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Practical Assessment

Practical Assessment. To examine practical ways to embed the five main methods of AfL into your classroom; to look at different ways to create a peer learning culture; to share and reflect on own practice and identify an area to develop. Starter.

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Practical Assessment

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  1. Practical Assessment To examine practical ways to embed the five main methods of AfL into your classroom; to look at different ways to create a peer learning culture; to share and reflect on own practice and identify an area to develop

  2. Starter • Discuss how this picture could represent your teaching practice

  3. Research “Classroom dialogue (whole class, group or paired discussion) is at the heart of good AfL as it enables pupils to develop their thinking and to learn from each other. Teachers need to develop pupils’ dispositions, skills and confidence to engage in reciprocal talk within a positive climate for learning” Assessment for Learning: 8 Schools Project Report

  4. Research • Between 70 and 90% of lessons is teacher input • The average length of a pupil response is FIVE words • Part of Literacy and Numeracy because building vocabulary • Helps combat ‘word poverty’

  5. Therefore to create genuinely independent learners who can: • Identify what they need to learn • Support each other • Develop their cognitive skills THEN we MUST increase the dialogue between students in the classroom!

  6. Dylan Wiliam – Basketball Questions • http://edu.blogs.com/edublogs/2012/02/stop-ping-pong-questioning-try-basketball-instead.html • Pose, Pause, Pounce, Bounce

  7. Activity one There are five different types of talk which teachers use frequently. • Decide what each one means in up to five words • Put them in order of effectiveness

  8. Fives Types of talk (Alexander, towards Dialogic Teacher: Rethinking Classroom Talk, 2006) • Rote (teacher-class) repetition to memorise • Recitation (teacher-class or teacher-group) accumulation of knowledge • Instruction / exposition (teacher-class, teacher-group or teacher-individual): the delivery of principles, facts etc. • Discussion (teacher-class, teacher-group or pupil-pupil) – sharing information and solving problems • Dialogue (teacher-class, teacher-group, teacher-pupil, or pupil-pupil) – questioning or discussions to develop concepts

  9. Chinese proverb Tell me and I’ll forget Show me and I may remember Involve me and I’ll understand

  10. Activity two • An example of how to do a discussion • Have a go – this has been kept controversial and generic so try not to get too heated!

  11. Examples and DELTA Trios • Get together with two other DELTA ‘Buddies’ and over the next few weeks meet up to: • Identify, plan and develop how you can incorporate some of the discussion ideas into your lessons • Support each other make any changes

  12. Next two weeks • Develop your A4L activities in your trios with support from trainers, DELTA time available • Create a presentation, model or sketch to let the group know what you did and how it went Final week • Come back to DELTA and present you A4L activities in all their glory! • Here is a list of tips on how to use have great class discussions, pick some to help you

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