Professional Documents
Culture Documents
Training Notes
Training Notes
Master Trainers Training Aims (for your training with the Cambridge trainer) ............................................................................................. 4
Day 1 ................................................................................................................................................................................................................. 10
Session 1 ....................................................................................................................................................................................................... 10
Session 2 ....................................................................................................................................................................................................... 17
Session 3 ....................................................................................................................................................................................................... 22
Session 4 ....................................................................................................................................................................................................... 26
Day 2 ................................................................................................................................................................................................................. 29
Session 1 ....................................................................................................................................................................................................... 29
Session 2 ....................................................................................................................................................................................................... 31
Session 3 ....................................................................................................................................................................................................... 35
Session 4 ....................................................................................................................................................................................................... 39
Day 3 ................................................................................................................................................................................................................. 43
Session 1 ....................................................................................................................................................................................................... 43
Session 2 ....................................................................................................................................................................................................... 46
Session 3 ....................................................................................................................................................................................................... 51
Session 4 ....................................................................................................................................................................................................... 54
Day 4 ................................................................................................................................................................................................................. 56
Session 1 ....................................................................................................................................................................................................... 56
Session 2 ....................................................................................................................................................................................................... 61
Session 3 ....................................................................................................................................................................................................... 63
Session 4 ....................................................................................................................................................................................................... 65
Day 5 ................................................................................................................................................................................................................. 70
Session 1 ....................................................................................................................................................................................................... 70
Session 2 ....................................................................................................................................................................................................... 72
Session 3 ....................................................................................................................................................................................................... 74
Session 4 ....................................................................................................................................................................................................... 77
Master Trainers Training Aims (for your training with the Cambridge trainer)
4
Primary
The aims of the workshops are that all participants will be able to…
• Recognise the link between the new curriculum and the CEFR
• Use new curriculum documentation in their lesson planning (curriculum frameworks, syllabuses, scheme of work and relevant textbook)
• Understand the learning standards in the curriculum framework and write learning objectives based on the learning standards
• Prepare lesson plans for a sequence of lessons
• Adapt some learning materials to fit different learning needs and abilities
• Apply a few formative assessment strategies to track pupil development and needs
• Practise delivering supportive feedback to pupils
• Practise teaching an activity from their lesson plans and reflect on their practice
5
Primary
Day 1
Session title Time Session aims
The CEFR and the new curriculum 90 Introduce ourselves to the group and know how we will be working together
min Complete the before-training questionnaire
Recognise the link between the new curriculum and the CEFR
Understand the learning standards in the curriculum framework
Understand the purpose of the various MoE documents: Curriculum, Syllabus,
Scheme of Work and textbook
Review key points of learning
Review formative assessment 90 Explain key differences between summative and formative assessments
