Download - Personal learning framework
Class Profile: Males Females SEN Details
Gifted & Talented Details
Lesson Context: Introductory lesson: Limited prior knowledge & understanding; pre-test to gauge?
O P P O R T U N I T I E S
Reading, Writing, Communication, ICT,
Mathematics
Use of specific language/ terminology / oral / written / body language/ numeracy/ ICT
Spiritual, ethical, social and cultural dimensions
Relevant?
Connect student learning to the real world
Flip the learning
Choice and variety in tasks? http://ed.ted.com/about http://www.youtube.com/watch
?feature=player_embedded&v=n5N-jrDOgJc&list=PL39F19C2C05B99499
Personal learning & thinking skills
Skills developed in the lesson/ over a series of lessons
Habits of Mind & Mindset
CICC? Choice in learning activities? Individual work? Collaboration in learning?
Challenge in student learning?
WWW EBI What Went Even Better If Well Teacher Teacher Self-Review Self-Review
Prepare for learning Entry work Give the ‘BIG’ picture Pre-thinking about work
ahead Link to previous lesson Prompt start
BIG QUESTION = Is there more future or past? Predict likely outcomes & findings TPS – can you work out the functions of X? Resources/ online material/Learning folders/e-folios
Prompts & tools for RAS alert (http://itc-us.businesscatalyst.com/professional_development_library/ras_alert)
Agreed Learning Outcomes
Make content, skills & thinking explicit
State simply and exactly what the students will have learned by the end of the lesson
Share criteria against which performance will be assessed
Goals & targets: Share learning objective and explain the SO THAT –
enabling students to see meaning and purpose in their learning promote the means to ‘own their learning ambition’
Employ checklists to guide process Flag rubric Embed peer evaluation & metacognition
Present New Information ‘Hook’ the students Use of VAK strategies Short, clear, ‘punchy’
http://www.youtube.com/watch?v=falHoOEUFz0 http://www.youtube.com/watch?v=u6XAPnuFjJc
Construct Active learning Range of learning Choice & challenge Individual Collaborative
Collaborative learning strategies:
Concept attainment/ role play/ provocative questions
Jigsawing: home groups & expert groups
Apply Demonstration of learning Minor (short task) or major
project Need to show they
understand & can transfer understanding - not just repeat and recall
Examination question:
Apply your new knowledge on the functions of X to your recent … performances/ understanding/ experience/ reading. How did the different functions enable you to participate and perform successfully?
Review How far has students’
learning progressed? Oral, written, visual
scaffolding tools & review strategies
Need regular review experiences at relevant points during the lesson
Learning Gains: K = list of what you know W = what you need to know L = what have you learned? H = how will you overcome the learning gaps?
Learning Objective: to understand the functions of ….. SO THAT you can apply the functions to your personal performance/ understanding/ experiences
I can describe the different functions of ….
C grade
I can justify why the functions of …. are significant
B grade
I can evaluate to what extent ….. is vital in a …. context using specific examples from my own ….experience/ understanding/ performance
A grade
RATIONALE BEHIND THE PEDAGOGY:
Based on John Hattie & Geoff Petty research: Effect size 1 = 2 grade leap or advancing achievement by 1 year. Example: Jigsaw Co-
operative Learning = 0.75
Student feedback on previous learning experiences - what has accelerated their learning?
Learning Progress: