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Pre active, enactive and post active learning

Pre active, enactive and post active learning. Taken from Richards C Primary Teaching :A personal perspective in Ed.Arthur J and Cremin T(2010) Learning to Teach in the Primary School. Or planning, teaching, evaluation and assessment. What is it?. ENACTIVE. Preactive Learning.

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Pre active, enactive and post active learning

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  1. Pre active, enactive and post active learning Taken from RichardsC Primary Teaching :A personal perspective in Ed.Arthur J and Cremin T(2010) Learning to Teach in the Primary School. Or planning, teaching, evaluation and assessment

  2. What is it? ENACTIVE Preactive Learning Post active Evaluations Assessment • Planning • Preparation • Resource collection • Research

  3. The pre active, enactive and post active cycle Planning Pre Active Evaluation Post Active leading to Pre Active Teaching and Learning Enactive Assessment Post Active

  4. Planning

  5. Introduction to the plan of the day

  6. Something and nothing

  7. Curriculum area: • Specific focus from Programme of Study (include ICT component if appropriate) • National Strategies • National Curriculum • QCDA • EYFS • ETC

  8. WRITE DOWN WHICH SESSION THIS IS FOLLOWING ON FROM. • Make it specific, • Dates (last week, last term) • The previous evaluation • Covers standard

  9. Differentiation by step – differing question for different groups. • Differentiation by task – children will be working on different tasks in their ability groups. • Differentiation by resources – children with SEN will be given a number line on their table to help them.

  10. Learning objectives

  11. Learning objectives are aimed at the three domains of learning: knowledge, skills and understanding. • know that………. KNOWLEDGE: acquiring factual information • develop / be able to …… SKILLS: using knowledge, applying techniques, analysing information • understand how / why … UNDERSTANDING: concepts, reasons, effects, processes

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  15. detail of the planned activity, including points to be covered by the teacher when introducing tasks and supporting children's learning during and after each lesson • key questions to be covered during each activity • a breakdown of specific tasks in detail (including steps the children need to go through, rather than the overall activity)

  16. Evaluation

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  22. PROFILE CHILDREN • SMALL GROUP ASSESSMENT • WHOLE CLASS ASSESSMENT • OTHER aSSESSMENT

  23. Choose children for specific and different reasons You are gaining a picture of the whole child, but need to concentrate on issues in her/ his development

  24. N.B. “PILES” P – physical development (large and small motor skills) I – intellectual development (across a range of curriculum areas) L – Language development (in different contexts, not just the literacy hour) E – emotional and behavioural development (how this is impacting on her/ his learning) S – social development (with relation to children and adults; consider age, gender, ethnicity, language issues – ability to share, work alone, collaborate) This child needs…..

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