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

* 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?

* How will you make prepare yourself further to introduce peer and self-assessment in future lessons?

Referring to your inventory, complete the following questionnaire to review 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!

{{activity|Whole Group Discussion}} 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 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?

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

{{activity|Pair work and whole group work}} 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 in your folder. 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.

In this session we are 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.

* Imagine if Noxolo had directly told the class at the beginning of the lesson 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 an effective pacing of lesson will always result in avoiding over-running or under-running of lesson? Why do you think so?

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

{{activity|Whole group discussion}} Having watched the videos, share some of your responses as a group. You have learnt about what good pacing is about, which is to help as many of  your students to understand and keep up with your teaching in the classroom. Now discuss these two questions below on making connections between what you have learnt about differentiation through group work and AfL, and lesson pacing:

No matter how good your initial lesson plan is, it is highly likely you will have to adjust it if you are constantly checking what students have learnt. 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?

# Second, to try out AfL during an ICT-supported activity. So while you do the activity, imagine that you want to introduce it in the class. Think about the following:

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

During this and the next activity, ask participants to use traffic lights to indicate their progress  of completion of the activities. The traffic light cards can just be placed in front of each participant, with the relevant color visible on top. Explain to the participants that the red light should be shown if they need immediate and urgent help from the facilitator. Use the orange light if they are unsure about some issues with the activities which they can consult their partner teachers currently. Use the green light to indicate that all are smooth-going for them so far. They are encouraged to use the traffic lights at all times while they are engaging with the activities while you go around assisting them.  There is no need for the participants to “vote” at specific times.

 

 

 

 

 

 

 

= Discussion of ICT activities =  

The facilitator may like to record what the teachers have suggested in a table format on the blackboard:

 

* Try out the sequencing activity or a geogebra activity in class. Bear in mind AfL measures, and try them out during the lesson

* Do the assessment portfolio