Booklet - 3739.04 KB
Transcription
Booklet - 3739.04 KB
Foreword The Ministry of Education through the Curriculum Development Department, together with CfBT Education Services, are proud to bring you Magic Moments in SBAfL. This two-part DVD and written resource are designed to help you, as teachers in Brunei Darussalam, to use SBAfL effectively in your day-to-day lessons. School Based Assessment for Learning (SBAfL) is based on the premise that students can learn through constructive, formative classroom assessments and feedback. This occurs when they are involved in the process and able to access strategies, materials and advice that help them to understand where they are in their own learning, what they need to aim for, and what they need to do to improve. SBAfL takes place in a classroom any time a formative assessment is undertaken and the teacher and/or learner actively engage in using that assessment to improve the learner’s understanding and therefore achievements in that area. The knowledge and understanding derived from such assessments will also inform the subsequent teaching and learning. Integral to the process of SBAfL are strategies that allow the student, as well as the teacher, to monitor their progress and participate in putting the steps in place to make changes and improvements. Checklists, student friendly rubrics, peer and self assessment/feedback, personal target setting and one to one teacher/student discussion can all be employed to ensure this happens. As long as the students are involved in the assessment and are encouraged to use it to further their learning, we can be sure that SBAfL is taking place. The following pages and accompanying films offer the teacher in Brunei Darussalam ideas and evidence of SBAfL in Action in the Bruneian Lower Secondary classroom. Many of the assessment tasks take place in the English classroom, but the same approaches can be used across the curriculum in other core and non-core subjects. I urge teachers to take the opportunity to watch the films of SBAfL in Action and the SBAfL Bootcamp and use the resources for your ongoing professional development in SBAfL. I am confident that you will find in this resource, many practicable ideas for embedding SBAfL into your lesson plans on a daily basis. Awg Haji Abd Rahman bin Haji Nawi Acting Director Curriculum Development Department Ministry of Education Brunei Darussalam Magic Moments in SBAfL 2013 i Every moment matters! Acknowledgements Many thanks to all principals, teachers and students in Ministry of Education secondary schools in Brunei Darussalam who have facilitated and taken part in the filming of these Magic Moments in SBAfL. SM PAP Hajah Masna, Bandar Seri Begawan Allison Rajab, Aimi Liyana binti Hj Matali, Hjh Syuhairah binti Hj Mazin, Hjh Muniratul 'Ain binti DP Hj Adnan, Yussof bin Hj Serudin, Kelvin bin Ledi. SM PAP Hajah Rashidah Sa’adatul Bolkiah, Lumut, KB Zoe Evans, Lucy Knowles, Andrew McGill, Hajah Syzana Lim, Sylvester Tan Chun Kiat, Haji Isyrah Sadri bin Haji Osman, Juliyamin binti Hj Shahbud, Sri Akmarini binti Haji Lamat, Kadariah binti Haji Mashod, Dominic Basil Layang, Haji Muhd Nazmi bin Awg Usin. SM PJN Pg Haji Abu Bakar, Kuala Belait John Maundrell, Nurhafizah binti Abdullah Anthony Abell College, Seria, KB Jane Thomas, SM Sayyidina Ali Tania Murphy, Siti Es Ratna binti Hj Bujang SM Berakas BSB Heather Dallas, Dk Noorul Hairaini Pg Abd Rahim Institut Tahfiz Al-Quran Sultan Haji Hassanal Bolkiah Mohamad Arsalani, Shafeek Kamalie, Special thanks to the SBAfL Lead teacher team: Allison Rajab, Zoe Evans, Heather Dallas and Mike Hibberson. Curriculum Development Department, MOE Editors: Reena Lim and Hjh Zaiton binti Hj Mohsin. Special thanks to Department of Schools, Ministry of Education Brunei Darussalam Filmed and edited by CfBT Media Unit. Klaus Kiekopf We sincerely hope that you enjoy using the ideas in this Magic Moments in SBAfL resource as much as we have enjoyed sharing them with you. Any feedback will be gratefully received by Jean Kiekopf, Education Project Manager, Kuala Belait (jkiekopf@cfbt.org). Magic Moments in SBAfL 2013 ii Every moment matters! Magic Moments in SBAfL Part One SBAfL in Action Assessment for Learning Task Watch the DVD to see the AfL in action. 1. Group peer feedback and Gallery walk SM PJN Pg Haji Abu Bakar – Kuala Belait Poster 2. Pair peer feedback SM PAP Hjh Rashidah Sa’adatul Bolkiah Lumut Procedural Role play 3. Family Feedback At home with the family Procedural Role play 4. Teacher and group peer feedback. Institut Tahfiz Al-Quran Sultan Haji Hassanal Bolkiah. Oral presentation 5. Traffic Lighting Vocabulary SM PAP Hjh Masna – Bandar Seri Begawan New Vocabulary 6. Students generating their own rubrics SM PAP Hjh Masna – Bandar Seri Begawan Group work 7. Self assessment and peer feedback SM PAP Hjh Rashidah Sa’adatul Bolkiah Lumut Narrative writing 8. Personal target setting SM PAP Hjh Masna – Bandar Seri Begawan Procedural writing 9. Parent student conferencing SM Berakas – Bandar Seri Begawan Mixed Assessment task Share learning objectives with your students. Allow students to role play their AfL discussions. 10. Whole class feedback: ‘Thumbs up’, ‘Hot dots’ and post-it notes ‘feedback/feed-forward’. Watch your students take control of their learning! Magic Moments in SBAfL 2013 iii Every moment matters! 1. Group Peer Feedback Traffic Lights Aim: To improve peer feedback skills. Objectives: Students will 1. critically and constructively feedback on their peer’s work orally and in writing. 2. use a checklist to guide their peer feedback and transform information into qualitative statements on a traffic light. Materials: 1. Peer feedback checklist (One for each student) 2. Traffic Light photocopies (One for each student) 3. Student Posters The teacher explains how to use the traffic light sheet. Prior Learning Experience In the DVD footage, the students have completed a group poster on an unusual animal. Alternatively, the following methodology could be applied to any similar type of group project. Methodology 1. Students sit in groups with their poster. 2. Peer assessment checklist handed out and explained. Groups assess each other thus: Group A → Group B → Group C → Group D → Group E → Group A Students use the traffic light circles to present their feedback to their peers. 3. Students refer to the checklist to help them produce qualitative feedback sentences. 4. Students use the traffic light circles to present their feedback to their peers. 5. Students give group to group oral feedback. 6. Students attach traffic light feedback forms to their poster. 7. Each group hangs its poster in the gallery walk. The groups look at the peer feedback so they can make improvements. 8. Provide time for students to look at all the posters in the gallery. Students should reflect on provided feedback. 9. Teachers may choose to extend the activity by allowing students to use the feedback to improve their posters. AfL note: The Traffic Light consists of three colours: Red/Pink (students’ feedback on things to improve), Yellow/Orange (advice/tips on how to improve), Green (feedback on the positive aspects of the poster). Teacher’s Tip! Ensure that every student actively contributes in providing feedback. Initially students may need guidance, support and modelling to generate qualitative sentences. Magic Moments in SBAfL 2013 -1- Every moment matters! Unusual Animal Poster Project Peer Feedback Checklist Unusual animal: ________________________________ The Title Yes Not Really No Yes Not Really No Yes Not Really No The poster has the name of the animal. Is the title larger than the rest of the words on the poster? Does the title invite people to have a closer look at the poster? The Content The information is presented in clear paragraphs. The information is easy to understand. The information is easy to read (the words are big enough). The Picture The picture of the animal is large enough. The picture shows the animal in its natural habitat. The picture is clear. The picture has colours (not black and white). 1. General Information Yes No Yes No Yes No Family Place Habitat 2. Physical Features Height/Length Weight Additional information 1 Additional information 2 Additional information 3 3. Food and Habits At least 2 foods are listed. At least 2 habits are listed. Yes The Poster in General Not Really No The poster is neat and organised. The poster is nice and attractive. A lot of care and effort have been put into this poster. Magic Moments in SBAfL 2013 -2- Every moment matters! Peer Feedback Sentences 1. What did we do really well? Green _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 2. What small things can we do to improve? Orange _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 3. What big changes should we make next time? Red _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Feedback given by: __________________________________ _____________________________________ _____________________________________ _____________________________________ Magic Moments in SBAfL 2013 -3- Every moment matters! Magic Moments in SBAfL 2013 -4- Every moment matters! 2. Peer assessment: Procedure Role Play Aim: To improve procedural writing. Objectives: Students will: 1. work in pairs to orally demonstrate a recipe in order to improve their understanding of procedural writing. 2. assess their partner to provide feedback on the volume, vocabulary, clarity and expression of the demonstration. Materials: 1. Worksheet 1 – recipe 2. Worksheet 2 – peer feedback 3. Cookery room with gas hobs, fridges, ingredients, and utensils. Teachers explain and demonstrate role play. Prior Learning Experiences: Students will already have studied the genre of procedural writing and relevant vocabulary. Methodology 1. The teacher models how to demonstrate a recipe as outlined on worksheet 1 in the style of a television cooking show. 2. Students then work in pairs to demonstrate the same recipe in role play to one another. Students become the masterchefs! 3. Encourage students to use their learning materials on procedural writing to ensure they use the correct form and vocabulary for procedural writing. 4. Students complete worksheet 2 to give peer feedback using emoticons, stars and targets. 