Service5.4 MasterTrainer CascadeNotes Preschool&Primary V1.0

Formative Assessment Principles and Practices Training
2018 (Preschool & Primary)

Master Trainer Cascade Notes
Table of Contents
Table of Contents................................................................................................................................................................................................. 2
Master Trainers Training Aims ............................................................................................................................................................................. 4
Cascade Training Aims ........................................................................................................................................................................................ 5
Cascade Training Overview ................................................................................................................................................................................. 6
Resources Overview .......................................................................................................................................................................................... 10
Day 1 ................................................................................................................................................................................................................. 11
Session 1 ....................................................................................................................................................................................................... 11
Session 2 ....................................................................................................................................................................................................... 18
Session 3 ....................................................................................................................................................................................................... 23
Session 4 ....................................................................................................................................................................................................... 27
Session 5 ....................................................................................................................................................................................................... 32
Day 2 ................................................................................................................................................................................................................. 33
Session 1 ....................................................................................................................................................................................................... 33
Session 2 ....................................................................................................................................................................................................... 41
Session 3 ....................................................................................................................................................................................................... 46
Session 4 ....................................................................................................................................................................................................... 50
Session 5 ....................................................................................................................................................................................................... 53
Day 3 ................................................................................................................................................................................................................. 54
Session 1 ....................................................................................................................................................................................................... 54
Session 2 ....................................................................................................................................................................................................... 58
Session 3 ....................................................................................................................................................................................................... 62
Session 4 ....................................................................................................................................................................................................... 66
Session 5 ....................................................................................................................................................................................................... 70
Day 4 ................................................................................................................................................................................................................. 71
Session 1 ....................................................................................................................................................................................................... 71
Sessions 2 + 3 ................................................................................................................................................................................................ 72
Session 4 ....................................................................................................................................................................................................... 73
Appendix ............................................................................................................................................................................................................ 77
Master Trainers Training Aims
By the end of this training, Master Trainers are expected to…
1. Understand their role as Master Trainers

2. Understand the training content (i.e. formative assessment principles and practices)
3. Recognise the link between formative assessment and the CEFR-aligned curriculum
4. Plan for and practise delivering parts of the training content
5. Discuss possible challenges during the cascade and consider solutions
6. Understand how to give effective feedback to teachers (following formative assessment principles)
7. Reflect and discuss plans for the cascade.
4
Cascade Training Aims
The aims of the workshops are that all participants will be able to…
1. Understand formative assessment principles and practices

2. Recognise that formative assessment is promoted in the CEFR-aligned curriculum for teaching and learning
3. Apply formative assessment in lesson planning
4. Understand how to monitor and interpret formative assessment
5. Understand how to give effective feedback to pupils
6. Discuss challenges to applying formative assessment in practice
7. Encourage teachers to reflect and discuss future plans.
5
Cascade Training Overview
Day 1
Session title Time Session aims
What is formative assessment and 90  Introduce ourselves to the group and know how we will be working together
how does it improve teaching and min  Explain key differences between summative and formative assessment
approaches
learning?
 Analyse some key concepts of formative assessment in teaching and learning
 Familiarise ourselves with one theoretical framework for the role of formative
assessment in teaching and learning
 Reflect on the session and identify key points of learning
The use of activities that provide 90  Identify different time cycles, possible ways that pupils can show what they
evidence for formative assessment (1) learned, and purposes for formative assessment
min
 Familiarise yourselves with different types of formative assessment techniques
The use of activities that provide 75  Understand different productive/receptive task features that embed formative
evidence for formative assessment (2) assessment opportunities
min
 Familiarise yourselves with a few discussion formats and how these contribute to
formative assessment
 Practise using a few different types of formative assessment techniques to collect
evidence of learning
Collecting and analysing evidence; 75  Make decisions about teaching and learning based on evidence
introduction on giving feedback min  Explain the benefits of good feedback on learning
 Discuss different ways of giving feedback
 Reflect on Day 1 and identify key points of learning
Day 1 reflection 30  Check that outcomes for the day have been achieved
min  Consolidate and review the techniques presented throughout the day
 Reflect on the first day and complete a learning journal entry
6
Day 2
Overview of CEFR-aligned curriculum 90  Describe the role of the CEFR in the curriculum and in teaching and learning
documentation and ‘can do’ min  Explain the relationship between the CEFR and a learning-oriented classroom
orientation  Understand how to use the CEFR for a model of progression
Planning objective focused lessons 90  Understand key principles of effective planning for formative assessment
and identifying success criteria (1) min (including SMART learning objectives and success criteria)
 Develop success criteria for learning objectives
 Learn how to make learning objectives and success criteria clear to pupils,
including using exemplars
 Plan starter activities that activate prior learning and plan plenary activities that
review learning.
Integrating formative assessment into 75  Find opportunities to use formative assessment in the new curriculum
teaching and learning with the new min  Identify short- and long-term learning objectives based on the learning standards
CEFR-aligned curriculum  Find opportunities to apply formative assessment techniques as part of receptive
and productive language tasks
Planning objective focused lessons 75  Develop lesson plans that include SMART learning objectives and formative
and identifying success criteria (2) min assessment opportunities
 Develop success criteria to judge the quality of lesson plans
 Give peer feedback on lesson plans
 Understand the requirements for the Day 4 micro-teaching task
min  Review the ‘hopes’ post-it notes from Day 1
 Reflect on the second day and complete a learning journal entry
7
Day 3
Reviewing and developing formative 90  Explain the concept of deliberate practice
assessment techniques in receptive  Understand how to plan for deliberate practice
min
and productive skills  Develop tasks at word, sentence and text levels for practising and developing
specific language skills and knowledge
Reviewing and developing formative 90  Explain the concept of growth mindset
assessment techniques to support  Use self and peer-assessment to involve pupils in assessment
min
independent learning  Understand how to support pupil recognition of intended learning and implication
on their development
 Understand and discuss ways to build pupil autonomy and encourage pupil voice
through pupil feedback
What is effective feedback? A model 75  Understand the ‘medals and missions’ model for effective feedback
for giving feedback  Set SMART targets for pupils
min
 Use the ‘medals and missions’ model to record evidence of learning achieved
and identify areas which require further development
Using differentiation effectively in 75  Describe the purpose and applications of differentiated learning
planning activities  Explain the link between differentiation and planning formative assessment
min
 Apply strategies for differentiation based on pupils’ different levels, interests and
approaches to learning
 Reflect on Day 3 and identify key points of learning
min  Consolidate and review the techniques presented throughout the day
 Reflect on the third day and complete a learning journal entry
8
Day 4
Micro-teaching 90  Finish preparing formative assessment micro teaching
Feedback and recall main principles  Practise delivering on formative assessments
min
of formative assessment (1)  Evaluate observed lessons and provide feedback
 Give feedback using the ‘medals and missions’ model
Micro-teaching 90  Practise delivering on formative assessments
Feedback and recall main principles  Evaluate observed lessons and provide feedback
min
of formative assessment (2)  Give feedback using the ‘medals and missions’ model
Micro-teaching 75  Practise delivering on formative assessments

