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MOVING CLOCKWISE. Outcomes Plans Follow-up. p franklin Aug 19, 2011. “OUR WIKI”. http://tvo.wikispaces.com DECEMBER 27, 2010 About the Importance of Specific Outcomes When Plannin g

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outcomes plans follow up

OutcomesPlansFollow-up

pfranklin

Aug 19, 2011

our wiki
“OUR WIKI”
  • http://tvo.wikispaces.com

DECEMBER 27, 2010

About the Importance of Specific Outcomes When Planning

By the end of the current semester, all foreign language teachers will, while planning for the next week\'s lessons and prior to describing the hour-by-hour class activities that they will lead, (be able to) write at least five completely correct weekly outcomes/performance objectives which are specified, measurable, and timed.So that we can quickly get up to speed, you will need to become familiar with the information given at the links that follow. Afterwards, we can meet in small groups to perfect our technique.1) ECRIF = a fairly recent system to describe the stages of learning;2) Performance Objectives tied to Bloom\'s Taxonomy and the Bologna Agreement. [This link is to the actual file hosted here for your edification FINAL_GUIDE_LOs-1 May 19th (1).pdf.]3) Go Ask Alice, here and there, and writing_objectives.ppt.4) Specifically for English-Language Learners LangContentObjFall10-2010SS_000 (2).pps

slide4

Just for You…

Menu

StarterSeating Rotation

SaladOutcomes

Entrée

Plans

Dessert

Follow-up

Happy World Humanitarian Day

weekly plan part three
WEEKLY PLAN (PART THREE)

VI. ASSESSMENT AND EVALUATION

Were the outcomes achieved ? If not, which one/s?

What worked and what did not work on your action plan ?  

What things could you do differently ? Please specify.

weekly plan form
WEEKLY PLAN FORM
  • TV Özel Şişli Terakki İlköğretim Okulu
  • Foreign Languages Department
  • Academic Year 2010-2011
  • WEEKLY PLAN
  • Grade : Duration: Lessons: 40’ x 10
  • I.WHAT TO TEACH
  • Topic:
  • Functions: -  
  • Language :

Vocabulary:  

  • II. INTERDISCIPLINARY LINKS

.

  • III. MATERIALS
  • What we have:
  • What we need:  
  • IV.LEARNING OUTCOMES ( specified, measurable, timed )
what s important is the how
What’s important is “the how.”

GROUPS:

Please brainstorm and come up with as many ways as you can to “check homework.”

why bother

WHY BOTHER?

"Would you tell me, please, which way I ought to go from here?“"That depends a good deal on where you want to get to," said the Cat."I don’t much care where--" said Alice."Then it doesn’t matter which way you go," said the Cat."--so long as I get SOMEWHERE," Alice added as an explanation."Oh, you’re sure to do that," said the Cat, "if you only walk long enough."(Alice\'s Adventures in Wonderland, Chapter 6)

it s not easy
IT’S NOT EASY

You can drive around

in a big limousine,

but if you don’t know

where you’re going

it don’t mean a thing.

outcomes
OUTCOMES
  • They are the RESULT of learning (or of some other intervention).
  • They are NOT the learning activities in the RP/IM Action section.
  • They are SPECIFIED, MEASURABLE, and TIMED.
examples terminology
EXAMPLES & TERMINOLOGY
  • SWBAT….., given a drawing of a human body, label 10 parts correctly from memory with no more than 2 mistakes within 4 minutes.
  • SW(BAT)….., within 20 minutes, write an argumentative essay on an issue we’ve been reading about consisting of 200-300 words and 2-3 paragraphs with few errors in organization, content, language use, vocabulary, voice, and mechanics.
homework something like a bridge in preparation for bloom s
HOMEWORK(something like a bridge in preparation for “Bloom’s”)
  • http://www.radiojames.com/ObjectivesBuilder/
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