly
 
As part of the group work, brainstorm how this can be avoided. Here are some examples for improving lesson pacing:
* hang a wall clock that both you and students can see [or use timer on a netbook],
do not wait for the slowest learner to finish,
* avoid repetition when it is not required: address the whole class with common instructions (i.e. do not tell each group individually, but tell the class collectively) ,
* assign timings to different parts of the lesson plan, revise after teaching so it is more accurate next time, keep trialling this until your accuracy improves,
* make sure that the pace of the slowest learner should not determine pace for everybody: every child should be active (consider what other tasks high capability learners can do like design problems for peers, and how they they can progress).
* have activities, or materials such as storybooks, on which students can work on their own after finishing their work,
* use fast workers as classroom assistants (they could even develop resources for you such as making traffic lights, creating maths problems that other children could solve, making charts that you would like to display for the lesson next week etc).
}}
 
= South African videos on lesson pacing =
 
In this session we are video that was produced in a school near Cape Town in South Africa. The teacher (Noxolo) planned an 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|Video watching}} Watch the two clips below, showing
# how the teacher, Noxolo tries to find out what students know about polygon '''prior''' to her teaching the topic (see first video) and
# Noxolo responding to the students '''after''' she observes them working in groups on naming polyhedron. (see second video).
 
Before you watch the clips, read the questions below (in your own time), and consider them as you are watching the clips:
* Why do you think Noxolo has made the effort to ask so many questions to the whole class and individual students?
* Do you think the majority of the students know what is a polygon and naming of the polyhedron?
* Imagine if Noxolo had directly told the class in the beginning of the class the definition of a polygon and naming of the polyhedron, how different would the learning for the student be? Would she know whether her students are learning?
* Do you think that Noxolo has paced her lesson effectively? (Was she in a hurry to teach the topic or did she take too much time to repeat certain ideas?)
 
Bear these questions in mind as you watch the video:
{{video|name=Noxolo_3D_shapes_1.3_AfL4_acting_on_obs.m4v|src=RZPlK1l_2hQ}}


{{video|name=Noxolo_3Dshapes_1.1_AfL1_prior_knowledge.m4v|src=49L8id4OnGk}}
{{video|name=Noxolo_3Dshapes_1.1_AfL1_prior_knowledge.m4v|src=49L8id4OnGk}}


{{video|src=tyFsAykHkTU|title=Simple Polygons in GeoGebra}}


= Sequencing activity =


{{ednote|text=
As the clips are short, and not shown in the context of the lesson, you may have to some guidance for the participants to draw out the key points. For instance, the teacher says
* “I can see that you are struggling with naming shapes.”, indicating that she has made an observation about how her class is learning, that she is now acting on through whole class dialogue.
* The teacher probes the answers (“You say yes, why do you say yes?”).
* The teacher uses questioning to assess prior knowledge.
* The teacher is clarifying common misconceptions.
It may not be possible for the teacher participants to comment on the pacing of Noxolo’s lessons without seeing the entire footage of the lesson. The facilitator can highlight to the participants that Noxolo used a combination of teaching strategies in this lesson - finding out what students understand through a series of inquiry questions, group work and direct teaching.
}}
= Reflection on lesson pacing =
{{activity|Whole group discussion}} Having watched the videos, share some of your responses as a group. In particular, discuss these two questions below on making connections of what you have learnt about differentiations through group work and AfL to lesson pacing:
‘’’Question 1: What did you learn about differentiation in the group work unit that might help with lesson pacing?‘’’
{{ednote|text= When we talk about differentiation,  we mean '''differentiation by task, not by learners.''' Stress the point that learners may work at different paces in different subjects or even different lessons in the same subject, depending on, for example, how confident they are with the material. “Slow learners” are not always slow learners and fast learners likewise, so these labels are not necessarily helpful.
}}
'''Question 2: What did you learn about AfL measures that might help with lesson pacing?'''
{{ednote|text= One thing relevant here is: assess what children know at the beginning, assess whether they’ve understood after an activity or task before deciding to explore the topic in more depth or not – and again, '''re-adjust the lesson according to what students know'''. It is not a good idea to rigidly  “stick to the script”.
No matter how good your initial lesson plan is, you will have to adjust it. For example, if most students know what is a polygon and naming of the polyhedron, how can you avoid repeating the activity for everyone whilst still ensuring that the few who do not know can learn?
Allow time for participants to raise other points too.}}
= Two ICT activities =
In the next two sections, we are going to do some ICT activities. The purpose of this is twofold:
# The first purpose is for you to learn more about two applications, with view to using these applications in class.
# The second purpose is to try out AfL during an ICT supported activity. So while you do the activity, imagine that you will like to introduce this ICT activity in the class. Things about the following:
#* Identify what are the possible lesson objectives and success criteria?
#* What kind of formative feedback would you likely be giving your students during the class?
#* Do you think the issues typically arising with lesson pacing will be the same or different in a lesson using ICT? Why?
Bear these questions in mind, as you do the following two activities!
= ICT activity: Picture sequencing =
{{ednote|text=
During this and the next activity, ask participants to use traffic lights to indicate their progress. The traffic light cards can just be placed in front of each participant, with the relevant color visible on top. There is no need for the participants to “vote” at specific times.
}}
[[Image:Monarch Life Cycle - 12 of 20.jpg|300px|thumb]]
[[Image:Monarch Life Cycle - 12 of 20.jpg|300px|thumb]]


