DISEDIAKAN OLEH :
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
FA C E
PREFACE
PR E
MAPPA21 2
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
3 i
MAPPA21
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
T ER S
W R I
E L OF
PAN
MAPPA21 4
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
UNIT SISC+
PEJABAT PENDIDIKAN DAERAH KINTA UTARA,
SK SERI MUTIARA,
JALAN TUNKU ABDUL RAHMAN,
30010 IPOH
PERAK DARUL RIDZUAN
Modul Asas Pengajaran dan Pembelajaran Abad 21
(MAPPA21)
PANEL OF WRITERS
MAPPA21 5
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
TABLE OF CONTENT
PAGE
Preface 3
Panel of Writers 5
1 Proforma 11
2 Pretest 13
11 Evaluation 167
12 References 172
MAPPA21 6
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
MAPPA21 7
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
MAPPA21 8
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
MAPPA21 9
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
RM A
F O
PRO
Pro Forma
MAPPA21 10
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
A. OBJECTIVES
B. CONTENT
C. IMPLEMENTATION
1. Individual coaching by SISC+
2. Coaching in groups
D. EVALUATION
E. SUMMARY
Teachers will be able to carry out their tasks as facilitators during the Teaching and Learning
process, using the strategies and techniques suggested in this module
MAPPA21 11
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
UNIT SISC+
PEJABAT PENDIDIKAN DAERAH KINTA UTARA,
SK SERI MUTIARA,
JALAN TUNKU ABDUL RAHMAN,
30010 IPOH
PERAK DARUL RIDZUAN
PRETEST
MAPPA21 12
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
.
Fill in the Y chart below:
Kedengaran
seperti
Saya Saya
lihat rasa
MAPPA21 13
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
2. From your perspective, why there is a need to change the method of teaching and
learning? Do you agree with the change?
MAPPA21 14
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
PILLAR 1
MAPPA21 15
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
UNIT SISC+
PEJABAT PENDIDIKAN DAERAH
KINTA UTARA,
SK SERI MUTIARA,
JALAN TUNKU ABDUL RAHMAN,
30010 IPOH
PERAK DARUL RIDZUAN
MAPPA21 16
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
PILLAR 1 - LESSON PLANNING AND CONTENT DELIVERY
F. OBJECTIVES
G. CONTENT
H. IMPLEMENTATION
I. ASSESSMENT
1. Reflection/Action Plan
MAPPA21 17
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
1. LEARNING OBJECTIVES AND SUCCESS CRITERIA
If learners are to take more responsibility for their own learning, then they need to
know;
1. What they are going to learn;
2. Why they should learn it in the first place; and
3. How they will recognise when they have succeeded.
Identifying what the students need to learn and sharing the objectives with the students is
essential. How can students learn effectively if they dont know what it is they are learning
and how are they going to learn it?
In order for effective learning to take place in the classroom the teacher needs to have a
lesson plan. The lesson plan is the teachers road map of what students need to learn and how
it will be done effectively during the class time. Before you plan your lesson, you will first
need to identify the learning objectives. Then, you can design appropriate instructional
activities and develop strategies to obtain feedback on student learning.
Teachers plan in order to modify the curriculum to fit the unique characteristics of their
students and resources. To plan, teachers reflect on and integrate information about their
students, the subject matter to be taught, the curriculum they are following, their own
teaching experience, the resources available for instruction, the classroom environment, and
other factors. Their reflection and integration of these factors leads to an instructional lesson
plan.
MAPPA21 18
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Quick Practice 1: How does lesson planning help you in the classroom?
Write them in the space provided.
The key elements in planning a lesson are learning objectives, instructional activities,
learning outcomes, success criteria as well as starter activities and plenaries. Therefore, it is
important to ensure that all lesson plans include these elements to ensure a successful
learning experience. However, in this chapter of the module, we will be focussing only on
certain aspects of lesson planning.
MAPPA21 19
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Learning objectives help teachers focus on what they want their students to achieve during
the lesson and beyond. Teachers need to be aware of these objectives throughout the lesson
and support their students to meet them. If teachers fail to identify their objectives then the
instructional activities and assessment will be purposeless.
There are many ways to write learning objectives, but not all of them convey clearly what
students are to learn from instruction. Ensuring clarity requires being aware of what makes
the learning objective statement complete.
Quick Practice 2: Examine the examples of learning objectives in the table below.
Which of these learning objectives are good or poor examples?
Can you rewrite the poor examples? Discuss.
MAPPA21 20
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Show and discuss a lesson plan that you have used. Reflect on the learning
objectives and how the plan took various resources and conditions into
account as well as how closely the plan was actually followed when the
lesson was taught.
The diagram below shows the importance of having clear learning objectives.
MAPPA21 21
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Quick Practice 3: Do you agree that clear and specific lesson objectives are of utmost
importance to a successful lesson? How much consideration do you
give when planning your lesson objectives? What problems do you
encounter if any? How do you plan to overcome them?
By the end of the lesson you will be able to use negative verbs.
MAPPA21 22
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
*Remember the learning objective is a specific skill and not an activity.
*When writing the learning objective, use pupil friendly language so that
they can understand and share responsibility for what they are going to
learn.
Quick Practice 4: Write the learning objective based on the lesson today in the
space provided .
MAPPA21 23
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Quick Practice 5: What is the purpose of learning objectives?
Reflect and write them in the space provided. Discuss
Success Criteria (SC) tells a student when they have achieved success. They show the
learning and thinking strategies required for success.
MAPPA21 24
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Success criteria consist of a list of features that a teacher wants the children to include in their
work during the course of a lesson. It is a really good way of making children aware of what
is expected of them and can also encourage them to extend further during the course of the
lesson. Some teachers use the term 'WILF' ('What I'm Looking For') instead of success
criteria. When teachers take time to identify, share, and clarify the learning goals and success
criteria with their students, students begin to acquire the knowledge and skills they need to
direct their own learning.
Success criteria describe, in specific terms and in language meaningful to students, what
successful attainment of the learning goals looks like. Criteria help students understand what
to look for during the learning and what it looks like once they have learned. Quality success
criteria make the learning explicit and transparent for students and teachers alike. They
identify the significant aspects of student performance that are assessed and/or evaluated (i.e.,
the look-fors) in relation to curriculum expectations.
Quick Practice 6: List the success criteria based on the lesson today in the space
provided below.
MAPPA21 25
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Sharing Learning Objectives and Success Criteria
Learning objectives and success criteria are only useful to the students if they are shared.
You should:
By the end of
You will be successful if you can:
todays lesson you
-recognise the verb in a sentence
will be able to
-add the word not after the
form negative auxiliary verb in a sentence
verbs. -respond to questions using
negative verbs
Learning goals and success criteria are critical pieces of information students need to be
successful learners. Hattie and Timperley (2007) describe three questions that guide learning
for students:
Where am I going?
How am I going?
Where to next?
Identifying and sharing learning goals with students at or near the beginning of a period of
instruction is intended to provide an explicit answer to the first question, by clearly setting the
direction about what the students are expected to learn. Making the success criteria explicit
helps students to determine the answer to the second question, How am I going?, by
identifying look- fors that students can use to monitor their progress towards the goals. A
common and clear understanding of the learning objective and success criteria help to answer
the third question.
MAPPA21 26
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Quick Practice 7: Consider a lesson you are teaching today. What is the learning
objective? Write it below, (remember, it is a skill not an activity).
What are the success criteria? Write them below to show how the
students will know if they are successful.
Learning Objective
By the end of the lesson you will be able to.
