Aceh Interactive Teaching Project
2007-2008
Workshop Description
Course
Module no.
Interactive Teaching and Learning
Module 11
Workshop Name
Planning and Assessment II
The objective of this module is to model planning and assessment
in a realistic manner and model lessons in an environment which
mimics the teachers’ own classrooms.
The module looks deeper into methods of planning and assessment.
The aim of this unit is to consolidate many of the skills taught
earlier in the project and look again at planning lessons around
big ideas, or concepts. Collaborative planning with clear
assessment tasks will be stressed. Teachers will be coached as
they write their own lessons, based on a simple planner and
plenty of input from their colleagues.
Overall purpose of
the workshop
Since this is a module directly on the planning and assessment of
lessons and units/themes, this workshop will largely be based on
actual writing of planners and assessment pieces. Participants
will be looking at actual units and lessons from their textbooks,
identifying big ideas, and planning modified, interactive
lessons. Actual lessons from Indonesian textbooks will be
translated and be sent to trainers to develop alternate lessons.
The teachers will not only plan the lessons, but do selected ones
as if they were students.
In addition to developing actual planners and lessons, the
teachers will learn various assessment strategies and apply them
to lessons. These can also then be carried out as if the training
room was a live classroom.
Participation
Criteria
This course is intended for teachers who have been exposed to basic concepts in
planning and assessment and have had experience in planning and assessing in their
own classrooms.
Aceh Interactive Teaching Project
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Understanding and
Knowledge
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2007-2008
UNDERSTANDINGS
Concepts need to drive the unit or theme When planning, it is essential for the
concepts, or “big ideas,” to drive the lessons and the unit, or theme. These big ideas
become the basis for the planning process, since the teachers needs to constantly be
asking themselves how a lesson helps the students come to a better understanding of
the concept(s).
Long-term planning allows understanding of big ideas to develop Planning
lessons is best when done in the context of a larger, long-term unit of study or theme.
Planning is best done as a collaborative process Though not always possible,
planning collaboratively allows for a healthy interchange of ideas, brings in new and
varied perspectives, and contributes to a culture of mutual learning and support.
Students must know the aim of the unit or theme It is vital that the students are fully
aware of the purpose of the unit or lesson. It is up to the teachers to bring the students
back to the big idea as it is developed through successive lessons, and involve the
students in developing a deeper understanding of the ideas as the unit/theme
progresses.
Teachers need to factor in plenty of “space” for students While teachers will need
to create the parameters of the unit or theme (often dictated by the curriculum
requirements), it is important to be flexible and open-ended to a certain degree when
planning a unit or theme. Teachers need to leave plenty of space for the children to
partially drive the unit or theme—through their questions, their interests, and their
ideas. This requires the ability to add and modify lessons and assignments as the
students provide input and direction.
Textbooks can be used as a resource rather than a mainstay Planning around big
ideas is still possible (though not easy) with textbooks, tests, and a set curriculum. It
requires the teacher to be aware of the big idea inherent in the textbook unit of study or
series of lessons, and to be able to modify the textbook lessons so as to include more
student input, collaboration, creativity, and decision-making.
The students come first In any lesson, the student should be the centre of the activity
and learning. For every lesson, the question needs to be, What will the students be
doing to develop an understanding of the big idea for this lesson and of the
unit/theme? How can the lesson be changed to allow greater self-direction, creativity
and decision-making? What other ways are there for the students to get the
information without “being told”? How can I get the students to take a more active role
in developing an understanding of the materials and ideas—and then showing me their
understanding?
“Backwards by design” puts assessment in the forefront of planning. When
planning, it is helpful (though more difficult at first!) to think about how the students
would be able to show that they understand the big idea and reached the learning
outcome. The question then becomes, What assignment(s) or aspect(s) of the lesson
would show me as a teacher that the students have understood the aim of the lesson?
Resources need to be organized ahead of time The planner should list the
resources necessary and the teacher should ensure that they will be ready well before
the lesson.
Reviewing the unit or theme is an essential step in the planning process After
completing a unit or theme, it is important to review what went well and what needed to
be improved upon. This should be written down in the teacher’s notebook so that it can
be reviewed next year.
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