{{: OER4Schools/Monarch butterfly sequencing activity }}
{{: OER4Schools/Monarch butterfly sequencing activity }}
= ICT activity exploring polygons with Geogebra =
As we mentioned above, the upcoming unit is on enquiry-based learning, and will feature a number of ideas for extended project work. In this section, we are looking at Geogebra, an application that is well suited to support interactive mathematics applications. We first explore the use of Geogebra to draw polygons.
{{activity|Working in pairs with a laptop}} Start a laptop and log in. Locate and start the Geogebra application. Draw some polygons. If you need help, watch the following video:
{{video|src=tyFsAykHkTU|title=Simple Polygons in GeoGebra}}
When you have drawn some polygons, see how you can move vertices (the points where sides meet), to make other polygones, including
* polygons where some of the sides cross (“self-intersecting” or “complex” polygons)
* polygons where the sides do not cross (“simple” polygons)
* polygons where some angles or sides are the same
{{ednote|text=
You need to be watching time, as this activity is very extensible. For further ideas, you could have a look at the [http://en.wikipedia.org/wiki/Polygon Wikipedia article on polygons]. You could also have a look at the
[http://www.nationalstemcentre.org.uk/elibrary/resource/3305/shape-and-space Shape and Space collection at the UK National STEM centre]. In particular at these two documents
* http://www.nationalstemcentre.org.uk/elibrary/file/9892/mm_shape_space_06.pdf
* http://www.nationalstemcentre.org.uk/elibrary/file/9898/mm_shape_space_12.pdf
have got some interesting question in them, which you could use, including questions for developing your mathematical vocabulary (such as: “This shape has a right
angle.”, “This shape has four vertices.”) as well as some talking points, such as
* If you cut a rectangle in half, the  perimeter will be half its original length.
* A square and a rectangle both have the  same perimeter. The square has the  greater area.
* Draw two rectangles. The one with the  greater area will also have the greater  perimeter.
We will explore ideas like these further in the unit on enquiry.
}}
= Discussion of ICT activities =
{{activity|group discussion}} As a group, discuss how this exploration went. Discuss the questions posed above!
= Unit 4 review and assessment portfolio =
{{ednote|text=
You may want to adapt this section to your particular needs.
As we have done before with other units, you could review all session 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 producing a portfolio, as detailed below.
}}
{{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.
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 ite. 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:
* Why have you chosen the item?
* What does it illustrate? For example, what new technique did you decide to trial and how did you apply it in your lesson? How well did it work in practice?
* 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!
= Homework =
* Do a final update of your assessment inventory on any AfL measures you have tried out this week.
* Commit to one or two ways that you will try out in this week to maintain the pace of your lesson and ensure that all students are actively engaged throughout.
* Do the assessment portfolio

Revision as of 23:01, 13 July 2012

Review of homework

Activity icon.png Whole Group Discussion (11 min).

