Eindopdracht Scholing Formatief Handelen Engels Evgenia Koltyzhenko

• Ges
• Middelbare school
• mavo
• Leerjaar 1

I can talk about the time and timetables

JdW-kijkwijzer

Lesopbouw:

1. Vooraf:
   Startklaar, Voorkennis activeren, Formatief Handelen
   
   
2. Instructie:
   Leerdoelgericht werken, Inclusieve didactiek, Concrete en herkenbare voorbeelden, Formatief Handelen
   
   
3. Toepassing:
   Actieve verwerking, Formatief handelen 
   
   
4. Evaluatie:
   Afsluiting

Overzicht Periode #

• Thema:
• Benodigde lesmaterialen:

Week 1	Week 2	Week 3	Week 4	Week 5	Week 6	Week 7	Week 8	Week 9	Week 10	Week 11
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              Startklaar

• Op je plek zitten 
• Telefoon in het Zakkie 
  
• Jas over de stoel, oortjes in de tas, tas op de grond
• Schoolspullen op tafel: Boek, Chromebook, JdW-map, etui 

1. Startklaar

At the start of each lesson, the teacher welcomes the students at the entrance of the door, calls students by name, makes eye contact and pays attention to their well-being.

The students are ready to go: phones stored in the Zakkie, books and JdW folder on the table.

Checklist:

• Bepaal welke voorkennis relevant is voor de nieuwe lesstof.
• Ontwerp een terugblik-opdracht die deze voorkennis activeert.
• Overweeg of en hoe thuistalen ingezet kunnen worden om de voorkennis te activeren.

Can you count from one till twelve?

2. Voorkennis activeren

The teacher activates relevant prior knowledge by means of a review assignment. In this way, the teacher offers a framework to connect new material to previously learned material and to give direction to the further course of the lesson. 

Stap 1 Voorspellen:

I expect that pupils will be able to tell the time in English, using the words like: ‘past, to, quarter, half’. They will be able to use numbers: from one till twelve.

So I decide to repeat numbers with my pupils. We count together from 1 till 12 forward and backward. 

Stap 2 Nadenken en produceren:

Thinking:

When students count from 1 to 12 forward and backward, they’re mentally processing the number sequence.

This supports their internalization of the vocabulary and structure they’ll need to tell time in English.

You’re encouraging them to retrieve prior knowledge (numbers) and connect it to a new context (telling time).

Producing:

Saying the numbers aloud, especially in both directions, is a productive activity—they’re not just recognizing, but recalling and using the language.

Later, they’ll combine this with “past”, “to”, “quarter”, and “half” to form time expressions. Your current exercise is a building block for that production.

I can reinforce Nadenken en Produceren further by:

Asking students to pair numbers with clock visuals (e.g., “What number is at the top of the clock?”).

Getting them to say a time using numbers + time terms (e.g., “It’s quarter past three”).

Using mini-whiteboards to let them write down or draw the time they hear.

Asking and answering questions about the time

           Leerdoelen

1. I can tell time in English (T1) 
2. I know words that are connected to telling time in English (R)

Checklist:

• Het leerdoel is in leerlingentaal geformuleerd.
  
• Het leerdoel is volgens de RTTI-methodiek geformuleerd.
• Het leerdoel geeft een omschrijving van de context (inhoud).
  
• Er wordt een werkwoord gebruikt in het leerdoel (gedrag).
  
• De condities worden weergeven in het leerdoel (voorwaarden).
  
• Er zijn succescriteria gekoppeld aan het leerdoel (norm).

3. Leerdoelgericht werken

The teacher indicates the subject, RTTI formulated learning objectives and the lesson structure. The teacher knows how to connect the learning objectives well to the prior knowledge and (language) level of the students.

Stap 1: Oriënteren en voorspellen

Oriënteren:

My goal is that pupils will be able to ask and answer questions about the time.

My learning goals (T1 & R) are Step 1 – Oriënteren en voorspellen because when I make them visible to students and let them think about what they already know, ask questions, and set intentions for their learning. 

Clarity about learning goals (T1 & R): 

When I share these learning goals with my pupils at the beginning of the lesson, I am helping them orient themselves —they know what the focus will be.

For example, saying:

“Today, we're going to learn how to tell the time in English. We’ll also learn useful words like ‘past’, ‘to’, ‘quarter’, and ‘half’.”

This gives them clear direction and focus.

Today's mission

Clock

What's the time? 

