Practical Teaching, Learning and Assessment Schedules

Presenter:
Dr Muavia Gallie (PhD)
Education Moving Up Cc.
muavia@mweb.co.za
http://muavia-gallie.blogspot.com
http://supervisingwithadifference.blogspot.com
www.slideshare.net
Practical Session
Teaching, Learning &
Assessment Schedules

5 School
Turnaround
Principles
16
Educational
Principles
8 School
Readiness
Components
15 Teaching,
Learning and
Assessment
Schedules
50 School
Operational
Systems
60 School
Quality
Systems
16 School
Turnaround
Deliverables
Ownership Planning Curriculum Management
SustainabilityCulture, Climate, Relationship
3

From Underperformance to Excellence
1. Under-Performing Schools
2. High Functioning Schools
3. School of Excellence
8 School Readiness Components (Planning)
Attendance Teacher
Information
Learner
Information
Annual
Planning
Time-
Tabling
Teaching, Learning,
Assessment
Schedule
Organogram TLSM
Ownership
50 School Operational Systems
Academic (11) Administration (14) Communication (6) ICT (7) Pastoral Care (12)
Planning Planning
CM - Monitoring and Evaluation
CCR - Support and Development
60 School Quality Systems
Leadership
(10)
Strategic
Planning (10)
Human
Resources (10)
Learning and
Teaching (10)
Assessment and
Feedback (10)
Monitoring and
Evaluation (10)
CCR - Support and Development
CM - Monitoring and Evaluation
Ownership
Sustain - Institutionalisation Sustain - Institutionalisation
SchoolTurnaroundStrategy(5Phases)–3-5Years
Sustainability
3–6Months
Culture,Climate,
Relationships
6-9Months
Curriculum
Management
1.5–2.5Years
Planning
6–9Months
Ownership
3–6Months
310

50 School Operational Systems
Academic (11); Administration (14); Communication (6); ICT (7); Pastoral Care
(12)
1. Teaching 2. Learning
Support
3. School Image 4. Principal’s Office 5. Finance and
ICT
1.1 Teacher
Substitute
Management
2.1 Co-Curricular
Management
3.1 Admissions
Management
4.1 External Doc
Supply to Agents
Management
5.1 Funds
Management
1.2 External Exams
Management
2.2 Discipline
Management
3.2 Calendar
Management
4.2 Human
Resources
Management
5.2 Finance
Management
1.3 Internal Exams
Management
2.3 Exclusion
Management
3.3 Daily Bulletin
Management
4.3 Inventory
Management
5.3 Fin
Accountability
Management
1.4 Assessment
Process
Management
2.4 Learning Info
Management
3.4 Good News
Management
4.4 Human
Relations
Management
5.4 Data
Management
1.5 Teaching Info
Management
2.5 Learner
Attendance
Management
3.5 Parent Info and
Communication
Management
4.5 Teachers and
Learners Risk
Management
5.5 Digital
Management
1.6 External
Reporting
Management
2.6 Rewards and
Conduct
Management
3.6 SMS
Management
4.6 Learner Profile
Management
5.6 Network
Management
1.7 Teaching Process
Management
2.7 Physical &
Mental Health
Management
3.7 Feeder Schools
Management
4.7 Return on
Investment
Management
5.7 Publishing
Management
16

Practical Session
Focus Specific Issues
School
Readiness
Components
6. Teaching,
Learning, and
Assessment
Schedules
 Chunking of work;
 15 TLAS areas.
5

Teaching
Schedule
What will the teacher be
doing?
Learning
Schedule
What do we want the
learner to do?
Assessment
Schedule
What do we want the learner
to know and understand?
1. Curriculum
Alignment
6. Classroom
Management
11. Classroom
Assessment
2. Planning
Practice and
Interaction
7. Physical
Environment
12. Test and
Examination
Preparation
3. Direction and
Instruction
8. Questioning
Techniques
13. Second Chance
Opportunity
4. General
Techniques
9. From
Interaction to
Engagement
14. Final
Expectation
5. Teaching and 10. Classroom 15. Grades, Marks,6