5. Students read out their stars and targets to each other and help each other to think of ways to improve their procedure role play. This could be undertaken in pairs under teacher guidance, as a whole class activity in the form of a gallery walk and group feedback or as teacher-student conference. Students peer assess each others’ presentation. AfL note: Emoticons are symbols which can be used to rate a performance. Stars can be used to denote areas of strength while targets indicate areas for improvement. Teacher’s Tip! If a cookery room is unavailable, you could adapt the task for classroom use, for example making sandwiches or fruit salad. Magic Moments in SBAfL 2013 -5- Every moment matters! Worksheet 1- Recipe Recipe for Chocolate Crackles Ingredients 50g butter or margarine One and a half Mars Bars 65g Rice Krispies Utensils 1 small saucepan 1 wooden spoon 1 set of scales 1 tablespoon 1 knife 1 tray 1 chopping board 1 mixing bowl 20-25 cupcake cases Method Chocolate Crackles are great to serve at a party or even just for a delicious snack. Best of all, they are quick and easy to make. First, measure the ingredients using the scales. Next, chop the butter or margarine into large pieces. Cut the Mars Bars into small pieces. Put the butter and Mars Bars into a saucepan and melt over a low heat. Make sure you stir continuously and do not allow the mixture to boil. When the mixture is smooth, remove the butter and Mars Bar mixture from the heat. Put the Rice Krispies into a mixing bowl and slowly pour the melted Mars Bar and butter mixture over the top. Then mix the ingredients together using a wooden spoon. Make sure all the Rice Krispies are covered with the Mars Bar-butter mixture. Use a tablespoon to scoop small amounts of the mixture into the cupcake cases. Place on a tray and then finally put the Chocolate Crackles into the refrigerator. They will be ready to eat in 1-2 hours. Enjoy! Remember: Plenty of/a lot of, some, a little, enough, not enough, too much/many ... Mix, measure, chop, put, stir, cut, pour, heat ... First/first of all, then, next, after that, now, after having done that, finally ... Magic Moments in SBAfL 2013 -6- Every moment matters! Worksheet 2- Peer Feedback Listen to and watch your partner demonstrating how to make Chocolate Crackles. While they are talking, draw a face to show how they are performing in each success criteria. Wow! You’re a celebrity chef! Good try… Getting there! Keep practising. Name: My Partner’s Name: Our Class: Success Criteria Volume Vocabulary Clarity Expression Loud enough Use the correct words What they are saying matches what they are doing Talk like a celebrity chef Draw a face here… Star – what you did well For example: Your voice was loud enough, I could hear you clearly. Target – what you need to improve For example: Your voice was too quiet, I could not hear you clearly. Try to speak loudly next time. Magic Moments in SBAfL 2013 -7- Every moment matters! 3. Family feedback: Procedure Role Play Aim: To get family involved in helping their child to improve their English. Objectives: 1. Students share their learning with a family member through role play. 2. Family member completes the family feedback form and talks to their child about their learning. Materials: 1. Homework task sheet 2. Worksheet 1 – recipe OR another recipe of their choice. 3. Worksheet 2 – family feedback. 4. Kitchen at home with gas hobs, fridge, ingredients, and utensils. Student prepares the ingredients while ‘Mum’ studies the feedback form! Prior Learning Experiences: Students will already have studied the genre of procedural writing and practised making the recipe in school with their peers. Methodology 1. Teacher explains homework task and goes through all paperwork with the class. 2. Students reflect on their feedback from the class role play to identify how they will improve their presentation at home. Student demonstrates the procedure. 3. Students take the materials home and ask a family member to help them to buy the ingredients and to agree to watch and give them feedback. The homework task sheet will help to explain to the family member what they must do. 4. Students cook the Chocolate Crackles or any other recipe for their family while the family member/s watch and make notes on the feedback sheet. 5. Once the procedure has been demonstrated, the family member will explain the feedback to the student. 6. The student will then bring the completed feedback form back to class – hopefully with a photograph of them doing the activity. This can be used to make a classroom display. Family member gives them feedback – both in written and spoken form. AfL note: Emoticons are symbols which can be used to rate a performance. Stars can be used to denote areas of strength while targets indicate areas for improvement. Teacher’s Tip! It can be really beneficial to your students if you involve their parents and other family members in their learning and actually give them a forum to feedback. Using simple checklists and emoticons can help focus what the family member is meant to pay attention to and comment on. Magic Moments in SBAfL 2013 -8- Every moment matters! Homework task instructions W Student Instructions 1. Show a parent or someone else at home how to make Chocolate Crackles or choose another recipe you would like to make. 2. Make sure you tell them about the ingredients, the utensils (equipment), and the instructions (procedure). 3. As you explain the procedure, try to use the new vocabulary that you have learnt in class. 4. Try to add more detail by saying what you should /shouldn’t do and don’t forget.... 5. Ask your family member to assess your performance… Are you ready to win ‘Junior Master Chef Brunei’ and maybe become the next Jamie Oliver? Don’t forget to wash up! Parent Information – English Your child is currently studying procedural writing in English class. He/She has already learnt how to make ‘Chocolate Crackles’ at school. To help him/her further develop his/her understanding of procedural writing, your child has been asked to demonstrate this recipe to a family member at home. The recipe is simple and requires few ingredients. If you are able to participate, please watch while he/she demonstrates the recipe and then complete the ‘Parent Feedback Form’. We would also love it if you could take a photo of your child demonstrating the recipe. Who knows? Maybe he/she will become the next Jamie Oliver! Informasi untuk Ibu Bapa – Bahasa Melayu Anak anda sedang mempelajari penulisan prosedur dalam kelas Bahasa Inggeris. Dia telah belajar bagaimana cara untuk membuat 'Chocolate Crackles' di sekolah. Untuk membantu meningkatkan kefahaman anak anda dalam penulisan prosedur ini, dia dikehendaki untuk membuat tunjuk cara resepi ini kepada ahli keluarga di rumah. Resipi ini mudah sahaja dan hanya memerlukan beberapa bahan. Jika anda boleh membantunya, sila lihat bagaimana cara dia membuat tunjuk cara resipi tersebut dan kemudian lengkapkan 'Borang Maklum Balas Ibu Bapa'. Kami sangat berbesar hati jika anda boleh mengambil gambar ketika dia membuat tunjuk cara itu nanti. Siapa tahu? Mungkin suatu hari dia akan menjadi Jamie Oliver! Homework task instructions Student Instructions 1. Show a parent or someone else at home how to make Chocolate Crackles or choose another recipe you would like to make. 2. Make sure you tell them about the ingredients, the utensils (equipment), and the instructions (procedure). 3. As you explain the procedure, try to use the new vocabulary that you have learnt in class. 4. Try to add more detail by saying what you should /shouldn’t do and don’t forget.... 5. Ask your family member to assess your performance… Are you ready to win ‘Junior Master Chef Brunei’ and maybe become the next Jamie Oliver? Don’t forget to wash up! Parent Information – English Your child is currently studying procedural writing in English class. He/She has already learnt how to make ‘Chocolate Crackles’ at school. To help him/her further develop his/her understanding of procedural writing, your child has been asked to demonstrate this recipe to a family member at home. The recipe is simple and requires few ingredients. If you are able to participate, please watch while he/she demonstrates the recipe and then complete the ‘Parent Feedback Form’. We would also love it if you could take a photo of your child demonstrating the recipe. Who knows? Maybe he/she will become the next Jamie Oliver! Informasi untuk Ibu Bapa – Bahasa Melayu Anak anda sedang mempelajari penulisan prosedur dalam kelas Bahasa Inggeris. Dia telah belajar bagaimana cara untuk membuat 'Chocolate Crackles' di sekolah. Untuk membantu meningkatkan kefahaman anak anda dalam penulisan prosedur ini, dia dikehendaki untuk membuat tunjuk cara resepi ini kepada ahli keluarga di rumah. Resipi ini mudah sahaja dan hanya memerlukan beberapa bahan. Jika anda boleh membantunya, sila lihat bagaimana cara dia membuat tunjuk cara resipi tersebut dan kemudian lengkapkan 'Borang Maklum Balas Ibu Bapa'. Kami sangat berbesar hati jika anda boleh mengambil gambar ketika dia membuat tunjuk cara itu nanti. Siapa tahu? Mungkin suatu hari dia akan menjadi Jamie Oliver! Magic Moments in SBAfL 2013 -9- Every moment matters! Worksheet 1- Recipe Recipe for Chocolate Crackles Ingredients 50g butter or margarine One and a half Mars Bars 65g Rice Krispies Method Utensils 1 small saucepan 1 wooden spoon 1 set of scales 1 tablespoon 1 knife 1 tray 1 chopping board 1 mixing bowl 20-25 cupcake cases Chocolate Crackles are great to serve at a party or even just for a delicious snack. Best of all, they are quick and easy to make. First, measure the ingredients using the scales. Next, chop the butter or margarine into large pieces. Cut the Mars Bars into small pieces. Put the butter and Mars Bars into a saucepan and melt over a low heat. Make sure you stir continuously and do not allow the mixture to boil. When the mixture is smooth, remove the butter and Mars Bar mixture from the heat. Put the Rice Krispies into a mixing bowl and slowly pour the melted Mars Bar and butter mixture over the top. Then mix the ingredients together using a wooden spoon. Make sure all the Rice Krispies are covered with the Mars Bar-butter mixture. Use a tablespoon to scoop small amounts of the mixture into the cupcake cases. Place on a tray and then finally put the Chocolate Crackles into the refrigerator. They will be ready to eat in 1-2 hours. Enjoy! Remember: Plenty of/a lot of, some, a little, enough, not enough, too much/many ... Mix, measure, chop, put, stir, cut, pour, heat ... First/first of all, then, next, after that, now, after having done that, finally ... Magic Moments in SBAfL 2013 - 10 - Every moment matters! Worksheet 2 - Family Feedback Listen to and watch your child demonstrating how to make Chocolate Crackles. While he/she is talking, draw a face to show how he/she is performing in each success criteria. Wow! You’re a celebrity chef! Good try… Getting there! Keep practising. Student’s Name: Class Success Criteria Volume. Vocabulary. Clarity. Expression. Loud enough Use the correct words What he/she is saying matches what he/she is doing Sound like a celebrity chef Cukup lantang Menggunakan perbendaharaan kata (perkataanperkataan) yang betul Apa yang diucapkan bertepatan dengan apa yang dilakukan Seperti seorang tukang masak ‘selebriti’ Draw a face here… Star – what you did well For example: Your voice was loud enough, I could hear you clearly. Target –what you need to improve For example: Your voice was too quiet, I could not hear you clearly. Try to speak loudly next time. Parent’s/Guardian’s Name: .......................................... Signature: .................................................. Date: ....................................................... Magic Moments in SBAfL 2013 - 11 - Every moment matters! 4. Peer and teacher feedback on an Oral Presentation Aims: To improve peer evaluation skills including giving and accepting feedback and target setting. Objectives: 1. Students listen to and note their targets that will help them improve oral presentation skills. 2. Students giving feedback use tick boxes and comment space to provide constructive, useful feedback. Materials: 1. Oral Presentation Peer feedback forms. 2. Teachers’ checklist for Oral presentations with class names filled in. 1. Students evaluate each other using the feedback form. Prior Learning Experiences: Students have used teacher modelled material and vocabulary to guide their individual research of the topic to help them create a paragraph which will in turn guide their oral presentation. They may also use a poster or a PowerPoint slideshow to add visual images and interest. In the DVD footage, students have written a paragraph about celebrating Eid/Hari Raya in Brunei. Methodology 1. Students study the success criteria in the peer feedback form. 2. The teacher guides the peer feedback process, offering prompts and encouragement. 