Intended Learning Outcomes (ILOs)

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Intended Learning Outcomes (ILOs) Assessment
Criteria (AC)
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Intended Learning Outcomes (ILOs)

• specify the knowledge and skills you will be
  required to demonstrate in order to have
  completed the module successfully

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Intended Learning Outcomes (ILOs)

• 5 categories of development (CD)
• CD(1) Communication Skills
• CD(2) Working with Pupils (Clients) and
  Colleagues
• CD(3) Organisation and Self Management
• CD(4) Initiative and Creativity
• CD(5) Identifying and Understanding the
  Educational Needs of Others and the
  Educational Environment

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Assessment Activities (AAs)

• 3 Assessment Activities for module
• Log book (50)
• Oral presentation (20)
• Lesson pack (30)

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Assessment Criteria (AC)

• describe how well you will need to achieve a
  particular ILO in order to get particular grade
• will assess some, but not all, of the ILOs
• separate set of Assessment Criteria for each
  teaching activity

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Assessment Criteria (AC)

• for each teaching activity we will assign a for
  each of the assessed ILOs and derive an average
  for each of the five Categories of Development
• we may raise this average if you produce any
  other valuable unexpected learning outcomes
  (ULOs) in that CD

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Assessment Criteria (AC)

• you will be given the final assigned to each CD
  which will be averaged to give the overall for
  the teaching activity

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Assessment Criteria (AC)

• Example
• Assessment Issues for Log Book
• CD(1) Communication Skills
• (1.1) Grade/mark() content, style and
  presentation of log book
• (1.3) Grade/mark() suitability and quality of
  written, visual and tactile teaching materials
• Add ? (0 ? ? ? 5) to average CD(1)
  (Communication Skills) mark for ULOs

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Assessment Criteria (AC)

• Example
• Assessment Criteria for Log Book
• CD(1) Communication Skills
• (A) The contentexcellentexcellent scientific
  stylevery well-orderedvery clear evidence.
• (D) The contentsubstandardvery poor scientific
  stylelapses in ordervery little evidence.

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Important

• you will not be directly assessed on your
  performance in the classroom
• unacceptable behaviour during your placement
  means you will be removed from the module and
  credits will be withheld

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Diary
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Assessment Diary

• Akin to Lab Diary, recording all activities,
  preparation, observations and outcomes
• Brief outline of planned lesson and pupils
  learning objectives
• Students targets and outcomes
• General description of lesson
• Notes on teachers methods
• Deliberate mistakes
• Description of students activities
• Pupils goals met
• Students goals met

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Example log book

• Planning and outcome log
• Date 5 November 2004 Class/Group 5b (whole
  class)
• Activity (description and lesson learning
  context/prior learning) " Being a Student". Talk
  and poster as a self initiated project. Exercise
  will build on informal chats in the classroom
  throughout my placement, with the poster as an
  end focus point to remind the pupils of Student
  life after I have gone.
• Activity designed to cover some of KS2 art module
  on ... and humanities module on recent
  history.... more details here

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My Intended Learning Outcomes

• Communication Skills presentation to students
• Working with Pupils (Clients') and Colleagues
  ensure I make arrangement for necessary materials
  from school. Give the teacher a lesson plan as to
  avoid the confusion we had last time
• Organisation and Self Management to arrive with
  all the materials I need. To keep to time
  schedule
• Initiative and Creativity the idea, the slides I
  will take in showing university life
• Identifying and Understanding the Educational
  Needs of Others and the Educational Environment
  to ensure all pupils produce a picture, to ensure
  most students annotate the picture, to suggest
  able students write a paragraph as if they were
  23.

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Learning objectives for pupils

• What do the pupils/learners know already? Some
  pupils have asked me questions about university
  life, but not all have had a chance, so there is
  little or no awareness of university apart from
  knowing it's a place that I come from.
• What do I want the pupils/learners to do? To
  listen to my brief talk, ask a few questions/say
  their ideas and then make posters in groups,
  showing what they think being a student is like.
• What do you want them to have learnt? (Key
  concepts and ideas) In basic terms, what a
  university is, an idea of what it is like to be a
  student and that anyone can go to university.

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How are will I run the activity?

• Introduction
• Give prepared short talk on being a student and
  what university is, stressing that all sorts of
  people go, keeping it simple as the children are
  8 years old and for many, this is the 1st
  impression they will have. I will use pictures
  and props to make it more captivating and to
  appeal to more learning styles. 5 minutes
• Main activity
• After some QA's and prompting of ideas the
  class have of me, they will work in their usual
  groups and make a poster of what it's like to be
  a student. I will get them to imagine themselves
  at my age and what they think they would like to
  do/be as a student. I will give each table some
  photos that I took as a day in the life'
  snapshot of me as a student to help them create a
  picture/written poster. I will move between
  groups and chat further about their ideas. 20
  minutes
• Summary
• When the class have finished their posters, we
  will all look at them and get each group to say
  their favourite thing about the poster/what they
  have learnt about being a student. I'll give them
  all a prize' and thank them for welcoming me in.
  5 minutes
• Resources
• Pictures of university/halls bedroom/union.
• Photographs of various aspects of my life as a
  student.
• Arrange with teacher access to poster materials.

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Observation targets

• Do pupils know their multiplication tables?
• How long does it take class to settle down?
• Do pupils convert x to muliple ?
• Do the class wander around?
• What is ratio of boys to girls in different
  sets/ages
• How are pupils who do well rewarded if at all
• Is it raining?
• What fraction of the class will ask questions?
• What is fraction of time spent on group teaching
  compared to individual work?
• What fraction of students use units?