Teaching Schedule
1. Curriculum Alignment
2.Planning,Practiceand
Interaction
3.DirectionandInstruction
4.GeneralTechniques
5.TeachingandLearningTools
• Mapping the chunks within the
different weeks
• Ensure Unique chunk-descriptions
per week are the same (all the chunks
must be unique for others)
• Do Cross linking of chucks, both at
horizontal and vertical level
• Make clear distinction between
chunks which start at the level, and
those continuing from previous
grades.
7

Chunking of the Curriculum
C1 C2 C3 C4 C5 C6 C7 C8
C
9
C1
0
C1
1
C1
2
C1
3
C1
4
C1
5
C1
6
C1
7
C1
8
C1
9
C2
0
C2
1
C2
2
C2
3
C2
4
C2
5
C2
6
C2
7
C2
8
C2
8
C3
0
C3
1
C3
2
C3
3
C3
4
Tota
l
Grad
e 8
2.94
% 23.5%
Grad
e 9
Grad
e 10
Grad
e 11
Grad
e 12 8

Subject Chunking
C1 C2 C3 C4 C5 C6 C7 C8 C9 C10C11C12C13C14C15C16C17
C1
8
C1
9
C2
0
C2
1
C2
2
C2
3
C2
4
C2
5
C2
6
C2
7
C2
8
C2
8
C3
0
C3
1
C3
2
C3
3
C3
4 Total
Grade 8A
Grade 8B
Grade 8C
Grade 8D
Grade 8E
Grade 8F
Grade 9A
Grade 9b
Grade 9C
Grade 9 D
Grade 9E
Grade 9F
Grade 10A
Grade 10B
Grade 10C
Grade 10D
Grade 10E
Grade 10F
Grade 10G
Grade 10H
Grade 11A
Grade 11B
Grade 11C
Grade 11D
Grade 11E
Grade 12A
Grade 12B
Grade 12C
Grade 12D
9

Teaching Schedule1.CurriculumAlignment
2. Planning, Practice and Interaction
4.GeneralTechniques
• Describe the Content to be taught
• Indicate the Source where information came from
• Identify Other sources where content can be sought from, and consider
sources presenting alternative perspectives, methods, approaches, etc.
on the same content
• Indicate the Scope, Depth and Breath of the content to be covered (indicate
how long teaching will take, of the period time)
• Indicate whether Pre-knowledge is necessary
• Indicate whether Pre-engagement from learners is necessary
• Identify the Teaching method [13] (teacher and/or learners centred) to be
followed (lecture, demonstration, tell a story, whole-class discussion, visual
display, role play, small group discussion, visit, project work, library search
investigation, practical work, self-study)
• Identify the particular practice of skill to be followed such as Homework –
indicate to learners what the approximate length of time they should take to
complete task (ensure a consistent space where homework assignment is
noted in writing). Consider a ‘homework Roster’ for the class, grade or
school. Types of homework (preparation tasks – learners gaining background
information; practice exercises – to apply, review, revise and reinforce new
knowledge; creative homework – learners integrate multiple concepts and
develop critical thinking and problem solving skills, which is open-ended
questions and long-term projects with choice for learners; extension
assignments – learners to pursue knowledge individually and imaginatively,
10

Integrating ‘Chunking’ with TLAS
11

2.Planning,PracticeandInteraction
3. Direction and Instruction
4.GeneralTechniques
• Role of the Teacher – Facilitator, Orchestrator, Passive,
Authoritarian
• Levels of Learning (Blooms’ Levels of Learning – Facts,
Information, Know-how, Comprehension and Wisdom)
• Instruction Signs (Listen, look at me, be quiet, sit down, stand up,
line up, take out your homework, get your pencil/pen, etc.)
• Develop Maps for different directions (What to do when: - I don’t
understand what the teacher said; I don’t understand the lesson; I
don’t know how to tackle the work; I am finished with my work; I
want to help another learner; I need to go to the bathroom; etc.)
• How to give your directions (speak up and say exactly what you
need; identify a ‘silly word’ to get their attention; ensure to let
learners repeat your directions; write important information in a
special place on the board; use a timeframe to ensure you want
things to be done within a certain time; ensure learners know the
importance of the directions; constantly ‘police’ the task until
learners demonstrated they can be left alone; encourage learners
to seek clarify from other learners too; now reduce the talking
and focus on the doing) 12

