Você está na página 1de 79

Formative Assessment Principles and Practices Training

2018 (Secondary)
Master Trainer Cascade Notes
Table of Contents

Table of Contents................................................................................................................................................................................................. 2

Master Trainers Training Aims ............................................................................................................................................................................. 4

Cascade Training Aims ........................................................................................................................................................................................ 5

Cascade Training Overview ................................................................................................................................................................................. 6

Resources Overview .......................................................................................................................................................................................... 10

Day 1 ................................................................................................................................................................................................................. 11

Session 1 ....................................................................................................................................................................................................... 11

Session 2 ....................................................................................................................................................................................................... 18

Session 3 ....................................................................................................................................................................................................... 23

Session 4 ....................................................................................................................................................................................................... 26

Session 5 ....................................................................................................................................................................................................... 31

Day 2 ................................................................................................................................................................................................................. 32

Session 1 ....................................................................................................................................................................................................... 32

Session 2 ....................................................................................................................................................................................................... 39

Session 3 ....................................................................................................................................................................................................... 44

Session 4 ....................................................................................................................................................................................................... 48

Session 5 ....................................................................................................................................................................................................... 51
Day 3 ................................................................................................................................................................................................................. 52

Session 1 ....................................................................................................................................................................................................... 52

Session 2 ....................................................................................................................................................................................................... 56

Session 3 ....................................................................................................................................................................................................... 60

Session 4 ....................................................................................................................................................................................................... 64

Session 5 ....................................................................................................................................................................................................... 67

Day 4 ................................................................................................................................................................................................................. 68

Session 1 ....................................................................................................................................................................................................... 68

Session 2 + 3 ................................................................................................................................................................................................. 69

Session 4 ....................................................................................................................................................................................................... 70

Appendix ............................................................................................................................................................................................................ 73
Master Trainers Training Aims

By the end of this training, Master Trainers are expected to…

1. Understand their role as Master Trainers


2. Understand the training content (i.e. formative assessment principles and practices)
3. Recognise the link between formative assessment and the CEFR-aligned curriculum
4. Plan for and practise delivering parts of the training content
5. Discuss possible challenges during the cascade and consider solutions
6. Understand how to give effective feedback to teachers (following formative assessment principles)
7. Reflect and discuss plans for the cascade.

4
Cascade Training Aims

The aims of the workshops are that all participants will be able to…

1. Understand formative assessment principles and practices


2. Recognise that formative assessment is promoted in the CEFR-aligned for curriculum teaching and learning
3. Apply formative assessment in lesson planning
4. Understand how to monitor and interpret formative assessment
5. Understand how to give effective feedback to pupils
6. Discuss challenges to applying formative assessment in practice
7. Encourage teachers to reflect and discuss future plans.

5
Cascade Training Overview

Day 1
Session title Time Session aims
What is formative assessment and 90  Introduce ourselves to the group and know how we will be working together
how does it improve teaching and min  Explain key differences between summative and formative assessment
approaches
learning?
 Analyse some key concepts of formative assessment in teaching and learning
 Familiarise ourselves with one theoretical framework for the role of formative
assessment in teaching and learning
 Reflect on the session and identify key points of learning
The use of activities that provide 90  Identify different time cycles, possible ways that pupils can show what they
evidence for formative assessment (1) learned, and purposes for formative assessment
min
 Familiarise yourselves with different types of formative assessment techniques
 Reflect on the session and identify key points of learning
The use of activities that provide 75  Understand different productive/receptive task features that embed formative
evidence for formative assessment (2) assessment opportunities
min
 Familiarise yourselves with a few discussion formats and how these contribute to
formative assessment
 Practise using a few different types of formative assessment techniques to collect
evidence of learning
 Reflect on the session and identify key points of learning
Collecting and analysing evidence; 75  Make decisions about teaching and learning based on evidence
introduction on giving feedback min  Explain the benefits of good feedback on learning
 Discuss different ways of giving feedback
 Reflect on Day 1 and identify key points of learning
Day 1 reflection 30  Check that outcomes for the day have been achieved
min  Consolidate and review the techniques presented throughout the day
 Reflect on the first day and complete a learning journal entry

6
Day 2
Session title Time Session aims
Overview of CEFR-aligned curriculum 90  Describe the role of the CEFR in the curriculum and in teaching and learning
documentation and ‘can do’ min  Explain the relationship between the CEFR and a learning-oriented classroom
orientation  Understand how to use the CEFR for a model of progression
 Reflect on the session and identify key points of learning
Planning objective-focused lessons 90  Understand key principles of effective planning for formative assessment
and identifying success criteria (1) min (including SMART learning objectives and success criteria)
 Develop success criteria for learning objectives
 Learn how to make learning objectives and success criteria clear to pupils,
including using exemplars
 Plan starter activities that activate prior learning and plan plenary activities that
review learning.
 Reflect on the session and identify key points of learning
Integrating formative assessment into 75  Find opportunities to use formative assessment in the new curriculum
teaching and learning new CEFR- min  Identify short and long-term learning objectives based on the learning standards
aligned curriculum  Find opportunities to apply formative assessment techniques as part of receptive
and productive language tasks
 Reflect on the session and identify key points of learning
Planning objective focused lessons 75  Develop lesson plans that include SMART learning objectives and formative
and identifying success criteria (2) min assessment opportunities
 Develop success criteria to judge the quality of lesson plans
 Give peer feedback on lesson plans.
 Understand the requirements for the Day 4 micro-teaching task
Day 2 reflection 30  Check that outcomes for the day have been achieved
min  Review the ‘hopes’ post-it notes from Day 1
 Reflect on the second day and complete a learning journal entry

7
Day 3
Session title Time Session aims
Reviewing and developing formative 90  Explain the concept of deliberate practice
assessment techniques in receptive  Understand how to plan for deliberate practice
min
and productive skills  Develop tasks at word, sentence and text levels for practising and developing
specific language skills and knowledge
 Reflect on the session and identify key points of learning
Reviewing and developing formative 90  Explain the concept of growth mindset
assessment techniques to support  Use self and peer assessment to involve pupils in assessment
min
independent learning  Understand how to support pupil recognition of intended learning and implication
on their development
 Understand and discuss ways to build pupil autonomy and encourage pupil voice
through pupil feedback
 Reflect on the session and identify key points of learning
What is effective feedback? A model 75  Understand the ‘medals and missions’ model for effective feedback
for giving feedback  Set SMART targets for pupils
min
 Use the ‘medals and missions’ model to record evidence of learning achieved
and identify areas which require further development
 Reflect on the session and identify key points of learning
Using differentiation effectively in 75  Describe the purpose and applications of differentiated learning
planning activities  Explain the link between differentiation and planning formative assessment
min
 Apply strategies for differentiation based on pupils’ different levels, interests and
approaches to learning
 Reflect on Day 3 and identify key points of learning
Day 3 reflection 30  Check that outcomes for the day have been achieved
min  Consolidate and review the techniques presented throughout the day
 Reflect on the third day and complete a learning journal entry

8
Day 4
Session title Time Session aims
Micro-teaching 90  Finish preparing formative assessment micro teaching
Feedback and recall main principles  Practise delivering on formative assessments
min
of formative assessment (1)  Evaluate observed lessons and provide feedback
 Give feedback using the ‘medals and missions’ model
Micro-teaching 90  Practise delivering on formative assessments
Feedback and recall main principles  Evaluate observed lessons and provide feedback
min
of formative assessment (2)  Give feedback using the ‘medals and missions’ model

Micro-teaching (3) 75  Practise delivering on formative assessments


Feedback and recall main principles  Evaluate observed lessons and provide feedback
min
of formative assessment (3)  Give feedback using the ‘medals and missions’ model

Reflection and action planning 75  Promote self-reflection on key skills teachers need to focus on for successful
formative assessment management
min
 Understand how monitoring and evaluation tools work and when to use them
 Complete after-course questionnaires
No session 5

9
Resources Overview

The list below is for additional resources required during the training. each group should have the training materials (slides, handouts, cascade
notes) as well as the curriculum framework (secondary / primary and preschool) and the first unit of one of the schemes of work (secondary
primary and preschool).
Day 1 Day 2 Day 3 Day 4
 Card for name boards  Cut-up collocations from  Statements on paper for  Formative Assessment
 Dictionaries Handout D2.S2.H1 starter activity (see notes Handbook
 Flip chart paper  Flip chart paper for statements)  Glossary words from
 Pens for flip chart  Pens for flip chart  Blank paper for drawing each participant (collect
 Post-it notes (3 colours)  Post-it notes (for on (A4) in class)
 Blu tack glossary)  Colour copies of  Hopes, concerns and
 Formative Assessment  ‘Hopes’ Post-it notes Handout D3.S4.H4 (A3 expectations posters
Handbook completed by size), one for each group from Day 1
 Cards for ‘muddy points’ participants on Day 1  Dice (1 for each group)
(A6 size)  Counters (1 for each
 ‘Traffic light cups’ – red, participant)
amber and green (or  Post-it notes (for
coloured card) glossary)
 Lollypop sticks
 Mini whiteboards
 Pens for whiteboard (not
permanent)
 Coloured pieces of card
or paper for ‘Contribution
cards’ (3 per participant)
 Red and green cards (1
of each colour for each
participant)

10
Day 1

Session 1
Session 1: What is formative assessment and how does it improve teaching and
learning?
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
Introduce 5 Introduction PowerPoint Ensure that you are aware of
ourselves to the slides D1.S1.1-4 any Health and Safety issues
group and know Welcome participants to the training and introduce yourself (slide beforehand (e.g. fire
how we will be D1.S1.1). Ensure that participants are sitting in café style small groups evacuation procedure) and
working together (3 to 4 per group if possible). that this is communicated as
part of the housekeeping
Go through housekeeping points (slide D1.S1.2). Ensure participants points.
have all relevant materials. The slides are numbered as
Show aims of the training course and Session 1 aims (slides D1.S1.3 & day+session+slide number
4). (e.g. D2.S3.7) and the
handouts are numbered as
day+session+H+handout
number (e.g. D1.S2.H2).
10 Name boards with adjectives PowerPoint Pace and timekeeping are
Give instructions for the icebreaker activity (slide D1.S1.5). slide D1.S1.5 important. Give participants
Card for name two minutes to complete the
 Write down your name and either…
board activity and keep the
 An adjective describing you that starts with the same
feedback brief. It will not be
letter/sound as your name Dictionaries for
possible to comment on
or support
everyone’s adjectives.
 A picture that describes you.
 You have two minutes!
Monitor and assist with task if needed.

11
Session 1: What is formative assessment and how does it improve teaching and
learning?
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
When all participants have completed a name board, invite comments
on each other’s adjectives/pictures and offer additional comments.
Establish positive relationship with participants.
After commenting, ask participants to display their name boards on the
table in front of them.
15 Hopes, concerns & expectations PowerPoint While participants read
Give instructions for the first stage of the task (slide D1.S1.6). Monitor slides D1.S1.6-9 through the posit-it notes,
and assist with task if needed. Flip chart paper encourage them to mingle
and talk with someone they
 Write down your hopes, concerns and expectations for this training Post-it notes (3
have not yet spoken to up to
course on separate post-it notes. colours)
this point. Ask them to
 Use different coloured post-it notes (e.g. green for ‘hopes’, yellow Pens discuss what they find
for ‘concerns, pink for ‘expectations’). One idea per post-it please. Blu tack interesting, surprising or need
 ‘Hopes’ refer to what you want to learn/know more about; ‘concerns’ clarifying on the post-it notes.
are what you think you will find challenging; ‘expectations’ will refer
to how you want to work together (what you expect of each other
and the trainer). The flip chart paper and post-
Give instructions for the second stage of the task (slide D1.S1.7). it notes need to be kept for
activities later on in the
 Place your post-it notes on separate sheets of flip chart paper in course (they could also be
different corners of the room (pink post-it notes in one corner, etc.). displayed somewhere in the
 Participants read through the post-it notes and look for similarities training space). On Day 2
and differences. participants will reflect on
Gather in each corner (‘hopes’ first, then ‘concerns’ and finally their progress with meeting
‘expectations’) and guide discussion by inviting comments (e.g. what the ‘hopes’ they have for the
they find interesting, surprising or need clarifying on the post-it notes, course. In the final session
suggestions for solutions to concerns etc.). Important points that are on Day 4 the participants will
raised in the discussions can be added to the posters. look again at all their hopes,
concerns and expectations.