  • What peer- or self-assessment strategy did you try out this week and what topic was it on? Do you think that peer and self-assessment may only work for teaching certain topics? Why?
  • Did you find that it has worked well for you and for your students? Did some students respond better to peer or self-assessment than others? Why?
  • How will you make prepare yourself further to introduce peer and self-assessment in future lessons?
  • How did you find the ICT activity on using slides to show the life cycle of a butterfly? What are the advantages and disadvantages of making use of ICT for such an activity?

Objectives for this lesson

The objectives for this session are to

  • review what has been learnt and tried out for AfL,
  • discuss ways to ensure lesson is paced well,
  • and to try out AfL during an ICT-supported activity.make use of ICT in the context of AfL.

Review of AfL

Activity icon.png Individual work (11 min). 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.

Referring to your inventory, complete the following questionnaire on reviewing of how much you have learnt and tried to practise AfL in your classrooms. Circle the choice that best represents how you feel about each topic in this unit. There are no right or wrong answers!

4.1 Assessment for Learning (AfL)
How much do I know about the difference between AfL and what I used to think of ‘assessment’ as? very much somewhat not much
How interested am I to learn more about AfL? very much somewhat not very
4.2 Learning objectives and success criteria
How much do I know about learning objectives and success criteria? very much somewhat not much
How skilled am I at using learning objectives and success criteria? very much somewhat not very
How often do I make use of learning objectives and success criteria routinely sometimes not often
How interested am I to learn and improve on using learning objectives and success criteria? very much somewhat not very
4.3 Formative feedback
How much do I know of formative feedback? very much somewhat not much
How skilled am I at giving formative feedback? very much somewhat not very
How often do I give formative feedback? routinely sometimes not often
How interested am I to learn and improve on giving formative feedback very much somewhat not very
4.4 Peer and self-assessment
How much do I know of peer and self-assessment? very much somewhat not much
How skilled am I at making use of peer and self-assessment in the class? very much somewhat not very
How often do I make use of peer and self-assessment in the class? routinely sometimes not often
How interested am I to find out more and improve on making use of peer and self-assessment? very much somewhat not very

You can print this content on a separate sheet here: OER4Schools/4.5_Review_of_AfL_and_lesson_pacing/questionnaire .


Activity icon.png Pair work (11 min). 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 icon.png Whole Group Discussion (11 min). As a group, review the responses of each pair of teachers and identify are there any conclusions that are common to the other pair of teachers. Identity in particular are there any particular topic 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?

Educator note

The facilitator may like to record down what each pairs of teachers have mentioned in the blackboard to remind the group what has been said.

If you are participating in our facilitators programme, please collect the data, and submit it for review.

Lesson pacing: Your experience

Activity icon.png Individual work (11 min).

  1. Think of a lesson which took more time than you had planned or less time than you had planned. On your mini-blackboard write reasons for why you think this happened?
  2. 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.

Activity icon.png Pair work and group work (11 min). Compare your responses with another partner teacher and report to the group on your responses. The pair of teachers can also choose to commit to one or two ways that they will try out in this week to maintain the pace of their lesson and ensure that all students are actively engaged throughout.

Educator note

The facilitator may like to record down what each pair of teachers has mentioned in the blackboard to remind the group what has been said.

These could be some possible responses for overrunning of lesson:

  • too much information in one lesson,
  • unrealistic estimation of what children know / do not know,
  • inappropriate concept about timing,
  • too much repetition of the same concept, and
  • not keeping an eye on the time left and re-adjusting the lesson accordingly

As part of the group work, brainstorm how this can be avoided. Here are some examples for improving lesson pacing:

  • hang a wall clock that both you and students can see [or use timer on a netbook],

do not wait for the slowest learner to finish,

  • avoid repetition when it is not required: address the whole class with common instructions (i.e. do not tell each group individually, but tell the class collectively) ,
  • assign timings to different parts of the lesson plan, revise after teaching so it is more accurate next time, keep trialling this until your accuracy improves,
  • make sure that the pace of the slowest learner should not determine pace for everybody: every child should be active (consider what other tasks high capability learners can do like design problems for peers, and how they they can progress).
  • have activities, or materials such as storybooks, on which students can work on their own after finishing their work,
  • use fast workers as classroom assistants (they could even develop resources for you such as making traffic lights, creating maths problems that other children could solve, making charts that you would like to display for the lesson next week etc).

