Cefr - Formative Assessment 3n5k2a

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Formative A s s e s s m e n t Principles a n d P ract i ces Training 2018

Introductions • Trainer to add brief biography to introduce her/himself.

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Housekeeping • Training venue (facilities a nd fire assembly point) • Materials for today

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Training aims By the e nd of this training, teachers are expected to… • Understand formative a s s e s s me n t principles and practices • Recognise that formative a s s e s s me n t is promoted in the CEFR-aligned curriculum for teaching and learning • Be able to apply formative a s s e s s me n t in lesson planning • Understand how to monitor and interpret formative a s s e s s me n t • Understand how to give effective to pupils • Be able to discuss challenges to applying formative assessment in practice

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• Be able to reflect on a nd discuss future plans.

Sessio n 1: What is formative a s s e s s me n t and how d o e s it improve teaching a nd learning? Session aims: • Introduce ourselves to the group and know how we will be working together • Explain key differences between summative and formative assessment approaches • Analyse some key concepts of formative assessment in teaching and learning • Familiarise ourselves with one theoretical framework for the role of formative assessment in teaching and learning • Reflect on the session and identify key points of learning. D1.S1.4

Getting to know e a c h other! N a me Boards Make a name board for yourself. Write down your na me a nd either… – An adjective describing you that starts with the s a me letter/sound a s your na me or – A picture that describes you You have two minutes! Write in large letters s o it’s legible!

E.g. Reliable Roz Sturd y St e ve

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Hopes, Con cern s, Expectations 1. What do I h o p e to take away from this course ? What do I want to learn/know more about? 2. What are my main c o n c e r n s (challenges) for this course ? 3. What do I e x p e c t from the course trainer a nd other course participants? How can we work together? On your own • Fill in your hopes/concerns/expectations on separate post-it notes • GREEN = hopes • YELLOW = concerns D1.S1.6 • PINK = expectations

Hopes, Con cern s, Expectations • Place your post-it notes on the separate s he e ts of flip chart paper in the different corners of the room. • R e a d through the post-it notes and look for: – similarities and differences – categories/groups/connections – solutions for the concerns – ‘ground rules’ for how we c a n work together. P le a s e b e re a d y to s h a r e your tho u g h ts . D1.S1.7

Expectations for how we will work together • Working together and ing e a c h other is important. For example, those with stronger English langua ge ability can help by explaining words that others may not fully understand. • The handouts contain many of the important points. W e c a n go through these together for things that are not clear. • For s o me tasks, different groups will b e working on different parts of the task. In this way, you will b e able to learn from e a c h other. D1.S1.8

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Cou rs e glos s ary • Your glossary c a n b e us e d for terminology or key words that are new to you. • When you meet a new word, write it on a post-it note. • Write a definition for the word next to/under it. • If you still don’t understand the new word, a s k the trainer or another participant. • Stick your post-it notes on a flip chart paper. • Keep the paper with you s o you can build your glossary. • W e will come back to your glossaries later in the course. D1.S1.9

Before Training questionnaire • Now, please complete the Before Training questionnaire www.surveymonkey.co.uk/r/facascadeBEFOREteacher

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Defining ‘formative’ a n d ‘as s essment ’

• What do you understand by the words ‘formative’ and ‘ a s s e s s me nt’ ? • Discuss in your group what you think e a c h of the s e words me a ns . • Eve ryo ne n e e d s t o b e re a d y t o give a r e s p o n s e .

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What d o we m e a n by ‘formative’?

• Something that helps form or s h a p e something else. • The word formative in formative a s s e s s me n t refers to the purpose of a s s e s s me nt: that it is carried out to help s h a p e and inform the learning.

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What d o we m e a n by ‘as s es s men t ’?

• Making a judgement about what pupils know or are able to do. • The s e judgements are b a s e d on the evidence of learning produced by pupils.

•

Note: Don’t forget to u s e your glossary

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What is formative a s s e s s m e n t ? Assessment becomes formative assessment when teachers and pupils u s e evidence about pupils’ learning to help them: • understand how pupils are developing • decide the next steps in learning. These decisions are likely to be better than decisions that do not u s e that evidence. (adapted from Wiliam, 2018) Refer to the Teacher Handbook for further information

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Summative a n d formative a s s e s s m e n t a p p r o a ch e s There are two main approaches to assessment for its different purposes and uses: s u mma t i ve and formative assessment. Task • Handout D1.S1.H1 shows various aspects of each main assessment approach (formative or summative). • Work with your group and decide which statement describes: –

–

formative a s s e s s me n t (F) summative assessment (S)

• F a s t finishers: move to another group to offer help. D1.S1.15

Summative a s s e s s m e n t 4. Assess me nt of learning 6. Designed for people who are not directly involved in daily learning and teaching. 9.

Final and one-way; presented in a formal report. 10. Usually compa res a pupil’s learning with either other pupils or the “standard” for a grade/level. 11.

Given at the e nd of the year or a unit to check a pupil's learning after teaching.

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Formative a s s e s s m e n t 3. Designed to assist teachers and pupils. 5. Focuses on improvement and progress towards a learning goal. 7. Assessment for learning 8. Needs to involve the pupil because the pupil is the person most able to improve the learning. 12. Checks learning throughout teaching to determine progress and decide next steps. 13. Usually detailed, specific, and provides descriptive in words and in relation to success criteria that have been set. D1.S1.17

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Office [3]1 Office [4]1

Summative a n d formative a s s e s s m e n t ‘Hinge’ question: a big question to check your understanding.

Can you explain a key difference between summative a n d formative assessment? D1.S1.18

Formative a s s e s s m e n t – key c o n c e p t s

Teaching

Formative assessment

Where are we going? Where is each pupil now? How do we get there?

