Facilitating AfL & Structuring Consolidation
Summary
TLDRThis video demonstrates how English teachers can apply six principles of language teaching, focusing on assessment for learning (AFL) and consolidation. Two teachers, Ms. Illustrious Oh and Ms. Sam Carman, explain how they guide students to ask questions, make inferences, and improve their learning through feedback. By identifying gaps in student understanding and encouraging metacognitive awareness, the teachers help students apply skills in various contexts, reinforcing knowledge through activities like reading and writing. The process fosters deeper, more meaningful learning by continuously refining and consolidating student knowledge.
Takeaways
- 📚 The video series is designed to help English language department heads and teachers apply the six principles of English language teaching and learning.
- 🤔 Teachers Miss Illustrious Ooh Yachts and Miss Sam Carman share how they applied these principles thoughtfully and flexibly in their classrooms.
- 📝 The video emphasizes the importance of facilitating assessment for learning (AFL) and structuring consolidation in English language instruction.
- ❓ Miss Carman taught her students to formulate WH questions, while Miss Illustrious taught her students inference-making and conclusion-drawing strategies.
- 🔍 Facilitating AFL involves using questions to monitor students’ understanding and metacognitive awareness, helping them notice, monitor, and regulate their learning.
- 💡 Miss Illustrious used student responses to diagnose learning gaps and provided feedback to improve their performance and understanding.
- 🧠 Structuring consolidation helps reinforce learning by allowing students to apply knowledge in different contexts to make it personally meaningful.
- ✍️ Miss Illustrious reinforced learning through reflective activities where students recorded and categorized their learning points.
- 🌍 There is a relationship between reading and writing; students learned to read as writers and write as readers, deepening their skills in both areas.
- 🔄 Continuous practice, both individually and in groups, builds confidence and skill proficiency as students practice over time in varied contexts.
Q & A
What is the main focus of the video series?
-The video series focuses on how English language heads of departments and teachers can apply the six principles of English language teaching and learning, as well as the six teaching processes, in planning school curriculums, developing lessons, and making teaching decisions.
Who are the two teachers featured in the video?
-The two teachers featured are Miss Illustrious Ooh Yachts and Miss Sam Carman, who share how they thoughtfully and flexibly apply teaching principles to support student learning.
What teaching processes are highlighted in this video?
-The video highlights two teaching processes: facilitating assessment for learning (AFL) and structuring consolidation.
How does Miss Sam Carman facilitate AFL in her classroom?
-Miss Sam Carman teaches her secondary 2 normal technical students to formulate WH questions, which allows them to check their understanding and look for evidence to support their conclusions.
What teaching strategy does Miss Illustrious Ooh Yachts use for her students?
-Miss Illustrious Ooh Yachts teaches her secondary 2 express students to formulate questions and use strategies such as making inferences and drawing conclusions from texts, particularly in relation to an expedition to Antarctica.
How does Miss Illustrious Ooh Yachts assess her students' learning during AFL?
-She monitors students' understanding by asking guiding questions, diagnosing learning gaps, and providing feedback to help students close those gaps while reflecting on their thought processes.
What method does Miss Illustrious Ooh Yachts use to reinforce student learning?
-She consolidates learning by summarizing specific points and designing activities that allow students to categorize and make connections between ideas, helping to strengthen their understanding and application of concepts.
What is the purpose of the advisory note students are asked to write?
-The advisory note is written to a future team embarking on an expedition to Antarctica. Students gather evidence from a source text about a previous expedition to sound credible in their advisory notes.
How does the relationship between reading and writing play a role in the students' tasks?
-Miss Illustrious Ooh Yachts emphasizes that when students read, they should read like writers, and when they write, they should write like readers. This dual focus helps them to build skills through practice and reflection.
What is the overall goal of the AFL and consolidation processes discussed in the video?
-The goal of these processes is to enable students to become more metacognitively aware of their learning, fill in learning gaps, reinforce knowledge, and apply their skills in different contexts, making learning more meaningful and personally relevant.
Outlines
📚 Introduction to English Language Teaching Principles and Processes
The video series focuses on how English language heads of departments and teachers can apply six key principles of English language teaching and learning, along with six teaching processes, in planning their school's curriculum, developing lessons, and making instructional decisions. In this episode, two teachers—Ms. Illustrious and Ms. Carmen—discuss how they apply these principles thoughtfully and flexibly to support student learning in their respective classrooms. They address facilitating assessment for learning (AFL) and structuring consolidation, exploring how teachers can help students fill learning gaps and reinforce their skills for meaningful and relevant learning.
👩🏫 Applying Assessment for Learning in the Classroom
Ms. Carmen and Ms. Illustrious apply AFL in their classrooms to assess how well students have learned and applied language skills. Carmen teaches her students to formulate WH questions, while Illustrious helps her students make inferences and draw conclusions from a text about an Antarctic expedition. Using targeted questions, they encourage students to check their understanding and gather evidence to support their conclusions. This section highlights how questioning can drive student engagement, helping them establish routines and reflect on their learning, which fosters better understanding.