strategies min Review some formative assessment strategies
Reflect on the session and identify key points of learning
Prepare to create lesson plan(s) for 90 Write SMART learning objectives
Listening lesson(s) min Understand the Listening learning standards in the curriculum framework
Reflect on the session and identify key points of learning
Create lesson plan(s) for Listening 90 Write SMART Learning Objectives
lesson(s) min Adapt materials if required
Plan formative assessment strategies
Practise using the MoE documents together
Prepare for micro-teaching and feedback
Reflect on the session and identify key points of learning
6
Primary
Day 2 Day 3
Session Session
Time Session aims Time Session aims
title title
Micro- 90 min Practise delivering a micro-teaching Micro- 90 min Practise delivering a micro-teaching session
teaching and session teaching and Evaluate observed micro-teaching sessions
feedback Evaluate observed micro-teaching feedback and provide feedback
sessions and provide feedback Give feedback using the evaluation form and
Give feedback using the evaluation form feedback model
Reflect on the session and identify key Reflect on the session and identify key
points of learning points of learning
Giving 90 min Understand a model of giving effective Prepare to 90 min Understand Reading learning standards in
feedback feedback (e.g. ‘medals and missions’ create lesson the curriculum framework
model) plan(s) for Understand Reading sub-skills
Use the feedback model to give Reading Reflect on the session and identify key
constructive feedback lesson(s) points of learning
Reflect on the session and identify key
points of learning
Prepare to 90 min Understand Speaking sub- Create lesson 90 min Write SMART learning objectives
create lesson skills/strategies plan(s) for Adapt materials if required
plan(s) for Understand Speaking learning standards Reading Plan formative assessment strategies
Speaking in the curriculum framework lesson(s) Practise using the MoE documents together
lesson(s) Identify speaking tasks for speaking sub- Prepare for micro-teaching and feedback
skills/strategies Reflect on the session and identify key
Prepare for micro-teaching and feedback points of learning
Reflect on the session and identify key
points of learning
Create lesson 90 min Write SMART Learning Objectives Micro- 90 min Practise delivering a micro-teaching session
plan(s) for Adapt materials if required teaching and Evaluate observed micro-teaching sessions
Speaking Plan formative assessment strategies feedback and provide feedback
lesson(s) Practise using the MoE documents Give feedback using the evaluation form and
together feedback model
Prepare for micro-teaching and feedback Reflect on the session and identify key
Reflect on the session and identify key points of learning
points of learning
7
Primary
Day 4 Day 5
Session Session
Time Session aims Time Session aims
title title
Prepare to 90 min Understand the Writing learning standards Create lesson 90 min Write SMART learning objectives
create lesson in the curriculum framework plan(s) for LA Adapt materials if required
plan(s) for Understand Writing sub-skills lesson(s) Plan formative assessment strategies
Writing Identify writing tasks for writing sub-skills Practise using the MoE documents together
lesson(s) Prepare for micro-teaching and feedback Prepare for micro-teaching and feedback
Reflect on the session and identify key Reflect on the session and identify key points
points of learning of learning
Create lesson 90 min Adapt materials if required Micro- 90 min Practise delivering a micro-teaching session
plan(s) for Write SMART Learning Objectives teaching and Evaluate observed micro-teaching sessions
Writing Plan formative assessment strategies feedback and provide feedback
lesson(s) Practise using the MoE documents together Give feedback using the evaluation form and
Prepare for micro-teaching and feedback feedback model
Discuss some common writing problems in Reflect on the session and identify key points
Primary and suggest solutions of learning
Reflect on the session and identify key
points of learning
Micro- 90 min Practise delivering a micro-teaching session Create a 90 min Understand the purpose of Language
teaching and Evaluate observed micro-teaching sessions lesson plan Awareness lessons
feedback and provide feedback for one Write SMART Learning Objectives
Give feedback using the evaluation form Language Adapt materials if required
and feedback model Awareness Plan formative assessment strategies if
Reflect on the session and identify key lesson applicable
points of learning Practise using the MoE documents together
Prepare for micro-teaching and feedback
Reflect on the session and identify key points
of learning
Prepare to 90 min Discuss the purpose of and share Micro- 90 min Practise delivering a micro-teaching session
create lesson experiences of Language Arts lessons teaching and Evaluate observed micro-teaching sessions
plan(s) for Understand Language Arts learning feedback. and provide feedback
Language standards in the curriculum framework Reflection & Give feedback using the evaluation form and
Arts (LA) Revise and consolidate key terms used in action feedback model
lesson(s) the training so far planning Reflection and action planning
Complete after-training questionnaires
8
Primary
Resources Overview
The list below is for additional resources required during the training. each group should have the training materials (slides, handouts, cascade
notes) as well as the curriculum framework, syllabus, schemes of work (first unit) and the textbook. Also advise teachers to familiarise
themselves with the Formative Assessment Teacher Handbook. Participants must have access to the internet on Day 1 and Day 5 to complete
the questionnaires.
9
Primary
Day 1
Session 1
Session 1: The CEFR and the new curriculum
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
Introduce 10 Introduction PowerPoint slides Ensure that you are aware
yourselves to the D1.S1.1-4 of any Health and Safety
group and know Welcome participants to the training and introduce yourself (slide issues beforehand (e.g. fire
how we will be D1.S1.1). Ensure that participants are sitting in café style small groups evacuation procedure) and
working together (3 – 4 per group if possible). that this is communicated
as part of the housekeeping
Complete the Go through housekeeping points (slide D1.S1.2). Ensure participants points.
before-training have all relevant materials (curriculum documents and training
questionnaire materials).
10
Primary
11
Primary
12
Primary
Give answers: Principles underlying the CEFR = ‘3’; How the CEFR
supports teaching and learning = ‘2’.
13
Primary
14
Primary
Tell participants that more words are explained in the SoW glossary and
that they can discuss wording in the learning standards again when
they prepare lesson plans in later sessions.
