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Learning is personal ok 715
This document discusses the evolution of education from a one-size-fits-all approach to a more differentiated and student-centered one. It notes that while teachers once taught the whole class the same material in the same way, it is now recognized that students learn differently and have different needs, interests, and abilities. The document advocates giving students ownership over their learning by connecting lessons to their interests and passions, encouraging self-assessment, and allowing students to demonstrate learning in multiple ways. It provides examples of using diagnostic assessments, individualized online tasks, student portfolios and blogs, peer assessment, and reflection to help teachers understand each student's strengths and needs and help students track their own progress and growth.
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Learning is personal ok 715
- 4. • When Iwas child the teacher stood out front and taught the whole class the same material in the same way. • Everyone was expected to do the same tasks, some passed others failed and were labelled ever after. • The focus was on teaching, not on learning. .
- 5. • Time passedand it turned out that everyone didn’t learn in the same way after all. • The teacher realised that learners have different needs, interests and abilities. • Differentiated instruction was invented.
- 6. Education has changed… andneeds to if each of us learn in different ways.
- 7. Extracts from studentinduction and diagnostic presentation.
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- 10. Do you thinkEnglish and maths classes are unnecessary?
- 11. Did you achieveyour predicted grades? Are you on your preferred course? Did you achieve your grades for university?
- 12. You now have theopportunity to improve your English and maths grades.
- 13. score mid-entry levelthree; you will be working towards level one Equivalent to GCSE Grade D Score mid-level one; you will be working towards level two equivalent to GCSE Grade C So let’s get to the point:
- 14. You have alreadycompleted Part I Part II shows us what you can do and what you need to improve From this score your target will be set for the year
- 15. Individual diagnostic assessmentreport This shows your attained level Your spiky profile across all levels This shows your skills demonstrated and not demonstrated
- 16. Interactive individualised taskscan be accessed online. You can access this at home too (LOL)!
- 17. Generic targets: Complete threee-development skills by 12 December 2015. We use these results for Target setting
- 18. Gather information aboutyour students by: • written, drawn or spoken presentations • explore student choices • leading class in different ways • One to one sessions • Follow up student reflections
- 19. After six weeksyou will know how to move forward and know what needs to be taught but the method must be determined by the students.
- 20. • give thestudents ownership of learning • don’t be the boss • encourage students to think about how they learn best • students decide how to demonstrate their learning.
- 21. • Encourage learnersto follow their interests • Make their learning relevant • Connect with their passions • Showcase work and achievement
- 22. • Record studentthinking and track development • Create meaningful assessment tasks that allow transfer of learning to other contexts. • Think of everything as an assessment.
- 23. http://www.flipsnack.com/5F78FFAD75E/fznq7f8n http://www.flipsnack.com/AAEEFFAD75E/fzjszeq5 Portfolios, blogs, orFlip books are great for showcasing your students work and achievements.
- 24. Link together theDA to the Self assessment and tracking. • Next examples of self assessment student training on self assessment
- 25. What areas ofEnglish do you need to improve?
- 26. iTrackR September Initial Assessment Level September Diagnostic Assessment Level October Set Target &Controlled Assessment 1:1 SAL October English Set Level November feedback comments November Consolidate December feedback comments December Controlled Assessment SAL January feedback comments E3 Low Entry 2 Achieved 1:1 speaking and listening E3 referred to learning support for dyslexia assessment Pass learner has feels he has improved and now working on silver level Pass learner has missed several session due to illness, taken home extra work to catch up During or after your 1:1 feedback – you will update your iTrackR with your achievement(s) and/or feedback comments
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- 28. Example Peer Assessment Look backthrough the writing. Write a list of all the things you thought your partner did really well. Include things linked to the objectives, but also include things that were not. Write a list of everything s/he did right. Give examples.
- 29. Student Mini project: “Whatmakes a good teacher”
- 31. Text it Lateris a free way to send text messages in the future. Task: Go forward in time... Text what you hope to achieve within the next six weeks.
- 32. FEEDBACK TEACHER FEEDBACK ANDSTUDENT QUESTIONNAIRES
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- 35. Self assessment iTrackRsheets to follow This was used for in-house CPD the movie has been cut down - segments will follow over the next few weeks By Linda Buckmaster @ Class Act II Copyright free music by bensound.com