Objectives –

• To understand how to plan for assessment in a single lesson
• To start to understand the theories behind AfL
• To consider a reflective model for microteaching journals.

Assessment for leaning

• How will learning be assessed
• Have opportunities been included for learners to self-assess?
• How will we know the learning outcome has been achieved?

Some definitions of assessment for learning

• Summative assessment/assignment (tests/added up/measured)
• Formative assessment (feedback

Assessment for learning – how does it work in practice?

• Assessment is built into the lesson plan on a macro and micro level
• Macro level – progress towards external, summative assessment. Learning objectives relates to this.
• Micro level – multiple opportunities within each lesson

Strategies we might use

• The strategic use of questioning
• Laddered plan/laddered questioning. AFL
• Flash cards
• 1^st stage – presenting the flash cards
• 2^nd stage – repeating as a class/individual (AFL opp – pronunciation guide and confidence. More we break down the class – small groups/individuals – improve confidence, look at ability to pronounce, pronouncing in front of a class can be difficult. Feedback and correction of pronunciation and also building confidence) correction – how can this be done in a constructive way.
• 3^rd stage – yes or no. Sound with the concept.
• 4^th stage – what is it? Ability to produce the language for the concept.

Additional strategies for AFL

• Effective teacher feedback – focusing on established success criteria and tell the students what they have achieved and where they need to improve. Feedback provides specific suggestions about who that improvement might be achieved.
• Improvement strategy – 2 stars and a wish. Two ticks and 1 next time.
• Peer feedback

mock activity, 

Expressing an emotion orally and relaying the emotion of your partner. Giving a justification for an emotion/feeling. 

The class activity aimed to test the knowledge of the students and how they could express through their speaking skills, the information they had learnt. The student also have to use their listening skills to understand their partner and then relay the information on forward. A justification for their emotion uses their prior knowledge and vocabulary  and the ability to create full sentences. 

The students reacted well as they varied in working in pairs and in front of the the class and also with the teacher when they had to relay the information to the teacher. The students were using 2 skills and this could be extended to 3 if they were encouraged to also write down their answers in to their books. 

Week 4

Learning objectives and plenary

In pairs write out a learning objective and think of a plenary which could check whether this has been achieved.

Assessment fr learning gather information, learn from it, use it to progress. Peer assessment, self assessment, teacher assessment. The plenary is a key tool in the process.

Learning objectives

Expressing feeling

Expand on existing vocab

Some can read and recognize the written form

Most can express the feeling in a phrase

Can

The main body of your less may well involve…PPP

Progression

Moving from word to phrase or sentence level

Moving through the 4 skills

Increasing complexity (tenses. Connectives)

Practice

4 skills

opportunities for individual/pair/group work

varied learning skills

what else can you add to this lesson plan?

* the more you anticipate, the more useable your plan is*

Some/most/all?

Clear context?

Target language?

Anticipation of issues of resources?

Behavior management?

More detailed notes?

Contingency plan?

Support for the least able?

Challenge for the more able?

How to create an effective class?

Make sure a lesson plan is created well.

This should include content, timing, notes, skills etc to ensure that the class is clear for  you as a teacher and also for the learner. The notes should be easily interpretable if a teacher were to subsitute the class. 

Class should test all 4 skills.

Class should be varied with a variety of exercises to ensure students are engaged and not bored. 

Praise 

Must praise students lots and make them feel good for trying hard. 

Do not spend time and attention on trouble makers. Make sure they are ignored to best of ability and encouraged to join in. 

The more praise the better, students are actively seeking praise for their work, be it a 'well done', good feedback on their work etc

in the video we saw how the teacher did not effectively encourage the students and spent much too much time on telling them off for the negative things she had done. the class proved to be disorganised and unproductive as she focused on the negatives too much. Once she started to praise the students, they became engaged and the class flowed much better and everyone was benefitting from it, rather than nobody, like in the beginning.  

• A good MFL lesson might contain;
• Visuals, varied resources (sound, music, visual), interactive (class participation) talking/going in pairs. Warming up games/competition, covering all of the main skills, songs
• Variety of resources and activities. Language learning is not like another style of learning. Variety is key for things not to feel repetitive.
• Opportunity for pupil production of language (not just teacher)
• Fun engaging, motivating
• Target language use? How much?
• Advantages of TL usage – exposure, repetition of phrases, preparation for future
• Disadvantages of TL usage – frustration, failure, feeling as though they are bad at language
• Clear learning objectives
• Non-threatening atmosphere
• Must give praise

How do we fit all of this into a lesson?

• Ppp
• Presentation, practice, produce
• 4 skills
• listening, speaking, reading, writing LSRW 

When songs are used, we should use a commonly known song or a nursery rhyme where the students will know the melody, if not this should be simple. We discussed that from our experiences, songs had enabled us to remember words and phrases and prove to be a relevant and effective method of teaching. 

The use of gestures with our songs also enabled us to remember words as it was another prompt in language learning. 

FLASH CARDS 

first telling us what they are – just listening

then she said them and we had to repeat

them (several times) over articulate, vary pitch, slow and clear

twice

slowly, clearly, differing tone

repetition in groups/individuals

Mexican wave, feeling silly etc

Choices – identifying (yes/no)

Bloom’s taxonomy – stage of questioning.

All in French despite non-French speakers

Visuals and gestures (para-linguistics)

Rhythm

Lots of praise – cognates (basically the same in two languages)

1.Did you learn a language as a foreign language? My foreign languages were taught to me in School, College and University. I started different languages at different stages of my learning. In primary, secondary (yr7 and yr10) and at university. I also learnt languages by my time spent abroad and prolonged summers abroad. 

2.Did you learn more than one language at home? Mainly English but some Spanish. 

3.Have you learned a language not through classroom teaching? How might the two methods compare? From speaking with dad. More hands on learning in classroom with more structure and order to it.

4.What has been your favourite aspect of language learning? The ability to communicate with others and to understand. 

5.And your least favourite? Grammar and long texts. 

6.What has been your most memorable moment in language learning? Year abroad. 

7.Are there any aspects of your Teaching Language that you are still unsure of? unknown.

8.Is your teaching language your home language? no but i would like to teach english. 

9.Any others?

Today we went through how we learnt languages through our life and to see how this has affected us. Mainly of the 'teachers' had learnt a language from school. We most probably will use aspects of our education in our delivery of classes. 

When teaching my peers how to speak in Spanish 'my name is' etc i found that repetition was of utter most importance. The more times things were repeated, the more the student got used to the phonetics of the phrases and were apply to replicate them. They were also able to hear clear examples of pronunciation. The constant use of the target language was good as the student did not feel able to fall back on their English. 

Pronouncing things had to be done in a clear way to ensure students understood this. The speed had to be decreased from normal tempo to a slower variation.