Discuss the following questions
1. Share with your group in the 3.2 Formative
assessment group discussion your
experiences in relation to the questions below:
1. What activities do you currently use for
formative assessment purposes?
2. Which of these do you find most effective?
3. How do you use the information from
formative assessment?
4. How do your learners respond when you use
formative assessment?
1. Read all of your colleagues’ ideas.
1. Give two positive comments about each
colleagues' post.
2. Make one suggestion or offer a piece of
advice.
3. Ask a question to find out more or clarify
their idea(s).
Refine your activities
1. Update your ideas based on your colleagues’
feedback.
2. Share them with your group in the 3.2
Formative assessment group discussion.
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The learning objectives for Cambridge Primary English,
Science and Mathematics cover a wide range of skills,
knowledge and understanding and it is important to
know how to measure learners’ progress against these
objectives.
The evidence for learners' progress will be in many
forms. Some examples of evidence include:
the completion of a written task or investigation
the responses learners give to other learners’
questions or teacher questions
the contributions learners make in group
discussion
the completion of activities with a reading
text/using a scientific model
self-assessment or peer-assessment activities.
Once you know how to identify whether your learners
have achieved, exceeded, or not met an objective, you
can think about how this can inform your planning of
future teaching and learning in the classroom.
Formative assessment (Assessment for Learning) is all
about making an informed judgement. You will be
doing this continuously with your learners all the time.
1. Create a list of four open questions and describe
how you would ensure that they would be
effective. Make sure you consider the following
points:
1. What purpose do the questions have?
2. How would you encourage all learners in
your class to respond?
3. What can you learn from the student
responses? How would this inform how your
lesson progressed?
Describe three differentiation techniques
Write a short description of three differentiation
techniques you have used with your learners.
1. Explain how these differentiation methods helped
particular individuals or groups of learners.
1. What activity did you use each technique
with?
2. Which skill or learning objective did it help
learners with?
3. What problems did it help your learners
overcome?
Share your descriptions with your group
1. Share your differentiation explanations with your
group in the 3.4 Differentiation group
discussion.
2. Read all of your colleagues' ideas.
1. Give two positive comments about each
colleagues' post.
2. Make one suggestion or offer a piece of
advice.
3. Ask a question to find out more or clarify
their idea(s).
Refine your differentiation techniques
1. Update your differentiation techniques based on
your colleagues’ feedback. What will you do
differently in the future?
2. Post your completed differentiation activities to
the 3.4 Differentiation class discussion.
Flexible Grouping, scaffolding, buddy system,
choice-based learning, chunking, visual,tiered
activities
Differentiation techniques is doing the same activity in
different ways which fit different learning needs, styles
or abilities