Understand the 15 The purpose of the various MoE documents PowerPoint slides Participants may score low
purpose of the D1.S1.19-22 in some areas that they
various MoE Talk through slide D1.S1.19 and 20 which reinforce the connection haven’t quite covered yet in
between the CEFR, the Curriculum Framework, the Syllabus and the Curriculum
documents: their training (questions 6
Scheme of Work. Framework, Year
Curriculum, and 7). They can revisit this
3 Syllabus, Year
Syllabus, Scheme handout again later and
Show slide D1.S1.21 with an example of a CEFR descriptor for a 3 SoW
of Work and reassess their confidence
textbook Listening competency, the derived Learning Standard, and the activity levels.
from the textbook that is identified in the Scheme of Work for practising Student’s Book
this Listening competency. and Teacher’s
Give instruction for the task (slide D1.S1.22 and Handout D1.S1.H5): Book
Handout
Read each statement in the checklist about the purpose of the D1.S1.H5: Self-
various MoE documents. assessment on
Complete the self-assessment to check your understanding. MoE documents
Share and compare your answers with others in your group.
Can you help each other to improve your understanding?
15
Primary
16
Primary
Session 2
Session 2: Review formative assessment strategies
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
Explain key differences 15 Session starter: Categorising activity on formative versus PowerPoint slides Some participants may
between summative and summative assessment D1.S2.1-5 have had training in May
formative assessments and June on formative
Show session aims (slide D1.S2.1). Handout D1.S2.H1:
assessment principles
Summative vs.
and practices. Try to
Ask participants to read the definition of formative assessment on formative
place them with other
slide D1.S2.2. Give them a minute to read then elicit any assessment
participants who have
questions or comments. Deal with these very briefly. not had that training to
support each other.
Give instruction for the starter activity (slide D1.S2.3).
When all groups have finished, ask groups to check their work by
looking at slides D1.S2.4-5. Read through the aspects of
formative and summative assessment. Check if clarification is
needed.
20 Key concepts for formative assessment PowerPoint slides Refer participants to the
Introduce the three key questions/concepts for formative D1.S2.6-11 Formative Assessment
assessment: Where are we going? Where is each pupil now? Handout D1.S2.H2: Teacher Handbook for
How do we get there? (slide D1.S2.6). Formative further reading.
assessment – key
concepts
Set the task for this phase of the session (slide D1.S2.7 and
Handout D1.S2.H2).
17
Primary
18
Primary
19
Primary
20
Primary
21
Primary
Session 3
Organise yourselves into pairs. Decide who will run and who
will write.
Complete a running dictation – the runner needs to check the
sheet on the wall and run back to their partner telling them
which letters to write and how many gaps to include.
As soon as you have 6 items you should sit together and try to
fill in the gaps.
Each item is a Listening strategy (or skill). Try to work out
what missing letters are needed to formulate the words.
When pairs have finished, check the words with them. Ask them
to look at Handout D1.S3.H1 and fill in the final version there.
22
Primary
23
Primary
24
Primary
25
Primary
26
Primary
27
Primary
28
Primary
Day 2
Session 1
Session 1: Micro-teaching and feedback
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
10 Starter: staying on track PowerPoint slides
D2.S1.1-2
Show the session aims (slide D2.S1.1).
Handout D2.S1.H1:
Give instruction for starter task (slide D2.S1.2). Staying on track
checklist
Complete the self-assessment checklist before and after your
micro-teaching.
Remind participants that those who are chosen to deliver micro-
teaching will need to complete the second section of the checklist
for reflecting after the micro-teaching.
Practise delivering a 70 Micro-teaching: Listening lessons PowerPoint slides
micro-teaching session Go through the evaluation form (slide D2.S1.3 and Handout D2.S1.3-4
D2.S1.H2) and check that participants understand all the Handout D2.S1.H2:
Evaluate observed evaluation criteria. Explain that the next session will look at a Micro-teaching
micro-teaching sessions model of feedback in more detail. evaluation form
and provide feedback
In this micro-teaching session there will be time for 3–4 Flip chart paper
There is space for 3
Give feedback using the participants to deliver micro-teaching, including 5-10 minutes Felt tip pens micro-teachings on the
evaluation form feedback after each session. The trainer will decide who will A4 paper
deliver the micro-teaching and which section of the lesson (pre- handout. Ask participants
lesson/lesson delivery/post-lesson) that person will deliver. to use a piece of paper
Decide on the schedule (this can be added to slide D2.S1.4 or to record additional
written on flip chart paper so that it is visible). micro-teachings if
necessary.