Learning D1.S1.19

Formative a s s e s s m e n t – key c o n c e p t s Task • Discuss with your group the different teaching strategies for formative a s s e s s me n t on Handout D1.S1.H2. • Which key question for formative a s s e s s me n t is most relevant to e a c h teaching strategy? Match e a c h teaching strategy to the relevant key question. • Be re a d y t o give r e a s o n s for your ma t c h e s . Handout: D1.S1.H2

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Slide 19 Office [3]1 I wanted to change 'prerequisite', but can't edit it. Can you??? It could change to: ...is necessary for the next phase... Microsoft Office , 15/01/2018

Office [4]1 If not possible, I suggest this goes in the cascade notes Microsoft Office , 15/01/2018

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Key con cep t s : Where are we goi n g? • Sha rin g learnin g objectives a n d s u c c e s s criteria Learning objectives describe the new knowledge, understanding a nd skills, a s well a s c ha nge s in attitudes, that pupils will gain by the end of a lesson. Identifying s uc c e s s criteria for a s s e s s ing learning will help the teacher to give specific . • Exe mp la rs Providing examples of langua ge u s e will help pupils understand where exactly they are going with their learning. D1.S1.21

Key con cep t s : Where is e a c h pupil n o w ? • S t a r t er s a n d p lena r ies T hese help the teacher know the starting point, a nd to s ee a cha nge after learning. • Deliber ate p r a ct ice Learning needs to b e broken down into small steps. • Q u es t ioning Teachers ca n ask different question types for different pur poses. • D is cu s s i o ns T hese may b e simple opinion-sharing activities for younger children. • Quick S c a n s All-pupil-response techniques that enable the teacher to quickly check understanding acr oss a whole class. • S elf - a s s e s s me nt a n d p eer - a s s e s s m e n t Primary pupils will need plenty of while developing these skills. Preprimary children ca n begin to do this in a very simple way. D1.S1.22

Key con cep t s : How d o we get t h ere? •Fe e d b a c k a s part of a formative process Three types: – Fe e d -up e ns ure s that pupils understand the purpose of the assignment, task, or lesson (learning objectives), including how they will be a s s e s s e d (s uc c e s s criteria) – Fe e d b a c k provides pupils with information about their s u c c e s s e s a nd ne e d s – Feed-fo rw a rd identifies the next step in the learning and how to get there All three are required if pupils are to learn at high levels. D1.S1.23

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Checking your answers

Where are we going?

Sharing learning objectives and success criteria Examples

Where is each pupil now?

Starters and plenaries Deliberate practice Questioning Discussions Quick scans Self and peer assessment

How do we get there?



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Principles of formative a s s e s s m e n t 1. Sharing and understanding learning objectives and s u c c e s s criteria 2. Helping pupils to show what they learned (e.g. in classroom discussions) 3. Giving that moves learning forward 4. Helping pupils to help a nd e a c h other with their learning 5. Helping pupils to b e owners of their learning (Adapted from Wiliam, 2018) D1.S1.25

Principles of formative a s s e s s m e n t In your group, discuss the following questions: 1. What are learning objectives and s u c c e s s criteria? 2. When do pupils produce evidence of learning? 3. Who gives the that mo ves learning forward? 4. How can pupils help a nd e a c h other in their learning? 5. Why do pupils ne e d to b e owners of their learning? Make a note of your answers to share with another group. Handout: D1.S1.H3

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Formative a s s e s s m e n t c l a s s ro o m culture

• Placing emphas is on the process of teaching a nd learning, a nd actively involving pupils in that process • Building pupils’ skills for peer a s s e s s me n t and self a s s e s s me n t • Helping pupils to understand their own learning, and develop appropriate strategies for “learning to learn”

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Consolidating a n d checking learning Two-minute S u mma r y • With your group, write a summary of your learning in this session. • You have two minutes. • Be ready to read out your summary. Muddy Po ints • Write down any ‘muddy points’ on the cards (something that is still not very clear). D1.S1.28

Sessio n 2: The u s e of activities that provide evidence for formative a s s e s s me n t (1) Sessio n aims: • Identify different time cycles, possible ways that pupils c a n show what they learned, a nd purposes for formative a s s e s s me nt • Familiarise yourselves with different types of formative a s s e s s me n t techniques • Reflect on the sessio n and identify key points of learning

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Consolidating learning from S e s s i o n 1 • R e s p o ns e s to ‘muddy points’

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Time cycles in formative a s s e s s m e n t

Span

Within and between lessons

Le ngth

Minute-by-minute and day-by-day

Teaching a n d learnin g s tra te g ie s

Starters a nd plenaries Questioning Self a s s e s s me n t Pe e r a s s e s s me n t Exit cards D1.S2.3

Time cycles in formative a s s e s s m e n t

Span Le ngth Teaching a n d learning s tra te g ie s

Within and between teaching units One to four weeks Assignments Practice tests End of unit quiz

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Time cycles in formative a s s e s s m e n t

Span Le ngth Teaching a n d learning s tra te g ie s

Across or teaching units Four weeks to a year (or more) Benchmarking tests End of term/year tests and exams

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Impact of time cycles in formative a s s e s s m e n t Sho rt cycle Medium cycle Lo ng cycle Pupil enga ge me nt Pupils understand Benchmarking for how they are being pupil progress increases assessed Teacher responsiveness improves

Teacher understanding of assessment improves

Improvements ma d e to the curriculum

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Time cycles in formative a s s e s s m e n t

Can you explain the three time cycles to your colleagues?

Thumbs up: showing agreement Thumbs sideways: not sure Thumbs down: showing disagreement

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Formative a s s e s s m e n t t ech n i ques: quick s c a n s Quick s c a n s All-pupil-response techniques that enable the teacher to quickly check understanding across a whole class. – Traffic lights – Thumbs up, thumbs down, thumbs sideways – Hinge question (a big question to check pupils’ understanding)

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Formative a s s e s s m e n t t ech n i ques: quick s c a n s

Do yo u k no w h o w t o u s e a Quick S c a n in a l e s s o n ? • •

Red: I don’t understand Amber: I almost get it, but I ne e d confidence

•

G re e n:

I understand it, and Ic a n others D1.S2.9

Formative a s s e s s m e n t t ech n i ques: effective questioning • On average teachers a s k 300 + questions a day • Most questions involve the IRF (or IRE) cycle: Initiation, R e s p o ns e , Feedbac k (or Evaluation) • Average wait time is less than 1 s e c o nd • 80% of talk in the classroom is done by the teacher • Pupils a s k surprisingly few questions given that they are doing the learning

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Formative a s s e s s m e n t t ech n i ques: effective questioning O p e n a n d c lo s e d q u e s t io n s Closed questions = ‘yes’ / ‘no’ / one-word answers Open questions = several possible answers / encourage thinking Follow-up questions = extend thinking and learning

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Formative a s s e s s m e n t t ech n i ques: effective questioning Teaching s tra te g ie s for effective q ue s tio n i n g 1. ‘No ha nd s up’ and nominated questioning (the teacher selects a pupil to answer) 1. Wait time and pose/pause/pounce/b o unce (basketball not ping pong!) 3. Distributing questions using lollypop sticks 4. Mini whiteboards

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Formative a s s e s s m e n t t ech n i ques: effective questioning Types of q ue s tio n i n g (from the ancient Greek philosopher Socrates) 1. The Ignoramus: P r e t e n d t o b e s tup id o r igno ra n t to e n c o u r a g e expla na tio n. 2. The Stingray: Give a s h o c k to pupils’ traditional w a y of think ing in the s a m e w a y a s tingra y u s e s its sting. 3. The Gadfly: This invo lves a s k in g lots of little q u e s t io n s inte n d e d to p u s h thinking. 4. The Midwife: Ask q u e s t io n s that he lp give birth t o ideas. D1.S2.13

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Formative a s s e s s m e n t t ech n i ques: effective questioning

1. What d o e s the word ‘formative’ mea n, b e c a us e I’ve never s e e n this word before? 2. What if formative a s s e s s me n t didn’t exist? 3. Do you think questioning is important? 4. What tips could you give to a new teacher about how they a s k questions in the classroo m?