12
Session 1: What is formative assessment and how does it improve teaching and
learning?
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
Emphasize that the ‘hopes’ will be reviewed at a mid-way point at the
end of Day 2, and also at the end of the course to check participants’
progress.
You may use the expectations to set some ‘ground rules’ for how to
work together. Draw attention to the following additional points (slide
D1.S1.8):
 Working together and supporting each other is important. For
example, those with stronger English language ability can help by
explaining words that others may not fully understand.

Reassure participants by drawing attention to the following (slide


D1.S1.8):
 You can go through the Handouts with participants for things that
are not clear;
 For some tasks, different groups will be working on different parts of
the task. In this way, participants will be able to then learn from each
other. The self-made glossaries will
be used at the end of Day 2
Slide D1.S1.9: and in Day 4 to review and
 There will be a focus on some terminology, as this can be check understanding of key
challenging for teachers. You can provide simple definitions to words. Please ask
difficult vocabulary, and participants will be building a personal participants to keep them
glossary of terms over the four days. Participants can use the safe and accessible during
glossary at the end of the Teacher Handbook as a model. the sessions.
 Explain that participants should write new key words (or
terminology) and a definition on a post-it note as they come across
them. If they find they don’t understand the word, they can ask you
or another participant. They should stick the post-it to a piece of

13
Session 1: What is formative assessment and how does it improve teaching and
learning?
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
paper and keep it with them. At certain points during the course, we
will review these words.
10 Before training questionnaire Before Training Help participants who may
Slide D1.S1.10: Ensure all participants complete the Before Training for teachers need help. Ensure all
questionnaire. questionnaire participants complete the
via Survey questionnaire.
www.surveymonkey.co.uk/r/facascadeBEFOREteacher
Monkey
Explain key 10 What do we understand by the words ‘formative’ and PowerPoint Pace is important in this
differences ‘assessment’? slides D1.S1.11- stage. Set clear timings for
between 14 the small group discussion
As part of introducing session 1, set the following task (slide D1.S1.11):
summative and (e.g. three minutes).
 What do you understand by the words ‘formative’ and ‘assessment’? Teacher
formative
 Discuss in your group what you think these words mean. Handbook (for
assessment
 Everyone needs to be ready to give a response. reference)
approaches
Monitor and collect two or three definitions and then compare these with
those on the PowerPoint slides D1.S1.12 & 13. Draw attention to the
first statement on slide D1.S1.13 and that this focuses on ‘making
judgements relating to the goals of learning’. Draw attention to the
second statement and that this focuses on what pupils can do. Invite
some comments on these statements but avoid getting into a detailed
discussion.
Show the definition of formative assessment from Wiliam (D1.S1.14).
Also clarify that the training will discuss and clarify what is meant by
‘evidence about pupils’ learning’ if participants ask about what it means.
Do not spend much time on it at this point.

14
Session 1: What is formative assessment and how does it improve teaching and
learning?
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
10 Formative versus summative assessment approaches PowerPoint Hinge questions are key
Explain that there are two main approaches to assessment that indicate slides D1.S1.15- questions that are used
different purposes and uses of assessment: summative and formative 18 within the flow of a lesson to
assessment (slide D1.S1.15). Make a point of stating that you are not Handout check understanding before
yet going to give definitions of each approach. Give instructions for the D1.S1.H1: moving on. For example, a
task (D1.S1.15). summative hinge question in a lesson
versus formative about writing a recount would
 On Handout D1.S1.H1 there are various aspects of each main
assessment check understanding of using
assessment approach (formative or summative).
categorisation past tenses: the teacher
 Work with your group categorising each aspect according to shows examples of
whether it relates to formative or summative assessment. task
sentences and asks all pupils
 Fast finishers can move to another group to offer help. to identify those sentences
that are formed correctly
When all groups have finished ask groups to check their work by first using past tenses. Depending
moving to another table to see if they have the same answers. on the outcome of this
Then show slides D1.S1.16-17 and read through the definitions of formative assessment, pupils
formative and summative assessment. Check if clarification is needed. might then move on to
different tasks: those who
could not identify the past
Bring this part of the session to a close with an example of a ‘hinge’ tenses get a task to help
question for all participants: Can you explain a key difference between them improve their
summative and formative assessment? (slide D1.S1.18). Ensure understanding of the past
participants can’t look at cards or Handout D1.S1.H1 and collect tenses in English.
responses to check understanding.
Analyse some 15 Key concepts PowerPoint The three key questions –
key concepts of slides D1.S1.19- Where are we going? Where
Introduce the three key questions for formative assessment: Where are
formative 23 is each learner now? How do
we going? Where is each pupil now? How do we get there? (slide
assessment in
D1.S1.19). we get there? – will be

15
Session 1: What is formative assessment and how does it improve teaching and
learning?
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
teaching and Link back to earlier definitions of formative assessment and the idea of Handout returned to throughout the
learning ‘making decisions’: these questions indicate the decisions involved in D1.S1.H2: key course. Please keep this in
formative assessment. Avoid giving extended explanations at this point. concepts mind!
Set the task for this stage of the workshop (slide D1.S1.20 and Handout
D1.S1.H2). Participants who read the
 Discuss with your group the different teaching approaches on Teacher Handbook will be
Handout D1.S1.H2. familiar with the three key
 Which key question for formative assessment is most relevant to
questions. Ask participants to
each teaching approach? Match each teaching approach to the
relevant key question. work from the Handout and
 Be ready to give reasons for your matches not to refer to the Handbook
As feedback on the task, collect some matches/reasoning from different for this activity. This is to
groups. Talk through slides D1.S1.21-23. Make links to future sessions encourage them to think
and the next stage of this session. about the teaching
Ask groups to very quickly recheck their answers and make any approaches and discuss with
changes they would like to make before running through the answer key their peers.
on slide D1.S2.24
Familiarise 10 Principles for formative assessment PowerPoint There is an opportunity in this
ourselves with one slides D1.S1.25- stage to refer to the Teacher
Show the principles (slide D1.S1.25). Give instructions for the activity
theoretical 27 Handbook, which has more
(slide D1.S1.26). Monitor and assist with task if needed.
framework for the discussion of Wiliam’s work.
Participants read through Wiliam’s five principles (Handout D1.S1.H3). Handout
role of formative
D1.S1.H3:
assessment in In their groups, they discuss the following questions:
Wiliam’s five
teaching and  What are learning objectives and success criteria? principles
learning  When do pupils produce evidence of learning?
 Who gives the feedback that moves learning forward?
 How can pupils help and support each other in their learning?

16
Session 1: What is formative assessment and how does it improve teaching and
learning?
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
 Why do pupils need to be owners of their learning?
Participants write down the answers to each question agreed in their
group (on Handout 3). Each participant is then paired with someone
from another group to share their answers. Monitor the pair discussions
and add own comments to help clarify thinking at this stage.
Bring this stage to a close by talking through slide D1.S1.27 on
classroom culture.
Reflect on the 5 Consolidating and checking learning PowerPoint Ensure that the ‘two-minute
session and slide D1.S1.28 summaries’ are timed: two
Two- Minute Summary
identify key points minute only for the writing!
Give instructions for the reflection activity (slide D1.S1.28). Cards for
of learning Participants may need blank
‘muddy points’
 With your group, write a summary of your learning in this session. paper for this activity.
 You have two minutes. Flip chart paper
/ A3 paper or You will need card for the
Be ready to read out your summary. ‘muddy points’ (e.g. A6 size).
cards
Muddy Points There is an opportunity to
Bring the session to a close by inviting participants to write down their draw attention to formative
‘muddy points’ on cards (slide D1.S1.28). Explain what the term ‘muddy assessment principles and
point’ means (something that is still not very clear to participants). practice at this point
Collect the ‘muddy points’ and display them on a flip chart paper. (collecting feedback from
pupils and responding to this
feedback).
Evaluation:
Use the ‘muddy points’ cards to identify any gaps in understanding. Plan responses to the points raised and include these
in the starter activity in Session 2.

17
Session 2

Session 2: The use of activities that provide evidence for formative assessment (1)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
15 Recapping and consolidating learning from Session 1 PowerPoint slides There is an opportunity
to briefly draw attention
Show the Session 2 aims (slide D1.S2.1). D1.S2.1-2 to formative assessment
practice and principles in
Tell the participants that you are going to respond to ‘muddy points’ this stage: i.e.
collected at the end of Session 1. Offer your own responses but at responsive teaching.
the same time also invite responses to ‘muddy points’ from the
participants (use slide D1.S2.2; add to this slide between sessions
1 and 2 if there is time).

Identify different time 25 Time cycles in formative assessment PowerPoint slides Participants who read
cycles, possible ways D1.S2.3-7 the Teacher Handbook
that pupils can show Give verbal input on formative assessment timescales: talk through are likely to be faster and
slides D1.S2.3, 4 and 5 and focus on different assessment Handout D1.S2.H1:
what they learned and more confident.
methods involved. Emphasize that the definition of formative time cycles in
purposes for formative
assessment that we looked at in Session 1 is intentionally broad in formative
assessment There is an opportunity
order to encompass these different time cycles. assessment
to link the check on
learning strategy
[Stay on slide D1.S2.5] Set up task in Handout D1.S2.H1. (thumbs
 With your group, complete a table identifying the impact of up/sideways/down) to
each formative assessment time cycle the next stage in the
session.
Facilitate feedback and then invite participants to compare their
ideas with the table on slide D1.S2.6.

Check understanding with ‘thumbs up/sideways/down’ in response


to: Can you explain the three time cycles to your colleagues? (slide
D1.S2.7). Allow ‘thumbs up’ participants to explain to their
colleagues in small groups. When they have finished, ask for

18
Session 2: The use of activities that provide evidence for formative assessment (1)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
thumbs up/sideways/down again for the same question. There
should be more thumbs up this time!

Familiarise yourselves 10 Formative assessment techniques PowerPoint slides There is an opportunity


with different types of Explain that this part of the training will focus on two important D1.S2.8-9 to remind participants
formative assessment formative assessment techniques: quick scans and questioning Traffic light plastic that a ‘hinge’ question
techniques strategies. Draw attention to the fact that this is just a start at cups (red, amber was used in Session 1.
looking at specific formative assessment techniques – there are and green) (or As an alternative to using
more to come! coloured card) coloured plastic cups for
Give verbal input on quick scans: talk through slide D1.S2.8 with traffic lights, use
examples. coloured card instead.
Then hand out traffic light cups. Invite questions about their use.
Tell the participants that they will be using the traffic lights in the
sessions from now on.
Check for participants’ understanding of quick scans by getting
them to now use the traffic lights — ask ‘Do you know how to use a
quick scan in a lesson?’ (D1.S2.9)
Participants showing amber can discuss with those with green;
group those showing red together and provide further explanation
for these participants.
25 Tell participants that you are now moving on to the second PowerPoint slides The activities in this
important formative assessment technique that is going to be D1.S2.10-15 stage of the session
explored in this session: questioning strategies. Talk through slides Lollypop sticks require explicit modelling
D1.S2.10-11. by the trainer as well as
Mini whiteboards
Explain the difference between closed and open questions. Closed reflection on what has
Handout D1.S2.H2: been modelled by the
questions usually only require on-e to five-word answers (“What
strengths and participants. This means
day is it today?”). Asking closed questions does not encourage
limitations of helping the participants
pupils to talk. If you ask more open questions, (such as “Some
people think we are not alone in the universe. What’s your to move between

19
Session 2: The use of activities that provide evidence for formative assessment (1)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
opinion?”) then discussion becomes more equally shared between questioning participating in the
teacher and pupils, and multiple ideas and viewpoints can be given strategies questioning activity (as
equal status. Teachers should try to ask more open questions in pupils) and then
their classroom as part of formative assessment practice. analysing the
questioning strategies
Introduce and briefly explain the four questioning strategies (slide (as teachers).
D1.S2.12):
As an alternative to
 ‘No hands up’ and nominated questioning plastic mini whiteboards,
 Wait time and pose/pause/pounce/bounce laminated sheets of
- Pose (ask) your question to the whole class. white A4 paper can be
- Pause to give wait time or time for pupils to think about their used. As an alternative
answers. to lolly pop sticks, use
- Pounce on (nominate) a pupil to answer. strips of thick card
- Bounce (pass) the pupil’s response onto another pupil(s)
and allow time to think and develop the answer.
 Distributing questions using lollypop sticks Do not spend time on the
names of Socrates’
 Mini whiteboards
questions, the important
Tell participants that you are going to show how each strategy thing is for participants to
works by modelling different types of question. know what they mean
Explain that the types of question that will be used for modelling are and think of examples
based on ideas from the ancient Greek philosopher Socrates. The from their own
four types of questions are explained on slide D1.S2.13. experience.
The model questions of each type to ask participants are on slide
D1.S2.14. Explain to participants that you will be asking questions
and they will need to respond to the questions. At the same time
they will have a task to do: analysing the strengths and limitations
of each questioning strategy in their own context and with their own
pupils of a particular age (using Handout D1.S2.H2).

