Grade 4 Whole Year Weekly Home Learning Plan | Grade 4 WHLP

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Sample Techniques for Each Formative Assessment Strategy

Establishing clear learning target and success criteria

  • Asynchronous (e.g. email, text/mobile message, social media, LMS)
    • Post the learning targets before the start of a lesson to get learners to think about what they will be learning and how these are connected to their prior knowledge and personal experiences. Present at least two contrasting samples of anonymous work and ask learners to post a comment on which is better and why. Show a checklist or rubric to provide learners a clear idea of what is expected of them to achieve in relation to the learning targets. Then invite them to comment or raise questions
  • Synchronous (e.g. phone call, video call, live chat)
    • Share and highlight important details of the learning targets, and then ask learners to explain the targets in their own words. Present at least two contrasting pieces of anonymous work and ask learners which is better and why. Show a checklist or rubric and initiate an interactive discussion on the expected levels of performance. Invite learners to comment or raise questions.

Eliciting useful evidences of learning

  • Asynchronous
    • Pose a variety of questions, especially those that will engage learners in deep thinking. Ask learners to respond and to comment on other classmates’ answers. Provide exercises in multiple formats (binary choice, multiple choice, matching, short answer, essay). Let learners choose when to complete each exercise during a specified period. Have learners use a paper-based or digital journal to keep a record of what they learn each day.
  • Synchronous
    • Pose a variety of questions, especially those that will engage learners in deep thinking. In a whole- or small-group discussion, call at random at least two learners to answer, and then allow volunteers to contribute responses. Provide exercises in multiple formats (binary choice, multiple choice, matching, short answer, essay) to be taken on the same day and at the same time. Give learners a set time to complete each exercise.

Providing effective feedback

  • Asynchronous
    • Record and upload an audio/video file containing feedback on a learner’s performance. Send written feedback via email, SMS, or mobile message. If necessary, add photographs or screenshots of learners’ outputs to support the feedback. Use the comments feature in word processing software to provide feedback on writing tasks. Embed hyperlinks to external resources which learners can safely navigate to improve future work.  Write feedback on an anonymous work and provide learners a copy of the work with the success criteria for the task. Ask pairs or small groups of learners to improve the work by following the feedback.
  • Synchronous
    • Initiate a real-time conversation with a learner to give feedback about his/her performance, or a live class session to highlight details of common strengths and areas for improvement. Then, have them note down the feedback they received. During a live small-group session, have learners show and explain the improvements they made on an anonymous work based on given feedback. Once they get used to this, begin using actual samples from the class.

Engaging learners in assessing and improving each other’s work

  • Asynchronous
    • Post ground rules for peer feedback. Invite learners to express their concerns with the rules and to suggest any improvements. Provide examples of different kinds of feedback comments. Ask learners to reflect on which comments would be helpful to one’s work and which ones would not.  Let learners make multiple attempts at one task and select one that they think is the best. Have them exchange their work with a partner, who selects one of their partner’s attempts they believe is the best, compare their choices, and discuss any areas of concern.
  • Synchronous
    • Conduct a whole-class session to construct ground rules for peer feedback. Ask learners to explain the rules in their own words. Present examples of different kinds of feedback comments. Ask learners which ones they think would be helpful for improving one’s work and why.  Let learners present their work, on which classmates will provide constructive feedback afterwards. Encourage them to incorporate the suggestions and resubmit the revised documents later.

Increasing learners’ ownership of their own learning

  • Asynchronous
    • Have learners use a paper-based or digital journal to keep a record of what they learn each day. Have learners keep a learning portfolio that documents their progress. Ask them to review their portfolio regularly and reflect on what has improved about their work.  After completing a task, ask learners to write down one thing they found easy about the task, one thing they found difficult, and one thing they found interesting. Establish a “parking lot” for questions learners may want to raise outside a live conversation or class session. Respond to these questions as they are posted. Invite learners to respond as well.
  • Synchronous
    • Provide clear instructions about how learners can use a learning journal or portfolio to keep a record of their progress. Ask learners to share one thing they found easy about a task they have just completed, one thing they found difficult, and one thing they found interesting. § Schedule a session for answering the questions posted in the “parking lot”. Encourage the learners to respond first.

Continue reading here:

Whole Year Grade 4 WHLP

Grade 4 Whole Year Weekly Home Learning Plan

GRADE 4 – 1st Quarter Weekly Home Learning Plan

 

GRADE 4 – 2nd Quarter Weekly Home Learning Plan

 

GRADE 4 – 3rd Quarter Weekly Home Learning Plan

 

GRADE 4 – 4th Quarter Weekly Home Learning Plan

 

 

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