Mari TM Lesson 3

• Taal
• HBO
• Studiejaar 4

How are your circus skills coming along?

How are your circus skills

coming along?

(AKA: How are you feeling about the FE process?)

1. I quit a long time ago!
2. I'm juggling one ball too many
3. I think I'm finally taming that lion.
4. It's showtime!

Today's lesson:

• Recap of session 1+2: analyzing samples of aims and SC
  
• WALT(aim): Before the end of the lesson, students can design Phase 2 of the FE loop for an English language activity
• WILF (SC): 

- Students can describe Phase 2 of the 5 Phase Cycle

- Students can list at least three informal and three formal ways of Checking For Understanding 

- Students can list three functions of C4Us

- Students can list the different types of information a teacher should look for when checking 

   for understanding

Let's check in on those aims and SC...

Consider this example of an aim and SC for a lesson.

• Are the SC aligned with the aim?
• Are the SC necessary to achieve the aim?
• Do the SC show evidence of student learning?
  

Consider this example of an aim and SC for a lesson.

• Are the SC aligned with the aim?
• Are the SC necessary to achieve the aim?
• Do the SC show evidence of student learning?
  

+ What learning needs to take place?

Look at the aim and SC that you've brought with you today

• based on the analysis we've just done, check alignment within the aim and its SC
• adjust your SC/aim if needed
  

Peer feedback (7min)

• Swap aims and SC with a partner. Give feedback and feed forward:
  
• Is the aim SMART (Specific, Measurable, Achievable, Realistic, Timely)?
  
• Identify each letter of the acronym in your peer's aim. (what makes it Specific, what makes it Measurable, etc.) 
• Are the SC correctly formulated? 
• Identify the action verbs in each SC, e.g. define/describe/explain/use/etc.
  
• Do the SC all show evidence of student learning? Explain.
• Share your observations with your peer. Then swap back and adjust your work.
  

True or false: In phase 1, the teacher always sets the aim and decides on the success criteria (SC) him/herself.

TRUE

FALSE

If your answer was 'true':

Watch the third video uploaded as prep work in BS for last week, because the teacher does not always set the aim and decide on the SC him/herself. Students can do that as well. The teacher needs to make sure they tick all the boxes, though, so are they SMART and do they all show student learning and of course: Do  all SC lead to achieving the aim?

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? 

If needed: Watch info about Phase 1 in Dutch (from SLO)

https://player.vimeo.com/video/385994928

Since our TM class last week, I've made an aim and SC for at least one lesson and tried them out at my placement school.

YES

NOT YET

The final assignment in a nutshell

Check module guide!

Written part:                 Description of students, activity, aims and SC. Theory 

                                            used to support choices.

Written or recorded: Description of and reflection on the 5 phases put into 

                                            practice. Theory used to explain.

Written:                           Conclusion including reflection on the use of formative 

                                            evaluation and your future use of it. Theory used to 

                                            support. Everything in the appendix.

SLO animation: Phase 2

https://player.vimeo.com/video/453593429

(watch until 1.53)

(formatiefevalueren.slo.nl)

     Choose the level of your students

     and check out samples on the site

Phase 2: Ways to collect
evidence
of student learning

Formal ways to collect data on student learning

• exam/test
• quiz
• handing in drafts
  

Informal ways to collect data on student learning

• asking questions
  
• group discussions
• collect student answers/work
• observing students
• quick check-ins, ...
  

Gathering evidence of student learning

• teacher asks students to write on paper
• teacher records verbal responses
• teacher uses digital tools 
• teacher asks students to use self-assessment
• teacher asks students to give peer-feedback

Self-assessment & peer-feedback will be discussed next week

C4Us

8 informal ones (quick checks): https://www.edutopia.org/article/8-quick-checks-understanding

62 ways: https://www.classcraft.com/blog/ways-to-check-for-understanding/

digital ways: https://www.nwea.org/blog/2021/75-digital-tools-apps-teachers-use-to-support-classroom-formative-assessment/

Links are also in prep work for lesson 3 in BS!

Group work (15 mins)

• Work in groups of 3.
• Look at https://www.classcraft.com/blog/ways-to-check-for-understanding/ 
• Choose one C4U work form each. Use this work form to formulate a C4U activity for your group to check their understanding for today's lesson. 
• Decide on one of the activities as a group and carry it out.
• Reflect on the activity: How well did it work? What did you find out about each other's learning process?
  

Exit ticket: What have you learned during today's class that you can use in your teaching practice?

Homework for next week:

• Decide when you will be teaching your lesson series
• If you haven't yet: Identify your aim and SC for the lesson series - make sure they are aligned
• Break down the aim and SC into aims and SC for the first two lessons
• Start using C4U techniques in class. Take notes on how it works, and bring your notes to class next week
• Optional: discuss tried out aim and SC, using the Brightspace discussion forum, or partner up with someone and discuss your experiences mutually.