Feedback and recall main principles  Evaluate observed lessons and provide feedback
min
of formative assessment (3)  Give feedback using the ‘medals and missions’ model
Reflection and action planning 75  Promote self-reflection on key skills teachers need to focus on for successful
formative assessment management
min
 Understand how monitoring and evaluation tools work and when to use them
 Complete after-course questionnaires
No session 5
9
Resources Overview
The list below is for additional resources required during the training. each group should have the training materials (slides, handouts, cascade
notes) as well as the curriculum framework (secondary / primary and preschool) and the first unit of one of the schemes of work (secondary
primary and preschool).
Day 1 Day 2 Day 3 Day 4
 Card for name boards  Cut-up collocations from  Statements on paper for  Formative Assessment
 Dictionaries Handout D2.S2.H1 starter activity (see notes Handbook
 Flip chart paper  Flip chart paper for statements)  Glossary words from
 Pens for flip chart  Pens for flip chart  Blank paper for drawing each participant (collect
 Post-it notes (3 colours)  Post-it notes (for on (A4) in class)
 Blu tack glossary)  Colour copies of  Hopes, concerns and
 Formative Assessment  ‘Hopes’ Post-it notes Handout D3.S4.H4 (A3 expectations posters
Handbook completed by size), one for each group from Day 1
 Cards for ‘muddy points’ participants on Day 1  Dice (1 for each group)
(A6 size)  Counters (1 for each
 ‘Traffic light cups’ – red, participant)
amber and green (or  Post-it notes (for
coloured card) glossary)
 Lollypop sticks
 Mini whiteboards
 Pens for whiteboard (not
permanent)
 Coloured pieces of card
or paper for ‘Contribution
cards’ (3 per participant)
 Red and green cards (1
of each colour for each
participant)
10
Day 1
Session 1
Session 1: What is formative assessment and how does it improve teaching and learning?
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
Introduce ourselves 5 Introduction PowerPoint slides Ensure that you are
to the group and D1.S1.1-4 aware of any Health and
know how we will be Welcome participants to the training and introduce yourself (slide Safety issues
working together D1.S1.1). Ensure that participants are sitting in café style small groups beforehand (e.g. fire
(3 to 4 per group if possible). evacuation procedure)
and that this is
Go through housekeeping points (slide D1.S1.2). Ensure participants communicated as part of
have all relevant materials. the housekeeping points.
Show aims of the training course and Session 11 aims (slides D1.S1.3 The slides are numbered
& 4). as day+session+slide
number (e.g. D2.S3.7)
and the handouts are
numbered as
day+session+H+handout
number (e.g. D1.S2.H2).
10 Name boards with adjectives PowerPoint slide Pace and timekeeping
Give instructions for the icebreaker activity (slide D1.S1.5). D1.S1.5 are important. Give
Card for name participants two minutes
 Write down your name and either…
board to complete the activity
 An adjective describing you that starts with the same letter/sound
and keep the feedback
as your name Dictionaries for
brief. It will not be
or support
possible to comment on
 A picture that describes you.
everyone’s adjectives.
 You have two minutes!
Monitor and assist with task if needed.
11
handouts
When all participants have completed a name board, invite comments
on each other’s adjectives/pictures and offer additional comments.
Establish positive relationship with participants.
After commenting, ask participants to display their name boards on the
table in front of them.
15 Hopes, concerns & expectations PowerPoint slides While participants read
Give instructions for the first stage of the task (slide D1.S1.6). Monitor D1.S1.6-9 through the post-it notes,
and assist with task if needed. Flip chart paper encourage them to
mingle and talk with
 Write down your hopes, concerns and expectations for this training Post-it notes (3
someone they have not
course on separate post-it notes. colours)
yet spoken to up to this
 Use different coloured post-it notes (e.g. green for ‘hopes’, yellow Pens point. Ask them to
for ‘concerns’, pink for ‘expectations’). One idea per post-it please. Blu tack discuss what they find
 ‘Hopes’ refer to what you want to learn/know more about; ‘concerns’ interesting, surprising or
are what you think you will find challenging; ‘expectations’ will refer need clarifying on the
to how you want to work together (what you expect of each other post-it notes.
and the trainer).
Give instructions for the second stage of the task (slide D1.S1.7).
The flip chart paper and
 Place your post-it notes on separate sheets of flip chart paper in post-it notes need to be
different corners of the room (pink post-it notes in one corner, etc.). kept for activities later on
 Participants read through the post-it notes and look for similarities in the course (they could
and differences. also be displayed
Gather in each corner (‘hopes’ first, then ‘concerns’ and finally somewhere in the
‘expectations’) and guide discussion by inviting comments (e.g. what training space). On Day
they find interesting, surprising or need clarifying on the post-it notes, 2 participants will reflect
suggestions for solutions to concerns etc.). Important points that are on their progress with
raised in the discussions can be added to the posters. meeting the ‘hopes’ they
have for the course. In
the final session on Day
4 the participants will
12
handouts
Emphasise that the ‘hopes’ will be reviewed at a mid-way point at the look again at all their
end of Day 2, and also at the end of the course to check participants’ hopes, concerns and
progress. expectations.
You may use the expectations to set some ‘ground rules’ for how to
work together. Draw attention to the following additional points (slide
D1.S1.8):
 Working together and supporting each other is important. For
example, those with stronger English language ability can help by
explaining words that others may not fully understand.
Reassure participants by drawing attention to the following (slide