Success Criteria
You will be successful if you can
Writing quality lesson objectives and success criteria are one of the most important
elements in planning a good lesson and any successful lesson will be driven by these
intentions. Ideally, if an observer asked students in your class, they would be able to explain
what they are trying to learn and why. Your questions and explanations will be focussed on
the learning intentions of the lesson and the activities you set will all help students to meet
the intentions. Practice and you are certain to make a difference.
MAPPA21 27
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Quick Practice 8: Why do you think success criteria are important in lesson planning?
Write them in the space provided.
MAPPA21 28
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Write your reflection in the space provided.
Reading
.
Writing
Language Arts
Grammar
MAPPA21 29
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
LEARNING
DISPLAYING LEARNING
OBJECTIVE: OBJECTIVES AND
SUCCESS CRITERIA
SUCCESS CRITERIA:
MAPPA21 30
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
MAPPA21 31
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Reflection:
Name: _______________________________
Date: _______________________________
My goal is to..
What I did.....
MAPPA21 32
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
LESSON STARTER ACTIVITIES
A strong start to a lesson ensures the ship will be steered in the right direction.
A starter activity is a short activity that comes at the beginning of the lesson to capture
students interest, right before the actual key activities begin.
When students enter into a classroom, they want to feel excitement toward their learning. As
a teacher, you have the power to engage and empower them in their learning.
Having a starter-activity before the actual lesson begins, not only sets the direction of the
lesson, it also establishes the learning context for students, and therefore the success for the
remainder of the lesson.
MAPPA21 33
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Starter Activities
Try these starter activities at the beginning of your lesson.
USES OF....
Resources: 1. Teacher shows (and allows students to handle) the item.
Item related to key study topic 2. Students list as many uses for the item as they can
imagine.
3. Ideas are shared with the class.
4. Discussion can follow.
RUNNING DICTATION...
Resources: 1. Teacher posts words/ definitions or phrases/
Cards explanations separately around the classroom.
Blu-tac 2. Students pairs are given one word/ phrase to start with.
3. Student A moves around the classroom to find the
matching definition/ explanation and returns to dictate to
student B who records the answer.
4. Students can take turns to be the runner/ writer until the
answer to all words/ phrases have been recorded.
YOU GOT THAT....
Resources: 1. Teacher places various stimulus materials around the
Stimulus topics related to the key room.
study topic 2. Students have 4 minutes to move around the room
Cards examining the stimulus materials and deciding on one
question they want answered by the end of the lesson.
3. Teacher collects the student cards. (These can be used
during the lesson and/or for the penalty).
PASS THE PARCEL...
Resources: 1. Teacher pre-wraps an item (with several layers) related
Item related to key study topic to the key study topic- inserting cards with related clues,
Wrapping paper questions, or key vocabulary between some wrapping
Cards layers.
Music/timer tool 2. Students pass the parcel until signalled to stop. The
student with the parcel responds to the card after they
unwrap the parcel and has the opportunity to guess what
the item inside might be. The parcel continues being passed
until a student guesses what its relevance is to the lesson.
3. Discussion can follow.
MAPPA21 34
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Quick Practice 10: Reflect on some of the starter activities you have used in your
classroom. Write them in the space provided.
MAPPA21 35
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Reflection
Name: _______________________________
Date: _______________________________
My goal is to...
To achieve this I
will...
What I did
(give details of your
actions)
What was
successful?
(give details and
examples)
What were the
challenges?
(give details and
examples)
Next, I am going
to
(create a new
personal action for
your next steps)
MAPPA21 36
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Plenary Activities
enables the teacher to assess the effectiveness of learning and further steps to take.
MAPPA21 37
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Plenary Activities
Try these plenary activities at the end of your lesson.
10 WORDS
Resources: 1. Teacher gives each pair/group of students 10
10 word cards (per pair/group) word cards related to the key study topic.
2. Students have 5 minutes to create a graphic
organiser demonstrating the link between the words.
3. Discussion can follow.
LIST-O-MANIA...
Resources: 1. Teacher displays image related to key study topic.
Image 2. Students have 3 minutes to list as many words of
phrases as they can, linked to the item.
3. Teacher asks some students for responses and
their explanation of the significance of that word to
the key study topic.
4. Discussion can follow.
FIND ME A PARTNER
Resources: 1. Students have half a statement (one the question
Matching cards and the other answer).
2. In silence students, mix together to find the match
to their card.
3. When they find their partner they form a pair and
discuss their card contents.
4. Discussion can follow.
MAPPA21 38
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Quick Practice 11: Reflect on some of the plenary activities you have used in your
classroom. Write them in the space provided.
MAPPA21 39
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Reflection
Name: ____________________________________
Date : ____________________________________
My goal is to...
What I did...
(give details of your
actions)
MAPPA21 40
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
PILLA R 2
41
MAPPA21
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
PILLAR 2 : CREATING A POSITIVE LEARNING ENVIRONMENT
Did you achieve the LEARNING OBJECTIVE: Teachers will be able to:
learning
You will be successful if you can:
-recognise the verb in a sentence
-add the word not after the auxiliary verb in a sentence
-respond to questions using negative verbs
SUCCESS CRITERIA: You will be successful if you can:
You will be successful
list affective attibutes which contribute towards the positive learning
Environment in the classroom.
Write your Show and discuss a lesson plan that you have used. Reflect on the
reflection in the learning objectives and how the plan took various resources and
Did you achieve the learning objectives?
How could you use the learning points here in your classroom?
MAPPA21 42
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
students will be more likely to benefit from the lesson, and thus more likely to be self-
motivated. This should be a primary goal for all teachers, since lack of motivation is
often the root of disciplinary issues.
Students will have a sense of rapport with their teachers and peers.
MAPPA21 43
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
MAPPA21 44
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
What is a positive classroom environment?
A number of factors contribute to a positive learning environment for your students. Three of
the most important ones are:
Core Ideals
Each teacher will have different standards and values in the classroom, but the only
universally important element is that these remain consistent so that students know what to
expect and what is expected of them.
It is important that your students know that theirs is an inclusive, respectful, community-
oriented environment. Work hard to learn students names. One trick is, with permission of
the students, use a digital camera to photograph students holding a piece of paper with their
name on it. Do this in groups of three or four students and then review them between classes
To build community and an inclusive atmosphere in the classroom, one idea is to involve
students in taking attendance, using photos of each student as a supplement to the boring old
HERE style of attendance-taking.
It is also important to remember that, more than anything else, students will emulate your
actions in the classroom. Therefore, it is very important to work well within your community
with your partner teachers as well as other members of the staff.
MAPPA21 45
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
MAPPA21 46
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Ambience
This is an extremely important and fun part of creating a positive learning environment.
Your classroom should be a dynamic and engaging place to be for your students. What would
you think if you walked into an elementary classroom with nothing on the walls? Weird.
MAPPA21 47
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Have fun, but keep your dcor related to both your particular students and to the topic being
taught. In an ESL classroom, keeping it related to the subject matter is pretty easy, since
almost anything in English counts, but keeping it related to your students requires that you
know a bit about them.
If you are afforded your own classroom, this is much easier than if you have to go from class
to class although its still possible. In your own classroom, reserve a portion of the wall for
each class that you teach. This allows them to feel that they belong in the classroom. You can
also use the walls to re-enforce your core ideals, such as community, by posting photos of
students, group photos and student work.
If you have to move from room to room, have a portable poster for each group you teach, and
this will establish a similar sense of belonging. Keep their past projects so that they know that
their work is valued.
Another aspect of ambience in the classroom is how it is physically set up. Again, this should
reflect your core ideals. Desks arranged in rows does not allow for a very communal
atmosphere, so you may want to come in just before your class and rearrange the desks in a
circle, groups or pairs. Dont forget to move them back when youre finished in the room!
