Phases within a unit 1

In order to organise learning sequences, a unit can be divided into four different phases:

 initial phase
 development phase
 final integration task
 transfer task (optional assessment).

In order to fulfil the objectives, you can design different activities for each phase. Look at the
activities listed for each phase here and add one more activity to each list.
3 items remaining

 and an assessment task where learners answer individually to a new situation (with the same
parameters).
 and self-assessment activities to reflect on learning and personal work.
 and self-assessment activities to reflect on the stages of the unit and the process of learning.

Initial phase: introductory activities to explore what the learners already know about the topic,

snapshot activities of the topic to motivate the learners

Introduction
Welcome to Unit 2 of Planning, monitoring, evaluating and reviewing. 
In the first unit, you looked at the PMER cycle as a whole and considered some of the overall
benefits of applying this approach to school management and teaching. In this unit, you'll consider
the stages of planning, monitoring and evaluation in more detail.
By the end of this second unit of the module you'll be able to evaluate, reflect on and use the
principles of monitoring and evaluation in your school.

Planning 1
Everyone working in a school would agree that planning, which is the first stage in the PMER cycle,
is an essential activity in any school. However, consider the features below. Are they a part of
planning in your school? 

 Planning is ongoing.
 All staff are involved in planning and contribute to the school improvement planning
process. 
 Agreed actions are recorded, and everyone is clear on their roles.
Planning 2
On the previous slide, you looked at some important features of good planning. However, a plan
simply serves as a written record of what's been agreed. It's the doing that's important. 
Good planning without good working is nothing.
Dwight D Eisenhower
Schools can spend a lot of time writing plans that are put on the shelf and rarely referred to.
Planning, therefore, should be an ongoing activity in any school.
Everyone should be clear about the detail of what has been agreed – the priorities, actions to
address the priorities, time frames and, importantly, their role in delivering the plan.
Plans are working documents, serving to remind staff what they have agreed to do and when. The
key to improvement is taking action.

Planning 3
Answer some reflective questions about your school. There are no correct answers.
3 items remaining

Does your school management have a clear strategy for planning? 

Definitely

I think so

CorrectI don't think so

Definitely not

Planning 3
Answer some reflective questions about your school. There are no correct answers.
3 items remaining

Is the planning for your school ongoing? 

Definitely

I think so

I don't think so
Definitely not

Planning 3
Answer some reflective questions about your school. There are no correct answers.
3 items remaining

Are there clear action points for your plan? 

Definitely

I think so

I don't think so

Definitely not

Planning 3
Answer some reflective questions about your school. There are no correct answers.
3 items remaining

Are all people involved clear on their role in carrying out the plan? 

Definitely

I think so

I don't think so

Definitely not

Monitoring and evaluation 1

After planning, the next stages in the PMER cycle are monitoring and evaluation. Complete the sentences to
consider what is often done in the monitoring stage.

Monitoring looks at progress made by

 Correctimplementing agreed actions.

Monitoring gathers evidence to show that

 Correctactions are making a difference.

Monitoring identifies any further improvement issues

 Correctthat need attention.

Monitoring identifies good practice

 Correctto build on.

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