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Formative a s s e s s m e n t t ech n i ques: effective questioning Tips for effective q ue s tio n i n g • Plan questioning carefully • U s e big questions to introduce a new topic • Ask questions that dig deeper than the surface (‘probing’ questions) • U s e statements for discussion rather than questions • Encourage pupils to make their own questions • Create a ive atmosphe re – welcome mistakes • Interpret what pupils s a y – don’t just evaluate D1.S2.15

Pyramid reflection: think back over this session… A question you want to ask Two w o r d s that h a v e ma d e a n imp r e s s io n D1.S 2.16

Three key w o r d s tha t a r e imp o r ta nt

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Sessio n 3: The u s e of activities that provide evidence for formative a s s e s s me n t (2) Sessio n aims: • Understand different productive/receptive task features that e mb e d formative a s s e s s me n t opportunities • Familiarise yourselves with a few discussion formats and how these contribute to formative a s s e s s me n t • Practise using a few different types of formative a s s e s s me n t techniques to collect evidence of learning • Reflect on the sessio n and identify key points of learning D1.S3.1

What are t h e benefits of formative a s s e s s m e n t ? • Think On your own, identify the benefits of formative a s s e s s me n t and write the s e down on a mini-whiteboard. • Pair Combine your ideas with a partner a nd put the s e ideas onto one mini whiteboard. • Share Hold your mini whiteboard up. Show your ideas to everyone. D1.S3.2

What are t h e benefits of formative a s s e s s m e n t ? Benefits for teachers: • Planning, teaching, responding a nd intervention b e c o me more in line with pupil learning. • Teaching and learning are focussed on ‘the Zone of Proximal Development’ (Vygotsky). • There is more emp has is on learning than performance.

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What are t h e benefits of formative a s s e s s m e n t ? Benefits for pupils: • Pupils are encouraged to think more explicitly about learning. • Pupils b e c o me owners of their own learning: setting their targets, monitoring and evaluating their own learning, becoming aware of their own strengths and a re a s for development a s a learner. • Motivation raised through active enga ge me nt in learning. • Helps develop a ‘growth mindset’: pupils develop strategies to help themselves when they find things difficult. D1.S3.4

Cooperative learning: jigsawing • Sta ge 1: you are placed in ‘expert’ groups a nd together you learn about (be co me experts on) o ne as pe c t of the PIES cooperative learning model (s e e Handout D1.S3.H2). • Sta ge 2: you are placed in a new group s o that e a c h group h a s a n expert for e a c h part of the model. Experts take it in turns to teach to the others their part of the model.

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Cooperative learning Discuss the following questions in your group: 1. How can you apply the PIES model to the cooperative learning activity you have just experienced?

2. What are the different receptive a nd productive skills that were involved in the cooperative learning activity? 3. How could a teacher give about the s e skills to pupils? P le a s e b e re a d y with a r e s p o n s e ! D1.S3.6

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Di s cu ssion formats: communication regulator • You will work in new groups of 3–4 people. • You e a c h ha ve three contribution cards. In the discussion you ca n only ma ke a contribution by placing your card on the table. • When you have us e d up all your cards you have to listen only. Discussion topic: It is impo rta n t for p up ils to s p e a k in their le s s o n s . D is c u s s why. • You have o ne minute to think before starting. D1.S3.7

Di s cu ssion formats: communication regulator • ‘Rules’ encourage everyone to participate and stop one person from dominating the activity. • Rules help to focus the activity.

Look at t h e other e x a mp l e s of c o mmu n i c a t i o n regulators o n Handout D1.S3.H3. Briefly tell your group: • Have you ever used one of these techniques or something similar? • How suitable are they for your primary or preschool classroom? D1.S3.8

Checking learning Work in pairs. Write down your answers on a mini whiteboard. 1. What is a princ ip le of formative a s s e s s me n t according to Wiliam? 2. What is a benefit of formative a s s e s s me n t ? 3. What t e c h n iq u e s of formative a s s e s s me n t do you know?

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Sessio n 4: Collecting a nd analysing evidence; introduction on giving Sessio n aims: • Make decisions about teaching and learning b a s e d on evidence • Explain the benefits of good on learning • Discuss different ways of giving • Reflect on Day 1 a nd identify key points of learning

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Starter activity P u t u p a c a rd … g r e e n for true, r e d for fals e

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Starter activity 1. Formative a s s e s s me n t helps to create a culture of learning rather than a culture of performance. 2. The point of formative a s s e s s me n t is for teachers to take responsibility for pupils’ learning. 3. Metacognition refers to pupils’ self-confidence. 4. Summative a s s e s s me n t takes place during the learning process not at the end. 5. A benefit of formative a s s e s s me n t is that teachers have less marking. 6. Wait time is the time given between asking and then collecting a respons e to a question. D1.S4.3

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Evidence of learning What evidence of learning c a n you help pupils to ge n e r a t e ? • Work in small groups to create a ‘gallery poster’. • The poster will show at least three ideas for different written and/or spoken tasks for pupils in language lessons. For example: – Written task: writing (or completing) a postcard from a holiday – Speaking task: performing a role play. Tasks can also be at a word and sentence level. • Say what evidence of learning each task creates. For example, what speaking skills would a role play demonstrate? what writing skills could writing/completing a postcard from a holiday help develop? • Tasks can be for one or for several different grades. Say which grade they are intended for. D1.S4.4

Feat u res of g o o d What a r e the fe a tu r e s of g o o d fe e d b a c k ? • Discuss in groups the features of good . • Write down key words/phrases on mini whiteboards. • Be ready to s ha re your words and explain your ideas.

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Feat u res of g o o d • It is descriptive • It is specific • It focuses on changeab le actions • It identifies what was done well • It identifies what c a n b e improved • It should b e tied to the lesson plan

• It is most effective when understood using familiar a nd relevant words related to the lesson and when it relates to learning objectives a nd s u c c e s s criteria D1.S4.6

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Giving

• How d o yo u give fe e d b a c k ? • What d o yo u d o well? • How c o uld yo u imp ro v e ? • Make notes or draw a diagram in the box to help you (s e e Handout D1.S4.H1).

