Day 3, Session 1

Micro-teaching and feedback

By the end of this session participants will be able to:

• Practise delivering a micro-teaching session
• Evaluate observed micro-teaching sessions and provide
feedback
• Give feedback using the evaluation form and feedback
model
• Reflect on the session and identify key points of learning
D3.S1.1
Starter: staying on track

• Complete the self-assessment checklist before

(and after) your micro-teaching: see
Handout D3.S1.H1.

D3.S1.2
Feedback on micro-teaching: adding success criteria

• Success criteria are specific and measurable

descriptions of what success looks like.
• Identifying success criteria for assessment of
learning will help the teacher to:
– give specific feedback
– help pupils understand their learning better.
• There is space on the evaluation form (Handout
D3.S1.H2) to add any success criteria that you can
think of for giving feedback on micro-teaching.
D3.S1.3
Schedule for micro-teaching – Session 2

Add schedule for Listening lessons micro-teaching to this

slide.

D3.S1.4
Plenary: reflecting on your learning

What is the most important learning for you

from this session?

D3.S1.5
Day 3, Session 2
Prepare to create lesson plan(s) for Reading lesson(s)

By the end of this session participants will be able to:

• Understand Reading learning standards in the
curriculum framework
• Understand Reading sub-skills
• Reflect on the session and identify key points of
learning

D3.S2.1
Starter activity
Put up a card…
green for true, red for false

D3.S2.2
Session starter activity
1. The learning standards describe what pupils can do but not
how they progress from one level to the next.
2. Grammar is not separately and specifically specified in the
curriculum because it is not specified in the CEFR descriptors.
3. Formative assessment usually summarises information into
marks, scores and grades.
4. The curriculum framework will help lesson planning.
5. A benefit of formative assessment is that teachers have less
marking.
6. ‘Wait time’ is the time given between asking and then the
teacher answering the question.

D3.S2.3
Learning Standards for Reading
Task
Look at the Content and Learning Standards for Year 3
Reading skills (Handout D3.S2.H1).
Discus the following questions in your groups:
– What kind of activities would you plan so that a pupil
can achieve learning according to a particular Learning
Standard?
– What types of text would you expect to use for these
Learning Standards?

D3.S2.4
Learning Standards for Reading

General reading skills indicated in the

Learning Standards:
– Understanding main idea
– Understanding specific details
– Guessing meaning of unfamiliar words
– Recognise attitude or opinion
– Using simple dictionary skills (monolingual
dictionaries)
– Recognise typical features of texts
D3.S2.5
 Learning Standards for Reading

Specific Reading skills and strategies that need to be taught:

• Recognise spelling patterns and break 2 or 3-syllable words up for
reading (e.g. winner, tomatoes)
• Guess meanings of simple new words and recognise words by sight
• Understand punctuation and word order
• Recognise text type (e.g. poems, lists) and predict meaning
• Use previous knowledge about the topic
• Understand appropriate vocabulary
• Identify links between words and sentences
• Understand the main idea and specific information
• Understand how to use a monolingual dictionary D3.S2.6
Learning Standards for Reading

Learning demand on pupils

• New vocabulary
• Length of the text
• Language in the text
• Word and sentence length
• Task type
• Language needed for answers
• Time
D3.S2.7
Procedures for Reading lessons

Task:
• Put the procedures for teaching Reading skills
into typical order (Handout D3.S2.H2)

Remember these are standard procedures but

other approaches are possible.

D3.S2.8
 Procedures for Reading lessons

Typical lesson planning errors to avoid

• No clarity on the Learning Standard being addressed or the Reading
skills and strategies being developed.
• Not setting a task before pupils read; ‘Read and tell me what it is
about’ does not constitute a task.
• Giving out the texts in advance of the tasks, then struggling to get
attention back.
• Over-teaching vocabulary before reading.
• Forgetting to leave time for peer feedback (in groups or with talk
partner) and going immediately to whole group checks.
• Distracting pupils by wandering or speaking during the monitoring
stages. D3.S2.9
• Getting pupils to read aloud: this is a different skill!
Reading lesson stages

Task:
• Look at Handout D3.S2.H3.
• Think about the key stages in Reading lessons
(pre-lesson, lesson delivery and post lesson).
• What kind of task might you associate with each
stage?