D1.S1.8):
 You can go through the Handouts with participants for things that
are not clear;
 For some tasks, different groups will be working on different parts of
the task. In this way, participants will be able to then learn from each
other.
Slide D1.S1.9:
 There will be a focus on some terminology, as this can be The self-made glossaries
challenging for teachers. You can provide simple definitions to will be used at the end of
difficult vocabulary, and participants will be building a personal Day 2 and in Day 4 to
glossary of terms over the four days. Participants can use the review and check
glossary at the end of the Teacher Handbook as a model. understanding of key
Explain that participants should write new key words (or words. Please ask
terminology) and a definition on a post-it note as they come across participants to keep them
them. If they find they don’t understand the word, they can ask you safe and accessible
or another participant. They should stick the post-it to a piece of during the sessions.
13
handouts
paper and keep it with them. At certain points during the course, we
will review these words.
10 Before training questionnaire Before-Training for Help participants who
Slide D1.S1.10: Ensure all participants complete the Before Training teachers may need help. Ensure
questionnaire. questionnaire via all participants complete
Survey Monkey the questionnaire.
www.surveymonkey.co.uk/r/facascadeBEFOREteacher
Explain key 10 What do we understand by the words ‘formative’ and PowerPoint slides Pace is important in this
differences between ‘assessment’? D1.S1.11-14 stage. Set clear timings
summative and for the small group
As part of introducing session 1, set the following task (slide D1.S1.11): Teacher Handbook
formative discussion (e.g. three
 What do you understand by the words ‘formative’ and ‘assessment’? (for reference)
assessment minutes).
approaches  Discuss in your group what you think these words mean.
 Everyone needs to be ready to give a response.
Monitor and collect two or three definitions and then compare these with
those on the PowerPoint slides D1.S1.12 & 13. Draw attention to the
first statement on slide D1.S1.13 and that this focuses on ‘making
judgements relating to the goals of learning’. Draw attention to the
second statement and that this focuses on what pupils can do. Invite
some comments on these statements but avoid getting into a detailed
discussion.
Show the definition of formative assessment from Wiliam (D1.S1.14).
Clarify that the training will discuss and clarify what is meant by
‘evidence about pupils’ learning’ if participants ask about what it means.
Do not spend much time on it at this point.
10 Formative and summative assessment approaches PowerPoint slides Hinge questions are key
Explain that there are two main approaches to assessment that indicate D1.S1.15-18 questions that are used
different purposes and uses of assessment: summative and formative Handout D1.S1.H1: within the flow of a
assessment (slide D1.S1.15). Make a point of stating that you are not summative versus lesson to check
formative understanding before
14
handouts
yet going to give definitions of each approach. Give instructions for the assessment moving on. For example,
task (D1.S1.15). categorisation task
a hinge question in an
 On Handout D1.S1.H1 there are various aspects of each main upper primary writing
assessment approach (formative or summative). lesson – pupils narrate
 Work with your group categorising each aspect according to short picture stories. This
whether it relates to formative or summative assessment. would check
 Fast finishers can move to another group to offer help. understanding of using
past tenses: the teacher
could show examples of
When all groups have finished ask groups to check their work by first sentences and ask all
moving to another table to see if they have the same answers. pupils to identify those
Then show slides D1.S1.16-17 and read through the definitions of sentences that are
formative and summative assessment. Check if clarification is needed. correct for use in the
story. Depending on the
Bring this part of the session to a close with an example of a ‘hinge’ outcome of this formative
question for all participants: Can you explain a key difference between assessment, pupils might
summative and formative assessment? (slide D1.S1.18). Ensure then move on to different
participants can’t look at cards or Handout D1.S1.H1 and ask for tasks, for example those
responses to check understanding. who could not identify
the past tenses get a
task to help them
improve their
understanding of the
past tenses in English.
Analyse some key 15 Key concepts PowerPoint slides The three key questions
concepts of D1.S1.19-23 – Where are we going?
Introduce the three key questions for formative assessment: Where are
formative
we going? Where is each pupil now? How do we get there? (slide Handout D1.S1.H2: Where is each learner
assessment in now? How do we get
D1.S1.19). key concepts
teaching and
learning there? – will be returned
15
handouts
Link back to earlier definitions of formative assessment and the idea of to throughout the course.
‘making decisions’: these questions indicate the decisions involved in Please keep this in mind!
formative assessment. Avoid giving extended explanations at this point.
Set the task for this stage of the workshop (slide D1.S1.20 and Handout Participants who read
D1.S1.H2). the Teacher Handbook
 Discuss with your group the different teaching approaches on will be familiar with the
Handout D1.S1.H2. three key questions. Ask
 Which key question for formative assessment is most relevant to
participants to work from
each teaching approach? Match each teaching approach to the
relevant key question. the Handout and not to
 Be ready to give reasons for your matches refer to the Handbook for
As feedback on the task, collect some matches/reasoning from different this activity. This is to
groups. Talk through slides D1.S1.21-23. Make links to future sessions encourage them to think
and the next stage of this session. about the teaching
Ask groups to very quickly recheck their answers and make any approaches and discuss
changes they would like to make before running through the answer key with their peers.
on slide D1.S2.24
Familiarise 10 Principles for formative assessment PowerPoint slides There is an opportunity
ourselves with one D1.S1.25-27 in this stage to refer to
Show the principles (slide D1.S1.25). Give instructions for the activity
theoretical the Teacher Handbook,
(slide D1.S1.26). Monitor and assist with task if needed. Handout D1.S1.H3:
framework for the which has more
Participants read through Wiliam’s five principles (Handout D1.S1.H3). Wiliam’s five
role of formative discussion of Wiliam’s
principles
assessment in In their groups, they discuss the following questions: work.
teaching and  What are learning objectives and success criteria?
learning  When do pupils produce evidence of learning?
 Who gives the feedback that moves learning forward?
 How can pupils help and support each other in their learning?
 Why do pupils need to be owners of their learning?
16
handouts
Participants write down the answers to each question agreed in their
group (on Handout 3). Each participant is then paired with someone
from another group to share their answers. Monitor the pair discussions
and add own comments to help clarify thinking at this stage.
Bring this stage to a close by talking through slide D1.S1.27 on
classroom culture.
Reflect on the 5 Consolidating and checking learning PowerPoint slide Ensure that the ‘two-
session and identify D1.S1.28 minute summaries’ are
Two-minute Summary
key points of timed: two minute only
Give instructions for the reflection activity (slide D1.S1.28). Cards for ‘muddy
learning for the writing!
points’
 With your group, write a summary of your learning in this session. Participants may need
 You have two minutes. Flip chart paper /
blank paper for this
Be ready to read out your summary. A3 paper or cards activity.
Muddy Points You will need card for
Bring the session to a close by inviting participants to write down their the ‘muddy points’ (e.g.
‘muddy points’ on cards (slide D1.S1.28). Explain what the term ‘muddy A6 size). There is an
point’ means (something that is still not very clear to participants). opportunity to draw
Collect the ‘muddy points’ and display them on a flip chart paper. attention to formative
assessment principles
and practice at this point
(collecting feedback from
pupils and responding to
this feedback).
Evaluation:
Use the ‘muddy points’ cards to identify any gaps in understanding. Plan responses to the points raised and include these in
the starter activity in Session 2.
17
Session 2
Session 2: The use of activities that provide evidence for formative assessment (1)
handouts
15 Recapping and consolidating learning from Session 1 PowerPoint slides There is an opportunity
to briefly draw attention
Show the Session 2 objectives (slide D1.S2.1). D1.S2.1-2 to formative assessment
practice and principles in
Tell the participants that you are going to respond to ‘muddy this stage: i.e.
points’ collected at the end of Session 1. Offer your own responsive teaching.
responses but at the same time also invite responses to ‘muddy
points’ from the participants (use slide D1.S2.2; add to this slide
between sessions 1 and 2 if there is time).
Identify different time 25 Time cycles in formative assessment PowerPoint slides Participants who read
cycles, possible ways D1.S2.3-7 the Teacher Handbook
that pupils can show Give verbal input on formative assessment timescales: talk are likely to be faster and
through slides D1.S2.3, 4 and 5 and focus on different Handout D1.S2.H1:
what they learned and more confident.
assessment methods involved. Emphasize that the definition of time cycles in
purposes for formative
formative assessment that we looked at in Session 1 is formative
assessment There is an opportunity
intentionally broad in order to encompass these different time assessment
to link the check on
cycles. learning strategy
(thumbs
[Stay on slide D1.S2.5] Set up task in Handout D1.S2.H1. up/sideways/down) to
 With your group, complete a table identifying the impact of the next stage in the
each formative assessment time cycle session.
Facilitate feedback and then invite participants to compare their

