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Pre active, enactive and post active learning. Taken from Richards C Primary Teaching :A personal perspective in Ed.Arthur J and Cremin T(2010) Learning to Teach in the Primary School. Or planning, teaching, evaluation and assessment. What is it?. ENACTIVE. Preactive Learning.

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pre active enactive and post active learning

Pre active, enactive and post active learning

Taken from RichardsC Primary Teaching :A personal perspective in

Ed.Arthur J and Cremin T(2010) Learning to Teach in the Primary School.

Or planning, teaching, evaluation and assessment

what is it
What is it?

ENACTIVE

Preactive Learning

Post active

Evaluations

Assessment

  • Planning
  • Preparation
  • Resource collection
  • Research
the pre active enactive and post active cycle
The pre active, enactive and post active cycle

Planning

Pre Active

Evaluation

Post Active leading to

Pre Active

Teaching and Learning

Enactive

Assessment

Post Active

slide7

Curriculum area:

  • Specific focus from Programme of Study (include ICT component if appropriate)
  • National Strategies
  • National Curriculum
  • QCDA
  • EYFS
  • ETC
slide8

WRITE DOWN WHICH SESSION THIS IS FOLLOWING ON FROM.

  • Make it specific,
  • Dates (last week, last term)
  • The previous evaluation
  • Covers standard
slide9

Differentiation by step – differing question for different groups.

  • Differentiation by task – children will be working on different tasks in their ability groups.
  • Differentiation by resources – children with SEN will be given a number line on their table to help them.
slide11

Learning objectives are aimed at the three domains of learning: knowledge, skills and understanding.

  • know that………. KNOWLEDGE: acquiring factual information
  • develop / be able to …… SKILLS: using knowledge, applying techniques, analysing information
  • understand how / why … UNDERSTANDING: concepts, reasons, effects, processes
slide15

detail of the planned activity, including points to be covered by the teacher when introducing tasks and supporting children's learning during and after each lesson

  • key questions to be covered during each activity
  • a breakdown of specific tasks in detail (including steps the children need to go through, rather than the overall activity)
assessment

PROFILE CHILDREN

  • SMALL GROUP ASSESSMENT
  • WHOLE CLASS ASSESSMENT
  • OTHER
aSSESSMENT
slide23

Choose children for specific and different reasons

You are gaining a picture of the whole child, but need to concentrate on issues in her/ his development

slide24

N.B. “PILES”

P – physical development (large and small motor skills)

I – intellectual development (across a range of curriculum areas)

L – Language development (in different contexts, not just the literacy hour) E – emotional and behavioural development (how this is impacting on her/ his learning)

S – social development (with relation to children and adults; consider age, gender, ethnicity, language issues – ability to share, work alone, collaborate)

This child needs…..