20
Session 2: The use of activities that provide evidence for formative assessment (1)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
Before starting with the questions ask participants to write their
name on a lollypop stick and collect them.
 What does the word formative mean, because I’ve never
seen this word before? Use this question to show how ‘No
hands up’ and nominated questioning work.
 What if formative assessment didn’t exist? Use this
question to show how wait time works and the
pose/pause/pounce/bounce procedure.
 Do you think questioning is important? Use this question to
show how lolly pop sticks are used for distributing
questions (Select a stick at random and the person named
has to answer the question. See explanation in the
Handbook to help deal with less confident pupils). Follow-
up questions could include: Why/Why not? Does that
always apply? How can you be certain that is true?
 What tips could you give to a new teacher about how they
ask questions in the classroom? Use this question to show
how to use mini whiteboards (participants write their
answer on their board and then show it to the group/class)
Give some short time after modelling each strategy and type of
question (this modelling includes getting responses to the
questions from participants) for participants to note down the
strengths/limitations. When all strategies have been modelled
participants discuss the use of the different strategies and share
their thoughts on strengths and limitations. Invite responses and
guide discussion.
Sum up this stage of the workshop by showing the tips for effective
questioning (slide D1.S2.15) and refer to the section in the Teacher
Handbook on questioning strategies, which can be looked at for
further reading.

21
Session 2: The use of activities that provide evidence for formative assessment (1)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
Reflect on the session 15 Pyramid reflection PowerPoint slide
and identify key points of D1.S2.16
Give instructions for the reflection activity (slide D1.S2.16 and
learning
Handout D1.S2.H3). Handout D1.S2.H3:
 Think back over this session and write down three key words pyramid reflection
that are important, two words that have made an impression,
one question they want to ask.
Select participants to give responses and comment on words
chosen. Invites participants to answer each other’s questions. Note
that participants can consider putting some of these words in their
glossary if necessary.
Evaluation:
Questions that are raised in the reflection activity could also be addressed during the starter activity in Session 3.

22
Session 3

Session 3: The use of activities that provide evidence for formative assessment (2)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
15 What are the benefits of formative assessment? PowerPoint slides
D1.S3.1-4
Show the session aims (slide D1.S3.1).
Mini whiteboards
Give instruction for the think pair share starter activity (slide D1.S3.2). Handout
D1.S3.H1: Think,
 On your own, identify the benefits of formative assessment and pair, share
write these down on mini whiteboards. discussions
 Combine your ideas with a partner and put these ideas onto one
mini whiteboard.
 Show your ideas to everyone.

In the final stage when mini whiteboards are revealed, encourage


participants to give comments on what they can see on each other’s
boards: for example, what are the similarities and the differences?

Talk through slides D1.S3.3-4, which show some benefits of formative


assessment. Connect participants’ ideas to those on the slides.

ZPD – Vygotsky’s theory of development: we learn through the support


of others, who take us from the level we are at now to our next potential
level of development (or learning), before we can perform at that level
alone. You may want to check
participants’
Facilitate a brief reflection on the Think pair share activity by collecting understanding of some
some thoughts about how participants felt the discussion went: what did terminology (in italics on
they like/not like. Refer to Handout D1.S3.H1 that explains the rationale the slides)
for this discussion format and make link to an additional discussion
format that will be tried out later in the session.

23
Session 3: The use of activities that provide evidence for formative assessment (2)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
Understand different 30 Cooperative learning PowerPoint slides Ensure participants
productive/receptive task D1.S3.5-6 know what is meant
features that embed Explain that the participants are going to try out a cooperative learning by productive and
structure called jigsawing and they are going to use this structure to Handout
formative assessment receptive skills.
learn about cooperative learning in Handout D1.S3.H2. D1.S3.H2: The
opportunities
PIES cooperative
The jigsaw activity will
Give instruction for each stage in turn (slide D1.S3.5 and Handout learning model
work better if the
D1.S3.H2). participants are given
 In the stage 1 of the activity you are placed in ‘expert’ groups and only their section of
together you learn about one aspect of the PIES cooperative the model. This will
learning model. need to be pre-
prepared by cutting up
 In stage 2 you will be placed in a new group so that each group has
the texts in Handout
an expert for each part of the model. Experts will take it in turns to
D1.S3.H2.
teach to the others their part of the model.

Bring this part of the session to a close by inviting participants to reflect


on how the PIES model can be applied to the jigsawing activity that they
have just experienced (slide D1.S3.6). As a follow-up, ask participants
to discuss the different receptive and productive skills that were
involved in the jigsawing activity and the opportunities for formative
assessment. Collect ideas about this and point out that there is an
opportunity for the teacher to provide on-the-spot (immediate) feedback
on spoken language — this will be picked up again in Session 4.

Familiarise yourselves 20 Discussion formats PowerPoint slides The contribution cards


with a few discussion D1.S3.7-8 for the communication
formats and how these Explain to the participants that they will be trying out two different regulator activity will
discussion formats: a communication regulator and a pyramid Contribution
contribute to formative need to be prepared
discussion. cards (3 per
assessment beforehand. These
participant)
can be coloured

24
Session 3: The use of activities that provide evidence for formative assessment (2)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
Practise using a few Set up the communication regulator activity (slide D1.S3.7): Handout pieces of card or
different types of D1.S3.H3: paper.
formative assessment  You work in groups of 3-4 (this is an opportunity to rearrange communication
techniques to collect groups). regulators It is a good idea to
evidence of learning  You each have three contribution cards. In the discussion you can rearrange the groups
only make a contribution by placing your card on the table. at this point.
 When you have used up all your cards you have to listen only.
 The statement for your discussion is: It is important for pupils to
speak in their lessons. Discuss why.
 You have one minute to think before starting.

Select someone in the group to begin. Listen and monitor discussions.

When the activity has finished, facilitate a brief reflection by collecting


some thoughts about how participants felt the discussion went: what did
they like/not like.

Show slide D1.S3.8 that explains the rationale for this discussion format
and refer to Handout D1.S3.H3 with additional ideas.

Reflect on the session 10 Checking learning PowerPoint slide


and identify key points of D1.S3.9
Read out a series of questions checking learning from sessions 1, 2
learning
and 3 (questions are on PowerPoint slide D1.S3.9). Participants write Mini whiteboards
their responses on mini whiteboards. Sum up the session and refer to
the section in the FA Handbook on using mini whiteboards (for further
reading after the session).
Evaluation:
Pay attention to those participants who may be struggling with the questions in the reflection task.

25
Session 4
Session 4: Collecting and analysing evidence and introduction on giving feedback
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
10 Starter activity PowerPoint slides
D1.S4.1-3
Show session aims (slide D1.S4.1).
Red/green cards
Give instruction for the starter activity (slide D1.S4.2).

 Put up a card…
 green for true, red for false

Read out statements (slide D1.S4.3). Select one or two participants


to give reasons for their responses.

True/false answers:

1. Formative assessment helps to create a culture of learning


rather than a culture of performance. (TRUE)

2. The point of formative assessment is for pupils to not take


responsibility for their learning.(FALSE)

3. Metacognition refers to pupils’ self-confidence.(FALSE — it


refers to pupils’ awareness and understanding of different
thought processes)

4. Summative assessment takes place during the learning


process not at the end. (FALSE)

5. A benefit of formative assessment is that teachers have less


marking. (TRUE! Especially if self and peer assessment is
used)

26
Session 4: Collecting and analysing evidence and introduction on giving feedback
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
6. Wait time is the time given between asking and then
collecting a response to a question. (TRUE)

Make decisions about 25 What evidence of learning can you help learners generate? PowerPoint slide Gallery poster
teaching and learning D1.S4.4 presentations involve
based on evidence Give instruction for the activity (slide D1.S4.4). moving around the room
Flip chart paper
as a whole group, with
 Work in small groups to create a ‘gallery poster’. and pens
each small group
 The poster will show at least three ideas for different written standing by their poster
and/or spoken tasks for pupils in language lessons. and presenting. Posters
For example: can be attached to the
Written task: writing a short story; wall or held up by the
Speaking task: performing a role-play. group presenting.
Think about tasks at a sentence or short paragraph level as
well.
 You also need to indicate the evidence of learning each task
would generate. For example, what speaking skills would a
role-play demonstrate?; what writing skills could a short story
help develop?

Encourage participants to be as specific as possible with their


ideas.

Facilitate gallery poster presentations. Move around the room with


each group standing by their poster and briefly presenting their
ideas, responding to questions from other participants.

Check learning from this stage of the session by asking participants


to explain the different judgements teachers can make based on
the different evidence of learning generated. Prompt participants to

27
Session 4: Collecting and analysing evidence and introduction on giving feedback
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
think beyond language skills; for example, judgements about social
skills and teamwork, confidence, attitudes to learning. Remind
participants that success criteria for a task need to be developed
(and the importance of involving the pupils in this), which then help
to inform the feedback given to pupils on the tasks they have
completed.

Link also to Day 3 when the concept of deliberate practice and


breaking learning down into small steps will be discussed.

Explain the benefits of 10 What are the features of good feedback? PowerPoint slides
good feedback on D1.S4.5-6
learning Give instruction for task (slide D1.S4.5).
Mini-whiteboards
 Discuss in groups the features of good feedback.
 Write down key words/phrases on mini-whiteboards
 Share your ideas with other participants by showing your mini-
whiteboards.

Encourage participants to offer comments on each other’s ideas:


for example, What ideas on other boards do you like? What ideas
do you wish you had written down? Show slide D1.S4.6 with
statements describing good feedback and invite participants to
compare their words/phrases with those on the slide.

Discuss different ways of 15 Giving feedback PowerPoint slides


giving feedback D1.S4.7-9
Give instruction for task (slide D1.S4.7 and Handout D1.S4.H1).
Handout D1.S4.H1:
 How do you give feedback? How do you give
 What do you do well? feedback?
 How could you improve?
Handout D1.S4.H2:
 Make notes or draw a diagram in the box to help you.
techniques for

28
Session 4: Collecting and analysing evidence and introduction on giving feedback
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
Give participants a few minutes to make notes/drawings and then while-speaking
encourage them to share their ideas in small groups. If there is corrective feedback
time, open up a whole class discussion by inviting participants to
share their answers. Use the discussion to highlight key principles
of good feedback: recognises what the pupil did well; it is specific; it
is developmental (show slide D1.S4.6).

