PowerPoint Presentation

[Audio] Assessment for Learning Professional Development Programme Greetings Colleagues. In this presentation we will be focusing on how it is made clear to learners what they will be learning..

[Audio] Check if the resources for techniques etc. are in the toolkit. Ensure that you have cut out your exit tickets to use at the end of the session. Check if you have all the name sticks in your container. Give newly arrived participants a name stick each. Write the LI & SC on your Laminated charts in your pack Paste up using Prestik so that ALL participants can see Keep charts visible for entire duration of session Read this statement out aloud. Share what this means to you with members of your PLC or you can make a journal entry in the Reflective journal on the Learner Management System on Moodle..

[Audio] FAS 2: Clarifying and sharing learning intentions and success criteria Greetings Colleagues. This presentation looks at Formative Assessment Strategy 2: Clarifying and sharing learning intentions and success criteria..

[Audio] FAS 2: Clarifying and sharing learning intentions and success criteria FAS 2: Clarifying and Sharing learning intentions and success criteria is a critical strategy in formative assessment. As you progress with your understanding of formative assessment you will realise how closely FAS 3, 4, 5 and 6 are linked to FAS 2..

[Audio] Page 43 Use name sticks Ask teachers to read out LI and SC Ask teachers to EXPLAIN LI and SC Let us look at the learning intentions and success criteria for FAS 2: : Clarifying and sharing learning intentions and success criteria. This information is on page 17 of the Booklet. Read the LI and SC out aloud.. Did you notice that we are no longer talking about lesson objectives and assessment criteria? The next few slides will make it clearer as to what learning intentions and success criteria are. Learning intentions are abbreviated to LI and success criteria to SC..

[Audio] LO, AC & LI, SC NOTE: we are using NEW TERMINOLOGY Lesson Objectives and Assessment Criteria used in previous sections are written with teachers in mind Learning intentions and Success criteria are written with learners in mind In Formative Assessment learners are made aware about what they need to learn by understanding the learning intentions and success criteria. It is important to note the LI and SC are written with the learners in mind. Remember that LO and AC were never shared with learners. Li and SC are clarified and shared with the learners..

[Audio] For the next two slides Use Name sticks or ball technique to randomly select participants to read from the book: Definitions of LI and SC and discuss in plenary. Page 44 Greetings Colleagues. This presentation looks at Formative Assessment Strategy 2: Clarifying and sharing learning intentions and success criteria..

[Audio] Learning Intentions Learning intentions (LI) describe what learners should know, understand and be able do by the end of a lesson Read this statement out aloud. Share what this means to you with members of your PLC or you can make a journal entry in the Reflective journal on the Learner Management System on Moodle..

[Audio] Success criteria Success criteria (SC) indicate the evidence a learner must provide to demonstrate successful achievement of the learning intention (LI) Read this statement out aloud. Share what this means to you with members of your PLC or you can make a journal entry on the Learner Management System on Moodle..

[Audio] Writing LI Learning intentions answers the following questions: What do learners need to know? What do learners need to understand? What skill/s do learners need to develop? This is how LI intentions should be written. Firstly they must be linked to a concept or skills that learners need to learn. This information comes from the ATPs and CAPS. Secondly, the LI must focus on knowledge, understanding and a skill. The LI must be written in language that learners can understand. Remember that LI are written with the learners in mind – so each LI will start with We are learning to which is abbreviated to WALT. Therefore when you share the LI with the learners they will always read it as: We are learning to. In later slides you will see how this approach is used in a lesson..

[Audio] How learning intentions should be written: Based on CAPS or ATPs Focuses on knowledge, understanding OR Skill(s) Learner friendly language Begins with We are learning to (WALT) This is how LI intentions should be written. Firstly they must be linked to a concept or skills that learners need to learn. This information comes from the ATPs and CAPS. Secondly, the LI must focus on knowledge, understanding and a skill. The LI must be written in language that learners can understand. Remember that LI are written with the learners in mind – so each LI will start with We are learning to which is abbreviated to WALT. Therefore when you share the LI with the learners they will always read it as: We are learning to. In later slides you will see how this approach is used in a lesson..

[Audio] We are learning to (WALT): know that… understand how/why… develop… become aware of… explore… create… plan….

[Audio] Writing success criteria SC must be linked LI Derived from AC or Assessment guidelines Must be written - Learner friendly language CANNOT be the same as the Learning Intention ONE LI can have MANY SC The SC should begin in one of three ways What I am looking for (WILF) “I know I have achieved the learning intention when I can:” Or simply as : “I can:” Read this slide carefully. Success criteria must be linked to the LI, because SC indicate if the learning intention has been achieved. Look at the three ways in which you can begin success criteria. In many of the CAPS documents and the ATPs the success criteria have be derived because assessment criteria have not been given. Use your knowledge of the content to write SC..

[Audio] Writing LI I can list… describe… explain… discuss… define… give the meaning of… write… compare… order… I can calculate… label… identify… work out… plot… draw… prepare….