4. General Techniques
•Setting the atmosphere/tone in your classroom (build rapport by creating
trust and relationship; create peaceful pace through your own calm voice,
expect excellence through routine and consistency; use story telling to
create higher order thinking and imagining, indicate expected behaviour and
consequences, get-down-to-it learning approach, balance hard work with
camaraderie, friendship and joy)
• Important techniques:
• Display important concepts on walls;
• Test equipment before using them;
• Ensure clean and neat classroom area;
• Music can be used effectively where
appropriate;
• Consistently greeting all learners when they
enter;
• Personal stories and humour assist
connection;
• Emphasis things which are important;
• Use your voice tone to set the correct
atmosphere;
• Ensure proper lighting;
• Spend time building up relationships;
• Use colour patterns to distinguish different
things;
• Utilise visual tools to ensure holding their
attention;
• Avoid ‘incorrect spelling’ on the board;
• Professionally dress at least 1 step above
all/most learners;
• Ensure permission is requested when leaving the
classroom;
• Ask questions that promote thinking;
• Dignify all responses and contributions;
• Utilise humour to increase retention;
• Put effort in to ensure connection of concepts with
‘outside school experiences’;
• Ask for volunteers before identifying;
• Teachers must move around to classroom for
attention;
• Manage learner movement for oxygen;
• Start your lesson on time;
• Ensure some feedback loop after every 10 minutes;
• Create the freedom of learners to opt out;
• Keep water in class available for learners;
• Use multiple senses to stimulate all learning styles;
• Reduce distractions to the minimum;
• Emphasise Safety in the classroom;
• Emphasise Success of All in the classroom;
• Emphasise the importance of Love;
• Emphasise the importance of Belonging;
13

4.GeneralTechniques
5. Teaching and Learning Tools
• Differentiate Instruction by: designing the lessons to meet the needs of
all learners; on-going, ever-changing flexible groupings; responding to
different readiness, interest and learning profile; on-going assessment;
addressing essential principles, concepts and skills; careful planning; an
effective philosophy that allows all learners to feel successful
• Multiple Intelligences: 1. Verbal/Linguistic (writing, journal, poem, TV
ads, reading stories, concept mapping, crossword puzzle); 2.
Logical/Mathematical (time line, compare and contrast ideas, visual
diagrams, comic strips, survey results); 3. Interpersonal (tell stories,
cooperative games, role play, discuss and come to conclusion,
interviews); 4. Body Kinesthetic (cooperative games, physical exercises,
hands-on experiments, model or representation); 5. Musical Rhythmic
(rapping, musical instruments, music writing, dance steps, make up
sounds and sound effects, jingle, rhymes); 6. Naturalist (collect and
categorise data, materials, or ideas; discover or experiment; take field
trips; case study; adapt materials to a new use, label and classify); 7.
Interpersonal (personal journal; write about personal experiences; think
about and plan; review or visualise; expressing of feelings; imagine and
write about the future) 14

