Mari TM Lesson 2

Teaching Methodology, class 2
1 / 28
Slide 1: Slide
TaalWOStudiejaar 4

This lesson contains 28 slides, with interactive quizzes, text slides and 1 video.

time-iconLesson duration is: 60 min

Items in this lesson

Teaching Methodology, class 2

Slide 1 - Slide

Today's class

  • Recap of last class
  • Getting to know your students
  • SC activity

Slide 2 - Slide

What do you remember from last class?

Slide 3 - Open question

Gulikers & Baartman's FE loop
Phase 1
Phase 2
Phase 3
Phase 4
Phase 5
clarifying expectations
eliciting student response
analysing and interpreting response
communicating with students about responses
taking follow-up actions: adapting teaching & learning

Slide 4 - Drag question

Collect evidence of learning
Collect evidence of HOW students reach the aim.
C4Us = Checks for Understanding
Suggestions for the example of 5 sentences about yourself?
Analyse evidence of learning
Describe and explain observations of the collected evidence of learning. What went well? Why? Where is room for improvement?
Discuss findings/analysis with students
Providing students with feedback. Informing them about your findings. How do you do that so their learning can benefit from your feedback?
Improve your teaching and the students' learning
If you had to teach the same again, what would you do differently? Why? Which activities can you come up with to make sure your students reach the aim set in phase 1?
Aims and success criteria (SC)
AIM(S) = WHAT do you want your students to learn?
SC = HOW will your students reach the aim?

Example AIM: Students can introduce themselves in 5 sentences.

Slide 5 - Slide

How can you as a teacher 'clarify expectations'? Answer in one sentence, using no more than 15 words.

Slide 6 - Open question

How confident do you feel about creating SMART aims and SC?

rather confident
getting there
What are SC again?

Slide 7 - Poll

When we say that Learning Aims and Success Criteria are SMART, what we mean is that they are...
special, meaningful, appropriate, relevant and topical
specific, measurable, achievable, realistic and timely
specific, meaningful, achievable, realistic and timely
specific, meaningful, appropriate, relevant and timely

Slide 8 - Quiz

Slide 9 - Slide

Aims and SC
1. WALT (aim): By the end of the class students can name and explain the main features of Phase 1 of Gulikers & Baartman's FE loop
WILF (SC=Success Criteria):  
  • Students can name several ways to clarify expectations
  • Students can give the definition of the acronyms WALT and WILF
  • Students can define and explain each letter in the acronym SMART
2. WALT (aim): By the end of the class students can apply the main features of Phase 1 of Gulikers & Baartman's FE loop within the scope of a single lesson.
WILF (SC=Success Criteria): 
  • Students can create a SMART aim and identify at least three SMART SC for an activity
  • Students can use the acronyms WALT and WILF when explaining their aims and SC

Slide 10 - Slide

What are

Slide 11 - Mind map

Phase 1
Clarifying expectations: Aim and SC
WALT = What Are we Learning Today
WILF = What am I Looking For

Slide 12 - Slide

Slide 13 - Video

Getting to know your students
  • culture, language, and identity
  • learning environments (classroom, home)
  • demographics (age group, local connections, and affiliations)
  • learning-related data
  • medical or health conditions
  • knowledge of learner preferences, abilities, and interests
  • personal connections and relationships
  • individual learner goals and aspirations.

Identify learner needs.

Slide 14 - Slide

Think - Pair - Share
Which of the listed factors do you already focus on in order to get to know  your students and their learning needs? How do you go about it?
Think (1 min) - Pair (4 min) - Share

Slide 15 - Slide

What does C4U stand for?
See for yourself
comprehension for u
Check for understanding
care for u

Slide 16 - Quiz

Assignment (10 minutes)
  • Create a SMART aim for a single lesson for your students where they have to use the present continuous. 
  • Add suitable SC (success criteria)

Slide 17 - Slide

Suggestion for pres. cont. aim
Aim: At the end of the lesson, you can write 5 sentences about what you, your teacher and your classmates are doing, using 5 different verbs.

SC: You can explain how the verb of the present continuous is made.
SC: You can list the 3 different forms of the verb 'to be' 
SC: You can divide the pronouns I/you/he/she/it/we/you/they into singular 
         and plural and combine them with the correct form of 'to be'.
SC: You can list 5 different verbs which describe what a person is doing.

Slide 18 - Slide

Course AIM:
At the end of the course, students can design, carry out and reflect on a lesson series based on the 5 cycle loop of FE in a 3000-word paper or a 12-minute vlog.

Slide 19 - Slide

Succes Criteria in Lesson Series
• The Succes Criteria of the lesson SERIES are basically turned into AIMS for the first two lessons.
• The aims of the first two lessons get their own Success Criteria.
• The aim of the third lesson depends on the results of the analysis of the students’ end products (carried out after Lessons 1+2).
• The aim of Lesson 3 (the re-teaching lesson) will therefore focus on the SC of the lesson series the students did not master when they handed in their end products.

Slide 20 - Slide

Brightspace activity - week 2
Read pages 1 & 2 of the handout in silence

Formulate the lesson aim and 3 SC for lesson 3 of the second lesson series (page 2 of the worksheet).


Slide 21 - Slide

Feed forward (10 min)
Check each other's work and give feedback on: 
  • Is the aim SMART? If not, how can it be improved?
  • Do the SC show student learning? If not, how can it be improved?
  • Adjust your aim/SC based on your peer's feed forward


Slide 22 - Slide

Make your aim more relevant
In pairs, choose one of the aims from the worksheet or the one you've just come up with, and discuss:
  • How could this aim become more relevant to students' lives?
  • How could this aim be more culturally responsive when working with a diverse group of students?

Adjust the aim

Slide 23 - Slide

Share your adjusted aim

Slide 24 - Open question

How confident do you feel about creating SMART aims and SC now?

rather confident
getting there
What are SC again?

Slide 25 - Poll

Implementation of theory in class
Design lesson series
Start of the course
April 10 (7!) formative

individual feedback
June 7
feedback on lesson series
carry out lesson series
write up lesson series design and reflection
hand in
Assignment timeline

Slide 26 - Slide

  • Try to set an aim and SC for (at least) one of your classes next week. 
  • If you feel confident, let the students decide on the SC, but you must make sure they are SMART.
  • Do the prep work in BS for next week's lesson

Slide 27 - Slide

Hope to see you all in class again next week!

Slide 28 - Slide