ideas with the table on slide D1.S2.6.
Check understanding with ‘thumbs up/sideways/down’ in

response to: Can you explain the three time cycles to your
colleagues? (slide D1.S2.7). Allow ‘thumbs up’ participants to
18
handouts
explain to their colleagues in small groups. When they have
finished, ask for thumbs up/sideways/down again for the same
question. There should be more thumbs up this time!
Familiarise yourselves 10 Formative assessment techniques PowerPoint slides There is an opportunity

with different types of Explain that this part of the training will focus on two important D1.S2.8-9 to remind participants
formative assessment formative assessment techniques: quick scans and questioning Traffic light plastic that a ‘hinge’ question
techniques strategies. Draw attention to the fact that this is just a start at cups (red, amber was used in Session 1.
looking at specific formative assessment techniques – there are and green) (or As an alternative to using
more to come! coloured card) coloured plastic cups for
Give verbal input on quick scans: talk through slide D1.S2.8 with traffic lights, use
examples. coloured card instead.
Then hand out traffic light cups. Invite questions about their use.
Tell the participants that they will be using the traffic lights in the
sessions from now on.
Check for participants’ understanding of quick scans by getting
them to now use the traffic lights — ask ‘Do you know how to use
a quick scan in a lesson?’ (D1.S2.9)
Participants showing amber can discuss with those with green;
group those showing red together and provide further explanation
for these participants.
25 Tell participants that you are now moving on to the second PowerPoint slides The activities in this
important formative assessment technique that is going to be D1.S2.10-15 stage of the session
explored in this session: questioning strategies. Talk through Lollypop sticks require explicit modelling
slides D1.S2.10-11. by the trainer as well as
Mini whiteboards
Explain the difference between closed and open questions. reflection on what has
Handout D1.S2.H2: been modelled by the
Closed questions usually only require one- to five-word answers
strengths and participants. This means
(“What day is it today?”). Asking closed questions does not
limitations of helping the participants
encourage pupils to talk. If you ask more open questions, (such
19
handouts
as “Some people think we are not alone in the universe. What’s questioning to move between
your opinion?”) then discussion becomes more equally shared strategies participating in the
between teacher and pupils, and multiple ideas and viewpoints questioning activity (as
can be given equal status. Teachers should try to ask more open pupils) and then
questions in their classroom as part of formative assessment analysing the
practice. questioning strategies
(as teachers).
Introduce and briefly explain the four questioning strategies (slide
As an alternative to
D1.S2.12):
plastic mini whiteboards,
 ‘No hands up’ and nominated questioning laminated sheets of
 Wait time and pose/pause/pounce/bounce white A4 paper can be
- Pose (ask) your question to the whole class. used. As an alternative
- Pause to give wait time or time for pupils to think about to lolly pop sticks, use
their answers. strips of thick card
- Pounce on (nominate) a pupil to answer.
- Bounce (pass) the pupil’s response onto another pupil(s)
and allow time to think and develop the answer.
 Distributing questions using lollypop sticks
 Mini whiteboards
Tell participants that you are going to show how each strategy
works by modelling different types of question. Do not spend time on the
Explain that the types of question that will be used for modelling names of Socrates’
are based on ideas from the ancient Greek philosopher Socrates. questions, the important
The four types of questions are explained on slide D1.S2.13. thing is for participants to
The model questions of each type to ask participants are on slide know what they stand for
D1.S2.14. Explain to participants that you will be asking questions and think of examples
and they will need to respond to the questions. At the same time from their own
they will have a task to do: analysing the strengths and limitations experience.
of each questioning strategy in their own context and with their
own pupils of a particular age (using Handout D1.S2.H2).
20
handouts
Before starting with the questions ask participants to write their
name on a lollypop stick and collect them.
 What does the word formative mean, because I’ve never seen
this word before? Use this question to show how ‘No hands
up’ and nominated questioning work.
 What if formative assessment didn’t exist? Use this question
to show how wait time works and the
pose/pause/pounce/bounce procedure.
 Do you think questioning is important? Use this question to
show how lollypop sticks are used for distributing questions
(Select a stick at random and the person named has to
answer the question. See explanation in the Handbook to help
deal with less confident pupils). Follow-up questions could
include: Why/Why not? Does that always apply? How can you
be certain that is true?
 What tips could you give to a new teacher about how they ask
questions in the classroom? Use this question to show how to
use mini whiteboards (participants write their answer on their
board and then show it to the group/class)
Give some short time after modelling each strategy and type of
question (this modelling includes getting responses to the
questions from participants) for participants to note down the
strengths/limitations. When all strategies have been modelled
participants discuss the use of the different strategies and share
their thoughts on strengths and limitations. Invite responses and
guide discussion.
Sum up this stage of the workshop by showing the tips for
effective questioning (slide D1.S2.15) and refer to the section in
21
handouts
the Teacher Handbook on questioning strategies, which can be
looked at for further reading.
Reflect on the session 15 Pyramid reflection PowerPoint slide
and identify key points of D1.S2.16
Give instructions for the reflection activity (slide D1.S2.16 and
learning
Handout D1.S2.H3). Handout D1.S2.H3:
 Think back over this session and write down three key words pyramid reflection
that are important, two words that have made an impression,
one question they want to ask.
Select participants to give responses and comment on words
chosen. Invites participants to answer each other’s questions.
Note that participants can consider putting some of these words
in their glossary if necessary.
Evaluation:
Questions that are raised in the reflection activity could also be addressed during the starter activity in Session 3.
22
Session 3
handouts
15 What are the benefits of formative assessment? PowerPoint slides
D1.S3.1-4
Show the session aims (slide D1.S3.1).
Mini whiteboards
Give instruction for the think pair share starter activity (slide Handout D1.S3.H1:
D1.S3.2). Think, pair, share
discussions
 On your own, identify the benefits of formative assessment
and write these down on a mini whiteboard.
 Combine your ideas with a partner and put these ideas onto
one mini whiteboard.
 Show your ideas to everyone.
In the final stage when mini whiteboards are revealed, encourage