MAPPA21 48
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
MAPPA21 49
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Expectations
If you establish your expectations for student behaviour early and keep them consistent, you
may be able to avoid many classroom management issues.
Laying down the ground rules early in your relationship with a class is quintessential to your
success as a teacher. Involve your students in this to be sure that they are aware of the rules
and the consequences. This is another great way to add to the ambience of your classroom
post the ground rules and always lean towards positive, rather than negative, re-enforcement
of them. Posting something on the wall when a student doesnt follow the rules will likely
affect the entire class in a negative way, but posting something for each student that did
adhere to the rules will do the opposite.
MAPPA21 50
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
MAPPA21 51
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Relativity
you will be a more successful teacher if you also allow yourself to learn from them as
well. This is particularly true when you are teaching ESL in a foreign country. Your
students can teach you multitudes about their culture.
Learning about your students will allow you to keep the material and classroom activities
relative to their interests.
To build on the success of your opening lesson and to create an open, rewarding, and
responsive classroom environment, you might consider using the following approaches:
Listen to what students say without comment. Use eye contact, non-verbal cues such
as a nod, and facial expression to indicate your interest.
Don't dismiss student comments with a vague phrase such as "uh-huh" or "okay."
MAPPA21 52
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
If you are not sure what a student is asking, ask some questions which will help you
clarify what the student is asking. Don't say, "I don't understand what you mean."
Never deter questions by saying, "Well that was really straightforward. I don't
suppose there are any questions, are there?" You can bet there won't be.
Be enthusisatic
Be calm
A classrooms climate doesnt just happenit's created! Regardless of your students past
experiences, there are things you can do to deliberately shape the climate of your classroom
into a positive learning environment. To create a positive climate for your classroom, focus
on the following three pieces of the classroom climate pie:
MAPPA21 53
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
1. Develop and reinforce classroom rules and norms that clearly support safe and
respectful behavior. Having classroom rules helps you create a predictable, safe learning
environment for your students. Rules give your students clear boundaries and opportunities to
practice self-regulation and make good choices. When students feel safe and respected both
emotionally and physically, they are able to focus better on learning.
2. Promote positive peer relationships. You want to create an environment where your
students support and are kind to one another. Some ways you can do this are:
Notice and reinforce casual positve interactions between students on a daily basis.
Pay attention to the social dynamics of your classroom. Do some students have
trouble making friends? Do some students have trouble getting along with others?
Who has a lot of friends? Who has few friends? Interviewing your students one-on-
one can help you identify students that have stronger or weaker social connections.
This can inform your seating arrangements, guide your grouping and pairing
decisions, and assist you in helping students form new networks of friends.
MAPPA21 54
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Have class meetings. Class meetings provide a safe environment in which students
can discuss with you and each other topics that are important to them. You and your
students can get to know each other better and build relationships through open
discussions on subjects like: Following Rules, How to Get Help, Including Others at
Recess, Solving Playground Problems, etc. This helps create a positive classroom
climate built on trust and respect.
You need to let your students know that you not only care about their progress in the
classroom, you also care about them as human beings. Some ways you can do this are:
Greet your students by name every time they walk in the door. This lets them know
that you notice and care that they are there.
Use warm, inclusive behaviors with your face, body and words each day. Smile! Ask,
How are you feeling? Look at your students. Notice and reinforce their positive
behaviors with encouraging words.
Ask your students personal questions that will help you get to know them and whats
happening in their lives outside of school. How was your soccer game last night?
Is your grandma feeling better?
Notice changes in students physical and emotional behaviors. Changes may indicate
a student is in need of additional emotional support. Provide or find support for that
student as needed.
Spend and keep track of individual time with each one of your students over a set
duration (such as each month).
The Wrap Up
Putting together a classroom with the above ideas in mind will create an environment where
your students will thrive. They will feel involved and responsible for their own learning as
well as being comfortable enough to actively participate in individual and group activities.
Your positive re-enforcement will allow them to build self-esteem and be more successful
students, which of course, makes you a successful teacher!
MAPPA21 55
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
PILLAR 3
MAPPA21 56
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
PILLAR 3: ASSESSMENT FOR LEARNING
A. OBJECTIVES
B. CONTENT
C. IMPLEMENTATION
B. EVALUATION
1. Self-assessment
2. Teacher survey
MAPPA21 57
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
IS IT SOMETHING NEW?
IS IT NECESSARY TO HAVE
FORMATIVE ASSESSMENT
DURING TEACHING AND
LEARNING PROCESS?
MAPPA21 58
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Explore the dierent strategies for drawing students aden^on to gaps through
whole-class feedback.
How could you use the learning points here in your lesson planning?
MAPPA21 59
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
What is Assessment For Learning (AFL)?
Assessment for learning is best described as a process by which assessment information is
used by teachers to adjust their teaching strategies, and by students to adjust their learning
strategies.
Assessment for learning or rather known as formative assessment gives a platform for the
teachers to review their teaching in order to improve student outcomes.
REVIEW OF
TEACHING
AND
LEARNING
LEARN BETTER
CLEAR GOALS THAN JUST
FOR
ACHIEVE
LEARNING
BETTER
ACTIVITY
MARKS
ASSESSMENT
FOR
LEARNING
ENCOURAGES
SELF AND (AFL) FORMAL AND
INFORMAL
PEER
ASSESSMENT
ASSESSMENTS
REFLECTS A EFFECTIVE
BELIEF THAT FEEDBACK-
ALL STUDENTS MOTIVATES
CAN IMPROVE LEARNERS
MAPPA21 60
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Consider filling in the K-W-L Chart below about Assessment for Learning
K-W-L CHART
What I know? What I want to know? What I learned?
MAPPA21 61
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
A. On-going Assessment
Strategic questioning
MAPPA21 62
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
1. Closed questions can be useful, however are not great at facilitating the use of
abstract thinking skills, encouraging talking or eliciting much understanding. Open questions
are more likely to do this and thus improve learning.
e.g.
Did you go out last night? (closed)
What did you do after school yesterday? (open)
For peer assessment, ask students to give two stars and a wish.
Two stars = 2 things that are good about the piece of work
A wish = something they can improve to make it even better
MAPPA21 63
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Students self-assess using traffic light cards. The teacher could then record these
visually, for example, in their progress chart.
Peers assess presentations with traffic lights. To assess peers work, students can
use the green card to indicate where the success criteria have been achieved, or
yellow/amber card where improvement is needed and the red card to indicate
the entire piece of work need to be corrected.
MAPPA21 64
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Students comment on what was done well in relation to the success criteria, and also on what
could be done better. This strategy may be better used after the students have become adept
at using Two Stars and A Wish.
+ - WHATS NEXT
The Yellow Hat, for instance, encourages students to think of the good points and to ask
themselves questions such as Why will this work?
The Black Hat urges caution and evaluation, e.g. Is this true?
The Green Hat encourages creative thinking, e.g. Is there another way of doing this?
MAPPA21 65
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
5. Parking Lot
Students can post questions or statements about learning. This provides opportunity for the
teacher and peers to see that learning takes place.
MAPPA21 66
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
7. Exemplar Work
When giving students tasks, provide some examples that make it clear of what they are asked
to do. Students could mark their peers work using the exemplar criteria.
8. Mini Whiteboard
Use mini-whiteboards so that every student can write or draw their answer and show it to
you (or their peers) immediately.
MAPPA21 67
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
9. Passing Ball
Pass a soft ball to one student to give one main idea from the lesson to share with
group.
The ball then passes to another student to give another main point of the lesson.
Once a student has taken part s/he cannot be passed the ball again.
