Developing pedagogical practices that support the active role of all pupils

Model Nr.: 
04
Developed by: 
Natalija Rak, general education (class) teacher at Primary School OŠ Frana Albrehta Kamnik and NEI, Slovenia
Sources: 
  • Research project  of ZRSŠ (NEI) – Formative assessment (2018-2020)
Purpose of the material: 

The aim of this model is to show how pupils can be engaged in planning of the teaching and learning process according to the Student Voice principles.

Material: 

This model (the Lesson Plan) illustrates an example of oral presentation in the subject Slovenian language, in the 3rd grade of primary school (pupils aged 8-9), covering 15 lessons.

The emphasis is on encouraging pupils to express their opinions, taking their initiatives into account, listening to each other and integrating pupil initiatives meaningfully into the pedagogical process.

Pupils are actively involved in the learning process, participate in creating success criteria, evaluate their achievements according to the agreed criteria and give feedback to the teacher and peers. The teacher enhances pupils to reflect their learning and take steps to improve.

Pupils are each other's source of learning and teaching in ways that they are involved in joint discussions (pupils  evaluate oral presentations in smaller groups), learn from each other and evaluate each other' s achievements  by giving peer feedback.

Process: 

CURRICULUM

DESIGNED & PLANNED TOGETHER WITH PUPILS

Learning Objectives:

The pupil has a developed ability to perform an oral presentation.

Pupils learn the basic principles of a successful oral presentation.

They get to know the preparation strategy for oral presentations.

They know the criteria for evaluating an oral presentation.

 

Standards of knowledge / expected learning outcomes:

Pupil gives an oral presentation on his/her own, on pre-announced topic and text type (defined by the national curriculum) and forms meaningful, understandable, consistent and rounded texts,

speaks distinctly, naturally, using standard language; after the oral presentation, evaluates own performance or those of classmates.

Learning Intentions:

 

I learn:
To create a meaningful mind map (a learning aid) that will support my oral presentation.

To speak in front of my classmates all by myself.

To evaluate my own performance and the performances of my classmates.

 

 

 

Success criteria:

 

I'll make preparations for my oral presentation.
I'll narrate by heart, with the help of the mind map.

I will speak aloud, distinctly and fluently, without hesitating (without fillers and pausing).

When speaking, I'll watch the audience.

I'll use standard language.

I will form beautiful, correct sentences.

 

Learning Activities, Methods:

 

A QUESTION TO ENCOURAGE THINKING
Why is it important that we can give an oral presentation?
Where do we need it?

1. Students discuss what a good oral presentation is like and co-create success criteria for it, bearing in mind:
• the length of narrating
• creating sentences - combining them into a story
• being interesting
• speech

 

2. Teachers' oral presentation on the topic ''MY DAY’’
(pupils' comment on it)

3. How do we start?
• students think about a day when something interesting was going on (an ordinary day, a celebration, an excursion …)

• write down why
• when they write words down, they speak in their mind

4. Rewrite
• edit writing
• add words
• help yourself with colours and arrows

5. Pupils form a mind map for their own presentation
• when they write words, they speak in their minds
6. Overview of mind maps
• displaying everyone's on the board
• identifying weak points
• improving
• completing

7. Narration practice
• the essence of narrating: it's based on keywords
• do not say the same twice

8. Speaking in triples – CHECKING
• evaluation of presentations
• three chosen pupils in front of the class

9. Upgrading your narrative
• improve your mind map
• practise speaking in front of your family

10. Presentation to be assessed
• performers evaluate their own presentation

• two classmates evaluate the presentation according to the success criteria

• teacher summarises

Pupil's Work/ Evidence of Learning Derived from Conversations or Observations during the Learning Process:

 

Pupil's planning and mind mapping

 

Oral presentation, narration

 

Self-evaluation exit slip

 

Exit slip for peer evaluation

 

SUCCESS CRITERIA created together with pupils Topic MY DAY (teacher's oral presentation ahead of pupils'ones)

  • Speech
  • Length
  • Standard language
  • Content
  • Contact with audience

ANALYSIS OF MINDMAPS – complementing weak points, improving, marking with colours

MY DAY – from morning till evening

ORAL PRESENTATIONS IN SMALLER GROUPS - peer assessment

ASSESSMENT: peer and self-assessment

How you can use this material in your practice: 

Teachers plan their classroom practice according to the Student Voice principles in partnership with pupils, underpinned by democratic engagement and respect so that pupils can reach their full potential as learners and democratic citizens.

Unit Plan provides some ideas for pedagogical practices that support the active role of all pupils. It can be helpful to general education teachers when planning a certain topic and desired outcomes, wanting to create learning opportunities for the pupils to be engaged, motivated and actively participating in the learning process, ensuring a safe learning environment where each of them is heard.

 

This material reflects only the author’s view; the Commission is not responsible for any use that may be made of the information it contains.