Using AFL to Teach JC2O Power

Using AFL to teach JC2 - Outline1.New English Subject

Specification2.Assessment Model in

Specification3.AFL and the Subject

Specification4.Lesson using AFL to teach JC2

1. New Junior Cycle English“Subject Specification” finalised

October 2013Contains details about:

“Indicative” and “prescribed” texts What to teach (39 Learning Outcomes) How to teach (Assessment)

Implementation September 2014www.newjuniorcycle.deansrathcommunitycolleg

e.ie

2. Assessment Model in Specification

Assessment for Certification

Assessment in Classroom Practice (How to teach)

Assessment for Certification

In - School

Final Assessment60% 40%

Assessment for Certification

Third Year (1x In-School Assessment 25% & Final

Assessment 60%)

Second Year (1 x In-School Assessment 15%)

First Year

Assessment in Classroom Practice(How to teach)“Assessment in Junior Cycle English rests upon the provision for learners of opportunities to set clear goals and targets in their learning and upon the quality of the focused feedback they get in support of their learning. Providing focused feedback on their learning to students is a critical component of high-quality assessment and a key factor in building students’ capacity to manage their own learning and their motivation to stick with a complex task or problem. Assessment is most effective when it moves beyond marks and grades to provide detailed feedback that focuses not just on how the student has done in the past but on the next steps for further learning…..Formative Assessment” P 15 “Junior Cycle English Subject Specification”

Assessment in Classroom Practice(How to teach)Provision of clear goals and targets Focused feedback Building students’ capacity to manage their

own learning Assessment moves beyond marks and

gradesProvide detailed feedback focused not just

on the past but on the next steps for further learning…..

Formative Assessment…

3. Assessment for Learning and the Subject SpecificationThis Formative approach to Assessment is a common theme in other JC2 documents issued by the NCCA…

The NCCA’s Assessment for Learning techniques are suited to putting this approach into practice.

Their introduction to AFL is called “Assessment is more than Just Exams”

newjuniorcycle.deansrathcommunitycollege.ie

3 Basic AFL TechniquesSharing the

Learning

Intention

Sharing the

Criteria for

Success

Feedback linked to Learning

Intention and Success Criteria

3. Assessment for Learning and the Subject SpecificationHow does the approach to classroom assessment outlined in the Subject Specification relate to these 3 AFL basics?

Sharing the

Learning

Intention

Provision of

clear goals and

targets

Building students’ capacity to

manage their own

learning Formative

Assessment

Sharing the

Criteria for

Success

Provision of

clear goals and

targets

Building students’ capacity to

manage their own learning

Formative Assessme

nt

Assessment moves

beyond Marks and Grades

Feedback linked to Learning Intention

and Criteria for success

Provision of clear goals and

targets

Building students’

capacity to manage their own learning

Formative Assessment

Next steps for further learning

Assessment moves beyond

marks and grades

4. Lesson Using AFL to teach JC2 What to teach?

3 of the 39 Learning Outcomes detailed in the subject Specification

How to teach? 3 basics of Assessment for Learning as

outlined by the NCCA When?

November 6th, 7th, 8th, 11th Who?

2nd Year English (Rang Ailbhe, Cian, Ide)

Learning Outcomes ChosenDeliver a short oral text, alone and/or in collaboration with

others, using appropriate language, style and visual content for specific audiences and chosen purposes (S 5)

Demonstrate their understanding that there is a clear purpose for all writing activities and be able to plan, draft, re-draft, and edit their own writing as appropriate (W 1)

Engage with and learn from models of oral and written language use to enrich their own written work (W 5)

Apply what they have learned about the effectiveness of spoken texts to their own use of oral language (S 11)

Lesson Task“Writing and Making a Speech”Lesson had 5 StagesEach Stage targets one or more of the Learning Outcomes

Each Stage uses one or more AFL Methodology

 Lesson Plan Second Year English November 2013 “Writing and Making a Speech”

Resources:

“Warhorse” by Michael Morpurgo /English Subject Specification/Student Copies

Time 3-4 LessonsLearning Outcomes

Stage 1-5 Deliver a short oral text, alone and/or in collaboration with others, using appropriate language, style and visual content for specific audiences and chosen purposes (S 5) Stage 2 Demonstrate their understanding that there is a clear purpose for all writing activities and be able to plan, draft, re-draft, and edit their own writing as appropriate (W 1)Stage 3-5 Engage with and learn from models of oral and written language use to enrich their own written work (W 5)Stage 3-5 Apply what they have learned about the effectiveness of spoken texts to their own use of oral language (S 11)