1. It's two o'clock.
2. It's three o'clock.
3. It's half past two.
4. It's half past three.

7. Formatief handelen

The teacher gives the students targeted feedback, feedup and feedforward during the lesson on the content of the work, the learning strategy. The teacher randomly questions students with open questions. The teacher stimulates quality awareness among students by, for example, having students compare each other's work or using worked-out examples, followed by informed follow-up steps.

Step 2: Nadenken en Produceren – 

Think and Produce

This step focuses on:

Letting pupils actively think about the learning content

Giving them opportunities to produce language (say, write, draw, show)

Making their thinking visible, so I can understand what they know and where they need support

⏰ “What’s the time?”:

Thinking:

When I ask pupils “What’s the time?”, they have to:

Look at the clock

Interpret the time (e.g., 2:15)

Recall the correct English structure (e.g., “It’s quarter past two”)

Choose the right vocabulary (“past”, “to”, “quarter”, “half”, numbers 1–12)

That’s a rich thinking process — combining visual input, prior knowledge, and language structures.

Producing:

When pupils say the time in English, they are:

Actively producing language

Applying vocabulary and structures

Making their understanding visible to you and themselves

Examples of pupil production:

Saying: “It’s ten to five.”

Writing the time in English

Matching clocks with time expressions

What does this allow me to do?

I can see who understands and who struggles

You can adjust instruction or give feedback based on what they produce

Pupils start taking ownership of their learning through active participation

Step 3

Interpreteren:

I expect that there will be mistakes. 

I have described in the first column which mistakes I expect. 

Before showing the correct answer, I will ask some pupils how was it to answer the question. 

• Easy? 
• Difficult? 
• In-between?

Step 3

Communiceren:

I will choose two answers with mistakes and we will look at the mistakes together. We will correct the mistakes together, with the whole class.

Step 3

Beslissen:

I will compliment pupils, who answered correctly. And I will ask pupils, who made a mistake to correct themselves and write the correct answer in their notebook.

Step 4

Geïnformeerde vervolgactie:

When there is a common problem for everyone, I will explain it in a classic way to the whole class. For example: pupils can confuse ‘past’ and ‘to’, misspell the word ‘quarter’. So I will stop with the lesson-up and will write on the board again the new words and will try to elicit from the puipls the correct answer. 

Step 4

Geïnformeerde vervolgactie:

The teacher randomly questions students with open questions. 

           Instructie

1. You will watch a video about how to tell the time in English.
2. Take notes while watching. 
3. I will stop the video and we will repeat what you have learned together.

Checklist:

• Interactieve uitleg (responsief): wisbordjes, LessonUp check-vragen, Cornell-methode.
  
• Een contextrijke en inclusieve leeromgeving door (culturele) achtergronden in de lesstof te integreren.
• Meertaligheid functioneel inzetten.
  
• Iedereen bij de les betrekken.

4. Inclusieve didactiek

The teacher applies various strategies to ensure the involvement of all students. By regularly checking the understanding of the lesson material and adjusting the explanation if necessary, the material remains accessible to everyone. Flexible and heterogeneous differentiation supports this process.

Mogelijke misvattingen:

Pupils will use the wrong words, will confuse ‘past and to’, will not use the correct word for quarter, will have problems to read the clock, will be confused with the difference in telling time between Dutch and English. That is why I will stop the video and we will repeat again together the meaning of the words: past, to, quarter, half. We will say at first the time in Dutch and only then we will say the time in English. In this way I will take the possible future problems into consideration. 

Let's watch and learn!

https://youtu.be/oB3eiXCJbwA?si=9MT5sdnfGptOj856

           Voorbeelden

1. Please go to page 104 in your book (Stepping Stones book A).
2. Here are some more examples of how you can ask and answer about the time.

Checklist:

• Dual Coding (woord en beeld combineren)
  
• Concrete voorbeelden
• Herkenbare voorbeelden gerelateerd aan de leefwereld van de leerlingen

5. Concrete en herkenbare voorbeelden

The teacher uses practical and concrete examples that are recognizable to students in their own world to come to a better understanding of the lesson material. 

p. 104

5. Concrete en herkenbare voorbeelden

The teacher uses dual coding for this. By combining the visual and the verbal, the teacher increases the chance that the lesson material will stick better with the students.

           Aan de slag

1. You have 15 minutes to complete the worksheet.
2. We will work together. 
3. If you have any questions, please raise your hand and let me know. 

