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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 13:51, 15 May 2013
, 12 years agoadded info linking previous mention of portfolios
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JanetBlair (talk | contribs) m (added info linking previous mention of portfolios) |
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= Focus on assessment portfolios = | = 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 [[OER4Schools/Assessment portfolios|assessment portfolio guidance]] for use during discussion and in your own time. | |||
{{ednote|text= | {{ednote|text= | ||
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As we have done before with other units, you could review all sessions in the current unit, and discuss what participants have found most useful. | As we have done before with other units, you could review all sessions 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 | You could also consider asking the participants to do an assessment of their progress so far, by adding to their portfolio, as detailed below. | ||
}} | }} | ||
{{Activity|ia|: | {{Activity|ia|: Start work on assessment portfolios and continue in your own time.|10}} 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. | 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. | ||
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* What did you learn from that about what works or doesn’t work to support interactive teaching and learning? | * 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 | 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. | ||
= Follow-up activities = | = Follow-up activities = | ||