South African videos on lesson pacing

In this session we are video that was produced in a school near Cape Town in South Africa. The teacher (Noxolo) planned an 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 icon.png Video watching (11 min). Watch the two clips below, showing

  1. how the teacher, Noxolo tries to find out what students know about polygon prior to her teaching the topic (see first video) and
  2. Noxolo responding to the students after she observes them working in groups on naming polyhedron. (see second video).

Before you watch the clips, read the questions below (in your own time), and consider them as you are watching the clips:

  • Why do you think Noxolo has made the effort to ask so many questions to the whole class and individual students?
  • Do you think the majority of the students know what is a polygon and naming of the polyhedron?
  • Imagine if Noxolo had directly told the class in the beginning of the class the definition of a polygon and naming of the polyhedron, how different would the learning for the student be? Would she know whether her students are learning?
  • Do you think that Noxolo has paced her lesson effectively? (Was she in a hurry to teach the topic or did she take too much time to repeat certain ideas?)

Bear these questions in mind as you watch the video:




Educator note

As the clips are short, and not shown in the context of the lesson, you may have to some guidance for the participants to draw out the key points. For instance, the teacher says

  • “I can see that you are struggling with naming shapes.”, indicating that she has made an observation about how her class is learning, that she is now acting on through whole class dialogue.
  • The teacher probes the answers (“You say yes, why do you say yes?”).
  • The teacher uses questioning to assess prior knowledge.
  • The teacher is clarifying common misconceptions.

It may not be possible for the teacher participants to comment on the pacing of Noxolo’s lessons without seeing the entire footage of the lesson. The facilitator can highlight to the participants that Noxolo used a combination of teaching strategies in this lesson - finding out what students understand through a series of inquiry questions, group work and direct teaching.

Reflection on lesson pacing

Activity icon.png Whole group discussion (11 min). Having watched the videos, share some of your responses as a group. In particular, discuss these two questions below on making connections of what you have learnt about differentiations through group work and AfL to lesson pacing:

‘’’Question 1: What did you learn about differentiation in the group work unit that might help with lesson pacing?‘’’

Educator note

When we talk about differentiation, we mean differentiation by task, not by learners. Stress the point that learners may work at different paces in different subjects or even different lessons in the same subject, depending on, for example, how confident they are with the material. “Slow learners” are not always slow learners and fast learners likewise, so these labels are not necessarily helpful.

Question 2: What did you learn about AfL measures that might help with lesson pacing?

Educator note

One thing relevant here is: assess what children know at the beginning, assess whether they’ve understood after an activity or task before deciding to explore the topic in more depth or not – and again, re-adjust the lesson according to what students know. It is not a good idea to rigidly “stick to the script”.

No matter how good your initial lesson plan is, you will have to adjust it. For example, if most students know what is a polygon and naming of the polyhedron, how can you avoid repeating the activity for everyone whilst still ensuring that the few who do not know can learn?

Allow time for participants to raise other points too.

Two ICT activities

In the next two sections, we are going to do some ICT activities. The purpose of this is twofold:

  1. The first purpose is for you to learn more about two applications, with view to using these applications in class.
  2. The second purpose is to try out AfL during an ICT supported activity. So while you do the activity, imagine that you will like to introduce this ICT activity in the class. Things about the following:
    • Identify what are the possible lesson objectives and success criteria?
    • What kind of formative feedback would you likely be giving your students during the class?
    • Do you think the issues typically arising with lesson pacing will be the same or different in a lesson using ICT? Why?

Bear these questions in mind, as you do the following two activities!