This continues until the teacher thinks the main points have been given.
Students draw smiley faces to indicate how comfortable they are with the topic.
Good for checking knowledge on revision lists.
MAPPA21 68
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Look back on a lesson you have taught recently. Try to decide where in that lesson you
might have been able to create opportunities for student self-assessment. What form would
that assessment take?
Choose a student self-assessment strategy to implement over a period of time. Keep a record
of student response and any improvement in student independence and willingness to accept
responsibility for learning.
MAPPA21 69
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
MAPPA21 70
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
TEACHERS ACTION PLAN
SWOT Diagram
STRENGTHS WEAKNESSES
AFL(formative) is useful because: Using AFL strategies might not be so good
if:
OPPORTUNITIES THREATS
I can see that using AFL would be good in I feel a bit anxious about using AFL
my classroom because: because:
MAPPA21 71
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Refer to the list of strategies given. Choose some of the strategies suggested to meet the
differing levels of students. They will assist you to identify more about your students
learning and enable you to give effective feedback.
Think and write about an activity or assessment that you have used in your
class that might fit into the Assessment for Learning strategies.
Provide effective feedback? Allow students to self- asses?
How could the task be improved to increase student involvement?
MAPPA21 72
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
PLANNING ASSESSMENT-CHECKLIST
MAPPA21 73
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
MAPPA21 74
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Activities/Procedures: Reflection:
Intermediate Level
Students are given some adjectives related to the picture given. They write simple and
compound sentences.
Advanced Level
Students write their own sentences based on the picture given
MAPPA21 75
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Some Suggestions:
Can use traffic lights when the teacher is explaining and also during group activity.
Main Activity 3: teacher can give different zodiac signs and ask students to tabulate
their group members personality traits on a poster sheet and present it to the
class.(see sample below)
Good morning everyone. Today, I would like to describe about my group members to
you. The person on my right is Simon, who is loving and creative. Sitting beside him
is Amirul. He is a loving and hardworking boy. Next, is Erna, the most hardworking
girl in the class
MAPPA21 76
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
My goal is
MAPPA21 77
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
PILLAR 4
MAPPA21 78
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
PILLAR 4: COLLABORATIVE & COOPERATIVE LEARNING
B. GROUPS
C. IMPLEMENTATION
MAPPA21 79
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
How could you use the learning points here in your lesson planning?
MAPPA21 80
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
4.1 What is
collaborative
learning?
Collaborative learning activity involves learners working together in order to complete
a task. Collaboration increases the opportunities a student has to use the target
language, and thereby develop their skills in it.
MAPPA21 81
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
MAPPA21 82
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
MAPPA21 83
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
4.3 AVOID !!
..allow a situation
where one or two
group members do
all the work and the
other students simply
sign their names to
the group product
DO NOT
aggresive arguments
MAPPA21 84
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Factors to consider
keep the group
size of the group appropriate together throughout the
for the task? semester?
select the students for the groups or
allow students to select their
group?
form heterogeneous or
homogeneous groups? are students with different
ability levels placed in the same group?
MAPPA21 85
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
face partner
4 members
MAPPA21 86
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Index cards
Put matching stickers on every set of two index cards. When it is time to choose partners
or groups, put cards face down on a table and have students come up and pick a
card. Students then find their sticker match.
Numbered sticks
Put a number on one end of each one - up to the number of kids in the class. Number the
students in the beginning of the year as well. Keep the "sticks" in a cup, number down.
When it's time for partner work, pull 2, or 3, or 4 (whatever size groups you need) at a
time and those numbered kids work together. The "sticks" are also good for choosing who
answers a question during a discussion.
Puzzle pieces
Cut the pictures from an old calendar, and have them laminated, then cut them into puzzle
shaped pieces. Have the kids each pull a puzzle piece from a basket and then tell them to
go find the other pieces to their puzzle and when their puzzle is complete to sit at a group
of desks and raise their hands.
Coloured Bracelets
Put colored bracelets into a paper bag and have students select one. Students with the
same colours are grouped together.
MAPPA21 87
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
4.7 Seating
Group
work
seating
position
MAPPA21 88
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
4.8 Roles
one side of each tent card displays the student's job title and the
other side lists the responsibilities for that job.
display the job titles facing the other members of the group, so that
everyone knows what each member is doing.
responsibilities are.
MAPPA21 89
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
MAPPA21 90
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
4.10 Types of
collaborative
strategies
Buzz groups
MAPPA21 91
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Think-pair-share
Think about how you might use collaborative learning strategies in your
classroom. Turn to a partner and discuss. Share your findings with a
larger group.
WHAT MY WHAT WE
WHAT I
QUESTION/PROMPT PARTNER WILL
THOUGHT
THOUGHT SHARE
MAPPA21 92
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Circle of Voices
When When round two discussions start, one can only talk about another
persons ideas that has already been shared in the first round
This is a version of show and tell that works for any age.
Invite each student to bring something special from home to share with the class. Be
sure to discuss what is and is not appropriate to bring.
Remind them the day before the circle.
Be sure to put a nice large fabric on the floor in the center of the circle for this
activity.
In the circle, go around and have each student in turn show their something special
and put it in the center on the fabric. Encourage them to arrange their item so it
becomes part of a collage or sculpture. Some students may forget to bring an item; it
works very well to simply have them describe what they would have brought and
what it means to them, and then to have them pantomime placing the object in the
center with the others.
If time permits, invite students to share a second round focusing on what they thought
about telling the class, but did not say
After everyone has shared take a few moments to appreciate the objects in the center.
You can ask students if they notice any patterns, similarities, or differences in what
people shared.
To close the circle, have each student in turn pick up their item (including the
imaginary items placed by those who forgot to bring something) and return to their
seats while the whole class remembers out loud what they shared about the item and
why it is special to them.
MAPPA21 93
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
ROTATING STATION
TYPE 1
Locate each small group at a station where they are given 10 minutes to discuss a task
and record their ideas on poster sheets.
When this time is up the groups move to new stations in the classroom where they
continue putting ideas on the poster sheet left by the previous group.
Rotations continue every 10 minutes until each group has been at all of the positions
and has had a chance to consider and contribute to all of the other groups' comments.
Teachers can use this model within a traditional classroom setting by simply breaking
students into small groups and having them rotate through different stations set up
around the classroom or rotating the whole class through a series of learning activities
Students rotate through learning stations either on a fixed schedule or at the teachers
discretion. (as shown below)
At least one of the stations must be an online learning station for this to be considered
a blended learning model.
This is an easy model for teachers who are shifting from a traditional teaching model
to a blended learning model.
MAPPA21 94
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Rotating trios
Form groups of three students.
Direct the students to assign numbers to each group member (1, 2, or 3).
Distribute a set of questions for the group to discuss and set a time limit (10 minutes)
for the discussion.
Call time after the discussion dies down or the time limit has been reached.
Direct the number 1s to stay put and raise their hands.
Direct the number 2s to move to the group on their left.
Direct the number 3s to move to the group on their right.
Distribute another (more complex) set of discussion question
Rotate trios in this manner as many time as desired.
In your panel , take 4 minutes to brainstorm on the skills that could be practiced using
Rotating Trio.
Role-play
Provide a situation for a small group to act out.
Role-play a situation where you have had to return an item to a shop or make a complaint.
Role-play a conversation between a doctor-patient, father son, waiter-diner.
This activity can be turned into an online discussion. Ask for groups to post
discussions on an issue (eg bullying). Have members interact online with each other in their
given role (e.g parent/teacher/student/bully)
MAPPA21 95
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Jigsaw
Divide students into groups of five or six.
Assign a group leader.