participants to give comments on what they can see on each
other’s boards: for example, what are the similarities and the
differences?
Talk through slides D1.S3.3-4, which show some benefits of

formative assessment. Connect participants’ ideas to those on
the slides.
ZPD – Vygotsky’s theory of development: we learn through the You may want to check
support of others, who take us from the level we are at now to our participants’
next potential level of development (or learning), before we can understanding of some
perform at that level alone. terminology (in italics on
the slides)
Facilitate a brief reflection on the Think pair share activity by
collecting some thoughts about how participants felt the
23
handouts
discussion went: what did they like/not like. Refer to Handout
D1.S3.H1 that explains the rationale for this discussion format
and make link to an additional discussion format that will be tried
out later in the session.
Understand different 30 Cooperative learning PowerPoint slides Ensure participants know

productive/receptive task D1.S3.5-6 what is meant by
features that embed Explain that the participants are going to try out a cooperative productive and receptive
learning structure called jigsawing and they are going to use this Handout D1.S3.H2:
formative assessment skills.
structure to learn about cooperative learning in Handout The PIES
opportunities The jigsaw activity will
D1.S3.H2. cooperative learning
work better if the
model
participants are given
Give instruction for each stage in turn (slide D1.S3.5 and Handout only their section of the
D1.S3.H2). model. This will need to
 In stage 1 of the activity you are placed in ‘expert’ groups and be pre-prepared by
together you learn about one aspect of the PIES cooperative cutting up the texts in
learning model. Handout D1.S3.H2.
 In stage 2 you will be placed in a new group so that each Some participants may
group has an expert for each part of the model. Experts will have difficulty seeing
take it in turns to teach to the others their part of the model. how a jigsaw activity like
this can work with
Bring this part of the session to a close by inviting participants to
primary or pre-school
reflect on how the PIES model can be applied to the jigsawing
pupils. If necessary,
activity that they have just experienced (slide D1.S3.6). As a
provide an example:
follow-up, ask participants to discuss the different receptive and
productive skills that were involved in the jigsawing activity and A picture dictation
the opportunities for formative assessment. Collect ideas about activity, where expert
this and point out that there is an opportunity for the teacher to groups have a short text
provide on-the-spot (immediate) feedback on spoken language — (2-3 sentences)
this will be picked up again in Session 4. describing one of several
24
handouts
items in a picture. They
should read it together
and maybe draw a
picture before regrouping
and telling others about
that item, in order for
them all to complete or
colour-in the picture.
Variations can make this
more or less challenging
depending on age and
level.
Familiarise yourselves 20 Discussion formats PowerPoint slides The contribution cards
with a few discussion D1.S3.7-8 for the communication
formats and how these Explain to the participants that they will be trying out two different regulator activity will
discussion formats: a communication regulator. Contribution cards (3
contribute to formative need to be prepared
per participant)
assessment beforehand. These can
Set up the communication regulator activity (slide D1.S3.7): Handout D1.S3.H3: be coloured pieces of
Practise using a few communication card or paper.
different types of  You work in groups of 3-4 (this is an opportunity to rearrange regulators
formative assessment groups).
It is a good idea to
techniques to collect  You each have three contribution cards. In the discussion you
rearrange the groups at
evidence of learning can only make a contribution by placing your card on the
this point.
table.
 When you have used up all your cards you have to listen only.
 The statement for your discussion is: It is important for pupils
to speak in their lessons. Discuss why.
 You have one minute to think before starting.
Select someone in the group to begin. Listen and monitor

discussions.
25
handouts
When the activity has finished, facilitate a brief reflection by
collecting some thoughts about how participants felt the
discussion went: what did they like/not like.
Show slide D1.S3.8 that explains the rationale for this discussion
format and refer to Handout D1.S3.H3 with additional ideas. Ask
participants to look at the other ideas on the handout and think
how they might be implemented in a primary or preschool
classroom
Reflect on the session 10 Checking learning PowerPoint slide