2. The students assess in groups of four. While one student from the group is giving his/her presentation, the other three students will evaluate his/her performance using the rubric. They will use one feedback form per student. Note: The whole class watches each presentation, but the feedback is given in small groups. 3. Move on to the next group and the same procedure is followed. 4. Feedback takes place in the group, after each presentation. 5. During the feedback, students are encouraged to provide strategies to their fellow group members on how to improve their speaking skills. 3. The teacher gives One-to-One feedback with specific focus on language usage. 6. Teacher conducts One–to-One feedback following the presentation and peer feedback session. AfL note: Teacher should model the style of constructive feedback they want the students to give to each other and provide some sentence structures that the students can use. Teacher’s Tip! Follow up instruction, on a whole class basis or with a student on a one-to-one level, will be based on inaccuracies picked up in the oral presentations that the students give. There is a real chance to get the students to focus on shortcomings in their peers’ speaking ability, while the teacher concentrates on use of grammar, tense and sentence construction. Magic Moments in SBAfL 2013 - 12 - Every moment matters! Worksheet 1 Oral Presentation: Peer feedback Student’s Name: ________________________________________________________ My peer … All the time Most of the time Some of the time Makes eye contact with all the people in the room and has good body language. Speaks with good pronunciation and has no awkward silences during presentation. Speaks with confidence and good voice projection. Comments Suggestions Oral Presentation: Peer feedback Student’s Name: ________________________________________________________ My peer … All the time Most of the time Some of the time Makes eye contact with all the people in the room and has good body language. Speaks with good pronunciation and has no awkward silences during presentation. Speaks with confidence and good voice projection. Comments Magic Moments in SBAfL 2013 Suggestions - 13 - Every moment matters! Teacher’s Checklist for Oral Presentations - Area of strength? – To be addressed Speaks with expression and good intonation Words are generally spelt correctly Sentences are coherent and make sense Proper use of tenses NAME OF STUDENT GENERAL COMMENTS & NOTES Magic Moments in SBAfL 2013 - 14 - Every moment matters! Personal Target Sheet Name………………………………………………..… Year.…………. This sheet is used to record the areas of English that you must improve. Each time you complete a composition or oral task I will give you a target, this should be carefully copied onto this sheet and you must target this area for improvement next time. When you have met your target in a future piece of work, I will sign the Achieved column and you will receive a sticker! Date: ………………… Target: ……………………………………….. ………………………………………………… ….…………………………………………….. ………….…………………………………….. ………………………………………………… Achieved: Date: ……………………… Comment: ………………………………………………... ………………………………………………… Teacher’s Signature: ………………………… Date: ………………… Target: ……………………………………….. ………………………………………………… ….…………………………………………….. ………….…………………………………….. ………………………………………………… Achieved: Date: …………………….. Comment: ………………………………………………… ………………………………………………… Teacher’s Signature: ………………………… Date: ………………… Target: ……………………………………….. ………………………………………………… ….…………………………………………….. ………….…………………………………….. ………………………………………………… Achieved: Date: …………………….. Comment: ………………………………………………… ………………………………………………… Teacher’s Signature: ………………………… Date: ………………… Target: ……………………………………….. ………………………………………………… ….…………………………………………….. ………….…………………………………….. ………………………………………………… Achieved: Date: …………………….. Comment: ………………………………………………… ………………………………………………… Teacher’s Signature: ………………………… Date: ………………… Target: ……………………………………….. ………………………………………………… ….…………………………………………….. ………….…………………………………….. ………………………………………………… Achieved: Date: ……………………. Comment: ………………………………………………… ………………………………………………… Teacher’s Signature: ………………………… Date: ………………… Target: ……………………………………….. ………………………………………………… ….…………………………………………….. ………….…………………………………….. ………………………………………………… Achieved: Date: ……………………. Comment: ………………………………………………… ………………………………………………… Teacher’s Signature: ………………………… Magic Moments in SBAfL 2013 - 15 - Every moment matters! 5. ‘Traffic Lighting’ New Vocabulary Aim: To improve reading comprehension. Objectives: Students will: 1. write definitions for new vocabulary in their own words after taking part in vocabulary study activities. 2. indicate their current level of understanding of vocabulary through traffic light colours. 3. take part in peer teaching. Materials: 1. Word Boxes (1 per group) 2. Vocabulary Table (1 per student) 3. Word & Definition Cards – cut into slips (1 per group or 1 per class) 4. Red, Yellow & Green colouring pencils (1 per student) Teacher hands out word boxes to each group. Prior Learning Experiences: Students should have awareness of the traffic light colours and of the word groups used. Methodology 1. Group students (4-6 per group) and introduce lesson objectives. 2. Hand out one Word Boxes worksheet to each group. Students study the words for one minute, then turn the paper over and write down as many words as they can remember. Ensure students understand the word groups used and how they are an important part of learning new vocabulary. Students may be asked to write down other words they associate with the words given or to make predictions about the content of the upcoming text or unit. 3. Hand out Vocabulary Table worksheet (1 per student). Ask students to indicate their current level of understanding of each word, by marking each traffic light box with green, yellow or red. Circulate and encourage students to carry out peer teaching where appropriate. 4. Carry out a word & meaning card matching activity, in small groups or as whole class activity. Collect the cards when finished. 5. Ask students to select 5-10 words and write definitions in their own words. Encourage them to select words they had earlier marked as yellow or red, to see how their understanding has grown. After writing the definition, they fold over the paper, so only the definition is showing and exchange papers with a partner. Their partner must then use the student written definition to guess the word. This serves as an additional check on understanding for both students. Students indicate current level of understanding using traffic light colours. Word and meaning card matching activity. AFL Note – In this activity, traffic light colours serve as symbols for student understanding. Red – I have never heard this word before today! Yellow – I think I know the meaning of this word, but I’m not sure how to use it in a sentence. Green – I know the meaning of this word and I can use it in a sentence! Teacher’s Tip! Peer teaching is an invaluable AfL tool for every classroom. It can be done informally as suggested in this lesson, in order to fill in gaps in a student’s understanding. It can also be done more formally through student led presentations or jigsaw learning exercises. Magic Moments in SBAfL 2013 - 16 - Every moment matters! Word Boxes murdered sank sailors escaped captain capsized crew drowned disappeared logbook violence lifeboat voyage valuables fate sailing ship clues cargo theory mystery disappearance mistakenly halfway aboard Magic Moments in SBAfL 2013 - 17 - Every moment matters! Word and Definition Cards murder To kill someone illegally and on purpose sink To go down under the surface of a liquid escape To get free from somewhere you don’t want to be capsize To turn over in the water drown To die in the water because you can’t breathe damage To spoil or harm something by breaking it sailor A person who works on a boat or ship captain A person who is in command of a ship or airplane crew All the people who work on a ship logbook The official written record of a ship’s journey lifeboat A small boat that is carried on a large ship, used to escape from the ship if it is sinking valuables The things you own that are worth a lot of money sailing ship A boat that moves by wind power cargo The goods that are carried on a ship or airplane violence Behaviour which harms or damages somebody or something physically voyage A long journey by sea or in space fate Your future, something unavoidable that happens to you clue A piece of information that helps you solve a problem or crime theory An idea or set ideas that try to explain something mystery Something you cannot explain or understand disappearance When someone or something becomes impossible to see or find halfway At an equal distance between two places aboard On a ship or plane mistakenly Wrongly, incorrectly Magic Moments in SBAfL 2013 - 18 - Every moment matters! Vocabulary Table – The Mystery of the Mary Celeste Name: Class: Nouns People Verbs – Past Tense Word Group Traffic Light Word My Definition My Partner’s Word Guess murder sink escape capsize drown damage sailors captain crew logbook Nouns – Concrete Objects lifeboat valuables sailing ship cargo Nouns - Abstract violence voyage fate clue theory mystery Adverbs disappearance halfway aboard mistakenly Magic Moments in SBAfL 2013 - 19 - Every moment matters! Vocabulary Table for ________________________________ Name: Class: Word Group Traffic Light Word Magic Moments in SBAfL 2013 My Definition - 20 - My Partner’s Guess Every moment matters! 6. Teacher Guided Student Generated Rubrics – An Introduction Aim: To increase student involvement in the assessment process. Objectives: Students will: 1. generate assessment criteria. 2. write rubric statements in small groups on a familiar, student friendly topic. Materials: 5. Brainstorming Worksheet 6. Rubric Table (one column) 7. Manila Card Rubric Students brainstorm the information requested by the teacher. Prior Learning Experiences: Students should have had a range of experiences working with teacher generated rubrics before attempting this activity. Methodology 6. Group students (4-6). Introduce the lesson objectives and the topic for discussion. In the DVD footage, students are working with the topic, “What makes a good friend?” Teachers may choose to use any other familiar, student friendly topic. 7. Ask students to discuss the qualities of a ‘good friend’ and to record their ideas on the Brainstorming worksheet. 8. Draw out the common qualities to generate a final list of 5 assessment criteria. Link to prior student experiences with assessment criteria and rubrics. 9. Generate a list of words and phrases often found in high, middle and low bands of a rubric. Encourage students to use this vocabulary when writing rubric sentences for their given assessment criteria on the Rubric Table. 10. Ask each group to read their sentences aloud and to paste their group’s work onto the Manila Card Rubric. As an individual exercise, ask students to assess their own performance as a good friend, using the rubric. 