🧠 Monitoring Student Learning and Providing Feedback
Ms. Illustrious monitors her students' learning as they present evidence and draw conclusions. She uses questions to identify gaps in their understanding and provides feedback to help them improve. By encouraging students to connect their evidence with the task, Illustrious helps them develop metacognitive awareness and critical thinking skills. She guides them through the learning process, emphasizing the importance of closing the loop—using evidence to explain their conclusions fully. This reflective approach ensures that students can assess their own progress and revise their work based on feedback.
🔄 Structuring Consolidation for Long-Term Learning
In this section, the focus shifts to how Ms. Illustrious and Ms. Carmen help students consolidate their learning. After students have learned a new concept or skill, they reinforce it by applying it in new contexts. Ms. Illustrious encourages her students to write down and reflect on their learning points, which they can recall in future lessons. She structures activities to help students categorize their ideas and make meaningful connections. This method of consolidating knowledge strengthens students’ understanding and enables them to apply their skills across different scenarios.
📝 Bridging Reading and Writing Skills
Ms. Illustrious helps her students apply what they've learned by having them write an advisory note based on their reading about an Antarctic expedition. She emphasizes the connection between reading and writing—students read as writers and write as readers. To support their writing process, Illustrious initially models the task, gradually releasing responsibility to the students. This step-by-step approach builds students' confidence and allows them to practice the skills repeatedly in different settings, from group to individual work.
🎯 Conclusion: Facilitating AFL and Structuring Consolidation
The video concludes by summarizing the key teaching processes of facilitating AFL and structuring consolidation. These processes, when combined with the six principles of English language teaching, help teachers make informed decisions that enhance student learning. Teachers are encouraged to use these strategies to monitor student progress, provide actionable feedback, and design opportunities for students to consolidate their learning, ensuring long-term retention and skill development.
Mindmap
Keywords
💡Assessment for Learning (AFL)
💡Metacognitive Awareness
💡Formulating WH Questions
💡Structuring Consolidation
💡Making Inferences
💡Feedback
💡Expert Reader
💡Learning Gaps
💡Categorizing
💡Reading like a Writer
Highlights
Introduction to the six principles of English language teaching and learning, as well as the six teaching processes.
Teachers Miss Illustrious Ooh Yachts and Miss Sam Carmen discuss applying principles thoughtfully and flexibly in planning English curriculum and teaching.
The focus of the video is on facilitating assessment for learning (AFL) and structuring consolidation in the classroom.
Teachers explore how to check students' understanding and help them identify gaps in their learning through AFL.
Miss Sam Carmen teaches her students to formulate WH questions as part of the AFL process.
Miss Illustrious Ooh Yachts focuses on teaching students to formulate questions and use learner strategies like making inferences and drawing conclusions.
Teachers facilitate AFL by asking students guiding questions, such as 'What makes you see that?', to promote metacognitive awareness.
Miss Ooh Yachts monitors students' learning and diagnoses gaps by posing questions, allowing for feedback and revision.
The importance of closing the learning loop by connecting evidence to a clear conclusion is emphasized in feedback.
Miss Ooh Yachts provided immediate opportunities for students to act on feedback to revise their responses.
Structuring consolidation through reinforcing learning by applying knowledge in different contexts for personal relevance.
Students reflect on their learning points to recall and apply concepts in new scenarios, reinforcing skillful reading strategies.
Sallas Tree consolidates learning by summarizing key points and engaging students in categorizing ideas to deepen understanding.
The relationship between reading and writing is emphasized: 'When you read, you read like a writer. When you write, you write like a reader.'
Teachers scaffold learning by gradually releasing responsibility from group work to individual practice to build student confidence.