This activity is preparation for Days 3 and 4. Draw attention to the


fact that participants will be revisiting feedback in Session 3 on Day
3 and practising giving feedback as part of their micro-teaching on
Day 4.
Note that the words in
Talk through slide D1.S4.8 with techniques for giving feedback on
brackets are intended to
spoken production. Refer to Handout D1.S4.H2, which explains the
help explain the
techniques for corrective feedback while speaking::
vocabulary used in this
 Explicit correction task, which may be
 Clarification requests words suitable for
glossaries.
 Metalinguistic feedback
Note that teachers do not
 Elicitation
have to remember the
 Silent pointing & gesturing new vocabulary.
Show the example of a correction code for writing (D1.S4.9) and However, the actual
elicit suggestions for adaptation with different age groups at pre- techniques are useful
school and primary (for example the inclusion of WG – wrong and helpful.
grammar – may not be suitable for all age/ability groups)

Reflect on Day 1 and 15 Find someone who… PowerPoint slide


identify key points of D1.S4.10
Give instruction for reflection task (slide D1.S4.10).
learning
 Complete your ‘Find someone who…’ form (Handout D1.S4.H3) Handout D1.S4.H3:
 Move around the room. Find someone
who…

29
Session 4: Collecting and analysing evidence and introduction on giving feedback
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
 Ask each other questions to find out how much you can recall
about today’s learning.
Facilitate feedback. Use this as an opportunity to probe further
through questioning.
Evaluation:
Use the ‘find someone who…’ activity as a way to identify those participants who are confident about explaining key concepts
and terms. Groups can be re-arranged in Day 2 so that confident participants can support less confident participants.

30
Session 5

Day 1 Reflection
Session aims Time Description of activities Resources, inc. handouts Trainer notes
Check that outcomes for 5 Group discussion Slides D1.S5.1-2
the day have been
achieved Show aims for this final session (slide D1.S5.1).

Give instruction (slide D1.S5.2). Participants review the


learning objectives from the Day 1 sessions and
discuss in groups if they feel these have been
achieved.

Consolidate and review 10 Group discussion Slide D1.S5.3 Note down the
the techniques presented techniques covered
throughout the day Give instruction (slide D1.S5.3). Participants discuss during the day: Quick
the various formative assessment techniques that they scans (traffic lights,
can identify from the Day 1 sessions. thumbs up, down,
sideways, hinge
questions), effective
questioning, etc.
Reflect on the first day 15 Learning journal Slide D1.S5.4 Remind everyone to read
and complete a learning the Teacher Handbook
Give instruction (slide D1.S5.4). Participants write up Handout D1.S5.H1: learning
journal entry (or at least flick through
their first learning journal entry. Question prompts are journal entry 1
it!).
provided on Handout D1.S5.H1 for the reflection

Evaluation:
Read through a sample of learning journal entries to check progress.

31
Day 2

Session 1
Overview of CEFR-aligned curriculum documentation and ‘can do’ orientation
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
10 Formative assessment bingo PowerPoint slides Even if someone has
D2.S1.1-2 completed a line on his
Show the session aims (slide D2.S1.1). or her sheet it is still
Handout D2.S1.H1:
possible to continue
Give instruction for the starter activity (slide D2.S1.2) and ensure Bingo sheets
playing. Challenge
everyone has a bingo sheet (Handout D2.S1.1) participants to find all the
 You have a bingo sheet with key words/phrases from Day 1. correct matches.
 First, complete the squares with the words from the box. Put
them wherever you like in the bingo sheet.
 Definitions will be read out and these will be numbered. If that
definition matches with a word/phrase then write down the
definition’s number in that square.
 Call out ‘bingo’ when you have a line of numbered squares.
Your sheet will be checked!

First, give participants a minute to complete the bingo sheet with


the words in the box. The words can go anywhere.

Call out the number and definition in random order (the correct
terms are given in brackets — do not read these out!).

1. Making a judgement about what pupils know or are able to do.


These judgements are based on the evidence of learning
produced by pupils (assessment)

32
Overview of CEFR-aligned curriculum documentation and ‘can do’ orientation
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
2. Pupils taking responsibility for assessing the work of their
peers against set success criteria (peer-assessment)
3. Examples of language use to help pupils understand where
they are going with their learning (exemplars)
4. An approach to teaching and learning in which pupils work in
small groups to achieve a learning goal together. (cooperative
learning)
5. A discussion with rules, such as the use of contribution cards
to control who can speak (communication regulator)
6. A statement that describes the new knowledge, understanding
and skills, as well as changes in attitudes, that pupils will be
walking out with at the end of a lesson (learning objective)
7. This type of assessment is continuous and two-way: responds
to learner work (formative assessment)
8. The final stage of a lesson or sequence of learning in which the
learning is checked and consolidated as a whole class
(plenary)
9. All-pupil-response techniques that enable the teacher to
quickly check understanding across a whole class (quick
scans)
10. Identifies the next step in the learning and how to get there
(feed forward)
11. This type of assessment compares the pupil’s learning
with either other pupils or the “standard” for a grade/level
(summative assessment)
12. A big question to check understanding before moving on
to the next stage in a lesson (hinge question)
13. The first stage of a lesson which checks prior learning and
knowledge (starter)
14. Descriptions of achievement by which the learning will be
judged at the end to decide whether or not it has been
successful (success criteria)

33
Overview of CEFR-aligned curriculum documentation and ‘can do’ orientation
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
15. Evaluation of own actions, attitudes, progress or
performance. (self assessment)
16. The time given by a teacher between posing a question and
expecting a response (wait time)

Describe the role of the 15 The Common European Framework of Reference (CEFR) PowerPoint slides Note that this part of the
CEFR in the curriculum D2.S1.3-6 session looks at all of the
and in teaching and Ask participants to read the information about the CEFR on slide CEFR. Please remind
D2.S1.3 and to pick out the key phrases that explain its focus. Handout D2.S1.H2:
learning teachers that the
Give them a minute to read then ask them to discuss their key CEFR global scale
secondary curriculum
points with a partner. Elicit their ideas very briefly. Explain that a descriptions and
takes pupils from A2
framework or structure allows people to communicate about levels
(revised mid) to B1
language teaching and learning at national and local levels. (high). Year 6 primary
Give instruction for the task (slide D2.S1.4). ends at A2 (mid), Form 1
secondary is a revision
 Work on your own, matching the CEFR global scale of the same level.
descriptors to the correct level (Handout D2.S1.2).
 Share and compare your matches with others in your group.

Show slide D2.S1.5 for answers to matching activity (these show


the first sentence of each description). Emphasise that these are
the global descriptors and that the CEFR has more detailed
descriptions of specific skills within the four core skill areas
(reading, writing, speaking, listening).
Bring this stage of the session to a close by highlighting the CEFR
key features (slide D2.S1.6)
 It is a way of describing language performance at 6 levels
 It covers 4 skills and the language elements embedded within
these
 There are global descriptors (which describe language level in
general) and skills-specific descriptors, which allow us to
develop learning standards for each level.

34
Overview of CEFR-aligned curriculum documentation and ‘can do’ orientation
Session aims Time Description of activities Resources, inc. Trainer notes
handouts

Explain that the descriptors in the CEFR framework – which are


‘can do’ statements — allow us to understand what kinds of
communicative competencies pupils have and what they can or
should be able to do at different levels. These are called Learning
Standards in the new curriculum framework.
Explain the relationship 30 The new curriculum framework PowerPoint slide See the definition of
between the CEFR and a D2.S1.7-10 learning standard in the
learning-oriented Talk through slide D2.S1.7: teacher handbook.
 The new curriculum framework comes from the CEFR. The Handout D2.S1.H3:
classroom Ensure participants
CEFR level descriptors have been used to define and write example Content
understand it.
the Content Standards and the Learning Standards. and Learning
 Content Standards are the broad area of focus within each Standards in the
skill (L/S/R/W + Literature in Action) new curriculum
framework
 Learning Standards are the more detailed and observable
skills within the area defined by each Content Standard.
Explain that the curriculum’s organisation by skill is the same as
the CEFR, with the addition of Literature in Action (LA),
specifically for the Malaysian context. The LA Content and
Learning Standards are also based on CEFR descriptors but less
directly.

Ask participants to read though Handout D2.S1.H3 (example


Content and Learning Standards in the new curriculum
framework). (slide D2.S1.8)

Give instruction for the discussion task (slide D2.S1.9).


Participants to discuss the following statements:

 Grammar is not specified in the curriculum because pupils find


grammar boring.

35
Overview of CEFR-aligned curriculum documentation and ‘can do’ orientation
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
 The learning standards describe what a student can do but
not how they progress from one level to the next.
 The curriculum framework will help lesson planning.
For feedback on the discussion activity, collect responses to the
discussion statements as a whole group.

Note:

1. While statement 1 should largely be true, grammar is implicit


in the CEFR so it is introduced and practised through
communicative language. It is not explicitly focused on at a
curriculum level.
2. The Learning Standards describe both what pupils can do
now and what they will be able to do by the end of the school
year. On a year’s level, you cannot see progress – for that you
need to look at the year before and the year after. The tables
of the Learning Standards in the curriculum framework show
progress.
3. The curriculum framework helps lesson planning and works
together with other documents, such as the syllabus and
scheme of work (currently Form 1 and 2).

Bring this stage of the session to a close by talking through slide


D2.S1.10 and the emphasis on communicative approaches in
language teaching. Connect the points on the slides to the
participants’ ideas on the three statements when this is possible.

Understand how to use 25 A model of progression PowerPoint slide To help consolidate the
the CEFR for a model of D2.S1.11-14 concept of a model of
progression Give verbal input on the concept of a model of progression (slide progression, it might be
D2.S1.11). Give instruction for the task (slide D2.S1.12). Handout D2.S1.H4:
useful to point out that a
evaluating EFL
textbook can be
activities

36
Overview of CEFR-aligned curriculum documentation and ‘can do’ orientation
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
 On your own, look at Handout D2.S1.H4 and the examples of considered as a way of
writing and speaking activities to do in a language lesson. communicating or
 Place the activities according to their level on the CEFR, presenting a model of
starting at A1 and going up to B2. progression.
 In groups, discuss ideas about the progression from one task
to the next task. What principles for progression can you
identify?

Go through the answers:

a = A1; b = A2; c = A2; d = A1

e = B1; f = B2; g = B2; h = B1

Facilitate further feedback by focusing on the principles identified


for progression. Then talk through slides D2.S1.13-14, which
shows basic principles that underlie this progression:

• Range: Limited ⇒ Wide – this relates mostly to vocabulary,


structures and phonemes. It goes from being a narrow range
(not many) to a wide range (more and of different types)
• Frequency: High ⇒ Low – this relates to how much people
use the language in everyday life. It goes from being high
frequency (used a lot) to less frequent
• Support: With ⇒ None – this is the help and support pupils
need. They move from needing support to not needing it
• Complexity: Simple ⇒ Complex – this relates to structures
and vocabulary, going from single words to phrases to full
sentences, from simple sentences to more complex

37
Overview of CEFR-aligned curriculum documentation and ‘can do’ orientation
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
• Length: Shorter ⇒ Longer – this is related to the length of
texts read, heard, spoken or written, as well as the length of
sentences (from one word to multi words)
Bring this stage to a close by commenting on how these principles
can be used to help plan the next steps for individual learners.

Reflect on the session 10 Questions you would like to ask… PowerPoint slide
and identify key points of D2.S1.15
learning Give instruction for reflection task (slide D2.S1.15).
Handout D2.S1.H5:
 Write down 2 questions to ask other people in the class Questions you would
about Day 2, Session 1 (Handout D2.S1.5). like to ask…
Collect questions and invite participants to offer their responses.
Encourage participants to also comment on the responses
(adding to the response or providing an alternative response)
before providing your own comment.

Evaluation: Evaluation:

38
Session 2
Session 2: Planning objective-focused lessons and identifying success criteria (1)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
15 Formative assessment collocations PowerPoint slides You will need to prepare
Show the session aims (slide D2.S2.1). D2.S2.1-2 for this activity by cutting
Words for up the collocations in
Give instruction for the starter task (slide D2.S2.2).
collocations Handout D2.S2.1.
 Do not refer to your Handouts
information gap
 You have been given one half of a formative assessment
collocation. A collocation is made of two or more words Handout D2.S2.H1:
that are frequently used together. formative
 The words you have been given have been used in assessment
previous sessions. collocations
 Move around the room and find the person with the Handout D2.S2.H2:
word(s) to connect with yours. information gap
 When you have a match stay standing together. activities

Check for correct matches:


feed forward
learning objective
communication regulator
wait time
quick scan
hinge question
peer assessment
success criteria
exit card
traffic lights
Participants can return to their seats and complete Handout
D2.S2.1. Bring this starter activity to a close by explaining the
concept of an information gap task and refer to Handout D2.S2.2.