Read out a series of questions checking learning from sessions 1,
learning
2 and 3 (questions are on PowerPoint slide D1.S3.9). Participants Mini whiteboards
write their responses on mini whiteboards.
Sum up the session and refer to the section in the FA Handbook
on using mini whiteboards (for further reading after the session).
Evaluation:
Pay attention to those participants who may be struggling with the questions in the reflection task.
26
Session 4
Session 4: Collecting and analysing evidence; introduction on giving feedback
handouts
10 Starter activity PowerPoint slides
D1.S4.1-3
Show session aims (slide D1.S4.1).
Red/green cards
Give instruction for the starter activity, which recaps some ideas
from the previous sessions (slide D1.S4.2).
 Put up a card…
 green for true, red for false
Read out statements (slide D1.S4.3). Select one or two

participants to give reasons for their responses.
True/false answers:
1. Formative assessment helps to create a culture of learning

rather than a culture of performance. (TRUE)
2. The point of formative assessment is for teachers to take

responsibility for pupils’ learning. (FALSE)
3. Metacognition refers to pupils’ self-confidence (FALSE)
4. Summative assessment takes place during the learning

process not at the end. (FALSE)
5. A benefit of formative assessment is that teachers have less

marking. (TRUE! Especially if self and peer assessment is
used)
27
handouts
6. Wait time is the time given between asking and then collecting
a response to a question. (TRUE)
Make decisions about 25 What evidence of learning can you help learners generate? PowerPoint slide Gallery poster
teaching and learning D1.S4.4 presentations involve
based on evidence Give instruction for the activity (slide D1.S4.4). moving around the room
Flip chart paper and
as a whole group, with
 Work in small groups to create a ‘gallery poster’. pens
each small group
 The poster will show at least three ideas for different written standing by their poster
and/or spoken tasks for pupils in language lessons. and presenting. Posters
For example, can be attached to the
Written task: writing a postcard from a holiday; wall or held up by the
Speaking task: performing a role-play. group presenting.
Tasks can also be at a word and sentence level.
 Say what evidence of learning each task would create. For
example, What speaking skills would a role-play
demonstrate?; What writing skills could a postcard from a
holiday help develop?
 Tasks can be for one or for several different grades. Say
which grade they are intended for.
Encourage participants to be as specific as possible with their

ideas.
Facilitate gallery poster presentations. Move around the room

with each group standing by their poster and briefly presenting
their ideas, responding to questions from other participants.
Check learning from this stage of the session by asking

participants to explain the different judgements teachers can
make based on the different evidence of learning generated.
Prompt participants to think beyond language skills; for example,
28
handouts
judgements about social skills and teamwork, confidence,
attitudes to learning. Remind participants that success criteria for
a task need to be developed (and the importance of involving the
pupils in this), which then help to inform the feedback given to
pupils on the tasks they have completed.
Link also to Day 3 when the concept of deliberate practice and

breaking learning down into small steps will be discussed.
Explain the benefits of 10 What are the features of good feedback? PowerPoint slides
good feedback on D1.S4.5-6
learning Give instruction for task (slide D1.S4.5).
Mini-whiteboards
 Discuss in groups the features of good feedback.
 Write down key words/phrases on mini whiteboards
 Share your ideas with other participants by showing your mini-
whiteboards.
Encourage participants to offer comments on each other’s ideas:

for example, What ideas on other boards do you like? What ideas
do you wish you had written down? Show slide D1.S4.6 with
statements describing good feedback and invite participants to
compare their words/phrases with those on the slide.
Discuss different ways of 15 Giving feedback PowerPoint slides

giving feedback D1.S4.7-9
Give instruction for task (slide D1.S4.7 and Handout D1.S4.H1).
Handout D1.S4.H1:
 How do you give feedback? How do you give
 What do you do well? feedback?
 How could you improve?
Handout D1.S4.H2:
 Make notes or draw a diagram in the box to help you.
techniques for while-
29
handouts
Give participants a few minutes to make notes/drawings and then speaking corrective
encourage them to share their ideas in small groups. If there is feedback
time, open up a whole class discussion by inviting participants to
share their answers. Use the discussion to highlight key principles
of good feedback: recognises what the pupil did well; it is specific;
it is developmental (show slide D1.S4.6).
This activity is preparation for Days 3 and 4. Draw attention to the

fact that participants will be revisiting feedback in Session 3 on
Day 3 and practising giving feedback as part of their micro-
teaching on Day 4.
Talk through slide D1.S4.8 with techniques for giving feedback on

spokenn production. Refer to Handout D1.S4.H2, which explains
Note that the words in
the techniques for corrective feedback while speaking:
brackets are intended to
 Explicit correction help explain the
 Clarification requests vocabulary used in this
task, which may be
 Metalinguistic feedback
words suitable for
 Elicitation
glossaries.
 Silent pointing & gesturing Note that teachers do not
Show the example of a correction code for writing (D1.S4.9) and have to remember the
elicit suggestions for adaptation with different age groups at new vocabulary.
preschool and primary (for example the inclusion of WG – wrong However, the actual
grammar may be suitable for upper primary levels, but not for techniques are useful
lower primary or pre-school) and helpful.
.
Reflect on Day 1 and 15 Find someone who… PowerPoint slide

identify key points of D1.S4.10
Give instruction for reflection task (slide D1.S4.10).
learning
30
handouts
 Complete your ‘Find someone who…’ form (Handout Handout D1.S4.H3:
D1.S4.H3) Find someone who…
 Move around the room.
 Ask each other questions to find out how much you can recall
about today’s learning.
Facilitate feedback. Use this as an opportunity to probe further
through questioning.
Evaluation:
Use the ‘Find someone who…’ activity as a way to identify those participants who are confident about explaining key concepts
and terms. Groups can be re-arranged in Day 2 so that confident participants can support less confident participants.
31
Session 5
Session 5: Day 1 Reflection

