- Research project of ZRSŠ (NEI) – Formative assessment (2018-2020)
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.
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.
DESIGNED & PLANNED TOGETHER WITH PUPILS
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.
To speak in front of my classmates all by myself.
To evaluate my own performance and the performances of my classmates.
I'll make preparations for my oral presentation.
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
1. Students discuss what a good oral presentation is like and co-create success criteria for it, bearing in mind:
2. Teachers' oral presentation on the topic ''MY DAY’’
3. How do we start?
• write down why
5. Pupils form a mind map for their own presentation
7. Narration practice
8. Speaking in triples – CHECKING
9. Upgrading your narrative
10. Presentation to be assessed
• 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)
- Standard language
- 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
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.