TM lesson 1

• Taal
• HBO
• Studiejaar 4

Question before we start:
Who is looking forward to this course?

Can't wait!

Only here because I want to pass

Don't know yet

Who am I?

Britt Nooij

Pabo

ETTP

Applied Linguistics and Language Acquistion in Multilingual Contexts - Barcelona

Name, age (optional), level at which you teach, how many lessons a week, how many modules to go before graduation?

Why did you want to become a teacher?

Name and answer please

Password = TM

What do you already know about FE?

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? 

Is this an example of a good AIM?
Students can write a story in English.

YES

NO

I DON'T KNOW

Aim for this course

At the end of this 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 video.

Deadline end of semester 1

Module guide: Step-by-step guide

1. First you will spend some time reading, discussing and studying the topic of formative

evaluation, both in and outside of class.

2. You will then apply the formative assessment cycle in your own classroom.

3. You will be working on your FA lesson series in class and with your peers beginning on day 1. 

This will be a continuous process until the actual execution of your plan.

4. For each of the phases that you describe, think of the golden circle: what, how, and why.

“I have chosen to determine the success criteria for the written report (what) by offering

students three written samples of a poor, average, and well-written report. In groups students

then decided what the criteria for a good report should be, and they drew up the criteria for the

rubric by which they were assessed themselves. (how). I did this because this activity is known to

create a feeling of ownership for the final written assignment (why). According to Baartmans

(2017) ownership is... in addition, the instructions for the final written assignment are also

modeled through examples (Williams, 2015) (why).” Always support your choices with theory.

Any "burning questions" regarding the assignment?

Which aim for a single lesson is SMART?

1. Students can write 5 sentences in English.
2. Students know how to tell a funny joke.
3. Students can use the past simple correctly when talking about their latest holiday for 2 minutes.
4. Students at A1 level can discuss their political preference for 8 minutes.

Success Criteria (SC)

• Success criteria are the steps or mini-aims students must   master to achieve the aim of a lesson (series). 
• Success criteria ALWAYS show student learning. 

Do not confuse SC with (task) instructions, like 'write 200 words' or 'work in groups' or 'use the internet to look up information'.

Example of aim and success criteria (SC):

Aim: At the end of the lesson, (A1) students can use the present simple correctly in 10 sentences about themselves and their family members.

SC: Students can explain when the present simple is used.

SC: Students can recognize the subject of a sentence as he/she/it.

SC: Students can identify the ending of the stem of the verb as ss/ch/sh/x/o 

        and add -es after the stem.

SC: Students can identify the ending of the stem of the verb as consonant+y

        and change the i to y and add -es after the i.

Remember: SC show student learning!

Use action verbs when formulating SC so the students' behaviour is observable. Use Bloom's taxonomy (list on Brightspace). 

Remember:         define. identify. describe. label. list. ...

Understand:       explain. describe. interpret. paraphrase. summarize. ...

Apply:                    solve. apply. illustrate. modify. use. ...

Analyse:               analyze. compare. classify. contrast. distinguish. ...

Evaluate:              reframe. criticize. evaluate. order. appraise. ...

Create:                 design. compose. create. plan. ....

https://michener.ca/wp-content/uploads/2017/09/Blooms-Taxonomy-Verb-List.pdf

Which SC is suitable and correctly formulated for the aim:

'Before the end of the lesson, (A2) students can talk about 3 different activities they did during their latest holiday for 2 minutes.'

1. Students can make correct sentences.
2. Students can use 5 regular and 3 irregular verbs in the past simple to describe holiday activities
3. Students understand how to use the past simple in sentences.
4. Students know time phrases in the past.

Which other SC would be suitable for the same aim:
'Before the end of the lesson, (A2) students can talk about 3 different activities they did during their latest holiday for 2 minutes.'

Aim for this course

At the end of this 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.

In groups of 3 or 4, discuss suitable SC for the aim of this course (7 minutes)

Success criteria (SC):

- ?

- ?

- ?

Your suggestions for suitable (SMART) SC for this course:

What have you learnt today and what would you like to know more about?

Question before we end:
Your thoughts about the course now:

This could be useful

Only here because I have to pass

Don't know yet

Try FE elements out and share with your peers!