handouts
Check that outcomes for 5 Group discussion Slides D1.S5.1-2
the day have been
achieved Show aims for this final session (slide D1.S5.1).
Give instruction (slide D1.S5.2). Participants review the learning

objectives from the Day 1 sessions and discuss in groups if
they feel these have been achieved.
Consolidate and review 10 Group discussion Slide D1.S5.3 Note down the
the techniques presented techniques covered
throughout the day Give instruction (slide D1.S5.3). Participants discuss the various during the day: Quick
formative assessment techniques that they can identify from the scans (traffic lights,
Day 1 sessions. thumbs up, down,
sideways, hinge
questions), effective
questioning, etc.
Reflect on the first day 15 Learning journal Slide D1.S5.4 Remind everyone to read
and complete a learning the Teacher Handbook
Give instruction (slide D1.S5.4). Participants write up their first Handout D1.S5.H1:
journal entry (or at least flick through
learning journal entry. Question prompts are provided on Handout learning journal entry
it!).
D1.S5.H1 for the reflection 1
Evaluation:
Read through a sample of learning journal entries to check progress.
32
Day 2
Session 1
Overview of CEFR-aligned curriculum documentation and ‘can do’ orientation
handouts
10 Formative assessment bingo PowerPoint slides Even if someone has
D2.S1.1-2 completed a line on his
Show the session aims (slide D2.S1.1). or her sheet it is still
Handout D2.S1.H1:
possible to continue
Give instruction for the starter activity (slide D2.S1.2) and ensure Bingo sheets
playing. Challenge
everyone has a bingo sheet (Handout D2.S1.1) participants to find all the
 You have a bingo sheet with key words/phrases from Day 1. correct matches.
 First, complete the squares with the words from the box. Put
them wherever you like in the bingo sheet.
 Definitions will be read out and these will be numbered. If that
definition matches with a word/phrase then write down the
definition’s number in that square.
 Call out ‘bingo’ when you have a line of numbered squares.
Your sheet will be checked!
First, give participants a minute to complete the bingo sheet with

the words in the box. The words can go anywhere.
Call out the number and definition in random order (the correct
terms are given in brackets — do not read these out!).
1. Making a judgement about what pupils know or are able to do.

These judgements are based on the evidence of learning
produced by pupils (assessment)
33
handouts
2. Pupils taking responsibility for assessing the work of their
peers against set success criteria (peer assessment)
3. Examples of language use to help pupils understand where
they are going with their learning (exemplars)
4. An approach to teaching and learning in which pupils work in
small groups to achieve a learning goal together. (cooperative
learning)
5. A discussion with rules, such as the use of contribution cards
to control who can speak (communication regulator)
6. A statement that describes the new knowledge, understanding
and skills, as well as changes in attitudes, that pupils will be
walking out with at the end of a lesson (learning objective)
7. This type of assessment is continuous and two-way: responds
to learner work (formative assessment)
8. The final stage of a lesson or sequence of learning in which
the learning is checked and consolidated as a whole class
(plenary)
9. All-pupil-response techniques that enable the teacher to
quickly check understanding across a whole class (quick scan)
10. Identifies the next step in the learning and how to get
there (feed forward)
11. This type of assessment compares the pupil’s learning
with either other pupils or the “standard” for a grade/level
(summative assessment)
12. A big question to check understanding before moving on
to the next stage in a lesson (hinge question)
13. The first stage of a lesson which checks prior learning and
knowledge (starter)
14. Descriptions of achievement by which the learning will be
judged at the end to decide whether or not it has been
successful (success criteria)
34
handouts
15. Evaluation of own actions, attitudes, progress or
performance. (self assessment)
16. The time given by a teacher between posing a question
and expecting a response (wait time)
Describe the role of the 15 The Common European Framework of Reference (CEFR) PowerPoint slides Note that this part of the
CEFR in the curriculum D2.S1.3-6 session looks at all of the
and in teaching and Ask participants to read the information about the CEFR on slide CEFR. Please remind
D2.S1.3 and to pick out the key phrases that explain its focus. Handout D2.S1.H2:
learning teachers that the primary
Give them a minute to read then ask them to discuss their key CEFR global scale
and pre-school curricula
points with a partner. Elicit their ideas very briefly. Explain that a descriptions and
take pupils from pre-
framework or structure allows people to communicate about levels
CEFR to A2 level. An
language teaching and learning at national and local levels. overview of the whole
framework is useful to
see where pupils are
Give instruction for the task (slide D2.S1.4). headed in the future and
 Work on your own, matching the CEFR global scale can also be relevant for
descriptors to the correct level (Handout D2.S1.H2). participants themselves.
 Share and compare your matches with others in your group.
Show slide D2.S1.5 for answers to matching activity (these show

the first sentence of each description). Emphasise that these are
the global descriptors and that the CEFR has more detailed
descriptions of specific skills within the four core skill areas
(reading, writing, speaking, listening).
Bring this stage of the session to a close by highlighting the

CEFR key features (slide D2.S1.6)
 It is a way of describing language performance at 6 levels
(plus a pre-CEFR level in some areas)
 It covers 4 skills and the language elements within these
35
handouts
 There are global descriptors (which describe language
level in general) and skills-specific descriptors, which
allow us to develop learning standards for each level.
Explain that the descriptors in the CEFR framework – which are

‘can do’ statements — allow us to understand what kinds of
communicative competencies pupils have and what they can or
should be able to do at different levels. These are called learning
Standards in the new curriculum framework.
Explain the relationship 30 The new curriculum framework PowerPoint slide See the definition of
between the CEFR and a D2.S1.7-10 learning standard in the
learning-oriented Talk through slide D2.S1.7: Teacher Handbook.
 The new curriculum framework comes from the CEFR. The Handout D2.S1.H3:
classroom Ensure participants
CEFR level descriptors have been used to define and write example Content
understand it.
the Content Standards and the Learning Standards. and Learning
Standards in the new
 Content Standards are the broad area of focus within each
curriculum
skill:
framework
 Primary: Listening / Speaking /Reading / Writing / Language
Arts
 Pre-school: Listening & Speaking / Reading* / Writing* *Note
that children are pre-literate and are developing emergent
literacy skills at this level. This means we are not teaching
them to read and write, but are preparing them for this.
 Learning Standards are the more detailed and observable
skills within the area defined by each Content Standard.
Explain that the curriculum’s organisation by skill is the same as

the CEFR, with the addition of Language Arts (primary)
specifically for the Malaysian context. The LA Content and
36
handouts
Learning Standards are also based on CEFR descriptors but less
directly.
Note that at preschool and lower primary, pupils are developing

skills which will prepare them for the CEFR. As such, they are
‘pre-CEFR’ (i.e. pre-A1 level).
Ask participants to read though Handout D2.S1.H3 (example

