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the difference between success criteria and learning objectives

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the difference between success criteria and learning objectives

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Audio recordings to access student's learning

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Audio recordings to access student's learning

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I would like to try the audio recording function to check on students' understanding of a particular lesson.

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1. Harness the tools of SLS to allow students to provide understanding of their learning.
2. Teachers are then able to use this information to improve on the lessons. Students are able to demonstrate learning by providing peer feedback.

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New and better ideas on how to conduct formative assessments using technology.

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Teachers can use technology to let students express themselves in different modalities, to visualise data and to provide individualised feedback.
(Thank you Amelia and Brandon!)

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Making the linkage of Success Criteria to AfL with Tech.
Thank you for sharing !

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Using SLS functions/ features to capture students' writing ideas (sentence expansion, writing descriptively (e.g. show, not tell) instead of them working on a printed sheet.

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Incorporating video resources in the lesson is helpful for students as they can learn at their own pace.
It also allows them to revisit the parts that they are unsure about through the playback function.
This also frees the teacher to provide support to weaker students.

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The existing assessment tools in SLS are more than sufficient to allow the teachers to have a sense of the student learning, so as to make an informed decision on the lessons moving forward. Teachers have to develop the skill to decide which tool is best suited for the tasks, according to the student progress.

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Composition Writing
1) Using of the drawing tool to illustrate the various events of a story - Brainstorming of theme of story

2) Using of fill-in-the blanks function to get students to change simple verbs to vivid descriptions

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I might try leveraging on the Drawing function on SLS to engage students in different modalities. The idea of getting students to draw what they "see" from reading a descriptive and a boring paragraph is interesting. It's also something that students can do regardless of how confident they feel about their writing abilities.

The use of Google Docs to compose an improved paragraph is also interesting. With the non-tech paper and pen method, there can only be one student writing at the same time. However, working online means that every student can participate at the same time.

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Using a variety of tools to help make students' thinking visible and to help them make sense of the learning process at the sane time. This is as opposed to using the ITT to get students to post a 'final' answer at the end of the lesson.

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AfL- Using the ITT tool and multimodal responses as a possible tool for post lesson AfL. PE teacher can quickly review what they understand and address it the following lesson. They may also view their peers videos/ responses and provide their feedback.

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Provide opportunities for students to demonstrate their learning and verbalise their thinking process

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Ensuring that there are AFL before, during and after the lessons using technology. ITT together with thinking routines is a good way to scaffold and know students' understanding of a concept. In this way, the teacher can give individual feedback to address any misconception.

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Harnessing Technology to Monitor student's learning during the lesson.

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Harnessing Technology to Monitor student's learning during the lesson.

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Use the MTV Routine, See-Think-Wonder, to access student's learning during the lesson. For example, teacher can show a video of the harmful effects of heat during a heatwave and then get pupils to respond by using the MTV routine See-Think-Wonder. Pupils will respond on NearPod's Collaborative Tool what they see in the video. Then, they can respond to what they think is the source of heat in the video and lastly respond to what they wonder people can do to help keep the people cool during the hot sweltering weather.

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1. Recording of students' explanation is helpful as it helps both teachers and students identify misconceptions.

2. Quizzes on SLS helps reinforce what was taught. This ensures that the learning is continuous in and out of the classroom, strengthening conceptual understanding.

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Success Criteria & AfL are important processes for both students & teachers to understand their learning progress.
Success Criteria - Know where the GOAL is
AfL - If I have scored the GOAL.

Thus AfL @ important junctures of the lesson phrases are important checkpoints for teachers to make the judgement call to move forward or revisit concept.

Finally the choice of Tech Tools would be down to which tool supports making Students' Learning Visible (e.g. MCQ for basic questions, Free Response for higher order questions & Videos to show acquisition and connection of knowledge)

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Handsigns, Zone, etc

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Peer-assessment, self-assessment, quizzes, exit ticket, quick pools

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FA cards

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Mini whiteboard, quiz, exit ticket, smiley face or hand signals

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Mini whiteboard, quiz, exit ticket, smiley face or hand signals

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Exit tickets
Mini whiteboard
Fast kit

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Using small whiteboard and exit ticket

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Handsigns & flashcards

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Tech
Flipgrid
SLS - Interactive Thinking Tool
JamBoard

Non-Tech:
Mini-whiteboard
Thumbs up / down

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Thumbs up or down.
MCQ- Using fingers show me 1, 2, 3.

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Exit tickets at the end of the lesson

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exit ticket at the end of the lesson

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Mini whiteboard
Exit ticket
Textbook practices

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Use of mini whiteboards, exit cards