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Targets

• Target end products
• Posters to display in school.
• That the pupils have learnt at least 1 thing
  about being a student/university (written by each
  of them on a slip of paper and handed in at the
  end).
• That 50 of class ask a question in the QA
  session.
• Achievement of target
• All the class made a poster, although two of them
  were judged by the teacher not to have shown the
  normal amount of effort, whilst three had shown
  more than normal.
• 100 of the class were able to write down one new
  thing they had learnt.
• 75 of the class asked a question in the QA
  session.

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What happened in lesson

• 200 teacher quieten class, argument at back
• 205 starter Newtons laws bingo ....
• 215 Main work on momentum Miss Y explained
  momentum writing on white board and with videos
  of billiard balls, guns etc.
• 225 I did demo with toy cars of various sizes-
  all took part
• 230 Pupils started on problem sheet (attached).
  I went around helping them. Many had problems if
  question required basic algebra.
• 245 I went through answers to two questions on
  board, teacher did the rest
• 254 Quick votes to test knowledge. Lesson ended

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Review of activity

• I noticed that L', who has hearing difficulties,
  had not started activity.
• I sat down at L's level, and spoke slowly and
  clearly, facing him, so he could read my lips
  (1a).
• I felt that L might feel inadequate, so I told
  him how my older sister used to help me with my
  Maths as I struggled with division until I learnt
  her way of working them out.
• I asked him if he had understood the activity
  instructions (1b) and he said yes.
• Even so, I explained the instructions again and
  worked through the first question with him

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Review of activity

• I should have been more prepared by practicing
  the questions in advance a variety of questions.
  Got feedback from teacher, who praised the level
  I had chosen to pitch my solution at. Pupils
  enjoyed the demo and it really seemed to catch
  their interest.
• Whilst they were working on their sheet I went
  around and spoke to each group and asked them to
  explain why they did or didn't see themselves
  going to University, sitting back to let them
  express themselves and explain to each other
  their own pros and cons. Two of them said they
  would go, whilst the others argued it wasn't for
  them. I asked why, and as they gave reasons, such
  as money, I would say that might be true, but in
  many cases you don't have to spend as much as you
  think'. This ensured that their opinion was still
  of value and I could give accurate information.
  We agreed that we would all think about
  university away from the class and I would ask
  them in 2 weeks if their opinions had changed.

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How did I improve on my ILOs ?

• Communication Skills
• more students' attention was maintained than
  before I talked (I only had to ask them to be
  quiet 2 times, and I got 10 questions). By giving
  a talk with slides and some props (UoN sweat
  shirt, my second year lab book) I appealled to
  kinesthetic, visual and auditory learners
• Working with Pupils (Clients') and Colleagues
• this time I gave Miss X a list of everything I
  needed to avoid confusion
• Organisation and Self Management
• I remembered everything and took some spare
  materials for making posters

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How did I improve on my ILOs ?

• Initiative and Creativity
• Slides were more eye catching than in the past
  fig 3, photos of campus with students doing
  various things, images of fun physics to try to
  explain why I chose this degree
• Identifying and Understanding the Educational
  Needs of Others and the Educational Environment.
• All students fully occupied for 20 minutes.... a
  couple still wanted more time on their posters,
  and this was arranged. When giving my talk, I
  asked certain students to sit at the front to try
  to keep their attention more fully. By asking
  people to paint and write (if appropriate) I was
  appealing to visual and kinesthetic learners

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What must I do next?

• i) I will read up on hearing loss so that I can
  recognise problems and make sure I give the most
  appropriate support to pupil A. essay
• ii) I will try and encourage the pupils to
  express their own ideas more by engaging with
  their topic of conversation as well as my own.
• iii) I want to talk to Mr W before the next
  session about group work and how I can rotate my
  time to be fair to all class members.

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Overview of diary for week

• Aims/Targets for lesson (you and pupils)
• Detailed planning, including prior knowledge of
  pupils, revision of physics in that context,
  syllabus, brainstorming around activities,
  materials and methods, detailed lesson plan/
  collaborative lesson plan
• Timetable of what happened in lesson (can write
  notes in diary during lesson and fill in properly
  later)
• Outcomes related to targets
• Further work, eg on learning difficulties.

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Diary- secondary
My rôle
Lesson contents
General obs. and teaching methods
Lesson breakdown
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Diary
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Diary
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Diary
Targets
My rôle
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Lesson Pack
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Lesson Pack
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Lesson pack

• An introduction outlining the activity,
• its length,
• target age/ ability group etc
• Learning objectives

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Lesson pack

• Background material
• underlying science or maths,
• general issues when teaching this topic, and
  where the activity falls into the national
  ciriculum.
• use of lesson pack with pupils with certain
  special needs
• relevance to careers.

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Lesson pack

• A description of the activity
• A lesson plan
• A description of any evaluation/assessment
  activities to test pupil's learning
• All teaching materials, slides handouts etc, and
  an exhaustive list of any equipment required
• Any necessary Risk Assessments or similar

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Lesson Pack
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Lesson Pack
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Talk

• Summary of all activities
• Almost an introduction to your diary
• Do not get too bogged down in ILOs during the
  talk (unless there is something exception to note

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Talk

• This might include an outline of your placement
• aims/targets for yourself and the pupils in
  special project
• underlying science of special project explanation
  of main concepts at a variety of ages
• common misconceptions
• activities typically used
• teaching methods and reasoning, materials used
• safety
• analysis of reception based on outcome measures.