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Techniques for corrective while s p eaki ng • On-the-spot verbal techniques (explicit correction; elicitation; metalinguistic ; clarification requests) • Silent pointing & gesturing S e e Handout D1.S4.H2

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Correction c o d e for writing

WW WG WO SP P X M ? ! RW

Wrong word Wrong grammar Wrong word order Spelling Punctuation Extra word Missing word Not clear Silly mistake! Try re-writing D1.S4.9

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Checking a n d consolidating learning • Complete your ‘Find s o me o n e who…’ form (Handout D1.S4.H3) • Move around the room. • Ask e a c h other questions to find out how much you c a n recall about today’s learning.

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Session 5: Reflection Sessio n aims: • Check that outcomes for the day have b e e n achieved • Consolidate and review the techniques presented throughout the day • Reflect on the first day a nd complete a learning journal entry

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Group d i s cu s s i on

• Review the learning objectives from the Day 1 sessions • Discuss in groups: Have these been achieved?

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Group d i s cu s s i on

In your group, discuss the various formative assessment techniques that you can identify from the Day 1 sessions.

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Learning journal

• On your own, write up your first learning journal entry. • Question prompts are provided on Handout D1.S5.H1.

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Sessio n 1: Overview of CEFR-aligned curriculum documentation and ‘can do’ orientation Sessio n aims: • Describe the role of the CEFR in the curriculum and in teaching and learning • Explain the relationship between the CEFR a nd a learning-oriented classroom • Understand how to u s e the CEFR for a model of progression • Reflect on the sessio n and identify key points of learning D2.S1.1

Formative a s s e s s m e n t bingo • You have a bingo s he e t with key words/phrases from Day 1. • First, complete the s q ua re s with the words from the box. Put them wherever you like in the bingo sheet. • Trainer will read out the definition, together with a number. If that definition matc hes with a word/phrase then write down the definition’s number in that square. • Call out ‘bingo’ when you have a line of numbe red squares. Your s he e t will b e checked! D2.S1.2

The Common Eu rop ean Framework of Reference (CEFR) • The CEFR describes what langua ge learners have to learn in order to u s e a langua ge for communication. • The CEFR describes the knowledge and skills which langua ge learners have to develop in order to b e able to u s e a langua ge effectively. • The CEFR defines levels of proficiency which allow learners’ progress to b e me a s ure d at e a c h s ta ge of learning and on a life-long basis .

• The CEFR provides a common basis for the design of langua ge syllabuses, curriculum guidelines, examinations, textbooks, etc. D2.S1.3

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The Common Eu rop ean Framework of Reference (CEFR)

• Work on your own, matching the CEFR global scale descriptors to the correct level (Handout D2.S1.H2). • Share and compare your matches with others in your group.

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The Common Eu rop ean Framework of Reference (CEFR) C2

Can understand with ea se virtually everything heard or read […]

C1

Can understand a wide range of demanding, longer texts, and recognise implicit meaning […]

B2

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation […]

B1

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. […]

A2

Can understand sentences and frequently used expressions related to areas of most immediate relevance […]

A1

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type […]

Pre A1

Can understand short, very simple instructions, questions, statements and words provided that they are delivered slowly and clearly and […]

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The Common Eu rop ean Framework of Reference (CEFR)

Key fe a tu re s of the CEFR: • It is a way of describing langua ge performance at 6 levels (also now describes a pre-CEFR level) • It covers 4 skills and the langua ge eleme nts within these. • There are global descriptors (which describe langua ge level in general) a nd skills-specific descriptors, which allow us to develop learning standards for e a c h level.

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The new curriculum framework • The new curriculum framework c o me s from the CEFR. The CEFR level descriptors have b e e n us e d to define and write the Content Standards a nd the Learning Standards. • C o nte nt S t a n d a r d s are the broad a re a of focus within e a c h skill: – Primary: Listening / Speaking /Reading / Writing / Langua ge Arts – Pre-school: Listening & Speaking / Reading* / Writing* [*Emergent skills] • Learning S t a n d a r d s are the more detailed and observable skills within the a re a defined by e a c h Content D2.S1.7 Standard.

The new curriculum framework • Look at the example Content and Learning Standards (s e e handout D2.S1.H3) • In groups, briefly discuss the differences in the Learning Standards from year to year.

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The new curriculum framework

Discuss in your groups the following statements: 1. Grammar is not specified in the curriculum because pupils don’t formally learn grammar rules. 2. The Learning Standards describe what a pupil can do but not how they progress from one level to the next. 3. The curriculum framework will help lesson planning .

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The new curriculum framework • The focus is on developing langua ge for communication within the four key skills, rather than grammar specifically. Grammar is viewed a s being part of communication. • The ‘can do’ statements help formative a s s e s s me n t practices b e c a us e they show teachers and pupils where they are going. However, teachers will ne e d to identify where e a c h pupil is a nd plan the ‘next steps’. • The curriculum framework helps teachers plan their lesso ns b e c a us e it shows the specific skills to focus on. However, teachers will ne e d to plan the path between where pupils are now and where they ne e d to get to in the future. D2.S1.10

A model of p rogres s i on • A model of progression establishes a path between where the pupils are now a nd where they ne e d to get to in the future. • In order to help teac he rs a nd pupils, a progression model h a s to b e detailed a nd specific. It will break complex skills down into small steps.

D2.S1.11

A model of p rogres s i on

• On your own, look at Handout D2.S1.H4 a nd the examples of activities to do in a langua ge lesson. • Place the activities according to their level o n the CEFR (Pre-A1, A1, A2, B1). • In groups, d isc uss id eas about the progression from o ne task to the next task. What principles for progression can you identify?

D2.S1.12

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A model of p rogres sion: principles for p rogres s i on

• Range: Limited ⇒ Wide This relates mostly to vocabulary, structures and phonemes. It goes from being a narrow range (not many) to a wide range (more and of differenttypes). • Frequency: High ⇒ Low This relates to how much people use the language in everyday life. It goes from being high frequency (used a lot) to less frequent. • : With ⇒ None This is the help and pupils need. They move from needing to not needing it.D2.S1.13

A model of p rogres sion: principles for p rogres s i on

• Complexity: Simple ⇒ Complex This relates to structures and vocabulary, going from single words to phrases to full sentences, from simple sentences to more complex. • Length: Shorter ⇒ Longer This is related to the length of texts read, heard, spoken or written, a s well a s the length of sentences. D2.S1.14

Qu es t i ons you would like to ask…

Write down 2 questions to a s k other people in the class about Day 2, Sessio n 1. Be ready to read a question out for others to try and answer. D2.S1.15