11. In a subsequent lesson, you can follow the same model to help students create their own rubrics on content related areas specific to your subject. Students create the Rubric Table. Students read the rubric they have pasted onto the manila card. AfL Note –‘ Exemplars’ are useful tools when tackling content related student generated rubrics. Students can make concrete comparisons, making it much easier to generate rubric statements. Teacher’s Tip! Students who are not yet ready to generate their own rubric statements may find the task easier by working with teacher generated statements. They simply read each statement and paste it appropriately into the rubric table. Magic Moments in SBAfL 2013 - 21 - Every moment matters! Brainstorming! A friend should... Magic Moments in SBAfL 2013 - 22 - Every moment matters! Rubric Table A friend should.... ______________________________________________ You are a fantastic friend because you... You are a good friend because you... You need to improve as a friend because you... Magic Moments in SBAfL 2013 - 23 - Every moment matters! 7. Self Assessment and Peer Feedback Aims: To improve self and peer assessment skills in writing. Objective: Students will use a self and peer checklist with traffic light dots to self-assess and peer-assess the content, structure, punctuation and grammatical accuracy of a first draft of a narrative prior to writing a final draft. Teacher models how to do self correction on the board using the Materials: checklist. 1. Self & peer checklist [traffic lights dots] (One for each student) 2. Assessment rubric. (One for each student) Methodology 1. Teacher models on the board how to self-correct writing using the checklist and traffic light dots. 2. Students use the checklist and traffic light dots to correct their own work. 3. Students swap books and work in pairs to complete peer assessment using the checklist. Students use the checklist to correct their own work. 4. Students complete final draft of their narrative making the necessary corrections. Students swap books and complete peer assessment using the checklist. Teacher’s Tip! Write your own checklist to match the narrative style and language skills that you are teaching. Magic Moments in SBAfL 2013 - 24 - Every moment matters! A Day in the Life of… Self and Peer Assessment Checklist Step 1: Read the completed draft of your story. As you read, check that you have included all of the items on the list below. Colour the circle green if you think ‘I’m a star’. Colour the circle yellow if you think your work is ‘Getting There’. Colour the circle red if you think ‘Uh oh! Help!’ Step 2: If you have coloured in any circles red or yellow you must now make changes, additions and corrections to your story. Step 3: Give your story and this checklist to your partner. They will assess your story and give you feedback on your work. Step 4: Write the final draft of your story, making sure you include corrections and follow any feedback your partner gives you. Does your story have …? Self-Assessment Peer-Assessment a first paragraph with a description of the setting? a second paragraph with a description of your animal? a beginning with information about your animal’s daily routines? a problem that your animal has? an ending with a solution to the problem? Have you made sure that…? the ending of your story matches your beginning? your story is written in the present tense? Check by making sure you have used ‘is’ and ‘are’ instead of ‘was’ and that none of your verbs [kata kerja] end in ‘ed’. you have used full stops to separate your ideas? your sentences start with a capital letter? all words in your writing are spelt correctly? you have used paragraphs? you have used lots of different adjectives? Magic Moments in SBAfL 2013 - 25 - Every moment matters! A Day in the Life of… Children’s Story Book Writing Task Assessment Rubric Assessment Criteria Content Includes a description of the setting & main character, a beginning [with 3-5 daily routines], problem and solution. Story is interesting, original and can be understood. Excellent 5 Your story is fully completed, detailed and includes all the required elements. Great 4 Your story is complete and includes all the required elements. Nearly There 2 Your story is not quite finished or is missing an important part. Needs Practice 1 Your story is incomplete. You have not written enough. You have copied some ideas from the examples. Some of your ideas are hard to understand. Organisation Uses paragraphs for different parts of the story. Ideas are connected within paragraphs. Your story is very well organised and logical. Ideas in the story are connected. Your story makes sense. Your story is organised and logical. Most ideas in the story are connected. Your story makes sense. Your story is organised and logical most of the time. Some ideas in the story are connected. Most of your story makes sense. Your story is sometimes organised and logical. Some of your ideas are not connected. Parts of your story do not make sense. Most of your ideas are copied from the examples. It is hard to understand your writing. Your story is not organised or logical. Very few of your ideas are connected. Most of your story does not make sense. Accuracy Correctly uses the present simple tense. Punctuation and spelling are correct. Present simple tense is usually correct. Punctuation and spelling are mostly correct. Present simple tense is often correct. Punctuation and spelling are mostly correct. Present simple tense is sometimes correct. Some punctuation and spelling are correct. Present simple tense is usually incorrect. Many spelling and punctuation errors. Vocabulary Uses a wide range of interesting adjectives. Present simple tense is always correct. Punctuation and spelling are almost always correct. Your story includes a wide range of very interesting adjectives. Your story includes a range of interesting adjectives. Your story includes some interesting adjectives. Your story includes lots of basic adjectives. Your story includes a small number of basic adjectives. Presentation Final presentation is neat, attractive and organised. Wow! Your presentation is very neat, attractive and well organised. Great! Your presentation is neat, attractive and organised. Your presentation is neat and easy to read. Your presentation is a little bit messy in places. Your work looks rushed. It is messy and hard to read. Your story is very interesting and full of original ideas. Your story is interesting and original. Good 3 Your story is mostly complete and includes nearly all the required elements. Your story has some interesting ideas. Stars: Magic Moments in SBAfL 2013 Not Shown 0 Targets: - 26 - Every moment matters! 8. Giving Whole Class Feedback A Target Setting Activity Aim: To improve student performance in future assessments. Objectives: Students will: 1. write review the feedback given in an assessment task. 2. set a target grade for future assessments. 3. write an action plan to help them reach their target grade. Materials: 1. Assessed student work with qualitative feedback from the teacher 2. Target Setting Template Student studies the teacher feedback on their work. Prior Learning Experiences: Students should have a beginning understanding of rubrics. Methodology 1. Introduce the day’s lesson objectives and give back the assessed piece of student work. Give adequate time for students to read and make sense of your feedback. 2. Review the assessment rubric used as a class. Discuss the qualities present in work from each grade band. 3. Generate a list of actions students should take to move up to the next grade band, based on each assessment criteria. Ensure the sample actions are simple and clearly stated. Students generate a list of actions to help them improve. 4. Ask students to set an achievable target grade for the next assessment and record it in the centre of the target board. 5. Instruct students to select 3 actions which will help them to reach their target. Each action should be neatly recorded in one of the circles of the target board. 6. File the target boards in student portfolios, exercise books or use them to make a display in the classroom. As you revise or re-assess this particular skill, encourage students to review their targets and action plan. Student records 3 individual targets in circles. AfL Note - ‘Qualitative’ feedback is most effective when students are given time to read, discuss and reflect upon it. Find the time for this essential step whenever possible. Teacher’s Tip! If students are not yet able to independently identify actions for improvement, list a range of actions on slips of coloured paper and post them around the classroom. Students walk around the room, read the actions and bring them back to the group in order to compile a list. This will add a level of interaction and use of spoken English into an individual target setting activity. Magic Moments in SBAfL 2013 - 27 - Every moment matters! My Target and Action Plan for: My Target and Action Plan for: ______________________________________________________ _______________________________________________ My Target My Target My grade Magic Moments in SBAfL 2013 My grade - 28 - Every moment matters! 9. Student-led Conferences with Parents Aims: To develop student self-awareness of their personal strengths, weaknesses and next learning steps and improve ability to articulate these to their parents/caregivers. Objectives: Students will: 1. be able to use rubrics to identify the levels they have achieved for different tasks and to talk about next learning steps. 2. orally report their results to their parents, in place of a traditional parent – teacher meeting. Materials: 1. Student work from completed and marked Assessment Task. 2. Task specific Assessment Task Report Sheet with prompts. 3. Feedback forms for students and parents. Students discuss their learning with a partner. Prior Learning Experience 1. Be familiar with common SBAfL terms and have used them to discuss classroom tasks and learning. 2. Complete the Assessment Task (AT) to be reported on to parents. Methodology 1. Return the marked and graded ATRS to students. Allow students to familiarise themselves with their results, modelling how to use rubrics to identify strengths, weaknesses and next learning steps. 2. Provide a list of SBAfL terms (Bootcamp - SBAfL Glossary) and revise how to use them appropriately when talking about learning. Write examples of sentences on board. Students can use these or create their own to write short paragraphs about their achievement for each AT activity. Students read their paragraphs to each other. Role plays – one student pretends to be the parent at a student-led conference. 3. Teacher models role play of student-led conference pretending to be student. Students practise role plays. As they become more confident ask them to close their books (create prompt cards if necessary) and talk more naturally. Brainstorm some questions that students think their parents might ask during the conference. Practise answering these. Partners assess each other’s ‘conference’ using the feedback forms and provide suggestions for improvement. Give time for further practice and reassessment as required. 4. Conduct student-led conferences with parents. Students greet parents, introduce them to teacher and then sit down with parents to show them their report (using their AT student work as well if desired) and how the rubrics help them to see the level they have achieved and what they need to do to improve. Parents are asked by the student if they have any questions about the report at the end of the conference. Once the conference is over the teacher is available for any other questions the parent may have. Students share their learning with parents. 