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OER4Schools/Learning objectives and success criteria: Difference between revisions
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{{fup|A}} Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week. | {{fup|A}} Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week. | ||
{{fup|A}} 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- | {{fup|B}} Share with your class the learning objective and success criteria that you have formed in the session today. Consider using '''W A L T''' and '''W I L F''' to help your students get to grips with what is meant by learning objectives and success criteria. Record your experiences on the dictaphone and upload onto the server. | ||
* '''Group Two''': Read pages 12 to 14 about success criteria from the “AfL Guidance for KS 1- | |||
{{fup|C}} Form learning objectives and success criteria for as many lessons as you can during this week. Refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout ‘Questioning the questions’ (pages 3 to 6) for this. Make a note of your learning objectives and success criteria for discussion in the next session. | |||
{{fup|D}} Try out one or more of the adapted activities for AfL that we discussed today in Activity. Record your experiences on the dictaphone and upload onto the server. | |||
{{fup|E}} Optional reading activity if you want to go into the material covered in greater depth. As there is a lot of material to cover we have suggested a way of doing so to reduce the burden for each individual. | |||
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 (2007) for KS 1-2” .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 (2007) for KS 1-2” .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. | |||
{{setting of follow up}} | {{setting of follow up}} | ||