29
Primary
30
Primary
Session 2
Session 2: Giving feedback
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
15 Session starter: think/pair/share PowerPoint slides
Show the session aims (slide D2.S2.1). D2.S2.1-3
Give instruction for the starter task (slide D2.S2.2). Mini whiteboards
and pens
Think on your own:
What are the features of good feedback (feedback that is
effective)?
Pair:
Combine your ideas on a mini whiteboard.
Share!
Be ready to tell us your ideas.
Give participants an opportunity to discuss in their groups. Collect
ideas then show slide D2.S2.3. Ask participants to compare their
ideas with those on the slide.
Remind participants that this starter activity is a pyramid
discussion (when a discussion/task progressively becomes larger
and includes more participants).
Understand a model of 15 ‘Medals and missions’ feedback PowerPoint slides Remind participants that
giving effective feedback D2.S2.4-5 further information is
(e.g. ‘medals and Give verbal input on ‘Medals and Missions’ feedback (slide
Handout D2.S2.H1: available in the
missions’ model) D2.S2.4).
‘Medals and Formative Assessment
missions’ feedback Teacher Handbook
Geoff Petty has developed a useful model for how to give
effective feedback to a learner. According to Petty, pupils need
more than just praise or encouragement – they need information
about their learning. They need to know:
31
Primary
32
Primary
Reflect on the session 15 Session plenary: What do you know? PowerPoint slide
and identify key points of D2.S2.9
Give instruction for the reflection task (slide D2.S2.9).
learning
33
Primary
34
Primary
Session 3
You are not allowed to use the words ‘Yes’ or ‘No’ when
answering questions.
35
Primary
36
Primary
37
Primary
When participants are ready, elicit their ideas for tasks. In this
feedback stage, ask participants to link their ideas for tasks to a
relevant Learning Standard.
During the feedback also establish the idea that speaking work
can focus on particular skills and doing this accurately, or can
focus more on fluency and using language with flow. Explain that
using a mixture of controlled tasks to build confidence and
accuracy and less controlled tasks to develop fluency is key.
38
Primary
Session 4
Session 4: Create lesson plan(s) for Speaking lesson(s)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
10 Starter: bingo PowerPoint slides
Show the session aims (slide D2.S4.1). D2.S4.1-2
Handout D2.S4.H1:
Give instruction for the starter activity (slide D2.S4.2) and ensure Bingo sheet
everyone has a bingo sheet (Handout D2.S4.H1).
Call out the number and definition in random order (the correct
terms are given in brackets — do not read these out!).
Definition Word
39
Primary
40
Primary
41
Primary
42
Primary
Day 3
Session 1
Session 1: Micro-teaching and feedback
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
10 Session starter: staying on track PowerPoint slides
D3.S1.1-2
Show the session aims (slide D3.S1.1).
Handout D3.S1.H1:
Give instruction for starter task (slide D3.S1.2 and handout Staying on track
D3.S1.H1). checklist
Practise delivering a 70 Micro-teaching: Speaking lessons PowerPoint slides Participants used the
micro-teaching session D3.S1.3-4 evaluation form on Day 2
Refer participants to the evaluation form (Handout D3.S1.H2). before discussing
Handout D3.S1.H2:
Evaluate observed Introduce the term ‘success criteria’ (slide D3.S1.3): this is a term Micro-teaching
success criteria. This is
micro-teaching sessions used to refer to the criteria in the left-hand column of the form. deliberate because it
evaluation form
and provide feedback allows participants to
• Success criteria here means specific and measurable Handout D3.S1.H3: practise using the
Give feedback using the descriptions of what success looks like. ‘Medals and evaluation form before
evaluation form and missions’ feedback discussing the format of
feedback model Handout D3.S1.H4: the listed criteria.
Targets and actions
43
Primary
44
Primary
45
Primary
Session 2
Session 2: Prepare to create lesson plan(s) for Reading lesson(s)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
10 Session starter: True/False statements PowerPoint slides
D3.S2.1-3
Show the session aims (slide D3.S2.1).
Red/green cards
Give instruction for the starter activity (slide D3.S2.2).
Put up a card…
green for true, red for false
True/False answers:
1. The learning standards describe what pupils can do but not how
they progress from one level to the next. (TRUE)
6. ‘Wait time’ is the time given between asking and then the teacher
answering the question. (FALSE)
46
Primary
47
Primary
Put the procedures for teaching Reading skills into typical order
Remember these are standard procedures but other approaches
are possible.