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Sessio n 2: Planning objective-focused lessons and identifying s uc c e s s criteria (1) Session aims: • Understand key principles of effective planning for formative assessment (including SMART learning objectives and success criteria) • Develop success criteria for learning objectives • Learn how to make learning objectives and success criteria clear to pupils, including using exemplars • Plan starter activities that activate prior learning and plan plenary activities that review learning • Reflect on the session and identify key points of learning D2.S2.1

Formative a s s e s s m e n t collocations • Do not refer to your handouts. • You have b e e n given o ne half of a formative a s s e s s me n t collocation. A collocation is ma d e of two or more words that are frequently us e d together. • The words you have b e e n given have b e e n us e d in previous sessions. • Move around the room and find the person with the word(s) to connect with yours. • When you have a match stay standing together. Handouts D2.S2.H1, H2

D2.S2.2

SMART learning objectives • Learning objectives tell pupils what they will b e learning in a lesson. • Learning objectives describe the new knowledge, understanding and skills, a s well a s c ha nge s in attitudes, that pupils will b e walking out with at the e nd of a lesson. • It helps to make them SMART! D2.S2.3

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SMART learning objectives

• Look at the learning objectives on Handout D2.S2.H3. • Place a tick next to the o ne s that you think are SMART and a cross next to those you think are not. • Rewrite the o ne s with a cross next to them to make them SMART. D2.S2.4

SMART learning objectives

When using learning objectives (LOs) consider the following: • Separate learning objectives from the context of learning • Be aware of whether LOs are open or closed (this h a s implications for your s u c c e s s criteria) • Don’t always share LOs at the start of the lesson; it can b e c o me a n empty ritual Handout D2.S2.H4

D2.S2.5

S u c c e s s criteria

• S u c c e s s criteria are specific and measurable descriptions of what success looks like when the learning objective (goal) is reached. • These success criteria will then help the teacher to give specific to pupils.

D2.S2.6

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Devising s u c c e s s criteria Use product-focused & process-focused success criteria(SC) E x a mp le: Learning S t a nda r d: • 2.1.2: Find out about a nd describe basic everyday routines Lear ning objective: • To ask a nd answer questions to communicate detail of morning routine of a character P r odu ct S u c c e s s Criterion: • Pupils will ha ve full information about the character’s morning routine P r o c e s s S u c c e s s Criteria: • Pupils will form intelligible questions in third per son pr esent t ens e • Pupils will r espond intelligibly to questions in third per son pr esent t ens e • Pupils will under stand a nd produce appropriate vocabulary: D2.S2.7 ver bs relating to daily routines / times

Developing s u c c e s s criteria

• Your group has been given an example of pupil work. • Develop the success criteria for this work that would be used to judge the quality of the work.

Handout D2.S2.H5

D2.S2.8

WALT a n d WILF a n d s o m e points to think ab ou t The WALT and WILF acronyms are a good way to make learning objectives and success criteria accessible to pupils. • WALT stands for ‘We Are Learning To’ (the learning objective) • WILT is ‘What I am Looking For’ (the success criteria) Also think about… • Devise success criteria (SC) with pupils not for pupils a s much a s possible • Refer to SC during the lesson not just at the end • Allow time for pupils to think about SC and take ownership of them • Link SC to learning objectives (and to models of good work) • Don’t have too many SC • Think about the order – are some SC more important than others? Is there a way of grouping them that is helpful? D2.S2.9

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St art ers a n d plenaries Work in small groups, listing on flip chart paper: 1. All the examp les of s ta rte r activities us e d s o far in the s e s s io ns this week 2. All the examp les of p le na ry activities us e d s o far in the s e s s io ns this week Add your own ideas for activities to the lists. D2.S2.10

Tell m e three things...

Tell me three things… • You have learnt today • You have done well • Your group has done well • You would like to find out more about • You know now that you didn’t know 80 minutes ago D2.S2.11

Sessio n 3: Integrating formative a s s e s s me n t into teaching and learning with the new CEFR-aligned curriculum Sessio n aims: • Find opportunities to u s e formative a s s e s s me n t in the new curriculum

• Identify short a nd long-term learning objectives b a s e d on the learning standards • Find opportunities to apply formative a s s e s s me n t techniques a s part of receptive a nd productive langua ge tasks • Reflect on the sessio n and identify key points of learning Handout D2.S3.H1

D2.S3.1

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Planning for formative a s s e s s m e n t Part One: • Your group h a s b e e n given a learning standard from the new curriculum. • Ba s e d on this learning standard, develop a SMART learning objective, a s well a s product and process s u c c e s s criteria for that objective. Ensure the s e are written in pupil-friendly language. U s e the flip chart paper to present your ideas.

Handout D2.S3.H2

D2.S3.2

Planning for formative a s s e s s m e n t Part Two: • Plan backwards from the learning objective(s) and identify a s e q ue nc e of activities/tasks that will enable pupils to achieve the learning objective(s). • Identify the formative a s s e s s me n t opportunities alongside the ideas for activities or tasks. • Be ready to talk us through your ideas. U s e the flip chart paper to present your planning.

D2.S3.3

Planning for formative a s s e s s m e n t : a n example Content Standard

Focus

2.1 Communica te simple information

Find out simple information

intelligibly

from others

Learning Standard

Learning Standard

Learning Standard

Learning Standard

Learning Standard

Learning Standard

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Working towards A1

A1 Low

A1 Mid

A1 High

A2 Low

A2 Mid

2.1.2 Find out about very basic

2.1.2 Find out about personal

2.1.2 Find out about and describe

2.1.2 Find out about and describe

2.1.2 Find out about and describe

2.1.2 Ask about and express rules and

personal information using fixed phrases

information by asking basic questions

basic everyday

experiences in the past

experiences up to now

obligations

routines

D2.S 3.4

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Planning for formative a s s e s s m e n t : a n example Pr i mary Con t en t St a n da r d: • 2.1: Communicate simple information intelligibly (Speaking) Learning St a n da r d: • 2.1.2: Find out about a n d describe basic everyday routines Learning objective: • To a sk a n d answer questions to communicate detail of morning routine of a character Pr oduct S u c c e s s Criterion: • Pupils will h a ve full information about the character’s morning routine P r oc e s s S u c c e s s Criteria: • Pupils will form intelligible questions in third person present t en se • Pupils will respond intelligibly to questions in third person present t en se •

Pupils will understand and produce appropriate vocabulary: verbs relating to daily routines / times

D2.S3.5

Planning for formative a s s e s s m e n t : a n example Learning objective: • To a sk a n d answer questions to communicate detail of morning routine of a character Activities/tasks a n d formative a s s e s s m e n t opportunities: • Review daily routine flashcards for the whole class to check knowledge of vocabulary using traffic lights. Extend a s necessary. •

Communication regulator: Hot-seating activity in groups to a sk about daily routines.

