Sessions 9+10

How are you feeling today?!
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Slide 1: Quiz
TaalHBOStudiejaar 1

This lesson contains 37 slides, with interactive quizzes, text slides and 1 video.

time-iconLesson duration is: 120 min

Items in this lesson

How are you feeling today?!

Slide 1 - Quiz

Welcome to BO1 sessions 9+10
- Placement?
- SMART aims and success criteria (SC) 
    Aim: At the end of this SB lessons, students can define SMART goals/aims 
              and Success Criteria (SC)
    SC: Students can explain the acronym SMART
    SC: Students can identify the acronym SMART in existing aims
    SC: Students can tell the difference between SC and instructions

Slide 2 - Slide

I can define each letter in the acronym SMART

Slide 3 - Poll

Slide 4 - Slide

Which aim is SMART?
Students can write 5 sentences in English.
Students know how to tell a funny joke.
Students can talk about 3 different activities they did during their latest holiday for 2 minutes.
Students at A1 level can discuss their political preference for 8 minutes.

Slide 5 - Quiz

Success Criteria (SC)
  • Success criteria are the steps or mini-aims students must   master to achieve the aim of a lesson (series). 
  • Success criteria ALWAYS show student learning. 

Do not confuse SC with (task) instructions, like 'write 200 words' or 'work in groups' or 'use the internet to look up information' or 'include at least 3 reasons'.

Slide 6 - Slide

Aim: At the end of the lesson, (A1) students can use the present simple correctly in 10 sentences about themselves and their family members.

SC: Students can explain when the present simple is used.
SC: Students can recognise the subject of a sentence as he/she/it.
SC: Students can identify the ending of the stem of the verb as ss/ch/sh/x/o 
        and add -es after the stem.
SC: Students can identify the ending of the stem of the verb as consonant+y
        and change the i to y and add -es after the i.

Slide 7 - Slide

Remember: SC show student learning
Use action verbs when formulating SC so the students' behaviour is observable. Use Bloom's taxonomy. 

Remember:         define. identify. describe. label. list. ...
Understand:       explain. describe. interpret. paraphrase. summarize. ...
Apply:                    solve. apply. illustrate. modify. use. ...
Analyse:               analyze. compare. classify. contrast. distinguish. ...
Evaluate:              reframe. criticize. evaluate. order. appraise. ...
Create:                 design. compose. create. plan. ....

Slide 8 - Slide

Which SC is suitable and correctly formulated for the aim:

'Before the end of the lesson, (A2) students can talk about 3 different activities they did during their latest holiday for 2 minutes.'
Students can make correct sentences.
Students can use 5 regular and 3 irregular verbs in the past simple to describe holiday activities
Students understand how to use the past simple in sentences.
Students know time phrases in the past.

Slide 9 - Quiz

Which other SC would be suitable for the same aim:
'Before the end of the lesson, (A2) students can talk about 3 different activities they did during their latest holiday for 2 minutes.'

Slide 10 - Open question

I can define SMART goals/aims and Success Criteria (SC)

Slide 11 - Poll

SB Homework for next week:
Please think of one SMART aim per file (dossier) for WPL1 (based on your start situation and the assessment criteria) and bring these to class.

Info film SMART goals:
Also scan the Handleiding WPL Portfolio (in BS course Werkplekleren) and activate your portfolio. Bring a photograph of yourself to class.

Slide 12 - Slide

BO1 Sessions 9
Aim: At the end of this session, students can justify their choice for a selected communicative activity for a specific group.

SC: Students can refer to the communicative approach chosen
SC: Students can refer to the required CEFR levels for this group
SC: Students can identify the kerndoelen or eindtermen for this 

Slide 13 - Slide

Homework for last week
You read chapter 11 from Vreemdetalendidactiek about the ERK and communicative language teaching.

  • What did you take from this chapter?

Important questions for the language teacher:
  • How do people learn or acquire first and second or foreign languages?
  • How do we teach English as a foreign language (TESOL = Teach English to Speakers of Other Languages) as effectively as possible? 
  • What should we do in the classroom?

Slide 14 - Slide

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Slide 18 - Slide

What we should teach: The national requirements:

Slide 19 - Slide

Slide 20 - Slide

Kwalificatiedossiers in MBO
Niveau 4: in ieder geval B1 of B2 ( )

Niveau 1-3: afhankelijk van opleiding

Slide 21 - Slide

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Slide 24 - Slide

15-minute assignment
In groups of 3 students
  • Discuss and construct an example of a CLT activity together
  • Refer to the communicative approach chosen
  • Refer to the required CEFR levels for your chosen group of students
  • Link the kerndoelen or eindtermen for this group to the activity
  • Need help? Brightspace Session 9 > DT1A/B
  • Groups present their coices to each other after 15 minutes

Slide 25 - Slide

BO Session 10
Aim: At the end of the lesson, students can define effective feedback 

SC: Students can list the requirements of effective feedback
SC: Students can identify effective feedback

Slide 26 - Slide


Slide 27 - Slide


Slide 28 - Video

Effective feedback
WWW (What Went Well) and EBI (Even Better If)

1.Where is the learner going? 
-Learning aims and SC
2.Where is the learner right now?
-Evidence of student learning gives teacher + student the answer.
3.How does the learner get there?
-Clarify the steps needed to achieve the aim and adapt teaching if necessary

Slide 29 - Slide

Effective feedback to this sentence from a letter of complaint with a SC focussing on correct use of formal language?

'The bike I bought broke down after one day. You can't sell stuff like that in your shop!'

The problem is clearly stated. Good! Contractions cannot be used in formal writing. How do you write 'can't' in full? What is a formal word for 'stuff'?
This is ridiculous! You can't write stuff like this in a formal letter!
Your first sentence is correct, but the second one includes two mistakes: can't and stuff.
Can't --> cannot stuff -> items Remember to use formal language. For the rest, you're a great student!

Slide 30 - Quiz

Feedback can be given by:

Slide 31 - Open question

Which 3 questions should be answered by effective feedback?

Slide 32 - Open question

What are the benefits of effective feedback for students? And for teachers?

Slide 33 - Open question

Formulate your own learning aim (based on your colour coding) with 3-4 SC for WPL1 in 12-15 minutes.

Slide 34 - Open question

Peer feedback on learning aim
  • Are the aims SMART? 
       Specific? Measurable? Achievable? Realistic? Timely?
  • Do the SC show student learning?
  • Have action verbs been used in the aim and SC?

Remember: WWW and EBI

Slide 35 - Slide

Good aims+SC and effective feedback are crucial in teaching and top the list of successful teaching.

Slide 36 - Slide

What did you learn today? Which questions do you still have?

Slide 37 - Open question