Learning Schedule
6. Classroom Management
7.PhysicalEnvironment
8.QuestioningTechniques
9.FromInteractiontoEngagement
10.ClassroomLeadership
•Tips for Teachers (start the first day of the year with clear expectations and a plan; be fair to all
learners and apply consistently; be prepared for some disruptions, and therefore don’t let it phase
you; instil high expectations consistently and prevent sliding during ‘off’ days; incentivise good
behaviour through affirmation and rewards; rather over-plan to ensure that your are not caught out
‘idling’ our without ideas and activities; if you have clear rules, you must display them but limit them;
ensure that you build relationships and ensure that they know you care about them even when you
don’t like what they do; praise in public and reprimand in private; ensure to prevent emotional
outbursts that could lead to confrontation and humiliation; be patient and keep practicing and don’t
sweat the small stuff unless it has the potential to be come ‘big stuff’)
•Establish Routine (model how to by yourself through simple and straightforward displays; model
how not to and exaggerate consequences in example; have a learner model it from start to finish;
have a group of 4-5 learners to model it; practice with the whole class until they get it right; go live to
ensure ‘feeling of success’ or ‘doing things the right way’)
•Have rules for both yourself (teacher) and learners (Teacher – I will: - treat each learner
with respect; criticize in private and praise in public and make every effort not to embarrass you in
front of your peers; maintain a sense of humour since laughter is important; remember you may have
other issues going on and therefore give you some ‘space’ when needed; let you know when I don’t
feel to good; try to never yell/scream; focus on your learner as both a process and product;
incorporate the building of character in my classroom; not allow you to talk bad about other learners
and teachers; allow you to vent if you need to; take care of problems myself without sending it to the
principal; make no judgement about you based on your prior action; always forgive; need your
assistance and help at various stages during the year and therefore you are invited to extend your
hand where you can help; Learners’ code of conduct – I will: be polite at all times; work quietly and
not disturb others; listen respectfully when others are talking; be friendly to fellow classmates; be
honest and trustworthy; respect my teacher and other adults and learners; be prepared for class
every day; arrive to class in time; cooperate with others; always do my best) 15

6.ClassroomManagement
7. Physical Environment
• How can we establish and maintain
an effective physical environment?
• Aesthetics;
• Content on the walls;
• Lighting;
• Storage space;
• Teacher workspace;
• Example: Create a space where
learners can find help, be supportive,
etc.
16

Learning Schedule6.ClassroomManagement
8. Questioning Techniques
• Learning requires processing;
• Questions direct instruction;
• ‘Safe’ to be incorrect, making mistakes, …;
• When struggling learners have to expose
their weakness to get information they need,
they won’t do it!;
• 9 Critical questioning tools:
• deflected questions;
• deflected responses;
• open-ended questions;
• total responses questions;
• response journals or boards;
• interactive notes;
• mutually assured correct responses;
• whole group questions, share, compare, repair in
small groups;
• every point processing.
17

Learning Schedule6.ClassroomManagement
8.QuestioningTechniques 9. From Interaction to
Engagement
• How can learners be engaged
meaningfully and effectively beyond active
participation and time-on-task?
• Learners learn better when engaged (shifting
meaning – “sit still and listen”);
• Engage is the extent to which learners are
cognitively, physically and emotionally
connected with what they are doing;
• Level of learner engagement is impacted by
the design and execution of the teaching and
learning activities, strategies and methods;
• From minimum compliance to total 18

Learning Schedule6.Classroom
10. Classroom Leadership
• How can teachers function as truly inspirational
leaders in their classrooms with their learners
and learner learning?
• Inspire learners to action, to results, to achieve;
• Learning with hope, inspire them to belief in their ability to
turn dreams into reality;
• Speak of possibility;
• Give of themselves, but also take care of themselves;
• Are in tune with the classroom – operate with empathy
and compassion – create joy, fun and sense of belonging
with boundaries and limits;
• Healthy relationship between teacher and learners –
genuine caring and high expectations – won’t let them ‘off
the hook’ – balance between pressure and nurture;
• Best relationships: celebrate achievements; maintain
standards; expect success; demand excellence; coach to
excellence; empower; meet needs; support individually.19

Assessment Schedule
11. Classroom Assessment
12.TestandExaminationPreparation
13.SecondChanceOpportunity
14.FinalExpectation
15.Grades,Marks,Targets,etc.
• How are on-going, classroom formative and summative
assessment, evaluation, accountability and
documentation developed, maintained and effectively
executed to ensure maximum learner success with
meaningful and challenging targets?
• Concept of assessment might be the most misunderstood concept
in schooling – it is assessment when the marks are changeable!
• Has shifted from a ‘teaching tool’ to a ‘documentation tool’
(evaluation);
• We can’t fatten cows by weighing them. But we should weigh
them to assess and adjust how we are feeding them until they
meet the ‘fat’ standard.
• Effective teachers use assessment to gather information in order
to determine what next steps are necessary to ensure the learners
meet the desired standards and outcomes;
• Teaching process: explain what is to be learned; explain why
success in learning is important; model what is to be learned; ask
a friend to see how well the learning is happening; provide
additional modeling; one more time see how well you can do it;
repeat last two steps until satisfied and then get tested! 20