Divide the assignment up into sections that equal the number of students in each
group.
Give each student in each group one segment of this topic to learn.
Students take the required time to learn their part of the topic, and form a second set
of groups based on the topic.
Students take turns sharing what they've learned and fill in any gaps, becoming
experts on their part of the lesson and rehearsing what they will be presenting to their
main group.
Each group member then returns to his / her original group and teaches what she/he
has learned
MAPPA21 96
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Inside-Outside Circle
Students stand in two concentric circles, facing a partner. The inside circle faces
out; the outside circle faces in.
Students use flash cards to ask questions of their partner, or they may take turns
responding to a teachers question(s).
Partners switch roles: outside circle students ask, listen, then praise or coach.
After each question or set of questions, students in the outer or inner circle rotate
to the next partner. (Teacher may call rotation numbers: Rotate three ahead.)
Simulate a bus crash and respond with the appropriate first aid
MAPPA21 97
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Learning teams
Students are divided into groups at the beginning of the term. When teacher wants to
incorporate small group discussion or teamwork in class, Direct the students to get into these
term-long learning groups. Groups of four work well, because each foursome can be
subdivided into pairs, depending on the activity. Using learning teams eliminates the time it
takes to organize students into groups each time you wish to use group work. However,
because students will be working with each other over an extended time period, be very
careful about how you assign them to groups. You might want to ask them also to suggest the
names of two or three classmates with whom they would and would not like to work.
Three-step interview
Three-step interview is an effective way to encourage students to share their thinking,
ask questions, and take notes. It works best with three students per group, but it can be
modified for groups of four. The Steps are:
Place students into groups of three.
Assign each student a letter and a role. Example: A = Interviewer, B =
Interviewee, C = Reporter.
Rotate roles after each interview.
Have students do a Round Robin and share the key information they recorded
when they were person C.
MAPPA21 98
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Fan-N-Pick
Students play a card game to respond to questions.
Student 1 holds question cards in a fan and says, Pick a card, any card!
Student 2 picks a card, reads the question out loud and allows five seconds of think
time.
Student 3 answers the question.
Student 4 restates the answer. a. For right or wrong answers, Student 4 checks and
then either praises or coaches. b. For higher-level thinking questions which have no
right or wrong answer, Student 4 does not check for correctness, but praises and
paraphrases the thinking that went into the answer.
Students rotate roles one clockwise for each new round.
Formations
The teacher announces a formation and the ground rules to all teams.
Each team puts their heads together to discuss how they will form the task (the
shape, letter, number, etc.), making sure they follow the ground rules, involve
everyone in their team, and use only their bodies to form the shape.
The team then creates the formation.
MAPPA21 99
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Numbered Heads Together
Teammates work together to ensure all members understand; one is randomly selected to be
held accountable.
Dialogue activity
On the bulleted lines provided , ask students to write six lines of conversation between
two characters. The more one student writes, the better, and easier, the story will be for
his/her partner. The other lines are reserved for a partner to continue the story. The rule
for both partners, is that no more conversation can be added, and the writer or partner can
not write he said, she said, they replied, etc.
MAPPA21 100
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Find the Fiction
Students pick out the fictitious statement from a set of three statements.
A writing game
A student passes a message to another student who builds upon it, and then passes it
on to another student. Like a collage a story emerges.
Student 1 passes student 2 a description of a person.
Student 2 adds a context, and passes to student 3 who adds an event.
All three students concur on the writing. This can be continued until a complete story
is formed or a pre-determined time frame.
The story parts will be written on poster sheets
Student Debate
Four speakers in each team (for and against the motion)
First speaker introduces all the ideas that team has generated
Second speaker outlines two or three more ideas in some depth
Third speaker outlines two or three ideas in some depth
Fourth speaker criticises the points made by the other team
Each individual speaker has two minutes to speak (or more of course), with protected
time of thirty seconds at the beginning or the end
The rest of the team is the Floor and can interject at any time by calling out Point of
Information and standing. The speaker can accept or reject an interjection.
MAPPA21 101
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
MAPPA21 102
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
4.11 SUGGESTED
ACTIVITIES
MAPPA21 103
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
MAPPA21 104
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Pass me the snowballs - Students will have fun locating the answers to
questions after tossing wads of paper across the room.
Half the students in the class receive questions to answer or terms to
define written on a colored sheet of paper.
The other half of the students receives answers to the questions or a
definition for a vocabulary term written on a different color of paper.
All students with the same color of paper line up and face the others
who have a different color.
The teacher draws an imaginary line down the center and instructs the
students to wad up their papers and toss them over the imaginary line.
Each student collects one of the snowballs that falls on their side of
the line and then tries to find the student who is holding the match.
MAPPA21 105
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
MAPPA21 106
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
CHECKLIST FOR SUCCESSFUL GROUPWORK
Listen:
. We listened to each person's ideas each time we met. _____
. We used at least one idea from each person. _____
Define responsibilities:
. We invited volunteers for each task. _____
. Every person chose a meaningful part. _____
Model excellence:
. Each person had opportunities to show his or her
best work to the group. _____
. We encouraged everybody to bring his or her
very best work. _____
Promote humor
. We laughed together. _____
. We did not laugh at each other's efforts. _____
MAPPA21 107
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
My Personal Action Plan
Name
Date
My goal is to
To achieve this I
will
What I did
(give details of your
actions)
Next, I am going to
(create a new
personal action for
your next steps)
MAPPA21 108
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
PILLAR 5
MAPPA21 109
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
PILLAR 5: QUESTIONING & THINKING SKILLS
A. QUESTIONING SKILLS
B. THINKING SKILLS
MAPPA21 110
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
QUESTIONING SKILLS
How could you use the learning points here in your lesson planning?
INTRODUCTION
MAPPA21 111
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Questioning is one of the most important skills for teachers. This is where the heart of
thinking and learning lies. It is a valuable tool in helping students learn and make sense of
their world. It encourages deeper thinking and creativity.
Look at the list below, which describes ten reasons for asking questions. Tick () next to the
ones you think are most directly related to monitoring progress?
No. Purpose
1 To arouse interest and curiosity about a topic.
7 To communicate to the class that they are expected to be involved in the lesson.
Note: The ones unpicked are related to helping students learn and to better understand how
they learn.
2. Types of questions:
MAPPA21 112
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
The kind of question asked will depend on the reason for asking it. Questions are often
referred to as open or closed.
CLOSE-ENDED QUESTIONS
CLIP 1:
Did you watch the television
yesterday?
(Question offering two
choices Eg. Yes / No)
CLIP 2:
Which of these shops do you
prefer?
(Question offering three or
more choices)
CLIP 3:
How far (to the nearest
kilometre) did you travel
today to reach this
supermarket?
(Question specifies a
particular value / fact)
OPEN-ENDED QUESTIONS
CLIP 1:
Why did you join the English
Club?
(Question that respondents
can answer in an unlimited
number of ways)
CLIP 2:
What is the first thing that
comes to mind when you hear
the word ENTERTAINMENT?
(Question involving word
association)
CLIP 3:
I wonder what would happen
if people can breath
underwater?
(Question which reflects)
MAPPA21 113
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Classify the following questions into two different categories according to the types of
responses that they require:
Look at this photograph of oil tankers. Why do you think some are
2
smaller than others in the picture?
Types of Questions
Responding Which part of a book will you consult for the meaning of some terms?
What should you do so that you will get the correct answer in doing math
word problems?
MAPPA21 114
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
ACTIVITY 1: 20 QUESTIONS
MAPPA21 115
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
ACTIVITY 3: OPEN AND CLOSED QUESTIONS
Discussion Questions :
What happens to the story if closed questions are asked?
