AfL Empowering learners

1. AfL Empowering learners Pleaseview the PowerPoint in note form to read the comments attached to the slides and to see how the resources were used. Thanks

2. Setting the context task In small groups You are about to observe a lesson of someone who has assessment for learning fully in placewhat would you expect to see? 5 minutes

3. Diamond ranking: Setting the contextDiscussion about the relative importance of the cards. Diamond rank them in order of importance. most important least important

4. What ways can we empower pupils? • By actively; • Involving pupils in determining what they need to learn. • Helping pupils in working out what good outcomes look like and how they are linked to progression. • Encouraging them to share partially formed ideas and helping each other refine their thinking. • Enabling pupils to seeing the purpose of what they are learning. • Supporting pupils in developing the necessary skills to become more independent learners. • Supporting pupils in reflecting on how their skills can be transferred to different situations.

5. What are we learning? How to improve your evaluation skills Understand elements of daily life To analyse & evaluate evidence to draw & justify conclusions To explore what impact the new superstore Will have on the local community To understand how the products we buy can impact the lives of others Develop ‘geographical imaginations’ of rural life. To display information in a variety of ways We are learning / exploring How? Why? When? What? Which?

6. Get the picture! Learning about rivers in their upper course…So at the end I want to you to draw a sketch… Individually • Draw a sketch of a river flowing from the hills and label it.( 2 minutes) • Each group rank the pictures for your group and be prepared to explain their choice( 2 minutes)

7. Mark scheme for a sketch of a river valley Now mark the pictures using the criteria below: • 1 mark for the river labelled • 1 mark for hills labelled • 1 mark for clear sky with a buzzard flying over head • 1 mark for grass labelled • 1 mark for sheep on the hills • 1 mark for boulders. • 1 mark for an arrow showing the direction the water is flowing • 1 mark for a reeds. • 1 mark for stone wall • 1 mark for no trees( Maximum 10 points)

8. Lesson learning objective: • To understand how to annotate a geographical photograph of the upper course of a river. • Intended learning outcomes: • By the end of the lesson you will all be able to: • Create a annotated diagram which highlights the key features of a river in it’s upper course. • Most will be able to correctly add some specific geographical labels. • Some will be able to add more detailed labels.

9. Steep slope Steep ‘V’ shaped valley, Small, fast flowing stream Large, angular boulders Stream Stones

10. Loose material, probably partly the result of physical erosion – such as freeze thaw, appears to be moving down the steep slope, probably aided by gravity. Some of the debris appears large and angular. A River valley in it’s upper course Steep ‘V’ shaped valley, with a small faststream flowing through it from the hills Steep ‘V’ shaped valley, typical of a river in it’s upper course where small swift flowing streams erode vertically. Large, angular boulders Large, angular boulders or debris appear to have slipped down the slope

11. Intended learning outcomes: By the end of the lesson you will all be able to: Create a annotated diagram highlighting key features of a river in it’s upper course. Success criteria - a measure of quality and progression. Good • Clear titled diagram, at least 5 key features correctly labelled. • Simple descriptions of all key features; Even better if • More specific descriptive labels. • Features linked within the picture • Some geographical terms, accurately used Exceptional if • Most key features labelled thoroughly • A range of geographical ‘language’ used • Inferences linked to prior knowledge.

12. In small groups consider – How might understanding the success criteria empower the learner. Think of pupil attainment peer support and feedback Individual target setting. Pupil ownership ( 3 minutes ) Effects of the visible steps

13. Withhold judgements and ask.. • What do you think? • Why do you think that? • How do you know? • Do you have a reason? • Is there another way? • Do you agree? • What if… would it be the same? Remember to give wait time / thinking time / pair share/ no hands up

14. Effective plenaries • Plan effective questions to helps pupils to unpack what and how they have learnt and what they might do with that learning. – Seek extended answers. • Active pupil involvement in the plenary is essential • Set aside time to do this properly. • Gather information by listening to group discussions, use this appropriately in the plenary to build up joint thinking and summarise key points • Use bridging scenarios to help pupils to make connections and generalisations and to realise how skills can be transferred to other subjects and contexts.

15. Summarise • Go back to the cards – prioritise again • Select the card you feel you need to focus on developing first. • Share your top 5 tips to ensuring that AfL is effective in empowering learners. • Be prepared to share them with others.