[Audio] Why Learning Intentions are important? NB In a lesson you need to distinguish between the LI and the activity. For example, in a lesson about colours where a teacher uses a colourful butterfly to demonstrate different colours, learners can easily think that the lesson is about butterflies. Similarly, learners need to be clear on what counts as success criteria and thus the evidence they need to produce to demonstrate this. For example, “I can point to the different colours” or “I can name the colours in the picture”. To avoid confusing the learners you need to be clear about the difference between the learning intention and the activity. If your lesson is about colours and you use a butterfly as an example to show different colours, the learners may think that the lesson is about butterflies. Therefore you must always remember to link your success criteria to the learning intention. The next few slides provide examples, using both CAPS and ATPs, showing how LI and SC can be written..

[Audio] HOW TO LOCATE the LI & SC from CAPS & ATPs Discuss only ONE example for each Phase/Group Read this statement out aloud. Share what this means to you with members of your PLC or you can make a journal entry in the Reflective journal on the Learner Management System on Moodle..

[Audio] Foundation Phase: Mathematics ATP Grade 3, Term 2, Pg 4 These are the trimmed ATPs for Foundation Phase Mathematics Gr 3, Term 2. Again you will note the similarities between the CAPS information and the ATPs. This section is has been enlarged on the next slide..

[Audio] ATP Grade 3, Term 2, Pg 4 Example – for FP & IP group These are the trimmed ATPs for Foundation Phase Mathematics Gr 3, Term 2. Again you will note the similarities between the CAPS information and the ATPs. This section is has been enlarged on the next slide..

[Audio] Intermediate Phase: Natural Sciences Grade 4, Term 1, CAPS Pg 17 TOPIC ASSESSMENT CRITERIA OBJECTIVES In this example which is Intermediate Phase Natural Sciences the information can be found on pg 17 of the CAPS document. The topic is: Structure of plants and animals but we are only going to focus on: The structure of plants. The objectives can be found in the Content & Concepts section. Learners should be able to know the: basic structure of plants, roots, stems, leaves, flowers, fruits, seeds. Learners are also expected to know the visible differences between plants such as shape and colour of roots, stems, leaves, flowers, fruit and seeds. The assessment criteria are not given, but information from this particular column can be used to derive them. Learners will need to identify, label and describe the parts of a plant. They also need to describe the visible differences between plants. Now let us look at he next slide..

[Audio] Grade 4, Term 1, Assessment Guidelines Pg 19 Example –SP & FET group In Natural Sciences the Assessment Guidelines are given. The guidelines for the example we discussed in the previous slide are given on pg 19. Look this column which states: Check the learners' knowledge and that they can. You will note that learners need to: Identify and describe the parts of a plant..

[Audio] Grade 4, Term 1, ATP Pg 1 These are the trimmed ATPs for Natural Sciences Gr 4. Look at the next slide where a section similar to the previous example from CAPS has been enlarged..

[Audio] Writing Learning Intentions and Success Criteria Complete Activity 6.1 Page. 52 – Topic 1 Group work in your PLC When done each PLC should review their OWN work using the SC Convener to ENSURE ALL members participate Scribe to take notes Presenter to present to group Greetings Colleagues. This presentation looks at Formative Assessment Strategy 2: Clarifying and sharing learning intentions and success criteria..

[Audio] Go over the LI & SC in the middle of the lesson To remind learners of what they learning Let us look at the learning intentions and success criteria for FAS 2: Clarifying and sharing learning intentions and success criteria This information is on page 17 of the Booklet. Read the LI and SC out aloud..

[Audio] KEY CRITERIA Sharing LI & SC Make sure learners KNOW the LI & SC Learner friendly language Ensure learners UNDERSTAND the LI & SC Ask questions to check understanding Must be VISIBLE throughout the lesson Regularly REFER to the LI & SC during the lesson CHECK if LI & SC have been achieved at the end of the lesson To ensure that the LI and SC remain visible throughout the lesson look at the examples given on pg 19 of the booklet. Choose one that is most convenient for you. Use name sticks to get different learners to read the LI and SC out aloud . Explain the LI and SC to the learners. Periodically remind learners about the LI and SC during the lesson. At the end of the lesson check if learners can show they have understood the lesson by using the SC..

[Audio] SCENARIO Read the Scenario on Page 55 of the booklet INDIVIDUAL ACTIVITY Use name sticks and ask Questions What do you think about how the teacher introduced the lesson using FAS 2? Read the Scenario on pg 20 of the booklet. It gives you a good idea on how to use Formative Assessment Strategy 2. It also shows some techniques that can be used when implementing FAS2. What do you think about how the teacher introduced the lesson using FAS 2? You may discuss the scenario with your PLC and on the discussion forum. Make journal entries in the reflective journal online if you wish..

[Audio] Use your Mini-boards to answer the following questions Facilitators to hand out mini board and pens Greetings Colleagues. This presentation looks at Formative Assessment Strategy 2: Clarifying and sharing learning intentions and success criteria..

[Audio] FAS2: Clarifying and sharing learning intentions and success criteria Quiz When you are using name sticks to ask learners to respond to questions, some learners keep on putting their hands up. Inform the learners that they can only put their hands up to ask a question. Is this True or False? Use Mini-boards This slide next few slides make up a quiz to test your knowledge on FAS 2. Answer the question first. Then click for the correct answer..

[Audio] Quiz The learning intention and success criteria must be linked. a. True False Use Mini-boards Answer the question first. Then click for the correct answer..