39
Session 2: Planning objective-focused lessons and identifying success criteria (1)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
Understand key 20 SMART learning objectives PowerPoint slides This and the next part of
principles of effective D2.S2.3-5 the session are focused
Show slide D2.S2.3. Give verbal input on the learning objectives
planning for formative on effective planning. A
and the meaning of SMART (see right-hand side of slide for Handout D2.S2.H3:
assessment (including central idea to get across
acronym) SMART learning
SMART learning about effective planning
Give instruction for the task (slide D2.S2.4). objectives
objectives and success is that the teacher has
criteria)  Look at the learning objectives on Handout D2.S2.H3 Place a Handout D2.S2.H4:
the ‘road map’ to the
tick next to the ones that you think are SMART and a cross what to consider
learning (the Curriculum
next to those you think are not. when using learning
Framework), which is the
 Re write the ones with a cross next to them to make them objectives
‘big picture’. Learning
SMART. objectives must always
Go through the answers: objectives 2, 4 and 6 are not SMART. relate to the big picture.
Comment on how showing awareness or understanding is not Success criteria relate to
SMART because this cannot be measured. The objective has to the learning objectives –
indicate what the pupil will do to demonstrate their learning. as well as to the big
Collect some re-written objectives. picture. Learning
objectives and success
Finish this stage by talking through slide D2.S2.5 and refer to
criteria need to be
Handout D2.S2.H4, which is also further reading for after the
shared with pupils – they
session, for examples. Explain:
need the big picture too!
 Separate learning objectives from the context of learning Participants may come
 Be aware of whether LOs are open or closed (this has with their own techniques
implications for your success criteria) for writing Learning
 Don’t always share LOs at the start of the lesson; it can objectives and Success
become an empty practice (i.e. it loses meaning) Criteria. In particular,
Note that teachers will need to simplify their language when participants may be
sharing the LOs with pupils. They need to be expressed in pupil- asked to write these in a
friendly language, yet remain meaningful. particular way. Make
sure to emphasise that
we are not insisting on a
change in practice, but

40
Session 2: Planning objective-focused lessons and identifying success criteria (1)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
are emphasising the
underlying principles
involved. Gather
comments from
participants as
necessary, but avoid
spending a long time
debating the benefits and
drawbacks of either
technique.
Develop success criteria 25 Devising success criteria PowerPoint slides Point out that process
for learning objectives D2.S2.6-9 success criteria help to
Give verbal input on success criteria and show slide D2.S2.6.
Show the examples of success criteria for pupils (slide D2.S2.7) Handout D2.S2.H5: break down a complex
Learn how to make task into simpler tasks.
and the difference between product and process success criteria. examples of pupil
learning objectives and Pupils can check if they
Give instruction for the task (slide D2.S2.8 and Handout work
success criteria clear to are progressing well with
pupils, including using D2.S2.H5). (there are three samples in the pack. Assign different
the overall task by using
exemplars samples to different groups)
process success criteria.
 Your group has been given an example of pupil work
 Develop the success criteria for this work that would be used
to judge the quality of the work. The activity in this stage
also models what
teachers can do with
Important note about the samples: their own pupils: get
The samples have been collected randomly from schools in pupils to look at
Malaysia. Note that these samples are not necessarily examples exemplars of work and
of CEFR-aligned activities based on the CEFR-aligned curriculum develop their own
framework. Remind participants not to take notice of the teacher’s success criteria (with
comments or marks on the samples. These don’t always give a support and guidance
full or accurate picture. from the teacher).

41
Session 2: Planning objective-focused lessons and identifying success criteria (1)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
Monitor and assist with task. Choose a moment to allow each
group to send off one person to look at the work done by other
groups and to then report back. Bring this stage of the session to
a close by providing comments on the work completed by the
groups and link to Day 3 when the success criteria that have been
developed will be used again.
Conclude this activity by talking through slide D2.S2.9 about the
use of the WALT and WILF acronyms.

Plan starter activities that 20 Starters and plenaries PowerPoint slide Be prepared to remind
activate prior learning D2.S2.10 participants of some of
Give instruction for activity (slide D2.S2.10).
and plan plenary the starters and
 Work in small groups, listing on flip chart paper: (1) all the Flip chart paper and
activities that review plenaries that have been
examples of starter activities used so far in the sessions this pens
learning used. Refer to these
week; (2) all the examples of plenary activities used so far in
trainer notes as a
the sessions this week.
reminder for yourself.
 Add your own ideas for activities to the lists.
Give ten minutes for the listing and then allow participants to walk
around looking at other groups’ lists. If they like ideas from other
groups then encourage them to add these ideas to their own lists.
Bring this activity to a close by linking to the micro-teaching task.
Participants must include a starter activity for their micro-teaching.
The micro-teaching task is in Session 4.
Reflect on the session 10 Tell me three things... PowerPoint slide
and identify key points of D2.S2.11
Give instruction for the reflection task (slide D2.S2.11).
learning
Tell me three things…

 You have learnt today


 You have done well
 Your group has done well

42
Session 2: Planning objective-focused lessons and identifying success criteria (1)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
 You would like to find out more about
 You know now that you didn’t know 80 minutes ago
Remind participants to review their glossary, add any words and
remove any they feel comfortable with now. They can keep the
glossary post-its they ‘remove’ in a notebook, leaving those still ‘in
progress’ out in front of them.
Evaluation: Evaluation:

43
Session 3

Session 3: Planning objective-focused lessons and identifying success criteria (2)


Session aims Time Description of activities Resources, inc. Trainer notes
handouts
10 Formative assessment word search PowerPoint slides
D2.S3.1
Show session aims (slide D2.S3.1).
Handout D2.S3.H1:
Tell participants to complete in pairs the formative assessment formative
word search starter activity (handout D2.S3.H1). This word search assessment word
includes terms from Days 1 and 2. Only pairs that are finished are search
allowed to group to check with each other their answers.

Remind participants that they can add any of these words to their
glossary if they wish. See word search key at the end of Day 2
handouts.
Find opportunities to use 30 Planning for formative assessment PowerPoint slides Handout D2.S3.H2 has
formative assessment in D2.S3.2-6 five different learning
the new curriculum Explain that participants are now going to apply what they have standards for five or six
been learning so far on the course by using particular learning Handout D2.S3.H2:
groups (so each group
standards from the new curriculum to develop SMART learning using the learning
Identify short and long- has a different learning
objectives and to plan a lesson. Organise participants into groups standards from the
term learning objectives standard to work with). It
of four. new curriculum
based on the learning is recommended that
standards Flip chart paper and groups of four be used at
Give instructions for the task and emphasise that there are two pens this point. If necessary,
Find opportunities to parts to it (slides D2.S3.2-3): more than one group can
apply formative Part One: work with the same
assessment techniques learning standard.
as part of receptive and  Your group has been given a learning standard from the
productive language new curriculum (related to listening or spoken
tasks interaction/production).
 Based on this learning standard, devise a SMART learning
objective, as well as product and process success criteria

44
Session 3: Planning objective-focused lessons and identifying success criteria (2)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
for that objective. Ensure these are written in pupil-friendly
language. Use the flip chart paper to present your ideas.
Part Two:

 Plan backwards from the learning objective and identify a


sequence of activities/tasks that will enable pupils to
achieve the learning objective.
 Identify the formative assessment opportunities alongside
the ideas for activities or tasks.
 Be ready to talk us through your ideas. Use the flip chart
paper to present your planning.

Talk though the example of how to approach this task (slides


D2.S3.4-5). When showing slide D2.S3.5 (which was also shown
earlier in Session 2) emphasise how the process criteria focus on
breaking a complex task down into small steps. Each of these
steps may have to be focused on as part of a sequence of
learning that builds up to achieving the learning objective (so
across several lessons).

Talk through the examples of activities/tasks and formative


assessment opportunities (slide D2.S3.6)

• ‘Hinge’ question and quick scan to check understanding of


the term climate change. This would be in a starter stage
of a session and could involve the use of traffic lights.
• Analysis of exemplar explanatory text (on the topic of
climate change) with noticing of language task (finding
linking words etc.). The pupils are given a text to read and
have to underline key language, such as linking words.

45
Session 3: Planning objective-focused lessons and identifying success criteria (2)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
• Communication regulator: ‘hot-seating’ activity to
consolidate understanding after looking at and discussing
pictures about climate change causes and effects. The
whole class has discussed a series of images related to
the topic. Teacher questioning has been used to elicit
response to the images from pupils. Hot-seating involves
pupils taking it in turns to be in the hot-seat and for pupils
to ask questions about the images that have been
discussed.
• Group task to create a plan for the writing. The plan could
be in the form of a diagram or a mind map.
• Peer feedback on a first draft of the writing using process
success criteria.

Remind participants that they need to think back over Day 1 and
the sessions in Day 2 for formative assessment ideas. They can
also look at Handout D1.S4.2 for ideas for how to give feedback
on speaking.

25 Presentations of planning for formative assessment PowerPoint slide Time management is


D2.S3.7 crucial during this stage
Facilitate presentations and feedback. Explain that feedback will
to ensure that all groups
need to be focused on ‘what went well’ (ideas that they liked) and
are able to present. Each
‘even better if’ (suggestions or tips for improvement).
group will need to be
Bring this stage to an end by summing up what has been given a time limit (e.g. 2
achieved: the participants can identify short-term learning minutes) and it is
objectives (such as those that would be related to the process important to be strict
success criteria they have identified) and longer-term learning about this. Ask for 2 or 3
objectives based on the learning standards. They have also points only of feedback
applied what they have learnt about formative assessment for each group (e.g. 2
techniques as part of receptive and productive language tasks. ‘wwws’ and 1 ‘ebi’).

46
Session 3: Planning objective-focused lessons and identifying success criteria (2)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
Reflect on the session 10 Participants are the trainer PowerPoint slide
and identify key points of D2.S3.8
Give instructions for reflection activity (slide D2.S3.8).
learning
 2-3 volunteers are needed!

You will summarise the session and question the rest of your
colleagues on what was learnt.

Evaluation: Evaluation:

47
Session 4
Session 4: Planning objective-focused lessons and identifying success criteria (2)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
10 Visualising a lesson PowerPoint slides
D2.S4.1-2
Give instructions for starter activity (slide D2.S4.1 and Handout
D2.S4.1). Link to previous lesson planning activity in Session 3. Handout D2.S4.H1:
visualising a lesson
 Create a visual representation of your ideal lesson.
 This can be a drawing, cartoon, diagram etc.
 Share your visual representations in your groups.

Give participants five minutes to produce their visual


representations. Then ask them to share with a partner. They can
ask each other questions about their work. Bring the activity to a
close by offering your own comments on some of the features of
lessons that you have noticed and heard discussed. Try to make
links to the session aims.

Show session aims (slide D2.S4.2).

Develop lesson plans 20 Lesson planning PowerPoint slides


that include SMART D2.S4.3-4
learning objectives and Give brief recap on SMART learning objectives slide D2.S4.3).
Give instructions for activity (slide D2.S4.4). Handout D2.S4.H2:
formative assessment
Lesson plan
opportunities
 In your groups you will work on your lesson ideas template
presented in Session 3.
 Using the feedback that was given to you now put together
a detailed lesson plan.
 Ensure your learning objective(s) are SMART.
 Complete all the columns in the lesson plan template
(Handout D2.S4.H2).

48
Session 4: Planning objective-focused lessons and identifying success criteria (2)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
Monitor and assist with the task when needed. Participants can
use extra paper if the template is not enough.