• •

Review third person forms through on hot-seating activity. Information ga p activity – pupils a sk and answer questions in pairs to complete chart of Maya’s morning routine (showing clocks a n d cartoon images of routine).

• •

Put pairs together to check answers orally. Monitor carefully to evaluate pupil performance in pair and group work. Review a n d give individually and whole class. Plan for further review if necessary.

D2.S3.6

Planning for formative a s s e s s m e n t : p res en t ati ons

• W e are now going to listen to e a c h group’s short presentation of their ideas. • After e a c h presentation there is a n opportunity for you to give . This will ne e d to b e focused on ‘what w e n t well’ (ideas that you liked and why you liked them) and ‘even b e tte r if’ (suggestions or tips for improvement).

D2.S3.7

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Participants are the trainer

2-3 volunteers are needed! You will summarise the session and question the rest of your colleagues on what was learnt.

D2.S3.8

Starter - Visualising a l e s s o n

• Create a visual representation of your ideal lesson. • This can be a drawing, cartoon, diagram etc. • Share your visual representations with a partner.

Handout D2.S4.H1

D2.S4.1

Session 4: Planning objective focused lessons and identifying s u ccess criteria (2) Sessio n aims: • Develop lesson plans that include SMART learning objectives a nd formative a s s e s s me n t opportunities • Develop s u c c e s s criteria to judge the quality of lesson plans • Give peer on lesson plans. • Understand the requirements for the Day Four microteaching task

D2.S4.2

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Le s s o n planning • Learning objectives tell pupils what they will b e learning in a lesson. • Learning objectives describe the new knowledge, understanding and skills, a s well a s c ha nge s in attitudes, that pupils will b e walking out with at the e nd of a lesson. • It helps to make them SMART! D2.S4.3

Le s s o n planning

• In your groups you will work on your lesson ideas presented in Session 3. • Using the that was given to you, now put together a detailed lesson plan. • Ensure your learning objective(s) are SMART. • Complete all the columns in the lesson plan template (Handout D2.S4.H2). D2.S4.4

S u c c e s s criteria • S u c c e s s criteria are specific and measurable descriptions of what success looks like when the learning objective (goal) is reached. • These criteria can be communicated to pupils using a rubric. A rubric is a grid that shows a range of criteria and levels of performance for each criterion. (See Handout D2.S4.H3)

criteria

Levels of performance

D2.S 4.5

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S u c c e s s criteria

• In your groups, develop your own success criteria for judging the quality of the lesson plans. • Use these criteria a s the basis for making an assessment rubric (using Handout D2.S4.H4 a s the template). • Make sure you use ‘can do’ statements to describe your success criteria across all levels of performance. D2.S4.6

Peer

• Groups swap lesson plans • Use your assessment rubric to give on the lesson plan given to you. Use the rubric created in the previous phase to record your . • You will then receive a completed rubric with on the lesson plan you developed. • You will have the opportunity to comment on the given to you. D2.S4.7

Micro-teaching t as k for Day 4 • On Day 4 you will b e working in groups to plan a nd deliver a short micro-teaching activity that focuses on a specific aspect of formative a s s e s s me n t practice. • You will plan on Day 4 a 15-minute teaching sessio n on o ne aspect of formative a s s e s s me n t that will e nga ge teachers. – Clarify your learning objectives a nd s uc c e s s criteria. – Start with a starter activity and conclude with a plenary opportunity. – Build in a formative a s s e s s me n t opportunity. – Don’t try to do too much — keep it focused! D2.S4.8 Handouts D2.S4.H5, H6

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Session 5: Reflection Sessio n aims: • Check that outcomes for the day have b e e n achieved • Review the ‘hopes’ post-it notes from Day 1 • Reflect on the s e c o nd day and complete a learning journal entry

D2.S5.1

Group d i s cu s s i on

• Review the aims from the Day 2 sessions • Discuss in groups whether you feel these have been achieved.

D2.S5.2

Review post-it n o t e s

• In your groups, review your ‘hopes’ post-it notes from Day 1. • Discuss how much progress you are making with meeting these hopes. • Review your glossary post-it notes. Put away the words you now feel confident about.

D2.S5.3

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Learning journal

• On your own, write up your second learning journal entry. • Question prompts are provided on Handout D2.S5.H1 for this reflection.

D2.S5.4

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Starter – True/False s t at emen t s ab ou t formative assessment

• Eight statements about formative assessment have been placed on the walls around the room. • Work with a partner. Move around the room and decide whether a statement is True or False. • When you have finished, record your answers on Handout D3.S1.H1.

D3.S1.1

Sessio n 1: Reviewing a nd developing formative a s s e s s me n t techniques in receptive and productive skills Sessio n aims: • Explain the concept of deliberate practice • Understand how to plan for deliberate practice • Develop tasks at word, s e nte nc e and text levels for practising and developing specific langua ge skills and knowledge • Reflect on the sessio n and identify key points of learning

D3.S1.2

Deliberate practice Deliberate practice : learning is broken down into small steps s o that… • Pupils c a n b e given tasks to help them improve specific skills a nd knowledge. • The focus in deliberate practice is always on specific a re a s of learning to improve. • By breaking generic skills and complex tasks down into small steps, working memory is not overloaded.

• c a n b e very precise be c a us e it c a n focus on the specific skill that h a s b e e n practised. D3.S1.3

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Planning for deliberate practice • Your group will be given a particular content standard from the new Curriculum Framework to focus on (Handout D2.S1.H3 from Day 2) • Discuss in your groups how to break down the skill described in the content standard into smaller steps a nd skills. • Develop activities that could help pupils practise the ‘little’ skills that will help them work toward achieving the ‘bigger’ skill described in the content standard. • Be ready to present your ideas a s a group. D3.S1.4

Group p res en tat i ons

• Please be ready to give on each other’s ideas. • the features of good that have been discussed on the course so far.

D3.S1.5

Recipe Time

• Write a recipe of the session we have just had (or your learning from the session). (Use Handout D3.S1.H2)

D3.S1.6

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Sessio n 2: Reviewing a nd developing formative a s s e s s me n t techniques to independent learning Sessio n aims: • Explain the concept of growth mindset • U s e self and peer a s s e s s me n t to involve pupils in a s s e s s me n t • Understand how to pupil recognition of intended learning and implication on their development • Understand a nd discuss ways to build pupil autonomy and encourage pupil voice through pupil • Reflect on the sessio n and identify key points of learning D3.S2.1

Growth Mindset Questionnaire • Ple a s e complete the Growth Mindset Questionnaire • Complete it on your own • Be honest in your answers! • When you have finished, a d d up your score in the first thre e q u e s t io n s . Then divide it by 3. • Compare your answers with the person next to you.