5. Students and parents fill out feedback forms about the conferences so they can be improved upon next time. Teacher’s Tip! Differentiation can occur in several ways. Students can either create their own paragraphs about their achievement or use sentence starters or a gap-fill depending upon ability. Practice time and teacher support during role plays can be adapted as necessary. During the conference, the teacher can assist and prompt lower ability students or alternately allow more able students to take complete control. For the first conference, the goal may be to just share achievement and in subsequent conferences move on to discussing next learning steps. Note: Students may also need to use their first language in conferences if their parents would prefer this. Magic Moments in SBAfL 2013 - 29 - Every moment matters! Example of Assessment Task Report Sheet Name:_____________________________________________ Class:_________ TASK 1 – Listening Comprehension Grade Skills A Can understand all of the facts about all of the animals and identify where all of the animals come from. B C Can understand most of the facts about the animals and identify where most of the animals come from. Can understand some facts about the animals and identify where some of the animals come from. D E Can find three accurate facts from the text and identify where three animals come from. Can find one or two main facts about one or two animals and identify one or two main facts about where one or two of the animals come from. TASK 2 – Reading Comprehension Grade A Reading For Information Can read the text to find all of the information. Grade A B Can read the text to find most of the information. B C Can read the text to find some of the information about an animal. Can read the text to find a little information about an animal. Can’t find the information needed to do the task C D E D E Writing Short Answers Can select nearly all of the important information to write notes. Can select most of the important information to write notes. Can select some of the important information to write notes. Copies too much information in most of the boxes. Can’t write the information needed to do the task. Task 3 – Speaking Grade Performance description A Can read entire paragraph fluently and confidently. Pronunciation is error-free. Can speak expressively; reading is very interesting to listen to. B Can read most of the paragraph fluently and confidently. Can correct pronunciation mistakes when necessary. Pronunciation is correct except for occasional tricky sounds or words. Can speak expressively so reading is interesting to listen to. C Can read paragraph completely. Now needs to work on confidence. Pronunciation has a few minor mistakes. Sometimes forgets to speak expressively but all paragraph can be understood. D Can read paragraph although stops and starts a few times. Can pronounce most common words. Struggles with many tricky sounds or words. Usually forgets to speak expressively, but most of the paragraph can be understood. E Stops and starts all of the way through paragraph or may not be able to finish reading the paragraph. It is very difficult to hear reading paragraph. Needs a lot of help to pronounce many of the words. It is hard to understand what student is reading. Teacher’s comment: Name: Signature: Date: Student’s comment: Magic Moments in SBAfL 2013 - 30 - Every moment matters! Parents, Thank you for sharing your child’s learning. Could you please answer the following questions about your student-led conference by circling the best answer. 1. Did your child explain about their learning clearly? Yes, very well Most of it was clear No, I didn’t understand 2. Did you find this type of feedback better than the usual parent teacher meeting? Yes, a lot better About the same No, I prefer the teacher to talk to me 3. Would you like to have a student-led conference again? Yes I thought it was good I don’t mind No, I like the usual parent teacher meetings Parents, Thank you for sharing your child’s learning. Could you please answer the following questions about your student-led conference by circling the best answer. 7. Did your child explain about their learning clearly? Yes, very well Most of it was clear No, I didn’t understand 8. Did you find this type of feedback better than the usual parent teacher meeting? Yes, a lot better About the same No, I prefer the teacher to talk to me 9. Would you like to have a student-led conference again? Yes I thought it was good I don’t mind No, I like the usual parent teacher meetings Parents, Thank you for sharing your child’s learning. Could you please answer the following questions about your student-led conference by circling the best answer. 4. Did your child explain about their learning clearly? Yes, very well Most of it was clear No, I didn’t understand 5. Did you find this type of feedback better than the usual parent teacher meeting? Yes, a lot better About the same No, I prefer the teacher to talk to me 6. Would you like to have a student-led conference again? Yes I thought it was good I don’t mind No, I like the usual parent teacher meetings Magic Moments in SBAfL 2013 - 31 - Every moment matters! 10. Student Feedback Assessing your lessons! Aims: To improve teacher performance through student feedback. Objectives: 1. Students express how they feel about an activity or learning objective by indicating with their thumb OR 2. Students place a star on a grid to show what they have learned and how they feel about the lesson and activities OR 3. Students write their feed-back and feed-forward responses to a lesson on post-it notes. 1. Thumbs up Materials: 1. Thumbs up – Yes / down – No / sideways – unsure. 2. A grid drawn on a whiteboard or on A3 paper. 3. Post-it notes or paper and Blu-tack. Methodology: At the end of any lesson a teacher can use any of the three methods to elicit feedback from the students. This will assist the teacher in future planning. 2. Feedback grid 1. Ask questions and students indicate their response using their thumbs. 2. Draw the grid on the board. Instruct students to reflect on the questions in the two axes. Ask them to line up and put a star that best fits how they feel about the activity and their learning experience. 3. Hand out the post-it notes and designate a colour code for feedback and feed-forward. Write sentence starters on the board for less confident learners. Instruct students to stick notes on wall as they leave room. AfL note: The teacher must be clear about what it is they want the students to feedback on. Know the questions you want to ask! In the feedback grid, the axis should allow students to reflect on both the learning objective and how much they enjoyed the activity. When asking for students to feedback and feed forward possible responses should be scaffolded for students who have not had to give written feedback before. 3. Teacher scaffolds response 3. Teacher can use students’ responses to plan Teacher’s Tip! As teachers we spend a lot of time planning our lessons and reflecting on what we think was successful. It can be very insightful to see how students feel and what they think they have learned. Note: The more often that you do these activities, the more honest and helpful the students’ responses will be. Magic Moments in SBAfL 2013 - 32 - Every moment matters! Magic Moments in SBAfL Part Two SBAfL Bootcamp 1. Organise all materials This section of Magic Moments in SBAfL provides a step by step guide of how to hold a SBAfL Bootcamp in your school. The methodology and resources – both on the DVD and in the folder – provide step by step guidance in the preparation, teacher training and staff briefing as well as sample documents for the actual Bootcamp event. All materials included can be adapted and revised for the needs of a particular school and year group. The DVD provides footage from two Bootcamps held in Bruneian schools: SM PAP Hjh Masna in Bandar Seri Begawan and SM PAP Hjh Rashidah in Lumut. Huge thanks must go to the Principals, administration, staff and students in these schools who allowed us to film them and use their experience to show you how it can be done. So, sit back, watch the footage, read the documentation and enjoy planning and holding your own SBAfL Bootcamp! We would love to hear how you get on so please do feel free to contact us: CfBT Education Services, Brunei. jkiekopf@cfbt.org 2. Invite all Year 7 teachers to attend Contents Section 1: Administration documents for staff briefing 34. 35. 36. 37. 38. 39. Bootcamp Checklist / Timeline Action plan for SBAfL Bootcamp SBAfL Bootcamp Programme Staff letter: SBAfL Bootcamp briefing Timetable for SBAfL Bootcamp Hall set up diagram 3. Prepare all the materials and allocate the jobs for the Bootcamp. Section 2: Teacher Documents 40. Bootcamp - Powerpoint slides (PDF on DVD) 80. A role-play script – Designing a T-Shirt Section 3: Student handouts 82. 83. 84. 85. 86. 87. 88. 89. Task outline – Assessment Criteria: Student handout booklet. Rubric with teacher feedback: Copy one for each group on A3. T-Shirt planning sheet : Copy one for each group on A3. Poem – My Peer is... Student handout booklet. Peer feedback using emoticons: Copy one for each group on A3. SBAfL Glossary: Student handout booklet. Learning Journal explanation: One for each student Learning Journal – Self assessment: One for each student. Magic Moments in SBAfL 2013 - 33 - 4. Create SBAfL Display using samples and images from the DVD Every moment matters! SBAfL Bootcamp A Checklist Time-Line Make preparations for your school’s SBAfL Bootcamp easier by ticking off each item on this checklist! 