Tanya TM lesson 2 updated

• Taal
• WO
• Studiejaar 4

Teaching Methodology, week 2

Today's class

WALT (aim): Students can explain (the relevance of) and create Phase 1 of the FE loop

WILF (SC=Success Criteria):
- Students can give the definition of the acronyms WALT and WILF
- Students can use the acronyms WALT and WILF
- Students can define and explain each letter in the acronym SMART
- Students can create their own aim and SC for an activity

Recap:
What do you remember from last class?

Gulikers & Baartman's FE loop

Phase 1

Phase 2

Phase 3

Phase 4

Phase 5

clarifying expectations

eliciting student response

analysing and interpreting response

communicating with students about responses

taking follow-up actions: adapting teaching & learning

Collect evidence of learning

Collect evidence of HOW students reach the aim.

C4Us = Checks for Understanding

Suggestions for the example of 5 sentences about yourself?

Analyse evidence of learning

Describe and explain observations of the collected evidence of learning. What went well? Why? Where is room for improvement?

Discuss findings/analysis with students

Providing students with feedback. Informing them about your findings. How do you do that so their learning can benefit from your feedback?

Suggestions?

Improve your teaching and the students' learning

If you had to teach the same again, what would you do differently? Why? Which activities can you come up with to make sure your students reach the aim set in phase 1?

Suggestions?

Aims and success criteria (SC)

AIM(S) = WHAT do you want your students to learn?

SC = HOW will your students reach the aim?

Example AIM: Students can introduce themselves in 5 sentences.

SC? 

How can you as a teacher 'clarify expectations'? Answer in one sentence, using no more than 15 words.

Check-in:
How confident do you feel about creating SMART aims and SC?

rather confident

getting there

What are SC again?

When we say that Learning Aims and Success Criteria are SMART, what we mean is that they are...

1. special, meaningful, appropriate, relevant and topical
2. specific, measurable, achievable, realistic and timely
3. specific, meaningful, achievable, realistic and timely
4. specific, meaningful, appropriate, relevant and timely

Aims and SC

WALT (aim): Students can explain (the relevance of) and create Phase 1 of the FE loop

WILF (SC=Success Criteria):
- Students can give the definition of the acronyms WALT and WILF
- Students can use the acronyms WALT and WILF
- Students can define and explain each letter in the acronym SMART
- Students can create their own aim and SC for an activity

What are
WALT & WILF?

Phase 1

Clarifying expectations: Aim and SC

WALT = What Are we Learning Today

and 

WILF = What am I Looking For

Getting to know your students

• culture, language, and identity
  
• learning environments (classroom, home)
  
• demographics (age group, local connections, and affiliations)
  
• learning-related data
  
• medical or health conditions
  
• knowledge of learner preferences, abilities, and interests
  
• personal connections and relationships
  
• individual learner goals and aspirations.

Identify learner needs.  https://inclusive.tki.org.nz/guides/technology-tools-for-learning/identify-learner-needs/

Think - Pair - Share

Which of the listed factors do you already focus on in order to get to know  your students and their learning needs? How do you go about it?

Think (1 min) - Pair (4 min) - Share

What does C4U stand for?

1. See for yourself
2. comprehension for u
3. Check for understanding
4. care for u

Assignment (10 minutes)

• Create a SMART aim for a single lesson for your students where they have to use the present continuous. 
• Add suitable SC (success criteria)

Suggestion for pres. cont. aim

Aim: At the end of the lesson, you can write 5 sentences about what you, your teacher and your classmates are doing, using 5 different verbs.

SC: You can explain how the verb of the present continuous is made.

SC: You can list the 3 different forms of the verb 'to be' 

SC: You can divide the pronouns I/you/he/she/it/we/you/they into singular 

         and plural and combine them with the correct form of 'to be'.

SC: You can list 5 different verbs which describe what a person is doing.

Course AIM:

At the end of the course, students can design, carry out and reflect on a lesson series based on the 5 cycle loop of FE in a 3000-word paper or a 12-minute vlog.

Success Criteria in Lesson Series

• The Success Criteria of the lesson SERIES are basically turned into AIMS for the first two lessons.

• The aims of the first two lessons get their own Success Criteria.

• The aim of the third lesson depends on the results of the analysis of the students’ end products (carried out after Lessons 1+2).

• The aim of Lesson 3 (the re-teaching lesson) will therefore focus on the SC of the lesson series the students did not master when they handed in their end products.

Brightspace activity - week 2

Read pages 1 & 2 of the handout  in silence

In pairs. formulate the lesson aim and 3 SC for lesson 3 of the second lesson series (page 2 of the worksheet).

Feed forward (10 min)

Check each other's aim and 3 success criteria and give feedback on: 

• Is the aim SMART? If not, how can it be improved?
• Do the SC show student learning? If not, how can it be improved?
• Adjust your aim/SC based on your peer's feed forward
  

Share your adjusted aim

How confident do you feel about creating SMART aims and SC now?

rather confident

getting there

What are SC again?

Theory

Implementation of theory in class

Design lesson series

Start of the course

April 10 (7!) formative

individual feedback

June 7

feedback on lesson series

carry out lesson series

write up lesson series design and reflection

hand in

Assignment timeline

Homework:

• Try to set an aim and SC for (at least) one of your classes next week. 
• If you feel confident, let the students decide on the SC, but you must make sure they are SMART.
• Do the prep work in BS for next week's lesson

Hope to see you all in class again next week!