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school based teacher development II (SBTD II) for teachers of Science

school based teacher development II (SBTD II) for teachers of Science. support session 2 m odules 3 and 4 a ssessment for quality learning issues specific to teaching and learning in S cience. Welcome. Objectives of the session.

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school based teacher development II (SBTD II) for teachers of Science

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  1. school based teacher development II (SBTD II) for teachers of Science support session 2 modules 3 and 4 assessment for quality learning issues specific to teaching and learning in Science

  2. Welcome

  3. Objectives of the session • Developing knowledge and understanding of the various techniques that can be used to assess students’ progress on daily basis to plan the next steps in learning; • developing skills in using assessment techniques in the classroom; • developing skills in using different techniques and practices in relation to science; • sharing experiences on understanding the Activities in Modules 3 and 4.

  4. part 1: assessment for quality learning • Brainstorm: Call out any thoughts or words that come to your mind when you say the word “assessment”.

  5. part 1: assessment for quality learning Group work: • Discuss how you could link some of the words and phrases together to help someone who did not know much about assessment and its place in the teaching and learning cycle. • Write your suggestions on the flipchart sheet.

  6. part 1: assessment for quality learning Group work: • Discuss the Activity on your current assessment practices: Activity 19 in Module 3. • Share practices and new practices you use in your class when doing this Activity. • Discuss how these practices help you understand what your students know. • Discuss what other skills you would like to develop?

  7. part 1: assessment for quality learning Feedback Watch the video and think about what feedback the teacher is giving in the exchange about counting birds’ wings. Discussion: Do you think the feedback was useful to the students? Share your thoughts about what the teacher was doing.

  8. part 1: assessment for quality learning Self-assessment and peer assessment • Discussion: • What assessment practices did the teacher in the video use? • What are the benefits of these practices? • What challenges may result from using such practices? • How can these practices help in supporting students learning?

  9. part 1: assessment for quality learning Setting clear outcomes and sharing them with students Discussion: • Read Activity 27. • Think about the impact of telling the students what they are going to learn on their participation in the lesson and on the achievement of the outcomes.

  10. part 1: assessment for quality learning Impact of good feedback and good learning outcomes • Watch the video and list strategies for assessing and giving feedback. • How do you use the information you collect in planning more focused lessons in order to meet students learning needs?

  11. part 1: assessment for quality learning Assessment for learning – Definition: “Assessment for learning involves assessing, through using various interactive strategies, where students are at the end of an activity or lesson so that feedback from both teacher and student is used to decide what to do next to improve and extend student’s learning.”

  12. part 2: issues related to science teaching and learning Discussion on Unit 13: • What challenges may students face in relation to understanding the “nature of science”? • How can you deal with different opinions regarding the “nature of science”? • What actions have you taken already or are you going to take to develop students’ competencies in science classrooms? • Do you focus on cross curricular themes in science classroom?

  13. part 2: issues related to maths teaching and learning Group work: discuss in groups: • Group 1: Refer to Units (14/15) and discuss the activities related to the purposes of practical work and making your own apparatus. • Group 2: Refer to Unit (14/15) and discuss the activities related to ways of organizing practical work. • Group 3: Refer to Unit (16) and discuss the activities related to cross curricular skills in science.

  14. part 2: issues related to science teaching and learning Questions to help you in your discussion: • What challenges may students face regarding (benefits of practical work/ways of organising practical work/cross-curricular skills/ making your own apparatus)? Each group will focus on one/two skills as assigned to them. • How can you deal with these challenges? • What actions have you already taken or are you going to take to develop your understanding and skills regarding benefits of practical work/ ways of organising practical work/ cross-curricular skills/ making your own apparatus)? Each group will focus on one/two skills as assigned to them. • Which practices that are mentioned in the Unit have you focused on or you are going to focus on in your lesson implementation?

  15. Support Session 2: conclusion • Discussion: What have you gained from the session?

  16. Thank you!

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