D3.S2.10
Pre-lesson / lesson delivery / post-lesson stages

Example pre-lesson tasks:

• Personalisation
• Predictions
• Brainstorming
• Drawing/labelling
• Pupils make questions according to what they
would like to know from the text

D3.S2.11
Pre-lesson / lesson delivery / post-lesson stages

Example lesson delivery (‘main idea’ tasks):

• Ordering (e.g. pictures)
• Checking against predictions/guesses
• Matching (e.g. people to places, titles to pictures)
• One or two general comprehension questions
(Who is speaking? Where are they?)
• Ranking pictures in order

D3.S2.12
Pre-lesson / lesson delivery / post-lesson stages

Example lesson delivery (detailed tasks):

• Completing tables
• Guessing meaning from visual aids
• Correcting false information
• Answering comprehension questions

D3.S2.13
Pre-lesson / lesson delivery / post-lesson stages

Example post-lesson tasks:

• Discussing what they have read using key words
• Information gap
• Role playing

D3.S2.14
Reading skills: support for less proficient pupils

• Think about your experience of supporting

less proficient pupils in Reading lessons.
What have you done to help these pupils?
• Share your experience in your groups

D3.S2.15
Reading skills: support for less proficient pupils

• Pre-teach difficult vocabulary and leave it written on the

board for pupils to refer to. Use visuals if possible.
• If there are gap fill exercises (e.g. 4 sentences with 4
gaps), give pupils the answers to the first two then ask
them to work out the other 2 sentences. Go over the
answers and check their understanding.
• Draw attention to the title, pictures, etc. and set the
scene beforehand so their mind is on track for the topic.
• Break texts into chunks and give the option of only
reading some of the text. D3.S2.16
Day 3, Session 3
Create lesson plan(s) for Reading lesson(s)

By the end of this session participants will be able to:

• Write SMART learning objectives
• 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

D3.S3.1
Session starter: Evaluation tree

Where do you feel you are

on the tree in relation to
the planning and delivery
of the micro-teaching
sessions?
Handout D3.S3.H1

D3.S3.2
 Micro-teaching tasks

• You will now be preparing a Reading lesson

from the first cycle of ten lessons in the Year 3
Scheme of Work.
• You will then deliver on your own a part of the
lesson (15–20 minutes) as a micro-teaching
session.

Handout D1.S4.H1 D3.S3.3

Lesson planning resources for micro-teaching

• Handout D3.S3.H2:
Reading lesson 1 from Year 3 SoW
• Handout D3.S3.H3:
Lesson plan template
• Handout D3.S3.H4:
Lesson planning support

D3.S3.4
Complete lesson plan(s)

• Work on your lesson planning and preparation for the

Reading lesson micro-teaching, which will take place in
the next session today.
• Please ask for assistance if you need it.
• You can also help and support each other.

D3.S3.5
Session plenary: Evaluation tree

Where do you feel you are

now on the tree in relation
to the planning and
delivery of the micro-
teaching sessions?
Handout D3.S3.H1

D3.S3.6
Day 3, Session 4
Micro-teaching and feedback

By the end of this session participants will be able to:

• Practise delivering a micro-teaching session
• Evaluate observed micro-teaching sessions and provide
feedback
• Give feedback using the evaluation form and feedback
model
• Reflect on the session and identify key points of learning
D3.S4.1
Session starter: staying on track

• Complete the self-assessment checklist before

(and after) your micro-teaching: see Handout
D3.S4.H1.

D3.S4.2
Feedback on the micro-teaching

• There is space on Handout D3.S4.H2 to add

any success criteria that you can think of for
giving feedback on the micro-teaching
sessions.
• Move around the room and look at what other
participants have added as success criteria.
• Are there any criteria that you want to take and
add to your form?
D3.S4.3
Schedule for micro-teaching – Session 3

Add schedule for Reading lessons micro-teaching to this

slide.

D3.S4.4
Session plenary: Reflecting on skills

What skills have you developed today?

Choose one and explain how you have
developed it….

D3.S4.5