Transcript AifL Part 5 - Learning is the Work

Lets look at an example……
• Learning experience: Using musical instruments to
tell a story.
• Learning intention: recognise what makes a piece of
writing a poem
• Success criteria: could include:
• I can pick out the rhyming words
• I can clap the rhythm of the poem
(note the product success criteria/assessment for this
would be that they could pick out a poem from
different pieces of writing/speaking)
Lets look at some examples……
•
Learning experience: Sharing Pizza/cake/oranges/slices coloured
baubles
•
Learning intention: Adding fractions with no whole numbers attached
•
(Process) Success criteria:
•
Make the bottom numbers in each fraction the same by finding a
common multiple
Multiply each top number by the same number you have multiplied the
bottom number by
Add the top numbers
If the top number is bigger than the bottom number, then change into
whole numbers and fractions
•
•
•
•
(note the product success criteria /assessment for this would be that
the answers are correct)
Group Activity
• Read the statements on each card.
• Discuss each statement asking the following
questions:
- Which statements are learning intentions?
Why?
- Which statements are success criteria? Why?
- Which statements could be both? Why?
• I will learn to be able to use compound
appreciation/depreciation to calculate new
values
• You can say 2 or 3 sentences about subjects
you like and dislike
• You can use connectives (and, but, also,
because) in your anwers.
Individual Activity
• Choose an experience and outcome that
you are working on and plan suitable
learning intention, context, and success
criteria.
Effective Questioning
Why do we ask questions?
• Discuss with your shoulder partner.
What are the challenges of
effective questioning?
Difficulties with Questioning
 Creating a climate for quality
questioning
 When no-one answers
 You may get side-tracked
 Some people answering all the
time
 Pitching at a level where all
understand
Research has shown that :
• a question is asked every 72 seconds
• 38% of the questions are answered by
the teachers
• Only 8% encourage pupils to talk and
think
• Follow up questions only 4% of the time
• Average wait time is 0.9 secs
• Pupils contributions 3 words or fewer
70% of the time