48
Primary
• Not setting a task before pupils read: ‘Read and tell me what it is
about’ does not constitute a task.
• Forgetting to leave time for peer feedback (in groups or with talk
partner) and going immediately to whole group checks.
49
Primary
Reflect on the session 10 Support for less proficient pupils PowerPoint slides
and identify key points of D3.S2.15-16
Ask participants to think about their previous experience with ways of
learning
supporting less proficient pupils in Reading lessons. Ask them to Mini whiteboards
discuss this experience in their groups (slide D3.S2.15).
Talk through slide D3.S2.16 (Reading skills: support for less proficient
pupils). Ask participants to compare their experience with the ideas on
the slide. Ask: do they know of strategies that work that are not included
on the slide?
50
Primary
Session 3
Session 3: Create lesson plan(s) for Reading lesson
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
10 Session starter: Evaluation tree PowerPoint slides
D3.S3.1-2
Set starter (slide D3.S3.2 and Handout D3.S3.H1):
Handout D3.S3.H1:
Where do you feel you are on the tree in relation to Evaluation tree
the planning and delivery of the micro-teaching
sessions?
51
Primary
52
Primary
Where do you feel you are now on the tree in relation Handout D3.S3.H1:
to the planning and delivery of the micro-teaching Evaluation tree
sessions?
53
Primary
Session 4
Session 4: Micro-teaching and feedback
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
10 Session starter: staying on track PowerPoint slides
D3.S4.1-2
Show the session aims (slide D3.S4.1).
Handout D3.S4.H1:
Give instruction for starter task (slide D3.S4.2). Staying on track
Complete the self-assessment checklist before and after checklist
your micro-teaching.
Remind participants that those who are chosen to deliver a micro-
teaching session will need to complete the second section of the
checklist for reflecting after the micro-teaching.
Practise delivering a 70 Micro-teaching: Reading lessons PowerPoint slides If your group responded
micro-teaching session Refer participants to the evaluation form (slide D3.S4.3 and D3.S4.3-4 well to writing additional
Handout D3.S4.H2). Remind participants of the term ‘success Handout D3.S4.H2:
success criteria during
Evaluate observed criteria’: this is a term used to refer to the criteria in the left-hand Micro-teaching
session 1, ask them to
micro-teaching sessions column. write more criteria as per
evaluation form
and provide feedback instruction. If they did
• There is space on Handout D3.S4.H2 to add any success Handout D3.S4.H3: not, skip writing
Give feedback using the criteria that you can think of for giving feedback on the ‘Medals and additional success
evaluation form and micro-teaching. missions’ feedback criteria and proceed to
feedback model • Move around the room and look at what other participants Handout D3.S4.H4: micro-teaching.
have added as success criteria. Targets and actions
• Are there any criteria that you want to take and add to your
form? Additional space has been provided on the next
page.
After participants add one or two additional success criteria, ask
them to move around the room and look at what other participants
have added as success criteria. If they find criteria that they want
to use, then they can add these to their form.
54
Primary
55
Primary
Day 4
Session 1
Session 1: Prepare to create lesson plan(s) for Writing lesson(s)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
15 Session starter: Poems about language learning PowerPoint slides A writing frame is a
D4.S1.1-2 skeleton or outline of a
Show session aims (slide D4.S1.1).
Handout D4.S1.H1: planned text that
Set starter task (slide D4.S1.2). Participants follow instructions on poem about includes prompts for
Handout D4.S1.H1. language learning pupils. The frame
provides a structure for a
Give participants an opportunity to share their poems in their writing task. The prompts
groups. Bring the starter to a close by inviting participants to read may include questions,
their poems to the whole group. visuals, key points or
sentence starters.
Draw attention to how the handout for the activity has provided a
framework for guiding them to write the poem. Point out that
pupils may need writing frames like this to help them with their
writing.
56
Primary
When ready, collect a few ideas from different groups. Then show
slide D4.S1.4. Ask participants to look through the Learning
Standards for Writing (Handout D4.S1.H2) and to identify the
different types of writing task and skills involved.
Understand Writing sub- 15 Process versus product in writing PowerPoint slide Remind participants that
skills D4.S1.5 young learners do not
Explain that some skills for writing can be considered more
need to know the names
process-focused and others can be considered more product- Handout D4.S1.H3:
of the different stages of
focused. Process versus
writing. They will begin to
product in writing
practices applying them
Set the task for this stage of the session (slide D4.S1.5 and
however, on a level that
Handout D4.S1.H3). Encourage participants to work in groups on
is suitable for their
this task.
development and
proficiency. Teachers, on
Which of the writing skills in Handout D4.S1.H3 are more the other hand, should
process-focused and which are more product-focused?
be aware of the different
Write ‘product’ or ‘process’ next to each item. stages and ensure
planning focused Writing
Monitor and assist with task when necessary. activities.
