TM Lesson 2

• Taal
• WO
• Studiejaar 4

Warm-up activity

Can you solve the riddles? Discuss with a classmate.

1. What starts with T, ends with T, and has T in it?

2. Where does today come before yesterday?

3. What five-letter word becomes shorter when you add two 

     letters to it?

Welcome everyone

Today's lesson:

• Warm-up activity 
• Recap of last week's lesson
• 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 of last week's lesson.
Write down what you remember about the FE loop from last week's lesson

Can you tell me the 5 different phases of the FE loop?

YES

NOT YET

Fill in the missing words or phrases for the AIM of this course:
At the end of this course, students can ...1..., ...2.... and ...3... on a lesson series based on the ......4...... of FE in a 3000-word paper or a 12-minute vlog.

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.

Questions about the prep work for today's lesson:

What does C4U stand for?

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

Formative Evaluation

Formative evaluation: a constantly occurring process, a verb, a series of events in action, not a single tool or a static noun.

(National Council of Teachers of English)

I can define phase 1 of Gullikers and Baartman's 5 cycle loop.

YES

NOT YET

Define phase 1:

Can you give the definitions of the SMART criteria?

YES

NOT YET

Phase 1

Clarifying expectations: Aim and SC

WALT = What Are we Learning Today

and 

WILF = What am I Looking For

Knowing students and their needs

• 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/

How can you get to know your students and their needs?

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)

C4U + feed forward (10 min)

Check each other's assignment and give feedback on: 

• Is the aim SMART? If not, how can the student improve?
• Do the SC show student learning? If not, how can the student improve?

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.

Can you explain aims and SC now?

YES

NOT YET

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!