Develop success criteria 15 Success criteria PowerPoint slides


to judge the quality of D2.S4.5-6
lesson plans Give brief verbal recap and input on success criteria and rubrics
(slide D2.S4.5). Show Handout D2.S4.H3: example assessment Handout D2.S4.H3:
rubric. example
assessment rubric
Give instructions for activity (slide D2.S4.6). Handout D2.S4.H4:
template for lesson
Ask participants to develop their own success criteria for judging plan assessment
the quality of their lesson plans. They then use these criteria as rubric
the basis for an assessment rubric (using Handout D2.S4.H4 as
the template). Remind participants to use ‘can do’ statements.

Monitor and assist with task when needed.

Give peer feedback on 20 Peer feedback PowerPoint slide Time management is


lesson plans. D2.S4.7 important throughout this
Give instructions for activity (slide D2.S4.7). stage. Give ten minutes
for the groups to record
 Groups swap lesson plans their feedback using their
 Use your assessment rubrics to give feedback on the rubrics. The feedback
lesson plan given to you. Use the rubric created in the then needs to be given to
previous stage to record your feedback. each group. Rubrics can
be handed over for this
 You will then receive a completed rubric with feedback on and then each group can
the lesson plan you developed. You will have the be given an opportunity
opportunity to comment on the feedback given to you. to comment on the
feedback received. Be
Monitor and assist with task when needed.
strict about the amount
of time given to each

49
Session 4: Planning objective-focused lessons and identifying success criteria (2)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
group for their
comments.
Understand the 10 Micro-teaching task for Day 4 PowerPoint slide Ideally, each group
requirements for the Day D2.S4.8 needs to have three
4 micro-teaching task Set micro-teaching task (slide D2.S4.8). participants. If needed,
Handout D2.S4.H5:
groups of four are
 On Day 4 you will be working in groups to plan and deliver Micro-teaching task
acceptable. You may
a short micro-teaching activity that focuses on a specific for Day 4 task
decide to choose who
aspect of formative assessment practice. instruction
works together or you
 You will plan on Day 4 a 15-minute teaching session on may allow the
one aspect of formative assessment that will engage Handout D2.S4.H6:
Micro-teaching participants to choose.
teachers.
o Clarify your learning objectives and success planning template
criteria.
o Start with a starter activity and conclude with a
plenary opportunity.
o Build in a formative assessment opportunity.
o Don’t try to do too much — keep it focused!

Tell participants that they can use the micro-teaching planning


template (handout D2.S4.H6) for planning their micro-teaching. At
this stage participants are creating a sketch rather than doing the
full planning. They will come back to their sketches on Day 4.

Also explain that in Day 4 there will also be an opportunity to


practise giving feedback (by giving each other feedback on the
micro-teaching).

Evaluation: Evaluation:

50
Session 5

Session 5: Day 2 Reflection


Session aims Time Description of activities Resources, inc. handouts Trainer notes
Check that outcomes for 5 Group discussion Slides D2.S5.1-2
the day have been
achieved Show aims for this final session (slide D2.S5.1).

Give instruction (slide D2.S5.2). Participants review the


aims from the Day 2 sessions and discuss in groups
whether they feel these have been achieved.

Review the ‘hopes’ post- 10 Review post-it notes Slide D2.S5.3


it notes from Day 1
Participants review in their groups their ‘hopes’ post-it ‘Hopes’ post-it notes from Day
notes from Day 1 and discuss how much progress they 1
are making with meeting these hopes. Glossary post-it notes

They then look at the words on their glossary post-it


notes. If they now feel confident about words, they can
put them away somewhere safe. Otherwise, they can
keep them out.

Reflect on the second 15 Learning journal Slide D2.S5.4


day and complete a
Participants write up their second learning journal entry. Handout D2.S5.H1: learning
learning journal entry
Question prompts are provided on Handout D2.S5.H1 journal entry 2
for this reflection.

Evaluation:
Trainer to collect some learning journals to read through. Speak to participants to find out the progress with meeting their
individual ‘hopes’.

51
Day 3

Session 1
Session 1: Reviewing and developing formative assessment techniques in receptive and productive skills
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
15 True/False statements about formative assessment PowerPoint slides Cut up the statements
D3.S1.1-2 and place them on the
Give instruction for the starter activity (slide D3.S1.1). walls in advance.
Statements on paper
 Eight statements about formative assessment have been for activity.
placed on the walls around the room. Handout D3.S1.H1:
 Work with a partner. Move around the room and decide True/False
whether a statement is true or false. statements about
 Record your answers on Handout D3.S1.H1. formative
assessment
For feedback on the task, ask participants to compare their
responses with the correct answers (see below). Check for
understanding and if clarification is required.
1. Formative assessment usually False
summarises information into marks, scores
and grades.
2. Formative assessment is continuous True
and two-way: responds to learner work
and in conversation.

3. Formative assessment is usually True


detailed, specific, and descriptive feedback
in words and in relation to success criteria
that have been set.

52
Session 1: Reviewing and developing formative assessment techniques in receptive and productive skills
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
4. Formative assessment is given at the False
end of the year or a unit to check a pupil's
learning after instruction.
5. Formative assessment is usually True
focused on improvement, compared with
the learner’s “previous best” and progress
toward a learning goal.
6. Formative assessment does not need to False
involve the learner.
7. Formative assessment is designed for False
those not directly involved in daily learning
and teaching.
8. Formative assessment checks learning True
throughout instruction to determine
progress and decide next steps.

Show session aims (slide D3.S1.2).

Explain the concept of 5 The concept of deliberate practice PowerPoint slide Remind participants that
deliberate practice further information is
D3.S1.3
Explain that the concept of deliberate practice is that learning available in the Teacher
needs to be broken down into small steps. Discuss the features of Handbook
deliberate practice (slide D3.S1.3) and check for understanding:

 Pupils can be given tasks to help them improve specific


skills and knowledge.

 The focus in deliberate practice is always on specific areas


of learning to improve.

 By breaking generic skills and complex tasks down into


small steps working memory is not overloaded.

53
Session 1: Reviewing and developing formative assessment techniques in receptive and productive skills
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
 Feedback can be very precise because it can focus on the
specific skill that has been practised.
Give an example: pupils can work on a card match activity
matching words that belong together in phrases. They can then
practise making sentences or dialogues using the phrases. The
teacher can monitor each pupil’s progress and identify which of
the phrases need more practice.

Understand how to plan 25 Planning for deliberate practice PowerPoint slide


for deliberate practice D3.S1.4
Explain to participants that they will be using Handout D2.S1.H3
from Day 2: Examples of Content and Learning Standards in the Handout D2.S1.H3
Develop tasks at word,
new Curriculum Framework. Give instruction for the task (slide from Day 2:
sentence and text levels
D3.S1.4): Example Content
for practising and
and Learning
developing specific  Your group will be given a particular content standard from the Standards in the
language skills and new curriculum framework to focus on (Handout D2.S1.H3 new Curriculum
knowledge from Day 2) Framework
 Discuss in your groups how to break down the skill described
in the content standard into smaller steps and skills.
 Develop activities that could help pupils practise the ‘little’
skills that will help them to work toward achieving the ‘bigger’
skill described in the content standard.
 Be ready to present your ideas as a group.
Emphasise that the the different skills that are practised are
components of the final skill or task that is the learning goal, so the
skills practised look different to the final skill.
Monitor groups’ progress with task and provide assistance when
needed.
30 Group presentations PowerPoint slide
D3.S1.5

54
Session 1: Reviewing and developing formative assessment techniques in receptive and productive skills
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
Facilitate group presentations on deliberate practice ideas (slide
D3.S1.5). Ask participants to give feedback on each other’s ideas.
Remind them of the features of good feedback discussed on Day
1 and link to the third session later today.
Reflect on the session 15 Recipe Time PowerPoint slide
and identify key points of D3.S1.6
learning Give instruction for reflection activity (slide D3.S1.6).
Handout D3.S1.H2:
 Write a recipe of the session we have just had (or your recipe time
learning from the session) — use Handout D3.S1.H2:

Collect some session recipes from participants. Comment on how


this can be a good way to produce a narrative of the session and
so help recall.

Evaluation: Evaluation:

55
Session 2
Session 2: Reviewing and developing formative assessment techniques to support independent learning
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
10 Growth mindset questionnaire PowerPoint slides Be strict about time
D3.S2.1-2 management. Give
Show session aims (slide D3.S2.1) participants five minutes
Handout D3.S2.H1:
to complete the
Give instructions for starter activity (slide D3.S2.2). Participants growth mindset
questionnaire in order to
will complete a growth mindset questionnaire (Handout questionnaire
find out what participants
D3.S2.H1) individually. They then add up their score and already know about the
compare their answers with the person next to them. concept of growth
Ask them to look at page 2 of handout D3.S2.H1, which explains mindset.
the procedure for using the questionnaire .

Collect some brief thoughts about doing the questionnaire and


find out what participants already know about the concept of
growth mindset.

Explain the concept of 20 Growth mindset PowerPoint slides The idea of C3B4ME
growth mindset D3.S2.3-6 (See Three Before Me)
Briefly explain the concepts of fixed and growth mindsets by on slide D3.S2.6 is for a
talking through slides D3.S2.3-4. pupil to speak to three
other pupils before
Give instructions for activity (slide D3.S2.5). seeking help from the
 In your groups, think of ways to support and promote a teacher. It also helps to
growth mindset in pupils. create a classroom
culture in which pupils
 Discuss and identify practical ideas that can be used in the
recognise that they are
classroom.
able to help each other
 Be ready to share your ideas.
with their learning.
For feedback on the discussion, collect some ideas from groups. Remind participants that
Show participants slide D3.S2.6 and talk through the teaching further information is
and learning approaches/ideas.

56
Session 2: Reviewing and developing formative assessment techniques to support independent learning
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
available in the Teacher
Handbook
Use self and peer 35 Self assessment and peer assessment PowerPoint slides Remind participants that
assessment to involve D3.S2.7-13 further information is
pupils in assessment Recap importance of self and peer assessment in formative available in the Teacher
assessment, and give instructions for activity (slide D3.S2.7). Handbook
Understand how to
support pupil recognition  In your groups, think of different self- and peer-assessment
of intended learning and activities. Check understanding of the term ‘peer’.
implication on their  Be ready to share your ideas.
development
For feedback on the discussion, collect some ideas from groups.
Show participants slides D3.S2.8-10 with examples of self and
peer assessment activities. Ask them to compare their ideas
with those on the slides. Collect some thoughts and comments.
Note that these assessment techniques help promote a growth
mindset.

Talk through slides D3.S2.11-12, which explain target-setting


and the use of Individual Learning Plans (ILP). Invite questions
and check for understanding. Emphasise that ILPs are a way to
ensure pupil recognition of intended learning and the implication
on their development. ILPs record pupil progress lesson-by-
lesson and can raise pupil motivation. Point out that pupils
should be involved in discussing and setting their targets. Note
that the focus is always positive in this kind of assessment.

Move on to slide D3.S2.13, which acknowledges participants’


possible concerns about ILPs in teaching and learning with
secondary pupils. Ask participants to discuss ideas for
developing these skills at a level relevant to them.

57
Session 2: Reviewing and developing formative assessment techniques to support independent learning
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
Understand and discuss 15 Pupil voice PowerPoint slides Several ideas for
ways to build pupil D3.S2.14-15 collecting pupil feedback
autonomy and Introduce the concept of pupil voice – the valued contribution of are shown on slide
encourage pupil voice individual pupils and the class as a whole to the teaching and D3.S2.15. Surveys and
through pupil feedback learning process. questionnaires could be
completed online (for
Give instructions for activity (slide D3.S2.14). example
 In your groups, think of different ways (or methods) of www.socrative.com).
collecting feedback from pupils. Exit cards and learning
logs have been
 Discuss and identify what the different purposes of
discussed already as
collecting feedback could be. What would you ask and
self-assessment ideas.
what would you do with the information collected?
They could also be used
Show participants slide D3.S2.15 and ask them to compare their to get feedback on the
ideas with those on the slide. Collect some thoughts/comments teaching and learning in
and clarify understanding of the different methods. specific lessons.
Focus groups involve a
selected group of pupils
giving feedback (or these
pupils could be
volunteers) whereas
class meetings involve
everybody in the class.
Informal feedback can
take place at any time,
with the teacher asking
for feedback from
individuals or a whole
class.
Remind participants that
further information is

58
Session 2: Reviewing and developing formative assessment techniques to support independent learning
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
available in the Teacher
Handbook
Reflect on the session 10 Get creative PowerPoint slide If time is short for this
and identify key points of activity, which reviews
D3.S2.16
learning Give instruction for reflection activity (slide D3.S2.16). learning in the session,
conduct this as a whole
 Show how each of the random words on the slide might link class activity, rather than
to today’s learning. having participants share
 Be ready to explain the influence or link. ideas in groups first.

