ࡱ>  @ 0bjbjPP  ::)))8)l8*9j8+8+8+8+8+#-#-#-9999999$:RC=,9#--"#-#-#-,98+8+A9w.w.w.#-@8+8+9w.#-9w.w.:f4,48+,+ ⫆Iw)c-@4 5<W9094.3>-3>4d"3>4#-#-w.#-#-#-#-#-,9,9%)[.)Certificate in Education & Professional Graduate Certificate in Education LESSON PLAN Teacher: Jo Wright Course title and year group:Cert Ed/PGCE Year1Module: Enabling Learning and AssessmentSession date:6.6.08Session location and time:AC202 9.15-12.30Session topic: Formative Assessment, differentiation in assessment, peer and self assessmentSyllabus and functional skills references: ELA outcomes: 1,3,4 Session Aim/s (a sentence making clear the broad statement of intent) To investigate formative assessment methods Learning Outcomes (by the end of the session students will have started to explore the following: Used and evaluated a sustainability activity as an assessment tool Defined formative assessment and explored related ideas Evaluated questioning methods Considered content for their presentation Minimum Core elements addressed from Part A or B: Pages 28,31,32,33Professional Standards addressed by Domain: AK1.1,AK4.2,AK5.1,BK1.3,BK3.1,BK2.2,BK3.2, BK5.1,EK1.1,EK2.2,Ek3.1,EK4.2 Which of the 5 Every Child Matters Outcomes addressed: Enjoy and achieve Make a positive contribution  Differentiation (which individuals or sub-groups is it necessary to make particular provision for because there are additional learning needs, support needs, specific contexts or significant levels of prior learning - and how will you support these students?): Small group discussion and feedback, large group discussion, range of learning materials, PowerPoint presentation and handouts to allow own note-taking, linking of theory to own practice, use and reference to visual materials as well as written, interactive activities with peer and pair work TimeContent & ObjectivesTeacher activityLearner activityResourcesAssessment strategies9.15Welcome and Introduction. Recap previous session Outline objectives Relate back to module 1Listen, ask questions PowerPoint slidesQ and A9.20 9.50 Stomp activity Evaluation of activity  Explain how game has evolved and its link to ESD Go through instructions for game Oversee completion of activity Rotate around group when completing evaluation forms to pick out pertinent points Manage discussion How would they adapt for their own groups? Appoint a question master Divide into three teams Choose colour for board Complete activity Fill in evaluation forms individually and feedback to group Consider how to integrate sustainability activities in own practice  Stomp question cards and floor layout Evaluation handouts PowerPoint slides  Completion of handouts discussion 10.10 10.30 Defining formative assessment Formative methods including self and peer assessment Discuss definition and Ofsted comments, relate back to previous sessions Explain recent research findings refer to journal articles on Scoodle, Outline work of Wiliam and Black relate to reading for last homework Define convergent and divergent assessment and relate to differentiation Ask students for examples from own practice Ask two groups to mind-map formative activities which use self and peer assessment (see Boud, 2000, article) Return to article for homework if time what were the issues raised?Listen, ask questions, make notes, give examples from own practice Divide into two groups Mind map 5 different methods of peer and self assessment activities similar to Stomp e.g. interactive Feedback to whole groupPowerPoint slides Q and A Groups feedback11.00BREAKBREAKBREAK11.20Questioning TechniquesPose scenario on PowerPoint to group what has PC SCAT done wrong? 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