ICT activity: Picture sequencing

Educator note

During this and the next activity, ask participants to use traffic lights to indicate their progress. The traffic light cards can just be placed in front of each participant, with the relevant color visible on top. There is no need for the participants to “vote” at specific times.

Monarch Life Cycle - 12 of 20.jpg


This activity requires one of the following files

Activity icon.png Pair work (10 min) to download the files. Start by downloading the presentation files above (or the pictures individually), and look at them. With a grade buddy, use presentation software to arrange and present them in the right sequence. If you have difficulty arranging the slides, read the background note below.

Activity icon.png Whole class discussion and brainstorm (10 min) on topics for sequencing. Brainstorm some topics that you can assess using the activity ‘sequencing’. Note those topics down, so that you can find images later.

Then discuss:

  • How many pupils should work together on this activity in the class for appropriate AfL?
  • Is it feasible to carry out this activity in the class? Why?
  • What steps can be taken to make this activity more feasible?
  • What can be the formative feedback if
  1. a student is quickly able to sequence accurately
  2. a student is partially accurate in sequencing, and
  3. a student gets them all wrong?
Background reading

Arranging slides in OpenOffice Impress

When you open a presentation, you see the first slide displayed in a larger window in the middle of the screen. To the left, you see small pictures of all of the slides in the presentation, like a "film strip". To rearrange the slides, you can simply click on a slide with the mouse, and (while holding down the mouse button), drag it to a different position.

As a follow up activity, chose a topic which you are teaching, and for which this activity is useful. Find some appropriate images, and make your own presentation for your students to re-order. You can find pictures that are open resources (Creative Commons licensed) at http://www.flickr.com/search/advanced/.


ICT activity exploring polygons with Geogebra

As we mentioned above, the upcoming unit is on enquiry-based learning, and will feature a number of ideas for extended project work. In this section, we are looking at Geogebra, an application that is well suited to support interactive mathematics applications. We first explore the use of Geogebra to draw polygons.

Activity icon.png Working in pairs with a laptop (11 min). Start a laptop and log in. Locate and start the Geogebra application. Draw some polygons. If you need help, watch the following video:

Property "Uses video" (as page type) with input value "Videos/{{{name}}}" contains invalid characters or is incomplete and therefore can cause unexpected results during a query or annotation process.

When you have drawn some polygons, see how you can move vertices (the points where sides meet), to make other polygones, including

  • polygons where some of the sides cross (“self-intersecting” or “complex” polygons)
  • polygons where the sides do not cross (“simple” polygons)
  • polygons where some angles or sides are the same
Educator note

You need to be watching time, as this activity is very extensible. For further ideas, you could have a look at the Wikipedia article on polygons. You could also have a look at the Shape and Space collection at the UK National STEM centre. In particular at these two documents

have got some interesting question in them, which you could use, including questions for developing your mathematical vocabulary (such as: “This shape has a right angle.”, “This shape has four vertices.”) as well as some talking points, such as

  • If you cut a rectangle in half, the perimeter will be half its original length.
  • A square and a rectangle both have the same perimeter. The square has the greater area.
  • Draw two rectangles. The one with the greater area will also have the greater perimeter.

We will explore ideas like these further in the unit on enquiry.

Discussion of ICT activities

Activity icon.png Group discussion (11 min). As a group, discuss how this exploration went. Discuss the questions posed above!

Unit 4 review and assessment portfolio

Educator note

You may want to adapt this section to your particular needs.

As we have done before with other units, you could review all session 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 producing a portfolio, as detailed below.

Activity icon.png Work in your own time (11 min). 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.

As part of this assessment portfolio, reflect on each ite. 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:

  • Why have you chosen the item?
  • What does it illustrate? For example, what new technique did you decide to trial and how did you apply it in your lesson? How well did it work in practice?
  • 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!

Homework

  • Do a final update of your assessment inventory on any AfL measures you have tried out this week.
  • Commit to one or two ways that you will try out in this week to maintain the pace of your lesson and ensure that all students are actively engaged throughout.
  • Do the assessment portfolio
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