Ask participants to have a think on their own first before sharing


their ideas with the others on their table. Go through each word
and collect responses.

Evaluation: Evaluation:

59
Session 3
Session 3: What is effective feedback? A model for giving feedback
Session objectives Time Description of activities Resources, inc. handouts Trainer notes
15 Describe and draw PowerPoint slides D3.S3.1-2 Only person A should
look at the picture at the
Show session aims (slide D3.S3.1). Handout D3.S3.H1: Describe
beginning of this activity.
and draw
Give instruction for the starter activity (slide D3.S3.2): Blank paper for drawings Note: Drawings for
 Work in pairs. Decide who is A and who is B. person A will need to be
prepared beforehand, or
 A describes the drawing they have been given (on
you can ask participant
handout D3.S3.H1 – in pack or on a separate sheet)
As only to look at the
to B.
handout in the pack.
 B draws what is described to them (without looking
Ensure that Handout
at the handout)
D3.S3.H1 is not looked
 When the drawing is finished, compare B’s drawing at by person B. The
with the original image. Discuss how the image image for this task is the
relates to the topic of ‘feedback’. medals and missions
Collect some ideas on how the image relates to the graphic.
topic of ‘feedback’. Comment on the format of the
activity — this is another example of an information gap
task.

Understand the ‘medals 10 ‘Medals and missions’ feedback PowerPoint slides D3.S3.3-4 There is an opportunity
and missions’ model for to refer to the FA
Give verbal input on ‘Medals and missions’ feedback Handout D3.S3.H1: Describe
effective feedback Handbook, which
(slide D3.S3.3). and draw
includes a section on the
‘Medals and missions’
Geoff Petty has developed a useful model for how to feedback model.
give effective feedback to a learner. According to Petty, Remind participants that
pupils need more than just praise or encouragement – further information is
they need information about their learning. They need available in the Teacher
to know: Handbook

60
Session 3: What is effective feedback? A model for giving feedback
Session objectives Time Description of activities Resources, inc. handouts Trainer notes
1. What they are aiming for — (Goals) (tasks,
assessment criteria, the nature of good work, etc.)
2. Where they are now in relation to these goals —
(Medals)
3. How to close the gap between where they are now,
and the goals – (Missions)

Discuss the example (slide D3.S3.4). Check for


understanding.

Link back to discussions about feedback in Day 1. Point


out that this model can be used for verbal and written
feedback.
Set SMART targets for 10 SMART targets PowerPoint slides D3.S3.5-6 ILP = Individual Learning
pupils Plan
Give brief reminder of SMART targets with examples of Handout D3.S3.H2: SMART
SMART = Specific,
targets (slide D3.S3.5). Link to previous discussion of targets
Measurable, Attainable,
targets and ILPs in Session 2. Realistic, Time-bound.
Explain that the first target shown on slide D3.S3.5 is
SMART (‘By the end of the lesson: Improve my use of
commas by completing all three practice exercises on
comma usage’) because it is specific, it includes an
action so it is measurable, and it is time-bound. This
target relates to the ‘mission’ part of the ‘medals and
missions’ feedback model.

Give instructions for activity (slide D3.S3.6).

 Look through the examples of targets in


Handout D3.S3.H2.
 Indicate which targets are SMART.

61
Session 3: What is effective feedback? A model for giving feedback
Session objectives Time Description of activities Resources, inc. handouts Trainer notes
 Those targets that aren’t SMART, make them
SMART!

Check for understanding and progress.

Go through the answers: targets 2, 4 and 6 are not


SMART. If there is time collect some examples of
re-written targets.
Use the ‘medals and 30 Using ‘medals and missions’ feedback PowerPoint slide D3.S3.7 Give 15 minutes at the
missions’ model to most for the participants
Give instructions for activity (slide D3.S3.7). Link back Handout D2.S2.H5: Example
record evidence of to write their feedback so
to Session 2 in Day 2 when they devised success of pupil’s work (used on Day 2)
learning achieved and that there is time for the
identify areas which criteria for an example of pupil work. They will be using short presentations.
require further the same example for this activity.
development
 Your group was given an example of pupil work on
Day 2.
 You developed success criteria for the work. Use
these criteria for writing ‘medals and missions’
feedback for the pupil.
 Be ready to share your written feedback.

Participants can look at the example of ‘medals and


missions’ feedback in the Formative Assessment
Handbook if they need help with this task

Groups present their written feedback. Facilitate the


presentations and offer comments. Invite participants to
give feedback on the feedback. Point out how important
it is to link the ‘medals and missions’ to success criteria.

62
Session 3: What is effective feedback? A model for giving feedback
Session objectives Time Description of activities Resources, inc. handouts Trainer notes
Reflect on the session 10 Story time PowerPoint slide D3.S3.8
and identify key points of
Give instruction for the reflection activity (slide D3.S3.8 Handout D3.S3.H3: Story time
learning
and Handout D3.S3.H3).

 Retell the session’s learning as a story.


 Ensure you have a beginning, a middle and an
end.
 Be ready to share your story.

Select participants to tell their stories. Develop through


genres if there is time – Fable, Sci-fi, Thriller etc.
Comment on how this can be a good way to produce a
narrative of the session and so help recall (this can be
compared with the ‘recipe’ plenary used in Session 1).

Evaluation: Evaluation:

63
Session 4
Session 4: Using differentiation effectively in planning activities
Session objectives Time Description of activities Resources, Trainer notes
inc. handouts
10 Formative assessment crossword PowerPoint
slides
Show session aims (slide D3.S4.1).
D3.S4.1-2
Participants complete formative assessment crossword Handout
(D3.S4.H1) for this starter activity (instruction on slide D3.S4.2), D3.S4.H1:
recapping key concepts from all previous sessions. formative
assessment
Crossword solution: crossword
Down Across
1. Wait time 3. Hinge
2. CEFR 4. SMART
5. Targets 7. Medal
6. Plenary

Remind participants about their glossaries. Give them a moment


to take out or add words to it, so that they still have the words they
don’t yet feel comfortable with in front of them, and the words they
feel they have learned in their folder/away somewhere safe

Describe the purpose 5 Purpose and applications of differentiated learning PowerPoint


and applications of slides
differentiated learning Give verbal input on the purpose of differentiated learning by
D3.S4.3-6
talking through the definition on slide D3.S4.3.

Give verbal input on the applications of differentiated learning by


talking through slides D3.S4.4-6, which explain how differentiation
can occur in the content, process, or product. Ask for questions
but avoid an extended discussion at this point.

64
Session 4: Using differentiation effectively in planning activities
Session objectives Time Description of activities Resources, Trainer notes
inc. handouts
Explain the link between 10 Differentiation and planning formative assessment PowerPoint Be strict with timing and focus in
differentiation and slides D3.S4.7 this activity. As this might be quite
planning formative Give instruction for the think/pair/share activity (slide D3.S4.7): a ‘hot topic’, some participants
assessment may want to contribute a lot and
 Think (on your own): to discuss differentiated learning
What is the link between differentiation and formative in detail. The aim is for them to
assessment? understand how it connects to
formative assessment.
 In pairs: Discuss your ideas with a partner
 Share: Be ready to share your ideas

Collect some ideas from participants. Ensure that the key idea of
addressing individual pupil needs is emphasised as the central link
between differentiation and formative assessment .
20 Explain the differentiation strategies recommended in the PowerPoint
secondary schemes of work (slides D3.S4.8-9 and Handout slides
D3.S4.H2). There are eight strategies. D3.S4.8-10
Handout
Groups discuss and check on learning by summarising the key
D3.S4.H2:
points discussed in this stage (slide D3.S4.10).
Differentiation
strategies for
• On your own, you have one minute to write a short
Secondary
summary of the key points about differentiation discussed
pupils
so far in this session.
• Swap your summary with a partner and read what they
have written. If they have a key point that you did not
include then add that to your summary.
• Be ready to share your summary by reading it out to the
rest of us.
Check learning by selecting two or three participants to share their
summary
Apply strategies for 15 Strategies for differentiation PowerPoint
differentiation based on slide D3.S4.11

65
Session 4: Using differentiation effectively in planning activities
Session objectives Time Description of activities Resources, Trainer notes
inc. handouts
pupils’ different levels, Give instruction for the task (slide D3.S4.11). Handout
interests and approaches D3.S4.H3:
to learning  This is a case study activity (Handout D3.S4.H3) differentiation
 The case study describes a particular class of Form 1 case study
pupils.
 On your own, read though the case study.
 Discuss in your group the strategies for differentiation and
formative assessment techniques you would recommend
the teacher use with this class.
 Be ready to share your ideas.

Groups present their ideas. Facilitate presentations and offer


comments. Invite participants to give feedback on the ideas.

Reflect on Day 3 and 15 Game of one-minute reflections PowerPoint Dice and counters are needed
identify key points of slide D3.S4.12 for the game. If these are not
learning Give instruction for the reflection activity (slide D3.S4.12). available, ask participants to
Handout
use something from their
 You will have a game sheet (Handout D3.S4.H4), dice and D3.S4.H4:
pockets (e.g. keys, a coin) for
counters. Choose a timekeeper for your group. game sheet
a counter. As an alternative to
 Put the counters at the ‘start’ and take it in turns to throw (A3 size,
dice, write down numbers 1 to
the dice. colour copy for
6 on separate bits of small
 Move your counter and follow the instruction on the square each group if
paper and place these in a box
you land on. Talk for one minute only (timekeepers need possible)
or hat, so participants can
to monitor this). Dice (and select one at random.
counters) If possible, enlarge Handout
Facilitate game and ensure the rules are understood.
D3.S4.H4 to A3 size.

Ask participants to review their glossary.

Evaluation: Evaluation:

66
Session 5

Day 3 Reflection
Session objectives Time Description of activities Resources, inc. handouts Trainer notes
Check outcomes for the 5 Group discussion Slides D3.S5.1-2
day have been achieved
Show aims for this final session (slide D3.S5.1).

Give instruction (slide D3.S5.2). Participants review the


aims from the Day 3 sessions and discuss in groups
whether they feel these have been achieved.

Consolidate and review 10 Group discussion Slide D3.S5.3


the techniques presented
throughout the day Give instruction (slide D3.S5.3). Participants discuss
the various formative assessment techniques that they
can identify from the Day 3 sessions.

Reflect on the third day 15 Learning journal Slide D3.S5.4


and complete a learning
Give instruction (slide D3.S5.4). Participants write up Handout D3.S5.H1: Learning
journal entry
their third learning journal entry. Question prompts are journal entry 3
provided on Handout D3.S5.H1.

Evaluation: Evaluation:

67
Day 4

Session 1
Micro-teaching
Feedback and recall main principles of formative assessment (1)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
Finish preparing 40 mins Show session aims (slide D4.S1.1) and the schedule for the micro- Slides D4.S1.1-2 During this time,
formative teaching (slide D4.S1.2). update slides
assessment micro- D4.S1.2 and
teaching Decide on a schedule for micro-teaching with participants. (5 Handout D4.S1.H1: D4.S2+3.2-3
minutes) Micro-teaching
feedback sheet so that they show
Allow up to 30 minutes for groups to finish their preparations for the agreed schedule
micro-teaching. Monitor and support groups as required. for micro-teaching
Spend 5 minutes looking at the feedback sheet. Make sure everyone
is familiar with scale and respond to any questions.

