Sessions 9+10

• Taal
• HBO
• Studiejaar 1

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Welcome to BO1 sessions 9+10

SB: 

- Placement?

- SMART aims and success criteria (SC) 

    Aim: At the end of this SB lessons, students can define SMART goals/aims 

              and Success Criteria (SC)

    SC: Students can explain the acronym SMART

    SC: Students can identify the acronym SMART in existing aims

    SC: Students can tell the difference between SC and instructions

I can define each letter in the acronym SMART

YES

NOT YET

Which aim is SMART?

1. Students can write 5 sentences in English.
2. Students know how to tell a funny joke.
3. Students can talk about 3 different activities they did during 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' or 'include at least 3 reasons'.

Example:

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 recognise 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. 

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.'

I can define SMART goals/aims and Success Criteria (SC)

YES

NOT YET

SB Homework for next week:

Please think of one SMART aim per file (dossier) for WPL1 (based on your start situation and the assessment criteria) and bring these to class.

Info film SMART goals: https://www.youtube.com/watch?v=1-SvuFIQjK8

Also scan the Handleiding WPL Portfolio (in BS course Werkplekleren) and activate your portfolio. Bring a photograph of yourself to class.

BO1 Sessions 9

Aim: At the end of this session, students can justify their choice for a selected communicative activity for a specific group.

SC: Students can refer to the communicative approach chosen

SC: Students can refer to the required CEFR levels for this group

SC: Students can identify the kerndoelen or eindtermen for this 

        group

Homework for last week

You read chapter 11 from Vreemdetalendidactiek about the ERK and communicative language teaching.

• What did you take from this chapter?
  

Important questions for the language teacher:

• How do people learn or acquire first and second or foreign languages?
  
• How do we teach English as a foreign language (TESOL = Teach English to Speakers of Other Languages) as effectively as possible? 
• What should we do in the classroom?
  

What we should teach: The national requirements:

Kwalificatiedossiers in MBO

Niveau 4: in ieder geval B1 of B2 (https://www.examenbladmbo.nl/niveau/mbo-4/2022-2023 )

Niveau 1-3: afhankelijk van opleiding

15-minute assignment

In groups of 3 students

• Discuss and construct an example of a CLT activity together
  
• Refer to the communicative approach chosen
  
• Refer to the required CEFR levels for your chosen group of students
• Link the kerndoelen or eindtermen for this group to the activity
• Need help? Brightspace Session 9 > DT1A/B
• Groups present their coices to each other after 15 minutes

BO Session 10

Aim: At the end of the lesson, students can define effective feedback 

SC: Students can list the requirements of effective feedback

SC: Students can identify effective feedback

Effective 

feedback

Effective feedback

WWW (What Went Well) and EBI (Even Better If)

1.Where is the learner going? 

-Learning aims and SC

2.Where is the learner right now?

-Evidence of student learning gives teacher + student the answer.

3.How does the learner get there?

-Clarify the steps needed to achieve the aim and adapt teaching if necessary

Effective feedback to this sentence from a letter of complaint with a SC focussing on correct use of formal language?

'The bike I bought broke down after one day. You can't sell stuff like that in your shop!'

1. The problem is clearly stated. Good! Contractions cannot be used in formal writing. How do you write 'can't' in full? What is a formal word for 'stuff'?
2. This is ridiculous! You can't write stuff like this in a formal letter!
3. Your first sentence is correct, but the second one includes two mistakes: can't and stuff.
4. Can't --> cannot stuff -> items Remember to use formal language. For the rest, you're a great student!

00:38

Feedback can be given by:
1.....
2....
3....

01:34

Which 3 questions should be answered by effective feedback?

02:20

What are the benefits of effective feedback for students? And for teachers?

Formulate your own learning aim (based on your colour coding) with 3-4 SC for WPL1 in 12-15 minutes.

Peer feedback on learning aim

• Are the aims SMART? 

       Specific? Measurable? Achievable? Realistic? Timely?

• Do the SC show student learning?
• Have action verbs been used in the aim and SC?

Remember: WWW and EBI

Good aims+SC and effective feedback are crucial in teaching and top the list of successful teaching.

What did you learn today? Which questions do you still have?