Stage 1 

What we’re doingWhy we’re doing itHow do we know we’re doing it right

AFLSharing the Learning Intention/ Sharing the Criteria for Success

Stage 2 Writing and Drafting Speeches AFLFeedback linked to Learning Intention and Criteria for success & Comment – Only Marking

Stage 3 Practice Speaking/Peer & Teacher Feedback

AFLFeedback linked to Learning Intention and Criteria for success

Stage 4 Speeches/active listening Questioning and Answering

AFLFeedback linked to Learning Intention and Criteria for success

Stage 5 Homework/Teacher Feedback AFLFeedback linked to Learning Intention and Criteria for success

Stage 1 – Mapping the Lesson

Why are we doing this? To learn how to plan your talkTo learn how to speak clearly to a group To learn how listen and respond well.

How are we doing this?1. Planning your talk – writing and speaking

2. Speaking and Listening

How do we do it right?Your talk is easy to readYou speak in a slow, clear, calm voiceYou ask and answer questions from the class

Sharing the

Criteria for

Success

Sharing the

Learning Intention

Stage 2: Planning your TalkWrite a talk about “Warhorse”

You must write 4 paragraphs: 1. The story2. The Characters – their personalities3. Is the ending any good? – give 3

reasons why4. What would you change about the

novel?

Feedback linked to Learning Intention

and Criteria for success

Stage 3 Practise your talkPractise Reading your talk out loud in groups of 2/3Speakers:

Speak slowly, clearly, calmly

Listeners:Listen quietly and respectfully,Give each speaker a mark/10 for how

slowly, clearly and calmly they speak

Feedback linked to Learning Intention

and Criteria for success

After you listen…advise

Student Clear x/10 Calm x/10 Slow x/10

Stage 4 – Making your SpeechRead your talk out loud to the class

Speakers: Speak slowly, clearly, calmlyAnswer the Listeners’ questions

Listeners:Listen quietly and respectfullyPrepare 3 questions for the speakerAsk your questions when the speaker has finished

FeedbackI gave students’ speeches comment-only

marking on 7th and 8th November Students used the calm/slow/clear table to

give feedback to one another in changing pairs/threes on 8th November

I gave students feedback using the same tool on 8th November

I gave students ‘follow up’ questions on 11th November for homework

Stage 5 - Follow up Questions1. What questions were you asked when you were teaching the

class about Warhorse?2. What answers would you change if you gave another speech?3. Were you happy with your speech?

Were you calm?Were you clear?Did you speak slowly?

4. Write a letter to a 6th Class student who is making a speech to his/her class. Give him/her some advice about:

Writing the speechSpeakingTaking questions from the audience

Feedback linked to Learning Intention

and Criteria for

success

 Lesson Plan Second Year English November 2013 “Writing and Making a Speech”

Resources:

“Warhorse” by Michael Morpurgo /English Subject Specification/Student Copies

Time 3-4 LessonsLearning Outcomes

Stage 1-5 Deliver a short oral text, alone and/or in collaboration with others, using appropriate language, style and visual content for specific audiences and chosen purposes (S 5) Stage 2 Demonstrate their understanding that there is a clear purpose for all writing activities and be able to plan, draft, re-draft, and edit their own writing as appropriate (W 1)Stage 3-5 Engage with and learn from models of oral and written language use to enrich their own written work (W 5)Stage 3-5 Apply what they have learned about the effectiveness of spoken texts to their own use of oral language (S 11)

Stage 1 

What we’re doingWhy we’re doing itHow do we know we’re doing it right

AFLSharing the Learning Intention/ Sharing the Criteria for Success

Stage 2 Writing and Drafting Speeches AFLFeedback linked to Learning Intention and Criteria for success & Comment – Only Marking

Stage 3 Practice Speaking/Peer & Teacher Feedback

AFLFeedback linked to Learning Intention and Criteria for success

Stage 4 Speeches/active listening Questioning and Answering

AFLFeedback linked to Learning Intention and Criteria for success

Stage 5 Homework/Teacher Feedback AFLFeedback linked to Learning Intention and Criteria for success