D3.S2.2

Fixed mi n d s et • • • • • • • •

Performance orientation Intelligence is static (doesn’t c h a n ge ) I m u s t look clever! Avoids challenges Gives up easily S e e s effort a s pointless Ignores useful criticism Likely to r e a c h a high point early a n d achieve l e s s t h a n full potential OR s e e s t h e ms e l ve s a s below a ve r a ge (‘stupid’), a n d gives u p

From: Clarke’s OutstandingFormativeAssessment:CultureandPractice (2014, p. 13) D3.S2.3

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Growth mi n d s et • Learning orie nta tio n • Intellige nce is e x p a n d a b le

• • • • • •

I w a nt to learn more ! Emb ra ce s challenges Persists in the face of setbacks S e e s effort a s the way forward Learns from criticism R e a c h e s e ve r highe r levels of a c hie v e me n t

From: Clarke’s OutstandingFormativeAssessment:CultureandPractice (2014, p. 13) D3.S2.4

How to p romot e growth mi n d s et

• In your groups, think of ways to and promote a growth mindset in pupils. • Discuss and identify practical ideas that can be used in the classroom. • Be ready to share your ideas.

D3.S2.5

How to p romot e growth mi n d s et • Create a climate in which pupils feel safe a nd b e c o me willing to take risks. • Acknowledge ‘mistaken’ answers by finding something positive. • U s e C3B4ME (i.e. S e e Three Before Me). • Involve pupils in planning. • Praise growth mindset: focus on praising effort by using key phrases: ‘You me a n you don’t know yet’; ‘Don’t say no — have a go’; Well done! You’re learning to…’. D3.S2.6

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Self a s s e s s m e n t a n d p eer a s s e s s m e n t Self and peer a s s e s s me nt are important teaching a nd learning strategies in formative a s s e s s me n t practice. The s e strategies ensure that pupils are involved in a s s e s s me n t and are able to help e a c h other with their learning.

• In your groups, think of different self and peer assessment activities. • Be ready to share your ideas. D3.S2.7

Self-as s es s men t i d eas • Learning logs : The s e logs record a pupil’s re s p o ns e s to questions about what went well in their learning a nd what could b e even better (Use several open-ended prompts s o that a pupil c a n c ho s e two or three to respond to). • Exit c a r d s : The s e record a pupil’s re s p o ns e s to questions about what went well in their learning and what could b e even better. The cards are usually completed a s part of a plenary p h a s e in a lesson.

D3.S2.8

Self a s s e s s m e n t in practice • 'Find o ne example you are really proud of and circle it. Tell the person next to you why you are pleased with it.’ • ‘Decide with your partner which of the s u c c e s s criteria you have b e e n most successful with, a nd which one ne e d s help or could b e taken even further.’ • 'You have five minutes to find o ne place where you could improve. Write your improvement at the bottom of your work.’ D3.S2.9

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Peer a s s e s s m e n t i d eas •

Two st ar s and a wish: When a pupil gives to another pupil on an aspect of their learning, the must take the form of two things that were good (stars) and one area for improvement (wish).

•

P eer a s s e s s me n t t o improve answer s: Pupils work individually on a task and then in small groups they share their work. They then work together a s a group to generate the best possible answer. Groups share their collaborative results with the rest of the class.

•

Pupils design their o wn ‘spot tests’: Pupils work in groups preparing their own short test to check learning. The tests can be swapped within the class and pupils complete each other’s tests, returning them for marking to the group that designed the test. D3.S2.10

The setting of learning targets, or goals, is important for formative a s s e s s me n t practice. Teachers should involve pupils in discussing a nd setting their targets. Pupils then take action to achieve those targets. They then evaluate their progress to s e e if the target h a s b e e n met and finally, set new targets or revise o ne s that were not achieved. SSeet leeaarrnniinngg ttaarrggeett

WWoorkkttoowwaarrddss aacchhieevvinngg ttaarrggeett

EEvvaaluuaateepprrooggrreessss

D3.S 2.11

Target-setting and Individual Learning Plans (ILPs) ILPs are a way to record target-setting and ensure pupil recognition of intended learning. ILPs record pupil progress lesson-by-lesson and can raise motivation. ILPs often have three sections: the learning target (which ne e d s to b e SMART): the planned action(s) to achieve the target; and a n opportunity for the pupil to review or evaluate own progress.

SMART Target Action(s) to achieve target Review/evaluation of progress D3.S2.12

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Using ILPs with primary and pre-school pupils • Setting and evaluating progress against targets is not something that comes naturally or easily to young children. It is a skill that needs to be developed. • At younger ages, we can introduce this strategy in a very basic form to begin this process. • In groups, discuss: How can we implement ILPs with the following a ge groups? • Pre-school • Lower primary • Upper primary D3.S2.13

Pupil voice

• In your groups, think of different ways (or methods) of collecting from pupils. • Discuss and identify what the different purposes of collecting could be. What would you ask and what would you do with the information collected?

D3.S2.14

Pupil voice

• • • • • •

Surveys and questionnaires Exit cards Learning logs Focus groups Class meetings Informal

D3.S2.15

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Get creative

Banana

Green

Tourist

Toy

Phone

• Show how each of the random words above might link to today’s learning. • Be ready to explain the link. D3.S2.16

Sessio n 3: What is effective ? A model for giving Sessio n aims: • Understand the ‘medals a nd missions’ model for effective • Set SMART targets for pupils • U s e the ‘medals a nd missions’ model to record evidence of learning achieved a nd identify a re a s which require further development • Reflect on the sessio n and identify key points of learning D3.S3.1

Describe a n d draw

• Work in pairs. Decide who is A and who is B. • A describes the image (on Handout D3.S3.H1) to B. • B draws what is described to them (without looking at the handout). When the drawing is finished, compare B’s drawing with the original image. Discuss how the image relates to the topic of ‘’. D3.S3.2

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‘Medals a n d missions’

‘Medals and Missions’ goals

(Petty, 2014)

medal mission medal

D3.S3.3

‘Medals a n d missions’ You used question words to ask your partner about their weekend. Your partner could answer your questions correctly. Next time, to speak a little more clearly and carefully by slowing down a little. Medal: This is: You used question words to ask your partner about their weekend. Here the pupil is receiving a medal that relates to language use. It might also relate to understanding of subject knowledge for some activities. Mission: This is: to speak a little more clearly and carefully. This mission relates to a speaking skill and draws the pupil’s attention to a specific aspect of that skill. It could also relate to language use. D3.S3.4

SMART t arget s

By the end of the lesson: Improve how clearly I speak by planning what to say, then speaking more slowly and carefully. Improve my speaking.