Assessing Learning in the Classroom
1. What will
learners learn?
2. How will we
know learning
has occurred?
• Set indicators
• Provide
exemplars
3. How will we collect and
provide evidence of learning?
• Establish purpose and context
• Create opportunities to demonstrate
learning
• Observation
• Learning logs
• Performance tasks
• Projects
• Tests
• Written language
• Oral language
• Visual communication
• Establish feedback strategies
4. What activities
will enable learners
to learn?
5. How will learners
demonstrate their
learning?
5.1 How will learners
receive ongoing feedback?
• Descriptive
• Specific
• Self/peer/parent/teacher as
coach
Assessment FOR Learning
5.2 What will
be the next
steps in
improving
learning?
6. How will learners
receive summative
feedback?
• Qualitative/descriptive
• Quantitative/marks
• Self/teacher as judge
Assessment OF Learning
7. What will be
the next steps
in new
learning?
Chunk of Learning:
Learner Outcomes
21

Assessment Schedule11.ClassroomAssessment
12. Test and Examination Preparation
14.FinalExpectation
• How can we effectively prepare learners to
succeed in the tests and/or examinations?
• Most teachers focus on teaching the curriculum rather than
ensuring that learners learn well;
• Written, Taught and Assessed curriculum;
• Test scores are actually a reflection on us more than the
learners;
• Only a portion of content we teach is likely to be of long-term
importance;
• What learners know is more important than How much they
know;
• Choose how much of time is used for teaching;
• Choose how much emphasis – push heavily and gloss over;
• Different assessment methods in terms of the levels of Bloom;
• When using multiple choice, true-false and matching
assessment methods, ensure that learners are not ‘guessing’
correctly/wrongly – ensure sound argument supporting their
determination, as well as why each distractor is incorrect;
22

13. Second Chance Opportunity
14.FinalExpectations
• How do we ensure that we teach real life
lessons to learners, that they might not get it
right the first time, but mastery is important?
• In the real world, almost every activity, apart from life-
threatening events, allow for a second chance – drivers
license (How many of you have failed your drivers license
test? How many times? Are those people who got their
license first, better drivers than you?);
• Second chance opportunities are invested with real learning;
• But second chance opportunities must make a difference;
• Should be the ownership of the learner, not the teacher;
• Technology gives us the opportunity to generate second
chance opportunities;
• It has to be built into the learning system of the school;
• The worry that SCO will be used and abused by learners is
unfounded, although any new system will go through
challenges during introduction phase.
23

14. Final Expectation
• Four Expectations:
• Learner DAT cognitive ability;
• School Targets;
• Learner’s current performance;
• Learner Expectations in relation to
Achieving their Dreams;
• How many learners failed last year
‘because of us (teachers)’ – we failed
them?
24

14.FinalExpectation
15. Grades, Marks, Targets, etc.
• Track the progress of the learners on a regular
basis;
• Must attach a verbal explanation to grades –
Learner Feedback Sheet (to learners) and Teacher
Feedback Sheet (to HoDs);
• Ensure that ‘grading’ means something between
different teachers, and subjects;
• Grades must be ‘tools for learners’ and not for
teachers;
• Work on a “value added” approach to grading
(AYP);
• Ensure an efficient and effective Recording Keeping
system;
• Grades are ‘a moments reflection’ of what a learner
knew, at a particular time, given a particular test – it
does not represent the ‘worth’ of the learners. 25

Practical Teaching, Learning and Assessment Schedules

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Practical Teaching, Learning and Assessment Schedules