Checklist:

• Expliciete instructie voor toepassingsopdracht: wat, hoe, hoe lang, klaar?
• Afwisseling in oefentypes (herkneden van de lesstof)
• Eerst voordoen, daarna begeleidt inoefenen, vervolgens zelfstanding en weer samen (ik--wij-jij/jullie-wij)
• Het leren zichtbaar maken (zelftesten, gespreid leren, schema’s maken, en samenvatten volgens de Cornell-methode )
• Differentiëren waar nodig: heterogeen en flexibel.

6. Actieve verwerking

The teacher makes explicit how the subject matter should be actively processed. The teacher starts with modeling and then has students actively practice. According to the 'I-we-you/you-us' principle, the support is gradually reduced. There is variation in the types of exercises and the learning process is made visible, for example with think-aloud assignments. 

Step 4

Geïnformeerde vervolgactie:

The pupils will be given a worksheet to complete. 

Step 4

Geïnformeerde vervolgactie:

Pupils start working on their task. I move around and check.

When there is a common problem for everyone, I explain it in a classic way to the whole class. For example: pupils can confuse ‘past’ and ‘to’, misspell the word ‘quarter’.

If the level of knowledge is very different, I will divide pupils according their levels. Some pupils, who are rather weak, for example, answered only in Dutch or wrote numbers instead of writing the words, will work together with me. I will check their answers, stop and explain again if needed. For the stronger and advanced pupils, I will give a separate worksheet with the advanced exercise.

Step 4

Geïnformeerde vervolgactie:

For the stronger and advanced pupils, I will give a separate worksheet with the advanced exercise.

What's the time?

1. It's five o'clock.
2. It's half past five.
3. It's quarter past five.
4. It's quarter to five.

7. Formatief handelen

The teacher gives the students targeted feedback, feedup and feedforward during the lesson on the content of the work, the learning strategy, the behavior and on self-management. The teacher randomly questions students with open questions. The teacher stimulates quality awareness among students by, for example, having students compare each other's work or using worked-out examples, followed by informed follow-up steps.

Step 5

Terugblikken:

After we finish working with the worksheets, I ask pupils again to answer the similar questions about the time. It can be the different clock. 

Verifieren:

I expect now to have less mistakes. I will again identify the how was it for them to answer the questions. For example, what was difficult? Vocabulary? Difference between Dutch and English? Telling time in general? According to their answers, I will decide what we will practice and how.

Voorspellen:

The next lesson we start with the appropriate activity.

           Afsluiting

Can you ask and answer questions about the time?

Checklist:

• Zijn de leerdoelen behaald?
• Les in context plaatsen van de periode 
• Het leren en het gedrag samen evalueren
• Vooruitblikken adhv JdW-planner  

8. Afsluiting

In the final phase of the lesson, the teacher checks whether the learning objectives have been achieved by all students and places the lesson in the context of the period in question. 

           Leerdoelen

Did we reach our goals?

1. I can tell time in English (T1) 
2. I know words that are connected to telling time in English (R)

Checklist:

• Het leerdoel is in leerlingentaal geformuleerd.
  
• Het leerdoel is volgens de RTTI-methodiek geformuleerd.
• Het leerdoel geeft een omschrijving van de context (inhoud).
  
• Er wordt een werkwoord gebruikt in het leerdoel (gedrag).
  
• De condities worden weergeven in het leerdoel (voorwaarden).
  
• Er zijn succescriteria gekoppeld aan het leerdoel (norm).

3. Leerdoelgericht werken

The teacher indicates the subject, RTTI formulated learning objectives and the lesson structure. The teacher knows how to connect the learning objectives well to the prior knowledge and (language) level of the students.

Stap 1: Oriënteren en voorspellen

Oriënteren:

My goal is that pupils will be able to ask and answer questions about the time.

My learning goals (T1 & R) are Step 1 – Oriënteren en voorspellen because when I make them visible to students and let them think about what they already know, ask questions, and set intentions for their learning. 

Clarity about learning goals (T1 & R): 

When I share these learning goals with my pupils at the beginning of the lesson, I am helping them orient themselves —they know what the focus will be.

For example, saying:

“Today, we're going to learn how to tell the time in English. We’ll also learn useful words like ‘past’, ‘to’, ‘quarter’, and ‘half’.”

This gives them clear direction and focus.

Reflection

8. Afsluiting

The teacher evaluates the learning and behavior together with the students and looks ahead using the JdW planner.

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