1-2 Months Before…. Review the Bootcamp materials in full to have a clear picture of the Bootcamp in your mind. Make changes/additions to suit your school as needed. Elicit interest and support from your school administration – HOD, SM Academic, DP Academic & Principal. Elicit support from SBAfL colleagues across the core subjects – English, Malay, Science, Math, MIB & IRK. Consult the school calendar and choose dates for staff briefing and Bootcamp. Magic Moments in SBAfL 2013 Two Weeks Before…. Review and prepare materials for Bootcamp briefing. Hold Bootcamp briefing meeting for all Year 7 and 8 SBAfL subject teachers and other interested colleagues. Assign responsibilities (committees) through the Action Plan. Secure materials needed to create traffic light cards, learning journals and name tags. Distribute to those responsible. One Week Before…. Print and photocopy all handouts. Liaise with committee heads and support them as needed. Ensure traffic light cards, journals and name tags are being prepared. Work with presenters to prepare their ‘scripts’ and practise delivery. Refine and adapt Powerpoint slides to suit your school. Prepare a press release and invite the media to come and view the event. One Day Before…. The Morning of…. Collect prizes, certificates and Bootcamp materials from committee heads. Class teachers must inform students that they need to bring coloured pencils, eraser, pens, scissors, glue and felt pens to the Bootcamp. Set up chairs and tables at the venue. Set up laundry line, graffiti wall and parking lot display boards. Take photos and video of your Bootcamp in action. Interview a range of participants to get feedback on the Bootcamp. Check the PA system and projector. Do last minute check of the venue. Breathe! During the Bootcamp… After the Bootcamp… Let us know how it went and any suggestions you have for improvements! - 34 - Every moment matters! Date ………………………… Action plan SBAfL Bootcamp Fill in the blanks on this sheet to allocate tasks for the Bootcamp event. Program Presenters *Include teachers from all departments ________________________________________________ ________________________________________________ ________________________________________________ Hall Set Up *Set up chairs and student desks in hall as per diagram ________________________________________________ ________________________________________________ P.A. and Projector *Set up speakers, microphone and projector for 7:30am start ________________________________________________ ________________________________________________ Publicity/Photography *Contact media, take photos for school records ________________________________________________ ________________________________________________ Name Tags, Prizes and Certificates *Prepare and organise above ________________________________________________ ________________________________________________ T-Shirt Judges *Judge/mark completed t-shirt designs using rubric. Select 1st, 2nd and 3rd prize based on rubric score ________________________________________________ ________________________________________________ ________________________________________________ Student Group Facilitators - assist students in tasks, translate, guide-on-the-side all Year 7 subject teachers when you are not teaching please fill in the master timetable to show when you are available - Before event: Class Teachers / Asst. Class Teachers Organise students into groups of four - name groups Ask students to bring coloured pencils, eraser, scissors, glue, felt pens Approved by: Principal ………………………………………. Magic Moments in SBAfL 2013 Thank you so much! - 35 - Every moment matters! SBAfL Bootcamp Programme Fill in with the relevant leaders’ names. Use the Bootcamp PowerPoint (PPT) slides to guide each section. You may also like to use parts of the DVD film. Time Programme Led by: 7.30-8.00 Students and teachers gather in the hall - Place name cards on table and collect any consent forms not handed in - Introduction and SBAfL Chant Class teachers, assistants, Year 7 subject teachers PPT slides 1 - 4 8.00-8.15 PPT slides 5 - 7 8.15-8.30 PPT slides 8 11 8.30-8.45 PPT slides 1112 8.45 – 9.30 PPT slide 13-27 9.30-10.00 PPT slides 2830 10.00-10.30 10.30-11.30 PPT slides 3132 11.30-12.00 1. Signs and signals, Bootcamp explained, chants (thumbs up questions) Students sit at desks in groups 2. Giving reading aloud feedback with traffic light cards (using SBAfL Glossary in folder) - Hand out traffic light cards (1 per pupil) - Explain assessment criteria of Bootcamp challenge Year 7 subject teachers 3. Ruby Rubric – Animation on DVD - explain Bootcamp rubric 4. Group work – planning T-shirt designs (see handout in pack) using checklist - Role-play – teachers demonstrate - Spot check designs using traffic light cards (Have you finished yet? etc.) 5. Peer feedback (see handout in pack) - ‘My Peer is…’ Poem - Role-play – teachers demonstrate - Students fill out peer feedback sheet Break – put manila card, already cut into T Shirt shapes, on tables. ……….………… to explain. All subject teachers to supervise and guide 6. ‘Make it better’ after getting feedback from peers - final designs on manila card 7. Judging using rubrics - Learning journals 8. Self-assessment - Students post comments on graffiti wall/questions on parking lot Judges. Judges PPT slide 39 9. Review of key points (+Graffiti Wall and Parking Lot review.) - Prize presentation and feedback using rubric 12.30 - Thank you and dismissal PPT slides 3338 12.00-12.25 ……………… to explain. All subject teachers to hand out journals Letter template for Staff briefing Magic Moments in SBAfL 2013 - 36 - Every moment matters! From: ………………………………………………………… To: All HoDs, All Year 7 Subject Teachers Date: …………………………………. SUBJECT: SBAfL Bootcamp Briefing Please be informed that the above meeting will be held as follows: Date: …………………………………………….. Time: …………………………………………….. Venue: ……………………………………………. Agenda: 1. Prayer and opening 2. SBAfL Matching Activity – team work 3. Bootcamp Introduction and overview – PowerPoint and Film 4. Rehearsing SBAfL chants 5. Small group work: scripting peer feedback role-play scripting T-shirt design role-play designing certificates and writing name tags training judges 6. Question and Answer session 7. Prayer and closing Your participation at the above meeting will be highly appreciated. Thank you. Organising teacher ……………………………………………………………………………… Approved by: Principal: ………………………………………………………………… Date: ………………………………………… Magic Moments in SBAfL 2013 - 37 - Every moment matters! Name Please shade in the periods when you are free to assist groups in SBAfL Bootcamp Period 1 Period 2 Period 3 Period 4 Period 5 Period 6 Period 7 Period 8 Period 9 Period 10 7:30- 7:55- 8:20- 8:45- 9:10- 9:35- 10:30- 11:00- 11:30- 12:00- 7:55 8:20 8:45 9:10 9:35 10:00 11:00 11:30 12:00 12:30 Magic Moments in SBAfL 2013 - 38 - Every moment matters! Diagram for SBAfL Bootcamp Projector Screen Graffiti Wall Presenters’ Table Parking Lot Clothes line. Magic Moments in SBAfL 2013 - 39 - Every moment matters! Insert name of school and date of Bootcamp on slide. Place school logo in centre. Magic Moments in SBAfL 2013 - 40 - Every moment matters! Presenter – • Explain the acronym – SBAfL is part of SPN21 – changes to our schools, classrooms and ways of learning in Brunei Darussalam For example: SBAfL (30%) + SPE (70%) = SPA (100%) in 2012 (at time of publication) Magic Moments in SBAfL 2013 - 41 - Every moment matters! Presenter • SBAfL helps you understand what your “grades” mean. You are not just 33/100 or 69/100, but a person with a name. (do activity asking students to shout out their names at the count of 3) • SBAfL helps you to learn about your strengths and targets in each subject. You will start to understand why you got a “C”, and what you need to do differently to get a “B” next time around. Knowing these two things will help you to be the best that you can be! Magic Moments in SBAfL 2013 - 42 - Every moment matters! Presenter – Model chant by group of teachers, then students join in. This can be seen in action on the DVD. Teachers can also teach the chant to their classes before the Bootcamp day. This allows them to become familiar with the term SBAfL and gives them an idea of the purpose behind the methodology. Magic Moments in SBAfL 2013 - 43 - Every moment matters! Presenter – • Today’s program is very fun, but very busy – we will need to get your attention throughout the program (Model the signals you will use to get attention of the group as you move from task to task, practise as a group) • An important part of SBAfL is giving information to the teachers about how you are learning, what you enjoy and what questions you still have. Today we will use a parking lot board and a graffiti wall to help you give this information to us in an easy and comfortable way (Have examples of graffiti wall/parking lot comments and model putting them onto the appropriate boards) Magic Moments in SBAfL 2013 - 44 - Every moment matters! Presenter (Use slide info, give examples of each point, trying to use each of the core subjects) 1 - In Science, your teacher might ask you to use a checklist to check the quality of your experiment reports 2- In Bahasa Melayu, your teacher might ask you to work in groups and present what you know about different types of poems 3 and 4- In English, you will complete projects and Assessment Tasks to show the teacher how your skills are developing 5 – In all of your subjects you will need to think about how you learn best and how you can apply strategies to learn better each day Magic Moments in SBAfL 2013 - 45 - Every moment matters! Presenter (Use slide info and elicit suggestions from students where appropriate) One quick and easy way to give this information to our teachers is to use our thumbs – do you have thumbs? What does this mean? (Model and give examples for thumbs up/down/sideways) (Ask a series of questions to focus listening and practise thumbs up/down – choose a few) Did you have breakfast today? Is it sunny outside? Are you having fun yet? Do you like Justin Bieber? Did you have a shower this morning? Did you pray this morning? Did you have a good sleep last night? Thumbs up/down is one simple way that your teacher will check your understanding during lessons and activities this year. It is one example of feedback. Am I wearing a beautiful baju / colourful tie? Magic Moments in SBAfL 2013 - 46 - Every moment matters! Presenter – What is feedback? Feedback is information that helps you and your teachers know how well you understand the lessons or tasks in each subject. We can use this feedback to make changes so that we can learn more and improve our grades. (Hand out traffic light cards) We can use these cards to check our understanding of important lessons. Please bring these cards with you to school every day, as your teachers will often use them to get your feedback. Let’s practise using traffic light cards together as a group. How well do you know our school? Listen to each sentence about our school and use your traffic light cards to answer – red means false; yellow means I’m not sure; green means true! (Give a series of sentences about the school’s staff, rules, programs, facilities, etc.) Examples – Cikgu Jean teaches Bahasa Melayu. (False!) They sell healthy food in the canteen. (True!) You are allowed to wear purple and green trainers to school. (False!) All of the teachers are beautiful, kind and funny. (True ) Magic Moments in SBAfL 2013 - 47 - Every moment matters! Presenter – Now let’s practise in our small groups. (Read instructions from slide) This is another great way of using traffic light cards to improve your skills. We can see right away where we need to improve. DVD – Show ‘Traffic Light Boy’ animation. Magic Moments in SBAfL 2013 - 48 - Every moment matters! Presenter Sometimes when we get a grade, we don’t really understand why the teacher gave us that grade. Sometimes when we get an assignment or a task from the teacher, we aren’t really sure what to do. In SBAfL, your teachers will always give you the assessment criteria. (Use slide definition) If we know what the teacher is going to look for, we must remember to do those things or include them in our work. The assessment criteria will also help you to understand what is important in your learning and how you will know if you have been successful in completing a task. Assessment criteria take the mystery out of your school work and help you to have a clearer picture about what you must do to be successful. Magic Moments in SBAfL 2013 - 49 - Every moment matters! Presenter (Insert the name of your school in the two places on the slide. XXXXXXXX) So, on to today’s challenge. Are you ready to begin? Let’s see your answer using your traffic light cards. (outline task using slide) Here are the assessment criteria for today’s task. (outline assessment criteria using slide) Magic Moments in SBAfL 2013 - 50 - Every moment matters! Presenter Assessment criteria tell us what we need to do, but sometimes we also need to think about the quality of our work as well. Rubrics help us to see how well we