AfL Myths, misconceptions and issues

1. AfL Myths, misconceptions and issues Pleaseview the PowerPoint in note form to read the comments attached to the slides and to see how the resources were used. Thanks

2. Issues • Lessons are becoming all the same and rather sterile and formulaic. • How can I show progress in lessons? • Peer assessment is not that effective, even though pupils are coming up with assessment criteria. • I have embedded AfL and results have not improved. • AfL does not appear to be leading towards independent learners. Any others ?

3. 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.

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

5. 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. Such 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

6. 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 make links to prior knowledge.

7. 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

8. Key points from this session • What five points are the most important for you? Be prepared to share