D3.S3.5

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SMART t arget s a n d ILPs

• Look through the examples of targets in Handout D3.S3.H2. • Indicate which targets are SMART. • Those targets that aren’t SMART, make them SMART! D3.S3.6

Using ‘medals a n d missions’

• Your group was given an example of pupil work on Day 2. • You developed success criteria for the work. Use these criteria for writing ‘medals and missions’ for the pupil. • Be ready to share your written .

D3.S3.7

Story time

• Retell the session’s learning a s a story. • Ensure you have a beginning, a middle and an end. • Be ready to share your story.

D3.S3.8

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Sessio n 4: Using differentiation effectively in planning activities Sessio n aims: • Describe the purpose and applications of differentiated learning • Explain the link between differentiation and planning formative a s s e s s me n t • Apply strategies for differentiation b a s e d on pupils’ different levels, interests and approac hes to learning • Reflect on Day 3 a nd identify key points of learning

D3.S4.1

Formative a s s e s s m e n t cros s word

• Can you complete the formative assessment crossword (Handout D3.S4.H1)?

D3.S4.2

P u r p o s e a n d applications of differentiated learning

Differentiated learning is an approach to planning lessons for a class of individuals. It is a way of thinking about the classroom so that: • Each pupil’s learning needs are met • Each pupil reaches their potential D3.S4.3

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P u r p o s e a n d applications of differentiated learning Differentiation c a n occur in the c o nte nt, p r o c e s s , or p ro d uc t . For example: • Differentiating c o nte n t allows s o me pupils to work a he a d independently and cover the content faster than others or at a deeper level than others. • Content may also b e differentiated through topic focus s o that pupils work with something that interests them or helps fill a gap in their understanding. D3.S4.4

P u r p o s e a n d applications of differentiated learning • Differentiating the p r o c e s s me a n s varying learning activities to provide different methods for pupils to learn in different ways. • This may involve using different types of input or activity – visual, written, physical, etc.

D3.S4.5

P u r p o s e a n d applications of differentiated learning • P r o d u c t c a n b e differentiated by asking different pupils to have different end results of a n activity. • S o me pupils may have targets or expectations that are reduced or increased. • S o me pupils may b e a s k e d to produce more or less complex or cognitively challenging work. • S o me pupils may b e a s k e d to produce something in fully written form, others less full or in spoken form.

D3.S4.6

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Differentiation a n d planning formative a s s e s s m e n t

• Think (on your own): What is the link between differentiation and formative a s s e s s m e n t ? • In pairs: Discuss your ideas with a partner • Share: Be ready to share your ideas D3.S4.7

Differentiation a n d planning formative a s s e s s m e n t • You ha ve a se t of four differentiation strategies b a s e d on those from the new CEFR-aligned preschool a nd primary (Years 1 & 2) S c h e me s of Work. • R e a d the strategies carefully a nd match them with a heading. • Move to another group and explain the four strategies without reading from the paper.

D3.S4.8

Strategies for differentiation

This is a c a s e study activity. The c a s e study describes a particular class of Year 6 pupils and their teacher. (See Handout D3.S4.H3) • On your own, read though the c a se study. • Discuss in your group the strategies for differentiation and formative assessment techniques you would recommend the teacher use with this group of learners. • Be ready to share your ideas. D2.S4.9

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Formative a s s e s s m e n t b oard g a m e

• You will have a game sheet (Handout D3.S4.H4), dice and counters. Choose a timekeeper for your group • Put the counters at the ‘start’ and take it in turns to throw the dice. • Move your counter and follow the instruction on the square you land on. Talk for one minute only (timekeepers need to monitor this). D3.S4.10

Session 5: Reflection Sessio n aims: • Check that outcomes for the day have b e e n achieved • Consolidate and review the techniques presented throughout the day • Reflect on the third day and complete a learning journal entry

D3.S5.1

Group d i s cu s s i on

• Review the aims from the Day 3 sessions. • Discuss in groups whether you feel these have been achieved.

D3.S5.2

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Group d i s cu s s i on

In your group, discuss the various formative assessment techniques that you can identify from earlier sessions.

D3.S5.3

Learning journal

• On your own, write up your third learning journal entry. • Question prompts are provided on Handout D3.S5.H1 for the reflection.

D3.S5.4

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Sessio n 1: Micro teaching: and recall main principles of formative a s s e s s me n t (1) Sessio n aims: • • • •

Finish preparing formative a s s e s s me n t micro-teaching Practise delivering on formative a s s e s s me n t s Evaluate observed lesso ns and provide Give using the ‘medals and missions’ model

D4.S1.1

Sch ed ule for micro-teaching – S e s s i o n 1 Add schedule for Sessio n 1 micro-teaching to this slide.

D4.S1.2

Session 2+3: Micro teaching: and recall main principles of formative as s essment (2) Sessio n aims: • Practise delivering on formative a s s e s s me n t s • Evaluate observed lesso ns and provide • Give using the ‘medals and missions’ model

D4.S2+3.1

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Sch ed ule for micro-teaching – S e s s i o n 2 Add schedule for Sessio n 2 micro-teaching to this slide.

D4.S2+3.2

Sch ed ule for micro-teaching – S e s s i o n 3 Add schedule for Sessio n 3 micro-teaching to this slide.

D4.S2+3.3

Session 4: Reflection and action planning Sessio n aims: • Promote self-reflection on key skills teachers ne e d to focus on for successful formative a s s e s s me n t mana ge me n t • Understand how monitoring and evaluation tools work and when to u s e them • Complete after-course questionnaires

D4.S4.1

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Reflection o n learning

• Go through the Teacher Handbook and identify how the necessary nine building blocks have been covered in our sessions. • Complete the self assessment (Handout D4.S4.H1). • Which of the necessary nine do you feel most confident with? Which of the building blocks do you need to focus on? D4.S4.2

Reflection o n learning

Your Glossary Reflection: • Collect together all the words in your glossary. • Share and review the words with the person next to you. • Do you feel comfortable with them all now?

D4.S4.3

Reflection o n learning

• Review the hopes, concerns and expectations that you identified in Session 1, Day 1. • Have your hopes been met? How have they been met? If they were not met, why not? • Discuss in your groups.

D4.S4.4

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Monitoring a n d evaluation

The responses to the training questionnaires will be used to inform us about… • • • • •

How well the training went What you learnt from the training If you recommend the training Your future needs Any other D4.S4.5

After-training Questionnaire

Please complete the After-training questionnaire now! www.surveymonkey.co.uk/r/facascadeAFTERteacher

D4.S4.6

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