MAPPA21 116
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
3. Questioning Techniques:
In order to help students learn better, we need to think whether the responses that we receive
from students in class are those expected from the questions that we ask. Students learn better
if the questions they are asked are demanding but within their capabilities.
MAPPA21 117
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
4. Approaches in asking a question:
APPROACH STEPS USE
Call on a student
Note: The most common approach used by teachers when questioning students is still the
hands up approach. However, using too many questions of a similar style can leave students
disengaged.
MAPPA21 118
MAPPA21
waterproof ways of communicating
Marine weather Check the local marine
each stage of the lesson in the spaces provided below. Make sure that
the questions formed are open questions which could generate higher
119
No alcohol.
ENGLISH LANGUAGE PARTNERS NEW ZEALAND
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
PLANNED QUESTIONS:
1.
BEFORE
READING 2.
3.
1.
WHILE
READING 2.
3.
1.
AFTER
READING 2.
3.
SISC+ PPDKU MAPPA21 120
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
5. Various strategies for questioning.
We need to use a variety of styles that engage the whole class and elicit responses from all
students. Below are some of the strategies which you could adopt in your classroom.
Study the strategies / approaches below and complete the Gains &
Benefits column by discussing them with your coach.
Previewing questions in
advance. Questions are
shared/displayed before being
4 Preview asked, or the start of the
lesson.
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Teacher models the use of Encourages students to
Who, What, Where, When rehearse enquiry and
and Why to set out a simple comprehension, can extend
5Ws:
information gathering into reasoning and
Modeling simple response based on the hypothesis.
7
exploratory questions to information provided.
Creates an inquisitive
gather information
disposition and a thinking/self
reflective approach to
learning.
Questions must be pre- Provides high challenge
planned, as very difficult to thinking, requiring more
High Challenge:
invent during a lesson. careful thought, perhaps
Phrasing questions Focus questions to address collaborative thinking and
8 carefully to concentrate analysis, synthesis, certainly longer more detailed
on Blooms Taxonomy evaluation and creativity, answers. For Able, Gifted
higher challenge areas based on Blooms and Talented.
Taxonomy.
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
6. Tools for questioning to engage and encourage thinking and the exploration of
ideas.
b SA TIP
A strategy to engage with Reading text. The questions develop in order for the reader, to
form a sense of meaning from the text, to develop understanding and before the teacher might
use Blooms Taxonomy to set more challenging questions.
T TECHNIQUE what are the techniques that have been used - what is their effect?
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
THINKING SKILLS
How could you use the learning points here in your lesson planning?
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
1. TEACHING THINKING
Students need to be taught the content of the subjects they learn but they also need to be
taught the thinking processes which they can use to think about the content or make good use
of the content. One of the ways is to ask good questions themselves. It is important to frame
the questions so as to develop into higher levels of thinking. Below are the six question levels
as defined by Benjamin Bloom (from the lowest to the highest).
BLOOMS TAXONOMY
Competence Skills Demonstrated Question Cues:
Remembering observation and recall of information list, define, tell, describe, identify,
knowledge of dates, events, places show, label, collect, examine,
knowledge of major ideas tabulate, quote, name, who, when,
mastery of subject matter where, etc.
Evaluation compare and discriminate between ideas assess, decide, rank, grade, test,
assess value of theories, presentations measure, recommend, convince,
make choices based on reasoned select, judge, explain,
argument discriminate, support, conclude,
verify value of evidence compare, summarize
recognize subjectivity
Synthesis use old ideas to create new ones combine, integrate, modify,
generalize from given facts rearrange, substitute, plan, create,
relate knowledge from several areas design, invent, what if?, compose,
predict, draw conclusions formulate, prepare, generalize,
rewrite
Adapted from: Bloom, B.S. (Ed.) (1956) Taxonomy of educational objectives: The classification of educational
goals: Handbook I, cognitive domain. New York; Toronto: Longmans, Green.
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
2. THINKING SKILLS IN THE CLASSROOM
In planning a unit of a lesson, based on the Blooms framework, teachers have four choices of
thinking skills as the purpose or outcome of the lessons. Study the table below and discuss
the items with your coach.
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Based on what we have covered, plan the activities which will
incorporate the thinking skills on the topic Safety. Write your plan in
the table below. Insert the appropriate thinking tools for the activities
planned (you may refer to the notes under item 3 in this module).
CHOICE OF
ACTIVITIES THINKING TOOLS
THINKING SKILLS
FOUNDATION
SKILLS
ANALYSING
SKILLS
EVALUATING
SKILLS
DESIGNING
SKILLS
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
We regularly use about twenty thinking processes to connect and make sense of
information in our lives for purposes like solving problems, making enquiry,
justifying actions, giving reasons or creating something. The thinking processes
are as follows which falls under 4 broad categories.
Crea`ve Thinking
- crea^ve consequences
- Analysing Designs
- Visual Crea^vity
- Crea^ve Thinking about Uses
Evalua`ve Thinking
- Dis^nguishing Facts from Opinion
- Dis^nguishing Denite from Indenite Conclusion
- Challenging Reliability of a Claim
- Dis^nguishing Relevant from Irrelevant Informa^on
- Decision Making
- Asking Beder Ques^ons
Analy`cal Thinking
- Analysing Rela^onships
- Analysing Paderns in Sequences
Organisa`onal Thinking
- Observing Proper^es
- Obseving Similari^es
- Observing Dierences
- Categorising
- Ordering in Terms of Size and Time
- Generalising
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
3. THINKING TOOLS
Beside questing strategies, there are many thinking tools that a teacher could utilise in a
lesson. The following list will give you ideas for lesson .
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
3.2 KWHL or KWL Chart
KWHL Charts (also called "What I Know" Charts, KWL charts, and Know-Wonder-Learn
charts), a graphic organizer that help the student organize what they know and what they
want to learn about a topic. A KWHL chart should be used before, during, and after a student
reads about a new topic.
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
3.3 T Chart
T-Charts are a type of chart, a graphic organizer in which a student lists and examines two
facets of a topic, like the pros and cons associated with it, its advantages and disadvantages,
facts vs. opinions, what does it look like sound like etc.
3.4 Y Chart
Y-Charts are a type of three-part chart, a graphic organizer. For example, a student can use a
Y-Chart to help organize what they know about a topic by writing and/or drawing what the
topic looks like, feels like, and sounds like. The student must think about a topic with respect
to three of their senses, sight, and hearing.
3.5 X Chart
X Charts are a further extension of the T and Y Charts. They get us to the quality, or
dimension related to the topic
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
3.6 THINKING KEYS
Seen below are the different types of thinkers keys and its application on the topic of internet
safety.
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
The following is a template on the lesson components for a thinking
lesson. Plan a lesson based on the topic My School using this template.
Lesson Objectives :
(The main thinking skills to be
developed/ practised)
TUNE IN :
T (Connect & Prepare, a
cognitive ice-breaker)
HEADS TOGETHER :
(Think, Do, Review
H Introduction to The
Activity/ Task definition/
clarification/ exploration)
INVESTIGATE :
(Transfer and Compare
I whole class/ small groups
transfer their knowledge
& skills to another task)
NOW REFLECT! :
(Thinking about thinking -
N
to reflect upon how they
went about the task)
KEEP THINKING :
(Students are encouraged
to link these thinking skills
activities to their everyday
K
life and explore ways they
might use specific thinking
skills in a variety of
situations)
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
PILLAR 6
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
PILLAR 6 : DIFFERENTIATION IN THE CLASSROOM
B. DIFFERENTIATION
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
How could you use the learning points here in your lesson planning?
