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OER4Schools/Learning objectives and success criteria: Difference between revisions

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Unit 4
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{{review of follow up}}
{{review of follow up}}


= Activity: My assessment inventory =
= My assessment inventory =


{{activity|Individual work}} Update the assessment inventory that you started last week [[File:My assessment inventory.doc]]. Add the date in the second row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.
{{activity|ia|: Updating the assessment inventory|5}} Update the assessment inventory that you started last week {{File|My assessment inventory.doc}}. Add the date in the second row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.


= Activity: Need for Sharing Learning Objectives and Success Criteria=
= Need for Sharing Learning Objectives and Success Criteria=


It was mentioned in the Power Point presentation last week that sharing learning objectives and success criteria are two AfL strategies.
It was mentioned in the Power Point presentation last week that sharing learning objectives and success criteria are two AfL strategies.


{{activity|Individual work}} Fold a plain sheet of paper into 3 equal parts. Write ‘Answer 1’ on the top of the first section, ‘Answer 2’ on the top of the second section and ‘Answer 3’ on the top of the third section. The facilitator will display and read 3 questions for you. Answer them in the respective area on the sheet.  
{{activity|ia|: Answering questions|5}} Fold a plain sheet of paper into 3 equal parts. Write ‘Answer 1’ on the top of the first section, ‘Answer 2’ on the top of the second section and ‘Answer 3’ on the top of the third section. The facilitator will display and read 3 questions for you. Answer them in the respective area on the sheet.  


{{activity|pair work}} After answering each question, exchange your sheet with the person sitting next to you. Assess their work. Be critical. Then take your sheets back to answer the next question.
{{activity|stgw| in pairs: Peer assessment.}} After answering each question, exchange your sheet with the person sitting next to you. Assess their work. Be critical. Then take your sheets back to answer the next question.
   
   
{{ednote|text=
{{ednote|text=
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{{activity|Whole Group}} Discuss:
{{activity|wcd|: Whole Group discussion.|10}} Discuss:


First, think as a learner who was assessed,
First, think as a learner who was assessed,
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= Activity: Understanding Learning Objectives and Success Criteria=
= Understanding Learning Objectives and Success Criteria=


‘Learning objective’ has also been referred to as ‘Learning intention’ in AfL literature.  
‘Learning objective’ has also been referred to as ‘Learning intention’ in AfL literature.  
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{{activity|Whole Group}} Read Question 2 and Question 3 displayed on the board or flip chart again. Discuss:
{{activity|wcd|: Whole Group discussion|10}} Read Question 2 and Question 3 displayed on the board or flip chart again. Discuss:
   
   
* What are the similarities between Learning Objectives and Success Criteria for AfL?
* What are the similarities between Learning Objectives and Success Criteria for AfL?
* What are the differences between Learning Objectives and Success Criteria for AfL?
* What are the differences between Learning Objectives and Success Criteria for AfL?


{{ednote|text=
{{ednote|text=
Mention these points if participants have not already mentioned them. Suggest that participants can make a note of these points on their printouts.  
Mention these points if participants have not already mentioned them. Suggest that participants can make a note of these points on their printouts.  


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So, if pupils know what the goals are, they can be more active and proactive in reaching them.
So, if pupils know what the goals are, they can be more active and proactive in reaching them.


= Activity: Forming Learning Objectives and Success Criteria =
= Forming Learning Objectives and Success Criteria =


{{ednote|text=
{{ednote|text=
Remind the participants that one of the Learning Objectives for today’s session is to form Learning Objectives and Success Criteria.
Remind the participants that one of the Learning Objectives for today’s session is to form Learning Objectives and Success Criteria.
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{{activity|Pair work}} Read Question 2 and Question 3 displayed on the flip charts again. With a same grade buddy, think of a topic that you will be teaching this week. Form the learning objectives and success criteria for this topic. Write them on the board or flip chart so that everybody will be able to see them. Your facilitator has already displayed the success criteria for this activity. Think about '''differentiation''' – how can all pupils achieve the learning intention to some degree?
{{activity|stgw| in pairs.|10}} Read Question 2 and Question 3 displayed on the flip charts again. With a same grade buddy, think of a topic that you will be teaching this week. Form the learning objectives and success criteria for this topic. Write them on the board or flip chart so that everybody will be able to see them. Your facilitator has already displayed the success criteria for this activity. Think about '''differentiation''' – how can all pupils achieve the learning intention to some degree?


{{activity|Whole Group}} Display your planned activity and read out your learning objective and success criteria to all other participants.  
{{activity|wcd|: Whole Group discussion|10}} Display your planned activity and read out your learning objective and success criteria to all other participants.  
Other participants should:
Other participants should:
* assess the learning objective and success criteria in view of the success criteria mentioned above  
* assess the learning objective and success criteria in view of the success criteria mentioned above  
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* make suggestions for addressing any criteria that are not yet met
* make suggestions for addressing any criteria that are not yet met


= Activity: Activities for AfL =
= Activities for AfL =


In the previous units you have done some activities that can be used for AfL with some adaptation. Today we will revisit these activities in the context of AfL.
In the previous units you have done some activities that can be used for AfL with some adaptation. Today we will revisit these activities in the context of AfL.
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* '''Magic microphone''' ([[OER4Schools/2.1_Introduction_to_whole_class_dialogue_and_effective_questioning|Unit 2 Session 1]]) - Ask an open question about a topic, for example “How many ways can you think of to make 23?”. Pass around a prop. Whoever has the prop will give one answer to the question. Allow students to use mini-blackboards to work out their answers. If many students give right answers, increase the challenge by changing to a 3-digit number. If many students give the wrong answer, revise the topic again in class.
* '''{{activitytag|Magic microphone}}''' ([[OER4Schools/2.1_Introduction_to_whole_class_dialogue_and_effective_questioning|Unit 2 Session 1]]) - Ask an open question about a topic, for example “How many ways can you think of to make 23?”. Pass around a prop. Whoever has the prop will give one answer to the question. Allow students to use mini-blackboards to work out their answers. If many students give right answers, increase the challenge by changing to a 3-digit number. If many students give the wrong answer, revise the topic again in class.
 
