Session 4.5 - Review of AfL and lesson pacing (participants version)
1 Review of follow-up activities from last session
2 Review of AfL
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.
Referring to your inventory, complete the following questionnaire to review 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!
You can print this content on a separate sheet here: OER4Schools/4.5_Review_of_AfL_and_lesson_pacing/questionnaire .
Same-task group work (10 min) in pairs: Sharing your responses to the review activity. 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.
Whole class dialogue (10 min): Reviewing the responses. 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?
3 Lesson pacing: Your experience
- 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?
Same-task group work (10 min) in pairs followed by whole group discussion. 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.
4 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.
- 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).
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 the terms polygon and polyhedron mean?
- Imagine if Noxolo had directly told the class at the beginning of the lesson the definition of a polygon and polyhedron, how different would the learning for the students 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?)
- Do you think that effective lesson pacing will always result in avoiding over-running or under-running of a lesson? Why?
Bear these questions in mind as you watch the video:
After watching the videos, share some of your responses as a group.
5 Reflection on lesson pacing and making connections
Adapting to learners’ needs
You have learnt about what good pacing is about, which is to help as many of your students as possible to understand and keep up with your teaching in the classroom. No matter how good your initial lesson plan is, it is highly likely you will have to adjust your pacing or even totally change your teaching strategy, especially if you have been listening to students’ responses and checking what students have learnt. For example, if Noxolo knows that most students know the meaning of the terms polygon and polyhedron, she will have to teach her lesson in a different way. There could be different ways to know whether to adjust the pacing during a lesson.
Now discuss these two questions below on making connections between what you have learnt about differentiation through group work and AfL, and lesson pacing:
Question 1: What did you learn about differentiation in the group work unit that might help with lesson pacing?
Question 2: What did you learn about AfL measures that might help with lesson pacing?
Write down your main take-away messages about lesson pacing, group work and AfL in your assessment inventory.
6 ICT practice: Different-tasks group work with ICT and activity planning
Different-tasks group work (20 min) on becoming an expert. Have you become an expert at using a particular application? Have you developed a nice idea that you can show to your fellow participants? Now is the time to share! Share what you have developed with others. Given that you have worked in pairs, split up. First, one person of the pair remains with your computer (and your idea), and the other person is free to go around. For the first ten minutes, this person goes around, looking at what other groups have done. After 10 minutes, you swap roles.
7 Connecting with overarching goals of the programme
Open space (10 min). It's now time for the "open space", that gives you an opportunity to discuss issues that have arisen, and to relate those to the broader context of the programme. Do not just gloss over this section, but make time to raise issues, and probe the progress that you are making. You could use this space to:
- Remind yourselves of the of the Most Significant Change Technique, and e.g. collect more of your stories.
- Discuss your assessment portfolios: Is there anything that you are unsure about? Is it going well? What could be done better?
- Check on the work with the classroom assistants: Is this going well? Are there any tensions? Any observations or tips you can share?
- Reviewing individual ICT practise (such as typing practise).
- If you are preparing a presentation for other teachers, you could work on the presentation (about what you have been learning, stories emerging from MSC).
- Remind those who are doing audio diaries, to upload them.
- You could discuss any other issues that have arisen.
You will find notes and summaries of various techniques and concepts on our reference page, and you might want to refer to those for clarification during this activity if needed.
8 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 assessment portfolio guidance for use during discussion and in your own time.
Individual activity (10 min): Start work on assessment portfolios and continue in your own time. 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.
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:
- 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.
9 Follow-up activities
- 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.
- 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.