Examples in Different Lessons
Read the following example of the Exit Question in a lesson. You might want to discuss this question after with your learning partner:
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Examples In Different Lessons
Read the following examples of Fist to Five in different lessons. You might want to discuss this question after with your learning partner:
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Task
Here’s the 3 strategies learnt so far: Pick 1 to try this week with a class. When planning, think about how to respond to different outcomes. It might help to feel organised and in control: This table might help to do this: Strategy When? Class? Topic taught? What’s being tested? How will the strategy be
Formative Assessment Research Reflections
Read the following statements and then answer the questions underneath with your learning partner: ‘The power of formative assessment lies in its ability to activate learners as active participants in their learning, not passive recipients of information.’ Shirley Clarke (UK) (Swaffield, S. (2008)) ‘Formative assessment is not just about finding out what learners know; it’s about
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Formative Assessment Research Reflection
Think of formative assessment like flying a plane. We begin our flight with a destination. In a lesson, this would be our objective and outcome. As the journey progresses, we need to keep the flight on track, so that we do not end up at the wrong destination. This is the same for a lesson.
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Formative Assessment Scenario
Let’s look outside the classroom to see how we would steer a situation to a different direction during an event, rather than after. Njeri is cooking rice for the first time. She is making enough for all 8 in her family. She only puts 1 cup of rice into the saucepan. Scenario 1 She covers it
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Research Reflection
Throughout this course, there’ll be some research statements about formative assessment. For each one, read it and answer the questions underneath: ‘When we prioritise the pursuit of learning over the pursuit of grades, we create an environment where mistakes are opportunities, and effort leads to growth.’ Dylan Wiliam (UK) (Wiliam, D. (2019)) With your learning
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What is Assessment?
With your learning partner, answer the following questions: Read the following situations. Discuss them with your partner.
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Reflection: Language
Look at the statements on the previous page. Referring to them, answer the questions underneath with a learning partner. What if you say the wrong thing? Changing our language can be difficult and it takes time. It is ok to make mistakes. If we apologise and learn from the mistake, then we know what
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Tasks: Inclusion And Exclusion
Complete the following two tasks and reflection by yourself or with your learning partner. Either draw out the tables or download the worksheet at the bottom of the page. Then, place into your teacher portfolio. Task 1 Read the examples of things that might happen in a classroom (based on the research of Nicole Eredics).
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