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Affective Attributes
The way teachers interact with students is important. It influences the students motivation
for learning. When a teacher shows positive behaviour, it is known as affective attributes.
Affective attributes are the values, attitudes and behaviours one demonstrates. Students
desire to learn is closely connected to the ways teachers care for, treat and respect the
students they teach. These attributes include:
These behaviours are repeatedly cited by students as key attributes of a good teacher.
Students want their teacher to know them, like them and to set high expectations for their
learning.
Think back of your schooling years. Recall your favourite teacher.
What qualities did your teacher demonstrate that drew your attention to the
lesson?
(Adapted from Differentiatedd Teaching and learning: Teacher Tool Kit KPM)
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Observational Tool
Ask a fellow teacher or your SISC+ to use the observation tool below when you are teaching
in the class. This tool may bring some insights in identifying ways to improve teacher-student
relationships.
gives praises
(Adapted from Teacher Tool Kit: Differentiatedd Teaching and learning, ELTC, KPM)
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Multiple Inteligences
We know our students are individuals. They do not learn at the same pace, neither do they
perform the same in a lesson. Knowing more about your students the type of intelligence
your students have will help you plan a lesson suited to their level, hence enhance
performance.
The theory of Multiple Intelligences (MI) was first proposed by Howard Gardner of Harvard
University in 1983. He developed a specific set of strict criteria to verify that intelligence
exists. Initially, there were seven identified intelligences but of late we see nine. Gardner
stresses that educators must realise the existence of these intelligences and states that
students learning would improve when information is presented in multiple ways in
accordance to their level of intelligence. Assessment should also be carried out in a variety of
means as it reflects the different ways students preferred to review instruction.
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Use the survey tool below to find out more about your students.
Student Survey
8. If I am given a chance to choose the topic to learn during the English lesson is
because
(Adapted from Teacher Tool Kit: Differentiatedd Teaching and learning, ELTC,KPM)
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
The responses to the above survey is important to me as a teacher because
This is just a tip to include all MI in the teaching of a reading class. Please do
bear in mind that it is not a must to have all nine different activities in each
lesson. We may differentiate three to four activities accordingly.
After students have completed a reading text, teachers may devise the following activities
according to the MI chart:
Recall the info from the text and how you can oer
Existen^al to help make the world a beder place to live.
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Teacher Self-Evaluation
Teachers name: ___________________________________
Date: _____________________
(Adapted from Teacher Tool Kit: Differentiatedd Teaching and learning, ELTC,KPM)
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Action Plan
Teachers name: ___________________________________
Date: _____________________
My goal is
to ...
To achieve
this I will ...
What I did
What was
successful ..
The
challenges ...
Next, I am
going to ...
(Adapted from Teacher Tool Kit :Differentiatedd Teaching and learning, ELTC, KPM)
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
DIFFERENTIATION
How could you use the learning points here in your lesson planning?
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
What is differentiation?
Differentiation simply means a framework for effective teaching that involves using the
current curriculum to provide different students with different avenues to learning.
Differentiated classrooms have also been described as ones that respond to student variety in
readiness levels, interests and learning profiles. Teachers can differentiate through the
content, process and product for a more meaningful lesson.
(Tomlinson, 1995)
Equal
Interest
Challenge
& Extend Relevance
Key Principles
Flexible
Purposeful Grouping
Individual
capacity
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
In your group, trade these cards in the Quiz-Quiz-Trade activity (Kagan, 2009).
All students can be challenged and Groups can be change day by day depending
extended regardless of ability if the work on the learning needs. Groups can be of mixed
is at the appropriate level. ability, ability groups or of interests.
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Differentiation by Content
The content of lessons may be differentiated based on what students already know. The most
basic content of a lesson should cover the standards of learning set by the ministry. The
teacher may differentiate the content by designing activities for groups of students that cover
different areas of Blooms Taxonomy. For example, students who are unfamiliar with the
concepts may be required to complete tasks on the lower levels of Bloom's Taxonomy:
knowledge, comprehension, and application. Students with partial mastery may be asked to
complete tasks in the application, analysis and evaluation areas, and students who have high
levels of mastery may be asked to complete tasks in evaluation and creation.
Simplified content: Simplify the written text for less able learners and provide more
challenging texts for able learners. This means you may need to use more than one type of text
in a lesson, e.g. two different reading comprehension texts.
Accessible text: Make the text more accessible for learners by highlighting key ideas. This
means you can use the same text for all learners, but for the less able, highlight the important
ideas in their text in advance of the lesson.
Link content to student interests: Choose content which matches the students interests.
Students are more willing to read about what interests them. A mathematics genius would
prefer to read a complex maths text, but would you?
Multiple Intelligences: Teach content in different ways to meet the needs of students
preferred learning styles, e.g., visual, auditory, kinaesthetic. This doesnt mean that you need
many different types of learning activities in one lesson, but over time you should aim to
include multiple intelligences in your lesson plans. This will make your lessons more
interesting and engaging.
Vocabulary Lists: Provide a list of new vocabulary for the less able students. Translations
are helpful.
Word Walls: display words and definitions relevant to the topic on the walls.
Pictures: Use pictures to help the less able students understand the content.
Dictionaries: Provide dictionaries for all students. Provide different levels of dictionaries for
different levels of students.
Global connections: Bring the outside world into the classroom through trips.
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Differentiation by Process
The process of how the material in a lesson is learned may be differentiated for students
based on their learning styles, taking into account what standards of performance are required
for the age level. This stage of differentiation allows students to learn based either on what
method is easiest for them to gain knowledge or what may challenge them most. Information
may be presented in multiple ways by the teacher, and may be based on any available
methods or materials. Many teachers use areas of Multiple Intelligences to provide learning
opportunities. After teaching a lesson, a teacher might break students into small ability
groups based on their readiness. The teacher would then give each group questions, based on
each group's appropriate level of readiness-skills, related to the objectives of the lesson.
Another way to group the students could be based on the students learning styles. The main
idea behind this is that students are at different levels and learn in different ways, so a teacher
cant teach them all the same way.
Flexible grouping: Use flexible grouping (mixed ability groups, ability groups, interest
groups) depending on the task you want the students to do.
Mixed ability groups: students learn from each other in mixed ability groups. The
more able learn by teaching the less able, and the less able benefit. They often feel
more comfortable asking questions of their peers.
Ability Groups: When necessary, place students in ability groupings. This way
students can work on different levels of tasks and the teacher can provide extension and
support where needed.
Interest Groups: motivation will increase when students can choose a group
according to a common interest.
Tiered activities: all learners work with the same important understandings and skills, but at
different levels of support, challenge, or complexity. For example, students are given the
same content, but three different worksheets, with different levels of scaffolding. They are
called tiered activities as typically tasks are differentiated to 3 levels.
Anchor activities: These are activities students can do when they have completed their work.
They can be projects, additional tasks, games or puzzles. The activities should relate to the
learning objective/s. They are often referred to as enrichment activities. There should always
be a place in the class where students can get an anchor activity to work on when they have
finished their work.
Time: Some students are given more time to complete tasks. Other students are given less
time and can move on to extension or an anchor activity.
Translation: Provide first language translation for students who may need it.
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Instructions: Write written instructions on the board, as well as giving oral instructions. This
will help both visual and auditory learners.
Differentiation by Process
The product is essentially what the student produces at the end of the lesson to demonstrate
the mastery of the content: tests, evaluations, projects, reports, or other activities. Based on
students' skill levels and educational standards, teachers may assign students to complete
activities that demonstrate mastery of an educational concept (writing a report), or in a
method the student prefers (composing an original song about the content, or building a 3-
dimensional object that explains mastery of concepts in the lesson or unit). The product is an
integral component of the differentiated model, as preparation of the assessments determines
both the what and how of instruction delivery.
