Research project of ZRSŠ (NEI)– Formative assessment (2018-2020)
The aim of this model is to make pupils’ engagement in planning of the learning process according to the Student Voice principles visible.
This model (the Lesson Plan) illustrates an example of how to give pupils an active role in the pedagogical process when creating a pencil drawing in the Fine Arts class in the 2nd grade (pupils aged 7-8) of primary school, within two consecutive lessons.
The emphasis is on encouraging pupils to express their opinions and think of their learning, taking their initiatives into account, listening to each other.
Pupils are actively involved in the learning process, participate in creating learning intentions and success criteria, evaluate their achievements according to the agreed criteria and give feedback to the teacher and peers. The teacher encourages pupils to reflect their learning and take steps to improve.
Pupils learn from each other, evaluate each other' s and their own achievements and become more aware of their learning and how they can progress.
DESIGNED&PLANNED TOGETHER WITH PUPILS
Pupils distinguish the most basic properties of lines
Standards of knowledge / expected learning outcomes:
- pupil expresses him/herself in fine arts spontaneously, vividly and playfully ;
- uses the discussed art materials and tools;
he/she shows knowledge and understanding of the discussed artistic concepts.
I can tell apart different types of lines (curved, straight, thick, thin, long, short) and points;
I will be successful when I can:
drawing surface with lines and points.
Learning Activities, Methods:
CHECKING PRIOR KNOWLEDGE:
PLANNING OF THE LEARNING INTENTIONS AND SUCCESS CRITERIA:
ACTIVITIES – EVIDENCE OF LEARNING:
In the next step, pupils create their own drawing on the theme Forest in Autumn. They create it with pencil; they can choose the shape and the size of the drawing surface freely.
Pupil's Work/Evidence of Learning Derived from Discussions or Observations during the Learning Process:
- agreed success criteria presented on board
- drawings Forest in Autumn
- peer feedback
- Self-evaluation forms
Every pupil receives an evaluation form with smilies and colours them according to whether he/she has reached the set criteria and to what extent (a happy smile – for all reached criteria, a neutral one - one or two criteria have not been reached yet, a sad one – flaws that need to be improved). So everyone knows how successful they have been in this lesson of fine arts.
Creating success criteria
Choosing the drawing surface
Feedback based on the created success criteria
This model provides some ideas for pedagogical practices that support the active role of all pupils in their learning by engaging them in the learning process when creating learning intentions, success criteria, giving feedback to their classmates and thinking more intensely about their learning.
It can help a general education teacher plan daily lessons or a wider range of lessons representing a unit/topic and suggests some ideas how to give each pupil a voice and the chance to succeed.