have met the assessment criteria (Perfect? Getting there? Not at all?). This gives you even more detailed information about your work in a number of different areas. Confused? No worries – let’s let our friend Ruby Rubric explain it to us. (DVD - Show Ruby Rubric Animation) Magic Moments in SBAfL 2013 - 51 - Every moment matters! Presenter (Use role play script – A Role play script – Designing a T Shirt in Bootcamp Teacher Materials for ideas. You can use the following slides (14 to 27) to support what is being said in the role play. Model, plan and role-play – Names of teachers 1..............................2..........................3..............................4..............................) (Set groups to work doing plans – circulate to guide and support, ensure students are doing a plan, not a final product) Magic Moments in SBAfL 2013 - 52 - Every moment matters! See Role Play Script Magic Moments in SBAfL 2013 - 53 - Every moment matters! See Role Play Script Magic Moments in SBAfL 2013 - 54 - Every moment matters! See Role Play Script Magic Moments in SBAfL 2013 - 55 - Every moment matters! See Role Play Script Magic Moments in SBAfL 2013 - 56 - Every moment matters! See Role Play Script Magic Moments in SBAfL 2013 - 57 - Every moment matters! See Role Play Script Magic Moments in SBAfL 2013 - 58 - Every moment matters! See Role Play Script Magic Moments in SBAfL 2013 - 59 - Every moment matters! See Role Play Script Magic Moments in SBAfL 2013 - 60 - Every moment matters! See Role Play Script Magic Moments in SBAfL 2013 - 61 - Every moment matters! See Role Play Script Magic Moments in SBAfL 2013 - 62 - Every moment matters! See Role Play Script Magic Moments in SBAfL 2013 - 63 - Every moment matters! See Role Play Script Magic Moments in SBAfL 2013 - 64 - Every moment matters! See Role Play Script Magic Moments in SBAfL 2013 - 65 - Every moment matters! See Role Play Script Magic Moments in SBAfL 2013 - 66 - Every moment matters! (Do spot check using traffic light cards.) Have you included the school name and year? Have you spelled it correctly? Is your design colourful? Is it neatly drawn and well organised? Does it tell people about the interests, dreams or goals of your group members? Is your writing neat? Magic Moments in SBAfL 2013 - 67 - Every moment matters! Presenter Now that you have finished your design, it’s time to take the next step in SBAfL bootcamp learning – peer feedback! Remember that feedback is information which helps us to know the strengths in our work and the things we need to improve. We can get feedback from many different people and some of the best feedback comes from your classmates or your peers. Sometimes we can learn even better from our peers, so take time to give and receive feedback with an open mind and a kind heart. (Outline task and distribute peer feedback forms as needed) Magic Moments in SBAfL 2013 - 68 - Every moment matters! Presenter (Add names of teachers doing role play or show the role play on the DVD and delete XXXX) Magic Moments in SBAfL 2013 - 69 - Every moment matters! Presenter Fantastic feedback! I was so pleased to see you all giving and receiving feedback in such a positive way. Now you are ready to begin your final t-shirts. Make changes and additions to your t-shirts based on the feedback from your peers. Note: You may decide to have the t shirt shape already cut out to save time in this activity. Magic Moments in SBAfL 2013 - 70 - Every moment matters! Presenter • Encourage students to consult the rubric to make final checks on their t-shirt designs • How well have they met each assessment criteria? • Instruct students to attach plan and rubric to the bottom of the t-shirts. • They should then hang their work on the laundry line for judging. Magic Moments in SBAfL 2013 - 71 - Every moment matters! Presenter (use slide info) Magic Moments in SBAfL 2013 - 72 - Every moment matters! Presenter (Use slide info, return to SBAfL chant if desired) Magic Moments in SBAfL 2013 - 73 - Every moment matters! Presenter (Use slide info) Some different ways of doing self assessment – completing a checklist or even just marking your work with emoticons or traffic light colours to show how well you think you have done in the task or in understanding the lesson. Magic Moments in SBAfL 2013 - 74 - Every moment matters! Presenter You are going to receive a learning journal today. This learning journal is a place where you can do selfassessment activities. You can use the learning journal on your own and your teachers will often ask you to use it during or at the end of lessons. Like your traffic light cards, you should bring your learning journal with you to school each day. (Read through some of the sample activities found on the first page of the learning journal) Magic Moments in SBAfL 2013 - 75 - Every moment matters! Presenter Instruct students to read through the instructions for today’s self-assessment activity. They are in both English and Bahasa Melayu – students are welcome to record their self-assessments in either language. (Students are likely to need a great deal of support for this – ensure facilitators are actively assisting students and providing support) Magic Moments in SBAfL 2013 - 76 - Every moment matters! Presenter When you have finished your self-assessment, please put your learning journal into the basket for your class. Your learning journals will give us important feedback on the program today and will help us to make it better for the next group of students. We also invite you to add your comments or remaining questions using the post-its. (give examples of comments and questions that students could add) Remember – questions go in the parking lot, comments on the graffiti wall. (This feedback will also give us important information about what you have learned and what you are still unsure about.) Magic Moments in SBAfL 2013 - 77 - Every moment matters! Presenter (Carry out prize presentations based on rubric scores – highlight the qualities in each work which set them apart and won them the prizes) Magic Moments in SBAfL 2013 - 78 - Every moment matters! Presenter – (Use slide info) (Insert school logo in top left corner) (Present tokens to special guests or adapt as needed) Magic Moments in SBAfL 2013 - 79 - Every moment matters! A Role Play - Designing a t-shirt The slide numbers link to the Bootcamp PowerPoint. Sri: So, what do we need to put on our t-shirt? Nazmi: Let’s look at the assessment criteria. Ok, there needs to be a lot of colour… [Slide 14] Lucy: And we need to make sure we write the name of our school and Year 7. Zoe: Oh! And we need to include our interests, dreams and goals. Nazmi: Well, I love tennis! I want to be the next Rafael Nadal… And I want to 1. Read the assessment criteria carefully be a pilot! Sri: I want to be a teacher and I love netball. Lucy: I love going to new places… I’m going to travel around the world when I finish school. Zoe: Well, I love singing. I’m going to be a famous singer. Sri: OK. Where should we start? Where should we write the school name? Nazmi: I think we should write it vertically on the back of the t-shirt. Sri, Zoe, Lucy: Great idea! Zoe: Sri, you’ve got neat writing… how about you write it on? [Slide 15] Lucy: Hang on, the assessment criteria say that we have to write ‘SM PAP 2. Write the name of your school on your shirt. Rashidah… should we change it? Sri: What about if we do it like this? [Slide 16] Nazmi: I like it! Zoe: What next? Nazmi: Year 7. Where should we write that? Sri: On the sleeves... on both sides. [Slide 17] Lucy: How will we show our dreams, interests and goals? Should we write a sentence? Or should we draw a picture? Nazmi: Let’s draw a picture. It will be more colourful and interesting and we need to use lots of colours. Draw a tennis racquet for me! 3. You also have to show your dreams, interests and goals. Sri: How about I draw it like this? And I’ll write Nazmi’s name like this. [Slide 18] Zoe & Lucy: That looks great! Lucy: What should we draw for Sri? Sri: I’ll draw a bib because I love netball. [Slide 19] Magic Moments in SBAfL 2013 - 80 - Every moment matters! Zoe: How about we draw a microphone for me because I like singing? Put it next to your bib. Sri: And add some musical notes! Nazmi: That looks fantastic! [Slide 20] Lucy: Now for me… I like travelling so what should we draw for me? Sri: How about a suitcase? And a ticket? Zoe: Yeah! Good idea! [Slide 21] 4. Add notes about colour and design. Nazmi: And now we need to decorate our t-shirt. Lucy: Don’t forget we need lots of colours. Zoe: Should we have stripes? Sri: We could do it like this? Nazmi: That looks cool! Now we’ve got stripes, what else should we add? [Slide 22] Lucy: Maybe we could have that sleeve as a different colour… Sri: Ooops! That should be on the other side! I’ll just scribble it out. [Slide 23] Zoe: Ok, now let’s add colour. What colour should the front be? Sri: Pink? 5. Your plan just has to be a rough drawing. Nazmi: No way! Not pink!!! How about purple? Zoe: Sri! It doesn’t have to be perfect! It’s just a plan… [Slide 24] Sri: Oh! OK. I’ll just colour it roughly so we can see what colour we are going to use. [Slide 25] Zoe: What about the back? What colour should that be? Lucy: I think we should have lots of different shapes and colours. But it should be light colours so we can read the writing. [Slide 26] Nazmi: What colour should we do the writing? It needs to be neat. How about black? It will be nice and clear… 6. Don’t colour it in completely. Save that for the good copy. Zoe: What about the sleeves and stripes? Sri: How about green? That’s the school’s colour. Lucy: Good idea! How about we make the stripes yellow and red? [Slide 27] Nazmi: Good work, team! I like it! Teacher’s Tip! This role play can be prepared by teachers to present at the Bootcamp, or used in class to show students how they should go about team planning. It can help with the language needed to negotiate and share ideas. Magic Moments in SBAfL 2013 - 81 - Every moment matters! SBAfL Bootcamp Challenge Design a t-shirt to represent Your t-shirt should: - ........................................................ Year 7 Class - Be colourful. Be neatly drawn and well organised. Have the words “S M ...............................................” and “Year 7” somewhere on the t-shirt. Tell people about the interests, dreams or goals of all your group members. Step 1 – Fill in the planning sheet with your group members. Pay attention to the assessment criteria! Assessment criteria tells you what your teacher wants you to do and how your work will be marked. This helps you to improve your work, learn more and get better marks! Step 2 – Pair up with another group and give suggestions on how to improve your designs. Step 3 – Make changes and additions – try to make your t-shirt better! Step 4 – Design your final t-shirt on manila card. Step 5 – Attach plan and rubric to the bottom of your t-shirt. Step 6 – Hang your t-shirt on the laundry line for judging. Well done! Magic Moments in SBAfL 2013 - 82 - Every moment matters! Planning Your T-Shirt Design Front Magic Moments in SBAfL 2013 Back - 83 - Every moment matters! Rubrics tell you how successful you have been in meeting the assessment criteria. Rubrics also tell you what you need to do to improve your work next time. This rubric will be used to judge your group’s t-shirt design. Assessment Criteria 5 4 3 2 1 1 – Colour In your design you... ...used a great variety of different colours ...used a variety of colours ...used some colours. ...used a few colours. ...didn’t use many colours. 