Transcripts
[Music]
this is a video series on how English
language heads of departments and
teachers can apply the six principles of
English language teaching and learning
and the six teaching processes in
planning their school's english-language
curriculum developing lessons and
materials and making decisions about how
to teach English in this series two
teachers miss illustrious ooh yachts and
miss Sam Carman talked about how they
applied actually thoughtfully and
flexibly when making decisions and
taking deliberate action as they teach
to support students learning
SOLAS tree and carmen will make
references to their secondary to express
and secondary to normal technical
classrooms respectively in this video
sillas tree and carmen speak about how
they applied the accolade processes of
facilitating assessment for learning and
structuring consolidation they consider
questions such as how can we find out
how well students have learned and
applied the language skills and learner
strategies we have taught them what can
we do when there are gaps in students
learning how can we enable students to
plug their learning gaps and how can we
reinforce students learning so that it
can become meaningful and personally
relevant so how did sillas tree and
Carmen go about facilitating AFL in
their classrooms carmen has taught her
sec to normal technical students to
formulate WH questions
SOLAS tree has taught her sec to express
students to formulate questions and
learn other skills and learner
strategies for making inferences and
drawing conclusions as they read her
students then apply these skills and
earnest strategies to making inferences
and drawing conclusions about how the
protagonist in an expedition to
Antarctica became lost during a blizzard
facilitating AFL when you ask questions
you are actually checking your own
understanding right and if we teach them
questions or question status like what
makes you see that then they will
particularly look for pieces of evidence
to support their understanding so
tri-ring rhythm is for them to establish
it for cuz they're gonna be there for a
couple of months so they have two
efforts if they are traveiing rhythm so
that you have a routine to follow so
they can adapt to the environment
alright so how could that possibly
explain why case open ETSU got lost in
the blizzard yeah our journey in
paragraph Chou 2020 days to complete so
you can imagine the six men doing the
same routine day and a day in the India
yeah have course
boredom yes and how do you how would you
leave that to the fact that case of who
Natsu lost this way in the vision he
wasn't following his regular routine it
could be that he wasn't following his
regular routine and that's why he got
lost
thank you guys brilliant so sillas tree
monitored the students learning and
develop their metacognitive awareness
using questions that guide them to
notice monitor and regulate how they are
learning
then as the students presented evidence
from the text their groups had found to
support their conclusions salah stre
continued to monitor and diagnose gaps
in their learning by posing questions on
their performance of the task she also
provided feedback to plug the learning
gaps I kind of like the fact that you
make those connections and as expert
readers because we are on this journey
right to find out what expert readers do
okay
expert readers make connections all the
time okay next thing what I like
particularly about your work is the fact
that you were able to explain in a very
logical manner okay but one area for
improvement is for you to close the loop
okay and at the end of the loop is the
fact that our friend from Japan one of
the six members from this team got lost
in a blizzard so we are trying to
explain the probable causes okay so know
your endpoint use your evidence to
explain the endpoint all right I'm gonna
give you like one minute for you to
gather your thoughts
okay so team two three four five and six
because afterwards is gonna go very
quickly okay it's not going to be as
slow as this process right the team
repoter if you have to make changes you
make the changes now remember the
endpoint is caso4 nuts who got lost in
the blizzard okay
one minute you can discuss
so while monitoring her students
learning salah stre identified a
learning gap she then provided feedback
that focused on what the students could
do differently to improve their learning
and then she invited them to gather
their thoughts and to reflect so that
the students could develop their
metacognitive awareness of how they were
performing the tasks and how they were
learning in the process soulless tree
also provided an immediate opportunity
for acting on the feedback so that the
students could use the feedback to
revise their responses to the task
before the next stage of the learning
activity structuring consolidation
when students have learnt a concept
skill or learn a strategy their
knowledge and skill fulness may be
reinforced through application and use
in different contexts so that their
learning can become meaningful and
personally relevant
how did soulless tree and common
reinforce their students learning I will
get them to sort of put down their
learning points and that's how I also
structured their consolidation yeah so
that in the next new scenario or new
context right I can always make them
yeah recall you know what they have
learned previously what have you learned
about being an expert reader yeah so
they have to write down you know a
specific learning point yeah yes and
they own that piece of reflection so
last reconsolidated learning by
summarizing specific learning points she
also designed a learning activity
through which the students could with
her support reinforce their own learning
by categorizing and making connections
among the ideas they had been working
with the strengthening that knowledge
and skillfulness what are the categories
that you have in mind ok all right do
you have any input or are you agreeable
to this they say that we want to book
these under challenges challenges can be
broken up excellent
into what miscommunication
miscommunication lack of supplies okay
but lack of supplies is not part of the
evidence remember low visibility yes
yes but how then would you want to
separate yes listen up they are giving
recommendations okay they say that this
one is too huge you need to break it up
into smaller okay hmm
smaller categories
the whole thing was about writing an
advisory note to the next team who will
be embarking on the expedition to
Antarctica so the students are situated
like the in-between you know they have
read somebody's account of a lived
experience you know of leading a team to
Antarctica in 1989 to 1990 right so that
was the source text so they gathered
evidence to support your understanding
of the text so that they would sound
credible when they write the Advisory
note to the next team going so there is
this relationship between reading and
writing yeah so when you read you read
like a writer when you write you write
like a reader so last we began by
constructing such an advisory note with
the students because they need to see
how we do it before they can actually do
it so and by releasing that
responsibility slowly and one thing at a
time yeah you find that you're building
your confidence yes and if they were to
do it long enough with multiple times of
practice because you have the class and
then the group and then a pair and then
the individual so you can see that they
have a chance of practicing the skills
over and over again
you've just been introduced to
facilitating AFL and structuring
consolidation they are two of the six
teaching processes are faculae together
with the six principles of e/l teaching
and learning or clips they are used by
teachers in making decisions about
teaching for learning in the e-l
classroom
[Music]
you
[Music]
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