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PGCE Society, Health and Development

PGCE Society, Health and Development. Planning for AfL. Aim. To understand the role of AfL in effective teaching … and how to plan for it. Learning outcomes. To apply understanding of AfL from the lecture and morning follow-up session to teaching in SHD/HSC

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PGCE Society, Health and Development

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  1. PGCE Society, Health and Development Planning for AfL

  2. Aim • To understand the role of AfL in effective teaching … and how to plan for it

  3. Learning outcomes • To apply understanding of AfL from the lecture and morning follow-up session to teaching in SHD/HSC • To develop a range of strategies for AfL, including peer-assessment and self-assessment • To understand how to plan lessons that employ AfL • To consider the role of starters and plenaries in AfL

  4. Professional standards for QTS This session contributes to • Q10: have a knowledge and understanding of a range of teaching … strategies … • Q12: know a range of approaches to assessment, including the importance of formative assessment • Q22 …designing effective learning sequences within lessons …

  5. Working inside the black box Four key findings?

  6. Working inside the black box Four key findings: • Questioning • Feedback through marking • Peer and self-assessment • The formative use of summative tests

  7. Underlying issues for AfL • Learning theory • Subject differences • Motivation and self-esteem • A learning environment • Principles and plans • Roles and responsibilities

  8. Assessment principles behind the Diploma The Diplomas encourage learners to develop: • broad understanding and knowledge about a particular sector • skills and attributes related to the chosen sector • additional and specialist knowledge and skills to extend the sector-relevant learning

  9. Additional and specialist knowledge and skills • functional skills in mathematics, English and information and communications technology (ICT) • transferable personal, learning and thinking skills (PLTS) • investigative and project management skills (through the Diploma project) • skills gained through work experience

  10. Effective peer assessment and self-assessment • ?

  11. Effective peer assessment and self-assessment • Expected learning outcomes are explicit and transparent to learners • Learners are able to identify when they have met some or all of the success criteria • Learners are taught the skills of collaboration in peer assessment • Learners are able to assess their own progress towards becoming more independent

  12. Planning task for L2 Unit 2: phase 1 • Look at the assessment objectives: • Edexcel spec page 235 • Heinemann course book pages 54-55 • Identify a topic on which you would like to develop a lesson involving peer and self-assessment to support teaching of the learning outcomes and the assessment objectives • Start to plan your lesson activities in rough …

  13. Planning task for L2 Unit 2: phase 2 • Decide whether you will need a starter and/or plenary, and if so how you will structure these to support AfL • Using the lesson plan pro forma, develop an outline plan for the lesson, indicating: • Teacher activity • Learner activity • AfL

  14. There is a risk … • http://www.teachers.tv/video/3308/download/wmv/500k/C1134001.wmv • There is a risk … that it can become a tick list. You think you’re doing assessment for learning, but you’re not. You’re just layering on another strategy …

  15. Follow up activities Required reading: • Capel, S., Leask, M. and Turner T. (Eds) Learning to Teach in the Secondary School (4th Edition), London: Routledge, (pp 340-350). [Unit 6.1] Further reading: • DfES (2004) Pedagogy and Practice: Teaching and Learning in Secondary Schools Unit 5: Starters and Plenaries. London: DfES. Available from: http://www.standards.dfes.gov.uk/secondary/keystage3/all/respub/sec_pptl0 Follow-up activity: • Email L2 Unit 2 plan to each other by 2 November • Planning to use AfL in your own teaching • PGCE School Experience Learning Record, Task 1.7 & 1.8

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