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
State whether the following strategies are differentiated by Content, Process or Product.
Justify your answer.
Differentiation
No Activity Justification
(Content/Process/Product)
1 Vocabulary
2 Choice
3 Choice Board
4 Instructions
5 Pre-assessment
6 Levelled reading
7 Interests
8 Resources
9 Assessment Options
10 Time Allocation
11 Anchor Activity
12 Grouping
13 Adapting Reading
Texts
14 Tiered Activity
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Differentiate a lesson:
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Action Plan
Teachers name: ___________________________________
Date: _____________________
My goal is
to ...
To achieve
this I will ...
What I did
What was
successful ..
The
challenges ...
Next, I am
going to ...
(Adapted from : Teacher Tool Kit Differentiatedd Teaching and learning, ELTC,KPM)
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
PILLAR 7
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
PILLAR 7 : PROFESSIONAL KNOWLEDGE & REFLECTION
B. METHOD OF IMPLEMENTATION
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
PROFESSIONAL LEARNING COMMUNITY (PLC)
How could you use the learning points here in your lesson planning?
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
What is a PLC?
OBJECTIVES OF PLC
Student
Improve Improve Positive
Instructional Student Outcome
Practice Learning
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
PLC Strategies
DE- COLLECTIVE FOCUS SHARED NORMS &
REFLECTIVE PRIVATIZATION ON STUDENT COLLABORATION VALUES
DIALOGUE LEARNING
OF PRACTICE
VIDEO COMMON
TEACHER INTERDISCIPLINARY
CRITIQUES OF COMMON
TEACHING
SHARING
ASSESSMENTS
UNITS AND RITUALS AND
SESSIONS PROJECTS PLC STRATEGIES
2013
MOMENTS 10
TOOLS FOR
COLLABORATIVE LEARNING
TEAMS
Learning Walk Teacher Sharing
Lesson Study Session
Peer Coaching Data Analysis
Action Research Book Club
Video Critique Others
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Is there any specific skills or knowledge that you would love to share with your
colleagues? List them below.
elaksanaan PLC bergantung pada perkaitan antara dimensi berikut:
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
DIMENSIONS OF
SHARED LEADERSHIP
STRUCTURE
RELATIONSHIP
PPDKU:TOWARDS 21ST CENTURY E
MAPPA21 1
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
MAPPA21
1. What are the necessary actions in order to ensure that PLC exists in
schools?
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
UNIT SISC+
PEJABAT PENDIDIKAN DAERAH KINTA UTARA,
SK SERI MUTIARA,
JALAN TUNKU ABDUL RAHMAN,
30010 IPOH
PERAK DARUL RIDZUAN
POST TEST
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Answer the questions below:
1. How can a teacher play the role of a facilitator in class?
2. Have you gained any new knowledge or skill after using this module? Explain briefly.
3. Are you a 21st century teacher? Briefly describe the characteristics of a 21st century
teacher.
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
UNIT SISC+
PEJABAT PENDIDIKAN DAERAH KINTA UTARA,
SK SERI MUTIARA,
JALAN TUNKU ABDUL RAHMAN,
30010 IPOH
PERAK DARUL RIDZUAN
EVALUATION
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Pejabat Pendidikan Daerah Kinta Utara
Name of school
1 SMK
Type of school 2 SK
3 SJKC
Grade (DG)
Sex
Option
Subject taught
Academic qualification
1 Yes
Are you a master teacher?
2 No
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
SECTION B: TEACHER QUESTIONNAIRE
Circle the numbers based on your personal view.
1. Dont know
2. Strongly disagree
3. Disagree
4. Agree
5. Strongly agree
a. Pedagogy?
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
b. Content knowledge of the subject?
c. Attitude?
1. What are the problems you faced during the coaching and mentoring session?
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
SECTION E: SUGGESTIONS FOR IMPROVEMENT
1. Do you have any suggestions to improve on this module?
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
REFERENCES
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
REFERENCES
Aldrich, Clark (2004). Simulations and the Future of Learning. San Francisco: Pfeiffer - See
more at:
http://www.nwlink.com/~donclark/learning/environment.html#sthash.I9fVkeiX.dpuf.
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom
assessment [Electronic version]. Phi Delta Kappan, 80(2). 139-44. 32
Black, P. et al. (2003). Assessment for learning: Putting it into practice, Open University
Press, Maidenhead, England.
Chappus, S. & Siggins, R.J. (2002). Classroom Assessment For Learning. Educational
Leadership.
Clayton, K., Blumberg, F., & Auld, D. P. (2010). The relationship between motivation,
learning strategies and choice of environment whether traditional or including an online
component. British Journal of Educational Technology, 41(3), 349-364.
Clarke, S. (1998). Targeting Assessment in the Primary Classroom, Hodder and Stoughton
Clarke, S. (2005). Formative assessment in the secondary classroom, Hodder Murray, UK
De Bonos Thinking hats , downloaded from
wwwfp.education.tas.gov.au/English/pdf/six%20teachers%20summaries.pdf.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York:
Basic Book.
Glasson, T. 2009. Improving student achievement: A practical guide to Assessment for
Learning, Curriculum Corporation, Carlton South, Australia.
Gregory, K., Cameron, C. & Davies, A. (2000). Self-Assessment and Goal-Setting. Merville,
BC: Connections Publishing
Holley, D., Dobson, C. (2008). Encouraging student engagement in a blended learning
environment: The use of contemporary learning spaces. Learning, Media and Technology,
139-150.
Heller, Kenneth and Paticia. Using the Learning Knowledge Base: The connection Between
Problem-Solving and Cooperative Group Techniques. Web Resource
Johnson, D.W. and R.T. Johnson. (1998). Cooperative Learning Returns to College: What
Evidence Is There that it Works? Change July/August, p27-35
Kagan, 1997. Kagans Cooperative Learning: Smart Land
Keeler, C.M. and R.K. Steinhort. (1994). Cooperative learning in statistics. Teaching
Statistics, 16(3), 81-84
Pettig, K. L. (2000). On the road to differentiated practice. Educational Leadership, 58(1), 14-
18. Retrieved from EBSCO database.
PPDKU:TOWARDS 21ST CENTURY EXCELLENCE
Martinez, Margaret. (2011). An investigation into successful learning measuring the impact
of learning orientation, a primary learner-difference variable, on learning. Brigham Young
University.
Sullivan, A (2002), Enhancing peer culture in a primary school classroom. Paper presented
at the Australian Association for Research in Education International Education Research
Conference, Brisbane, Australia. downloaded from www.aare.edu.au/02pap/sul02200.htm
Shepard, L. A. (2000). The role of assessment in a learning culture [Electronic version].
Educational Researcher, 29(7). 4-14. 32
Stiggins, R. (2005). "From Formative Assessment to Assessment For Learning: A Path to
Success in Standards-Based Schools." Phi Delta Kappan, 87(4)
Taras. M. (2007). Assessment for Learning: understanding theory to improve practice
Journal of Further and Higher Education, 31 (4) (2007), pp. 363371 Teacher Toolkit:
Differentiated Teaching and Learning, ELTC.
Watts-Taffe, S., Laster, B., Broach, L., Marinak, B., McDonald Connor, C., & Walker-
Dalhouse, D. (2012). Differentiated instruction: Making informed teacher decisions.
Reading Teacher, 66(4), 303-314. doi:10.1002/TRTR.01126. Retrieved from EBSCO
database.
http://www.oecd. -ilibrary.org/education/creating-effective-teaching-and-learning-
environments_9789264068780-en.