Teachers plan and assess for effective teaching.
During placement at Beaumaris Primary, I planned and organised all the materials and group activities for literacy learning centres. I found this to be an excellent opportunity to plan a series of interlinked activities that gave students choice and assessed their literal and inferential comprehension. I wanted to create activities that would allow students of different ability levels to think critically about what we had read and providing students with a choice of which task they approached first allowed students to deepen their comprehension reflecting PoLT 4 and 5.
During my planning I looked at how I could organise tasks that would assess student ability:
1.To predict - making informed guesses about the content and structure of what they have read,
2.To make connections - to self, text, and to the world
3.To visualise - creating mental images to assist with comprehension.
In reference to students assessment, I was able to determine their level of understanding across a variety of tasks, through taking anecdotal notes, one on one conversations and formal correction of student work.
Please find attached an example of learning centre activity and associated tasks.
*For more examples of assessment please see section on assessment.
During my planning I looked at how I could organise tasks that would assess student ability:
1.To predict - making informed guesses about the content and structure of what they have read,
2.To make connections - to self, text, and to the world
3.To visualise - creating mental images to assist with comprehension.
In reference to students assessment, I was able to determine their level of understanding across a variety of tasks, through taking anecdotal notes, one on one conversations and formal correction of student work.
Please find attached an example of learning centre activity and associated tasks.
*For more examples of assessment please see section on assessment.
| lesson__plan_the__kings_cake.docx |
| the_kings_cake_options.docx |