2 – Neatness and Organisation Your design was... ...very neatly drawn and extremely well-organised in all parts. ...neatly drawn and wellorganised in all parts. ...neatly drawn and wellorganised in most parts. ... well-organised in some parts. ... well-organised in a few parts. 3 – Words The words on your design were... ...complete, spelt correctly and easy to read. ...complete with only one small error. ...complete with a few small errors. ...nearly complete with a few errors. ...not complete, with many errors. . ...tell people a lot about your group members very clearly and creatively. ...tell people about your group members clearly and creatively. ...tell people some things about your group members. ...tell people a few things about your group members. ...tell people very little about your group members. 4 – Content The designs on your t-shirt... Teacher feedback will tell you what you did well (Stars) and what you need to improve next time (Targets). This feedback is just as important as your mark, so make sure you understand your teacher’s feedback! Stars: Magic Moments in SBAfL 2013 Targets: - 84 - Every moment matters! My Peer is... My peer is my partner or classmate or friend, Who’ll help me ensure I do well in the end. They’ll tell me the things I can do to improve, The ideas and words I should change, fix or move. Sometimes with a happy face, Sometimes with a star, With my Peer’s Feedback I can go far! Magic Moments in SBAfL 2013 - 85 - Every moment matters! Peer feedback helps us to see what is great about our work, and what we can make better. When we talk to our classmates about our work, we can all improve, learn more and earn better marks! Look closely at your classmates’ t-shirt design. Colour one sentence for each assessment criteria. Practise saying these sentences out loud. You can add examples or other ideas if you wish. In 10 minutes you will sit with your friends and talk to each other about your designs. Assessment Criteria - Your t-shirt should... 1 - be Your t-shirt design has many beautiful colours and we really like the colours you chose. colourful. Your t-shirt design has some nice colours. We think you should add a bit more colour to make it better. You have only used 1 colour. We think you should add a lot more colour to your design. 2 - be neatly drawn and well organised. Your design is very neatly drawn and well organised. This makes the t-shirt look really attractive! Your design is organised. It could be neater. We think you should fix some of the pictures. It is hard to understand your drawings because they are messy. We think you should try again. 3 - have the name of your school on it. All of the words are complete, correctly spelt and in easy to read letters. Super job! The words are complete. We can see a few spelling mistakes. We think you should fix the mistakes to make it better. It is really hard to read your words. Look at the task sheet to spell them correctly or rewrite them neatly. 4 - tell people about the interests, dreams and goals of your group. The pictures and words you used tell us so much about your group members. Bravo! You have told us some things about your group members. We think you should add a few more ideas about your group’s interests and goals. Your design doesn’t tell us very much about your group. We think you should add pictures and words about your group’s interests and goals to make it better. Magic Moments in SBAfL 2013 - 86 - Every moment matters! Assessment criteria tells you what your teacher wants you to do and how your work will be marked. This helps you to improve your work, learn more and get better marks! Rubrics tell you how successful you have been in meeting the assessment criteria. Rubrics also tell you what you need to do to improve your work next time. They often use numbers or levels to show you how successful you have been. Peer feedback helps us to see what is great about our work, and what we can make better. When we talk to our friends about our work, we can all improve, learn more and earn better marks! There are many different ways to give peer feedback. Teacher feedback tells you what you did well (Stars) and what you need to improve next time (Targets). This feedback is just as important as your mark, so make sure you understand your teacher’s feedback! Self assessment asks you to think about what you have done well and how you can improve next time. When you self-assess, you think about what you learned and also, how you learned. There are many different ways to do self-assessment. Traffic Light Cards can be used in many different ways. They help the teacher check your understanding of a lesson. They can also be used to give feedback to your friends. Just remember... Red = No / False / I don’t understand / I disagree Yellow = Maybe / No Information / I understand a bit / I don’t know Green = Yes / True / I understand / I agree Magic Moments in SBAfL 2013 - 87 - Every moment matters! A Learning Journal… What’s that? A learning journal is a place to think and write about your learning at school. Your teachers will ask you to use it during their lessons, but you can also use it on your own to be an active learner. There are no rules – just get thinking and writing! A Learning Journal… What’s that? A learning journal is a place to think and write about your learning at school. Your teachers will ask you to use it during their lessons, but you can also use it on your own to be an active learner. There are no rules – just get thinking and writing! Before lessons: During lessons: After lessons: Before lessons: During lessons: After lessons: Write 3 things you already know about the topic. Draw a picture to show what you know about a topic. Brainstorm a word list for the topic. Write 2 questions you want answered during the lesson. Record questions you want to ask the teacher. Use it for peer feedback activities. Use it for self-assessment activities. Write a one sentence summary of the day’s lesson. Record confusing points you need more help with. Create mind maps to help you revise the lesson. Write about ‘how’ you learned during a lesson – what helped you to learn? What was confusing? How can the teacher change the lessons to help you learn? Write 3 things you already know about the topic. Draw a picture to show what you know about a topic. Brainstorm a word list for the topic. Write 2 questions you want answered during the lesson. Record questions you want to ask the teacher. Use it for peer feedback activities. Use it for self-assessment activities. Write a one sentence summary of the day’s lesson. Record confusing points you need more help with. Create mind maps to help you revise the lesson. Write about ‘how’ you learned during a lesson – what helped you to learn? What was confusing? How can the teacher change the lessons to help you learn? ‘Learning Journal’… Definisi? ‘Learning Journal’… Definisi? ‘Learning journal’ atau jurnal pembelajaran merupakan sesuatu yang akan menolong awda untuk berfikir dan menulis tentang cara awda belajar di sekolah. Guru-guru awda akan menggunakannya dalam pengajaran mereka dan awda sendiri boleh menggunakannya untuk menjadi seorang pelajar yang aktif. Tiada apa-apa peraturan – cuma fikir dan tuliskan sahaja! ‘Learning journal’ atau jurnal pembelajaran merupakan sesuatu yang akan menolong awda untuk berfikir dan menulis tentang cara awda belajar di sekolah. Guru-guru awda akan menggunakannya dalam pengajaran mereka dan awda sendiri boleh menggunakannya untuk menjadi seorang pelajar yang aktif. Tiada apa-apa peraturan – cuma fikir dan tuliskan sahaja! Sebelum belajar: Tulis 3 perkara yang awda sudah tahu tentang topik yang akan diajar. Lukis gambar untuk menunjukkan apa yang awda tahu tentang topik itu. Fikirkan senarai perkataan untuk topik itu. Tulis 2 soalan untuk dijawab dalam pembelajaran itu nanti. Semasa belajar: Sesudah belajar: Catat soalan-soalan yang awda mahu tanya kan kepada guru. Gunakannya untuk aktiviti maklum balas rakan sebaya. Gunakannya untuk aktiviti penilaian kendiri. Dalam satu ayat ringkaskan pelajaran pada hari itu. Catat perkara yang mengelirukan awda dan memerlukan bantuan guru. Buat peta minda untuk menolong awda mengulangkaji pelajaran itu. Tulis tentang cara awda belajar semasa pembelajaran – apa yang membantu awda belajar? Apa yang awda kurang faham? Apa yang boleh dibuat oleh guru dalam pelajaran itu untuk membantu awda belajar? Magic Moments in SBAfL 2013 Sebelum belajar: Tulis 3 perkara yang awda sudah tahu tentang topik yang akan diajar. Lukis gambar untuk menunjukkan apa yang awda tahu tentang topik itu. Fikirkan senarai perkataan untuk topik itu. Tulis 2 soalan untuk dijawab dalam pembelajaran itu nanti. - 88 - Semasa belajar: Sesudah belajar: Catat soalan-soalan yang awda mahu tanya kan kepada guru. Gunakannya untuk aktiviti maklum balas rakan sebaya. Gunakannya untuk aktiviti penilaian kendiri. Dalam satu ayat ringkaskan pelajaran pada hari itu. Catat perkara yang mengelirukan awda dan memerlukan bantuan guru. Buat peta minda untuk menolong awda mengulangkaji pelajaran itu. Tulis tentang cara awda belajar semasa pembelajaran – apa yang membantu awda belajar? Apa yang awda kurang faham? Apa yang boleh dibuat oleh guru dalam pelajaran itu untuk membantu awda belajar? Every moment matters! Self-Assessment Activity Finish each sentence about today’s Bootcamp by colouring in one or more of the choices. If there’s something else you want to say, write that down too! 1. Today I learned … How to use traffic light cards How to follow success criteria to do my best work How to use peer feedback to improve my work How to peer assess my friend’s work What rubrics, self and peer assessment are Rubrics, self and peer assessment The best ways to work with my friends in a group How to self-assess my work How to peer-assess my friend’s work Used the traffic light cards Worked in a group to design our t-shirt Gave our friends feedback on their design Improved our design based on feedback 2. I still want to learn more about… Planning and drafting my work 3. I liked it when we… Sang the SBAfL chant 4. I didn’t really like it when we… (Tell us what you think. You can write in English or Malay.) -shirt Kegiatan Penilaian Kendiri Warnakan sekurang-kurangnya satu pilihan untuk melengkapi setiap ayat mengenai aktiviti hari ini. Sila tuliskan komen lain jika ada. 1. Hari ini saya belajar ... Cara menggunakan kad lampu isyarat Cara mengikuti sukses kriteria supaya menghasilkan kerja terbaik Cara menggunakan maklumbalas dari kawan saya untuk memperbaiki kerja saya Cara menilai kerja kawan saya Maksud rubrik, penilaian kendiri dan penilaian rakan sebaya Cara menilai kerja saya sendiri Cara menilai kerja kawan saya 2. Saya ingin belajar lebih lagi tentang… Bagaimana merancang dan merangka kerja saya Rubrik, penilaian kendiri dan penilaian rakan sebaya Cara yang paling baik untuk bekerjasama dengan rakan-rakan dalam kumpulan saya 3. Saya suka kalau apabila kami… Menyanyi ‘SBAfL chant’ Menggunakan kad lampu isyarat Bekerja dalam kumpulan untuk membuat reka bentuk baju kami Memberikan maklum balas kepada kawan kami tentang reka bentuk baju mereka Memperbaiki reka bentuk kami berdasarkan maklum balas 4. Saya tidak suka apabila / kami… Tulis pendapat awda samada dalam Bahasa Inggeris atau Bahasa Melayu. Magic Moments in SBAfL 2013 - 89 - Every moment matters!