Welcome - come in and have a seat On the piece of paper in front of you draw a visual representation of each of the following words:
Test
Struggle
Low Stakes Testing
Integral
Useful Challenges
Effor:ul Retrieval
Desirable difficul4es
Further Consolidation?
why
• Assessment milestone sow
Effective teaching?
Know / Don’t know
Effortful retrieval
X
Organise Â
U4lise Â
Varied Learning Tool Low Stakes Testing
Consolidated learning
Making connections
Effortful retrieval
Strengthening connections
Know / Don’t know
insight
X!
Lack of knowledge / misconceptions
Embraced
Students come into the classroom and they are presented with a learning ac5vity that begins to alert the students to the learning immediately. objec5ve The skill the teacher intends to master with the students is then precisely introduced and contextualised in terms of what, how and why. Reference is made to prior learning and the outcome by the teacher.
The lesson closes with a plenary session in which the teacher draws out key points. Students are encouraged to explain what they have learned and how it can be used in the future, perhaps in other lessons
The teacher moves quickly to get students to apply what they have learned, in group work or paired work, or an individual exercise.
HOW DO WE KNOW THEY KNOW?
The next sec5on of the lesson will involve a brisk ac5vity or series of ac5vi5es to catch the imagina5on and introduce the concepts of the skill.
The teacher will then ac5vely model on the board how to u5lize the ini5al skill taught.
LESSON OUTLINE Purpose of the teaching and learning activity
Teacher explanation demonstration assessment
Student demonstration of understanding
context
valued
Enhance Strengthen
no set ways support or guidance
recognise achievements
efforts
acknowledge
(yet)
planning
milestone
Types of low stakes tes4ng • Knowledge Retrieval and Consolida4on • Collabora4ve Explora4on • Finding addi4onal layers of meaning • Evalua4on of Tes4ng
Knowledge, Retrieval and Consolidation
Self Quizzing
Q & A
snowball
Mind maps
Flashcards
Quick Review / Recall • How do you establish a ‘safe’ environment when introducing low stakes tes4ng to the students? • How can low stakes tes4ng inform lesson planning?
Genera5on tes5ng
ideas or possibili4es ques4ons or challenges
Collaborative Exploration
Keyword storytelling
Everyth
ing you know…
Show me the money
Free recall
Opposites aRract Spot the deliberate mistakes
Opposites aRract In pairs: What is the exact opposite of low stake tes4ng?
Finding additional Layers of Meaning strengthens their mastery
mul4plies mental cues
Addi4onal Links
Elabora4on Exercises
Give us a clue
Frozen picture
Rephrase • In your own words can you define low stakes tes4ng for someone who is not at the training.
Evaluation of Learning How successful have I been?
Reflec4on Tes4ng
You Tell me
A PYRAMID OF PLENARY One ques5on you are leL with ………………………………… Two concepts you understand that you didn’t before ………………………………… Three pieces of vocabulary you now know and what they mean
Your Students Need