Practise delivering 20 mins. per Participants undertake micro-teaching in groups of three. Slide D4.S1.2
on formative micro-teaching
Allow 20 minutes maximum for each micro-teaching. Participants’ own
assessments
resources for
micro-teaching
Handout D4.S1.H1
Evaluate observed 5 mins Facilitate participants’ feedback on micro-teaching.
lessons and feedback per Ensure that participants give both verbal and written feedback using
provide feedback group the ‘medals and missions’ model.
5 mins Trainer
Give feedback Discuss with all participants how well the first round of micro
feedback at
using the ‘medals teaching went. Did all participants complete feedback forms, was
the end of
and missions’ feedback accurate? Did feedback follow medals and missions
session
model model? Etc.?

68
Session 2 + 3
Micro-teaching
Feedback and recall main principles of formative assessment (2, 3)
Session aims Time Description of activities Resources, inc. handouts Trainer notes
Practise delivering on 20 mins. Show sessions aims (slide D4.S2+3.1) and the Slides D4.S2+3.1-3 Note that session 2 is 90
formative assessments per micro- schedule for the micro-teaching (slides D4.S2+3.2- minutes long and
Participants own resources for
teaching 3). session 3 is 75 minutes
micro-teaching
long.
Participants undertake micro-teaching in groups of Handout D4.S1.H1: feedback Be strict with time. Make
three. sheets sure that every
participant has a go.
Allow 20 minutes maximum for each micro-
teaching.

Evaluate observed 5 mins Facilitate participants’ feedback on micro-teaching. If everyone has a go


lessons and provide feedback before the end of session
feedback per group Ensure that participants give both verbal and 3 and there is still time,
written feedback using the ‘medals and missions’ you can either revisit
Give feedback using the model. areas of difficulty flagged
‘medals and missions’ by participants or get
model some of them to have
another go.
Evaluation: Evaluation:

69
Session 4

Reflection and action planning


Session aims Time Description of activities Resources, inc. Trainer notes
handouts
Promote self-reflection 20 Reflection on learning Slides D4.S4.1-2
on key skills teachers
Show session aims (slide D4.S4.1) Formative Assessment
need to focus on for
Handbook
successful formative
assessment Give instruction for first reflection activity (slide D4.S4.2) and Handout D4.S4.H1:
management go to Handout D4.S4.H1. Necessary nine self-
assessment
 Go through the Teacher Handbook and identify how the
necessary nine building blocks have been covered in our
sessions.
 Please complete the self assessment (Handout. D4.S4.H1)
 Which of the necessary nine do you feel most confident
with? Which of the building blocks do you need to focus
on?

Monitor and assist with task.

15 Give instruction for the glossary reflection activity (Slide Slide D4.S4.3
D4.S4.3) Participants’ glossary

 Collect together all the words in your glossary.


 Share and review the words with the person next to you.
 Do you feel comfortable with them all now?

Monitor and note down any terms that seem unclear still.
Check these as a whole group.

15 Give instruction for third reflection activity (slide D4.S4.4). Slide D4.S4.4

70
Reflection and action planning
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
 Review the hopes, concerns and expectations that you Hopes, concerns and
identified in Session 1, Day 1. expectations posters
 Have your hopes been met? How have they been met? If from Day 1
they were not met, why not?
 Discuss in your groups.

Monitor and assist with tasks. Listen to discussions and ask


questions to groups to collect informal feedback on the course
(it is a good idea to take notes for this as you will need to refer
to these points at the end of this session).

Bring this stage of the session to an end by inviting some final


comments in a plenary on participants’ hopes, concerns and
expectations.
Understand how monitoring 10 Before showing the slide, ask participants to think why they Slide D4.S4.5 Go through the appendix
and evaluation tools work completed a questionnaire at the beginning of the training and which contains
and when to use them why they are about to complete one at the end of training. instructions for
They can think in their groups and then feed back to all class. monitoring and
evaluation
Show slide D4.S4.5. Some participants may have said similar
points to the ones on the slide. Explain to participants that the
responses to their questionnaires will be collected by
Cambridge English and analysed. The findings of the analysis
will be part of the report which informs the Ministry of
Education of…

 How well the training went


 What you learnt from the training
 If you recommend the training
 Your future needs

71
Reflection and action planning
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
 Any other feedback

Complete after-course 10 After-training questionnaire Slide D4.S4.6


questionnaires
Ensure all participants complete the After-training After-training
questionnaire (slide D4.S4.6). questionnaire

Farewells 5 End the session with a summary of some of the main points of
learning that you have heard participants discuss in this final
session. Draw attention to some of the areas for development
that have also been identified in the session.

Offer a summary of some of the highlights for you from the


training course.

Thank participants for their hard work. Give final farewells etc.

Evaluation: Evaluation:

72
Appendix
Formative Assessment Principles and Practices Training
Monitoring and Evaluation
Instructions to Master Trainers

Monitoring and evaluation at a glance…

When What
Day 1, Session 1 All teachers complete the before-training questionnaire
according to cascade notes.
Day 4, Session 4 All teachers complete the after-training questionnaire according
to cascade notes.
End of each cascade Every Master Trainer to complete the Master Trainer Report
training online within five days (one report for each cascade training).
If your cascade training is Relax and train as usual. You will meet with the observer for 20
randomly selected to be minutes at the end of the observation.
observed…

Introduction
As you know, the training is in a cascade format. The first stage is the Master Trainer (MT)
training. The second stage is the cascade trainings. During the cascade training, you (the
Master Trainer) will be responsible for ensuring monitoring and evaluation (M&E) activities
take place.

The activities that you will do and supervise are described below. M&E activities are very
important for understanding the successes and issues in the cascade, and your attention to
these responsibilities is very much appreciated. If you have any questions, please contact
Dr Khairul Aini binti Mohamed Jiri (khairul.aini@eltc.edu.my), Dr Looi Lin Eng
(looi.lineng@eltc.edu.my) or Cambridge English (research@cambridgeenglish.org).

Cascade training M&E activities:


1. Master Trainers submit a cascade report online
2. Teachers submit online BEFORE and AFTER training questionnaires
3. In randomly selected trainings, an observer will observe the training and submit an online
report. The observer will also personally provide feedback directly to the relevant Master
Trainer.

Procedures:
1. Master Trainers submit a cascade report online
You (the Master Trainer) must submit a cascade report online within five days of
completing each training. You should submit one report for each cascade training you
conduct. You should spend 5-10 minutes on each report.

 The report link is here: www.surveymonkey.co.uk/r/facascadeMTreport

2. Participating teachers submit online before- and after- cascade training


questionnaires
At the very start of each training, you (the Master Trainer) must ensure that all participating
teachers submit a before-training questionnaire. Teachers should spend 2-5 minutes filling
out the questionnaire. This can be done on teachers’ personal mobile devices, or on a
designated computer at the training facility. The questionnaire MUST be submitted by all

73
teachers during Day 1, Session 1, even if teachers need to fill it out one-by-one on a single
computer/mobile device.

Likewise, at the end of each training, you (the Master Trainer) must ensure that all
participating teachers submit an after-training questionnaire on Day 4, Session 4. Use the
same procedures as for the before-training questionnaire. Teachers will probably be
returning home immediately after the training ends, so where teachers are mostly entering
responses one-by-one through a single computer, it may be necessary to allow teachers to
complete the questionnaire at allotted times on the final afternoon, for example by instructing
teachers to submit the questionnaire during lunch or afternoon breaks on the final day.

The teacher questionnaire links are here:

 Before-training questionnaire www.surveymonkey.co.uk/r/facascadeBEFOREteacher


 After-training questionnaire www.surveymonkey.co.uk/r/facascadeAFTERteacher

3. In randomly-selected trainings, an observer will observe the training and submit


an online report. The observer will also personally provide feedback directly to the
relevant Master Trainer.
You (the Master Trainer) have no direct responsibilities regarding observations. However
you should know that the purpose of the observations is to create an overall nationwide
picture of how the cascade is being implemented. As such, observations are randomly
selected, and not all trainings will be observed.

You should also know that the observer should not interfere in your training under any
circumstances. All observers have been instructed to raise any concerns with their MoE
contact and avoid any interruption. If an observer interferes in the training in any way, you
should report this to your MoE contact at the first opportunity. However, the observer should
of course introduce themselves and maintain professional standards of collegial conduct.
The observers will be asked to stick to professional conduct during their preparation.

Finally, you should know that after the end of the training, the observer will meet individually
with you to provide some feedback on observed strengths and weaknesses according to the
observation criteria. This meeting will take about 20 minutes. This meeting is NOT the main
purpose of the observation, but rather an expression of professional respect. The observers
are experienced teacher trainers and this feedback should be considered an opportunity for
professional development. You should feel free to ask questions and engage in professional
discussion with the observer at this point, but should not expect to argue with the observer to
change their observations.

74
Cascade Training Observation Criteria

Purpose and scope of cascade observations


The observers are doing ‘spot checks’ to get an idea of how the cascade training is being
delivered.
The observers are trained to make notes about the delivery of the training according to the
following six key areas:
1. Outcomes: The Master Trainer meets most of the aims and achieves most of the
outcomes by the end of the workshop.
2. Delivery: Delivery is clear and relevant to ensure participants can understand the
principles and practices of formative assessment in teaching and learning English
using a CEFR-aligned curriculum and approach.
3. Organisation: The training session is logical with a clear introduction, followed by
engaging/relevant tasks and a brief review of outcomes.
4. Engagement: The Master Trainer responds to the participants' needs positively and
helpfully.
5. Timing: The training starts and ends promptly with a focus on key outcomes
throughout the session and is delivered with appropriate pace.
6. Reflection: The Master Trainer encourages reflection and provides clarification
where necessary.

What will happen


Observers may observe a full four-day training, or a selection of sessions amounting to two
days of the training.
Only some cascade trainings will be observed (about one-third of all trainings). The trainings
will be randomly selected from across Malaysia. Therefore, some Master Trainers will have
an observer sit in their training(s), and others will not.
The observations are NOT an evaluation of a specific Master Trainer, it is to understand
what is happening nationwide during the cascade. Therefore, names of individual Master
Trainers are never attached to information given to the MoE about the observations. Other
information that could identify individuals is also removed.
The observers are instructed to:
 Introduce themselves to the Master Trainer before the start of the observation.
 Sit quietly in the room and never interfere in the workshop activities.
 Discuss their observations with the Master Trainer only after the whole observation is
complete.

If your training is observed and the observer does not adhere to this behaviour, continue to
politely interact with the observer and contact your Person of Reference (PoR) as soon as
possible. The PoR will deal with the issue. Also, please do not ask the observer for feedback
in the middle of the observation (e.g., at the end of sessions or at the end of days 1, 2 or 3).
The observers will have an approximately 20-minute conversation with the Master Trainer
after the observation is finished. To be clear, this is NOT a delivery of ‘evaluation results’.
The conversation is held as an expression of professional respect for the Master Trainer who
has shared their classroom with the observer for several days. It is a conversation between
professional colleagues about observed strengths and potential areas to work on. Please
take advantage of having this ‘extra pair of eyes’ in the room to reflect on your professional
practice.

75
76
feed time feed time

learning question learning question

communication forward communication forward

wait lights wait lights

quick criteria quick criteria

hinge objective hinge objective

peer card peer card

success assessment success assessment

exit regulator exit regulator

traffic scan traffic scan

77
78
D3.S1.H1 – cut these statements and place them around the room

1. Formative assessment usually summarises information into marks, scores and grades.

2. Formative assessment is continuous and two-way: responds to learner work and in


conversation.

3. Formative assessment is usually detailed, specific, and descriptive feedback in words and in
relation to success criteria that have been set.

4. Formative assessment is given at the end of the year or a unit to check a pupil's learning after
instruction.

5. Formative assessment is usually focused on improvement, compared with the learner’s


“previous best” and progress toward a learning goal.

6. Formative assessment does not need to involve the learner.

7. Formative assessment is designed for those not directly involved in daily learning and teaching.

8. Formative assessment checks learning throughout instruction to determine progress and


decide next steps.

79

Você também pode gostar