Using AFL to Teach JC2 O Power

Using AFL to teach JC2 - Outline New English Subject Specification Assessment Model in Specification AFL and the Subject Specification Lesson using AFL to teach JC2

1. New Junior Cycle English “Subject Specification” finalised October 2013 Contains details about: “Indicative” and “prescribed” texts What to teach (39 Learning Outcomes) How to teach (Assessment) Implementation September 2014 www.newjuniorcycle.deansrathcommunitycollege.ie

2. Assessment Model in Specification Assessment for Certification Assessment in Classroom Practice (How to teach)

Assessment for Certification

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 grades Provide 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 Specification This 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 Techniques Sharing the Learning Intention Sharing the Criteria for Success Feedback linked to Learning Intention and Success Criteria

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

Formative Assessment Sharing the Learning Intention Provision of clear goals and targets Building students’ capacity to manage their own learning Formative Assessment

Formative Assessment Sharing the Criteria for Success Provision of clear goals and targets Building students’ capacity to manage their own learning Formative Assessment Assessment moves beyond Marks and Grades

Next steps for further learning 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 Chosen 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) 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 Stages Each 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 Lessons Learning 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 doing Why we’re doing it How do we know we’re doing it right AFL Sharing the Learning Intention/ Sharing the Criteria for Success Stage 2 Writing and Drafting Speeches Feedback linked to Learning Intention and Criteria for success & Comment – Only Marking Stage 3 Practice Speaking/Peer & Teacher Feedback Feedback linked to Learning Intention and Criteria for success Stage 4 Speeches/active listening Questioning and Answering Stage 5 Homework/Teacher Feedback

Stage 1 – Mapping the Lesson Sharing the Learning Intention Why are we doing this? To learn how to plan your talk To 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 read You speak in a slow, clear, calm voice You ask and answer questions from the class Sharing the Criteria for Success

Stage 2: Planning your Talk Write a talk about “Warhorse” You must write 4 paragraphs: The story The Characters – their personalities Is the ending any good? – give 3 reasons why What would you change about the novel? Feedback linked to Learning Intention and Criteria for success

Stage 3 Practise your talk Practise Reading your talk out loud in groups of 2/3 Speakers: 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 After you listen…advise

Stage 4 – Making your Speech Read your talk out loud to the class Speakers: Speak slowly, clearly, calmly Answer the Listeners’ questions Listeners: Listen quietly and respectfully Prepare 3 questions for the speaker Ask your questions when the speaker has finished

Feedback I 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 Questions What questions were you asked when you were teaching the class about Warhorse? What answers would you change if you gave another speech? Were you happy with your speech? Were you calm? Were you clear? Did you speak slowly? 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 speech Speaking Taking 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 Lessons Learning 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 doing Why we’re doing it How do we know we’re doing it right AFL Sharing the Learning Intention/ Sharing the Criteria for Success Stage 2 Writing and Drafting Speeches Feedback linked to Learning Intention and Criteria for success & Comment – Only Marking Stage 3 Practice Speaking/Peer & Teacher Feedback Feedback linked to Learning Intention and Criteria for success Stage 4 Speeches/active listening Questioning and Answering Stage 5 Homework/Teacher Feedback