* '''Concept Mapping''' ([[OER4Schools/2.4_Concept_mapping|Unit 2 Session 4]]) - Write the main topic for which aspects have already been covered over a period of time in different lessons, on a concept mapping software or black board. Ask students to review all that they have learned about the topic and report them as answers. Record answers but do not correct wrong answers at this time. Review all answers in the end by asking students for opinion about each answer - if they are right; wrong; and how they can be improved. Avoid naming any student who said the wrong answers. For topics for which many students think positively about the wrong answer, revise them again in class. e.g. for the topic ‘mammals’ if many students think that man is not a mammal, revise the topic.


* '''Talking Points''' ([[OER4Schools/3.5_Talking_points_and_effective_group_work|Unit 3 Session 5]]) - Frame some right, some wrong and some unsure statements about a topic. Try to include topics for which your students have struggled during teaching. Discuss each sentence as a whole class activity. Try the '''‘No-hands up’''' strategy; this supports AfL because it allows you to assess understanding of any learners that you think may not understand or may not be following. If shy pupils do not participate, use this or other non-voluntary participation strategies ([[OER4Schools/2.3_More_on_questioning|Unit 2 Session 3]]) to select students for answering. You will come to know about common misconceptions through this activity so that you can address them.  
* '''{{Activitytag|Concept Mapping}}''' ([[OER4Schools/2.4_Concept_mapping|Unit 2 Session 4]]) - Write the main topic for which aspects have already been covered over a period of time in different lessons, on a concept mapping software or black board. Ask students to review all that they have learned about the topic and report them as answers. Record answers but do not correct wrong answers at this time. Review all answers in the end by asking students for opinion about each answer - if they are right; wrong; and how they can be improved. Avoid naming any student who said the wrong answers. For topics for which many students think positively about the wrong answer, revise them again in class. e.g. for the topic ‘mammals’ if many students think that man is not a mammal, revise the topic.


* '''{{activitytag|Talking Points}}''' ([[OER4Schools/3.5_Talking_points_and_effective_group_work|Unit 3 Session 5]]) - Frame some right, some wrong and some unsure statements about a topic. Try to include topics for which your students have struggled during teaching. Discuss each sentence as a whole class activity. Try the '''‘{{activitytag|No hands up}}’''' strategy; this supports AfL because it allows you to assess understanding of any learners that you think may not understand or may not be following. If shy pupils do not participate, use this or other non-voluntary participation strategies ([[OER4Schools/2.3_More_on_questioning|Unit 2 Session 3]]) to select students for answering. You will come to know about common misconceptions through this activity so that you can address them.


{{activity|Whole Group}} Discuss:
{{activity|wcd|: Whole group discussion.|10}} Discuss:
* Which activity(ies) do you think you would like to try this week? Why?
* Which activity(ies) do you think you would like to try this week? Why?
* Do you foresee any problems in carrying out these activities based on your previous experience of doing them? Discuss solutions with your peers.
* Do you foresee any problems in carrying out these activities based on your previous experience of doing them? Discuss solutions with your peers.
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* Divide yourself into two groups. For practical reasons, choose members of these groups who can work together outside the workshop session. If this is not possible, then every member of the group should take responsibility for the group task. The group tasks are:
* Divide yourself into two groups. For practical reasons, choose members of these groups who can work together outside the workshop session. If this is not possible, then every member of the group should take responsibility for the group task. The group tasks are:
** '''Group One''': Read pages 8 to 11 about Learning Intentions from the “AfL Guidance for KS 1-2 - 2007” .pdf document ([[File:AfL-Guidance_KS_1-2-2007-pages_1_to_14.pdf]]). You can skip sections 'Defining the learning' and 'what makes a good learning intention' as these have been covered in the session. Read everything else.
** '''Group One''': Read pages 8 to 11 about Learning Intentions from the “AfL Guidance for KS 1-2 - 2007” .pdf document ({{File|AfL-Guidance_KS_1-2-2007-pages_1_to_14.pdf}}). You can skip sections 'Defining the learning' and 'what makes a good learning intention' as these have been covered in the session. Read everything else.
** '''Group Two''': Read pages 12 to 14 about Success Criteria from the “AfL Guidance for KS 1-2 - 2007” .pdf document ([[File:AfL-Guidance_KS_1-2-2007-pages_1_to_14.pdf]]).  
** '''Group Two''': Read pages 12 to 14 about Success Criteria from the “AfL Guidance for KS 1-2 - 2007” .pdf document ({{File|AfL-Guidance_KS_1-2-2007-pages_1_to_14.pdf}}).  
:'''Both groups''': Identify points (from your group's pages) that are new (i.e. have not been discussed during the session). Record a few notes about these points for the benefit of the other group members and bring these to the next session. You could also email them to the OER4schools Google group mailing list.
:'''Both groups''': Identify points (from your group's pages) that are new (i.e. have not been discussed during the session). Record a few notes about these points for the benefit of the other group members and bring these to the next session. You could also email them to the OER4schools Google group mailing list.
:'''Note''': We recommend that you read all pages 1 to 14 from the document as background reading for AfL and the two strategies discussed in this session.
:'''Note''': We recommend that you read all pages 1 to 14 from the document as background reading for AfL and the two strategies discussed in this session.
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