Collect some responses to the task and then go through answers:
process-focused = 2,3,5,7,9,11
57
Primary
58
Primary
• You will then deliver on your own a part of the lesson (15-
20 minutes) as a micro-teaching session.
59
Primary
60
Primary
Session 2
Session 2: Create lesson plan(s) for Writing lesson(s)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
10 Session starter: writing a report on the previous session PowerPoint slides
Show session aims (slide D4.S2.1). D4.S2.1-3
Handout D4.S2.H1:
Give instruction for the starter task (slide D4.S1.2 and Handout Report on previous
D4.S2.H1).On your own, write a brief report of 5 lines on the session
previous session as if reporting back to a colleague. This must be
a well-written report.
You have a time limit (5 min).
Once you have finished swap with a partner and compare
your report with what they have written. Explain that young
What are the differences or similarities? learners do not need to
As feedback on the task, ask participants to think about the know the names of the
processes they went through to produce their report. Quickly above stages or carry
collect some ideas from participants and then show slide D4.S1.3 out all of them in one
and point out that the processes link with skills discussed in the session. They should,
previous session. These are skills that the participants will need to however, begin to
consider for the Writing lessons they plan. gradually practice the
Processes for writing: process and apply it in
1 Understanding the task Writing tasks. This will
2 Brainstorming develop their awareness
3 Selecting to the process of writing
4 Planning and embed it in their
5 Drafting future practice.
6 Editing
7 Receiving feedback
8 Rewriting
9 Proofreading
61
Primary
62
Primary
Session 3
Session 3: Micro-teaching and feedback
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
10 Session starter: staying on track PowerPoint slides
D4.S3.1-2
Show the session aims (slide D4.S3.1).
Handout D4.S3.H1:
Give instruction for starter task (slide D4.S3.2). staying on track
checklist
Complete the self-assessment before and after your
micro-teach.
63
Primary
64
Primary
Session 4
Session 4: Prepare for lesson plan(s) for Language Arts lesson(s)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
10 Starter: just a minute PowerPoint slides This is meant to be a
D4.S4.1-2 relaxing and amusing
Show session aims (slide D4.S4.1). activity. If it
Explain the task (slide D4.S4.2):
65
Primary
66
Primary
Revise and consolidate 20 Terminology mission: mix, mingle, master PowerPoint slides
key terms used in the D4.S4.5-6
Before the session prepare slips of paper. Each slip of paper
training so far
should have one of the following words or phrases written on it: Slips of paper with
target words and
scheme of work CEFR formative assessment
phrases on
learning standards writing drafts WALT
repair strategies post-lesson product focused
target phonemes SMART differentiation
peer assessment global meaning with support
learning objectives content standard
medals and mission process focused pre-lesson
summative assessment learning objective 2 stars and a wish
67
Primary
68
Primary
69
Primary
Day 5
Session 1
Session 1: create lesson plan(s) for Language Arts (LA) lesson(s)
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
10 Session starter: predict it PowerPoint slides
Show session aims (slide D5.S1.1). D5.S1.1-2
70
Primary
71
Primary
Session 2
Session 2: Micro-teaching and feedback
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
10 Starter: staying on track PowerPoint slides
D5.S2.1-2
Show the session aims (slide D5.S2.1).
Handout D5.S2.H1:
Give instruction for starter task (slide D5.S2.2). staying on track
Complete the self-assessment checklist before and after checklist
your micro-teaching.
Remind participants that those who are chosen to deliver micro-
teaching will need to complete the second section of the checklist
for reflecting after the micro-teaching.
72
Primary
73
Primary
Session 3
Session 3: create a lesson plan for one Language Awareness lesson
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
10 Session starter: what do you know? PowerPoint slides
Show session aims (slide D5.S3.1). D5.S3.1-2
74
Primary
Remind participants the ideas they are sharing can be used for
the lesson planning they are going to do in this session.
75
Primary
76
Primary
Session 4
Session 4: Micro-teaching and feedback. Reflection and action planning
77
Primary
5 Farewells
Thank participants for their hard work. Give final farewells etc.
78