Content and Learning Standards in the new curriculum framework
for one Content Standard across preschool, primary and
secondary.
In groups, they should discuss the connection between the

different levels. Allow 2-3 minutes for this and then gather some
feedback. Explain that you will look in more detail at progression
later in this session. (slide D2.S1.8)
Give instruction for the discussion task (slide D2.S1.9).

Participants to discuss the following statements:
 Grammar is not specified in the curriculum because pupils

don’t formally learn grammar rules.
 The learning standards describe what a pupil can do but not
how they progress from one level to the next.
 The curriculum framework will help lesson planning.
For feedback on the discussion activity, collect responses to the

discussion statements as a whole group.
Note:
37
handouts
1. While statement 1 should largely be true, in particular for
younger pupils, grammar is implicit in the CEFR so it is
introduced and practised through communicative language. It is
not explicitly focussed on at a curriculum level.
2.The Learning Standards describe both what pupils can do now

and what they will be able to do by the end of the school year. On
a year’s level, you cannot see progress – for that you need to
look at the year before and the year after. The tables of the
Learning Standards in the curriculum framework show progress.
3. The Curriculum Framework helps lesson planning and works

together with other documents, such as the syllabus and scheme
of work (currently pre-school, Years 1 and 2).
Bring this stage of the session to a close by talking through slide

D2.S1.10 and the emphasis on communicative approaches in
language teaching. Connect the points on the slides to the
participants’ ideas on the three statements when this is possible.
Understand how to use 25 A model of progression PowerPoint slide To help consolidate the
the CEFR for a model of D2.S1.11-14 concept of a model of
progression Give verbal input on the concept of a model of progression (slide progression, it might be
D2.S1.11). Give instruction for the task (slide D2.S1.12). Handout D2.S1.H4:
useful to point out that a
Evaluating EFL
textbook can be
 On your own, look at Handout D2.S1.H4 and the examples of activities
considered as a way of
writing and speaking activities to do in a language lesson. communicating or
 Place the activities according to their level on the CEFR, presenting a model of
starting at pre-A1 and going up to B1 progression.
38
handouts
 In groups, discuss ideas about the progression from one task
to the next task. What principles for progression can you
identify?
Go through the answers:
a = A1; b = A2; c = A2; d = A1
e = B1; f = pre-A1; G = pre-A1; h = B1
Facilitate further feedback by focusing on the principles identified

for progression. Then talk through slides D2.S1.13-14, which
shows basic principles that underlie this progression:
• Range: Limited ⇒ Wide – this relates mostly to vocabulary,

structures and phonemes. It goes from being a narrow range
(not many) to a wide range (more and of different types)
• Frequency: High ⇒ Low – this relates to how much people
use the language in everyday life. It goes from being high
frequency (used a lot) to less frequent
• Support: With ⇒ None – this is the help and support pupils
need. They move from needing support to not needing it
• Complexity: Simple ⇒ Complex – this relates to structures
and vocabulary, going from single words to phrases to full
sentences, from simple sentences to more complex
• Length: Shorter ⇒ Longer – this is related to the length of
texts read, heard, spoken or written, as well as the length of
sentences (from one word to multi words)
39
handouts
Bring this stage to a close by commenting on how these
principles can be used to help plan the next steps for individual
learners.
Reflect on the session 10 Questions you would like to ask… PowerPoint slide
learning Give instruction for reflection task (slide D2.S1.15).
Handout D2.S1.H5:
 Write down 2 questions to ask other people in the class about Questions you would
Day 2, Session 1 (Handout D2.S1.H5). like to ask…
Collect questions and invite participants to offer their responses.
Encourage participants to also comment on the responses
(adding to the response or providing an alternative response)
before providing your own comment.
Evaluation: Evaluation:
40
Session 2
Planning objective-focussed lessons and identifying success criteria (1)
handouts
15 Formative assessment collocations PowerPoint slides There are twenty words in total,
Show the session aims (slide D2.S2.1). D2.S2.1-2 however expected number of
Words for participants is likely to be 25.
Give instruction for the starter task (slide D2.S2.2).
collocations You will need to prepare for this
 Do not refer to your Handouts activity by cutting up two sets of
information gap
 You have been given one half of a formative the collocations in Handout
assessment collocation. A collocation is made of two or Handout D2.S2.H1:
D2.S2.H1. See appendix at the
more words that are frequently used together. formative
end of this document for
 The words you have been given have been used in assessment
additional copies of the
previous sessions. collocations
collocations for cutting.
 Move around the room and find the person with the Handout D2.S2.H2:
word(s) to connect with yours. information gap
 When you have a match stay standing together. activities
Check for correct matches:

feed forward
learning objective
communication regulator
wait time
quick scan
hinge question
peer assessment
success criteria
exit card
traffic lights
Participants can return to their seats and complete Handout
D2.S2.H1.
41
handouts
Bring this starter activity to a close by explaining the
concept of an information gap task and refer to Handout
D2.S2.H2.
Understand key 20 SMART learning objectives PowerPoint slides This and the next part of the
principles of effective D2.S2.3-5 session are focused on effective
Show slide D2.S2.3. Give verbal input on the learning
planning for formative planning. A central idea to get
objectives and the meaning of SMART (see right-hand side Handout D2.S2.H3:
assessment (including across about effective planning
of slide for acronym) SMART learning
SMART learning is that the teacher has the ‘road
Give instruction for the task (slide D2.S2.4). objectives
objectives and success map’ to the learning (the
criteria)  Look at the learning objectives on Handout D2.S2.H3 Handout D2.S2.H4:
Curriculum Framework), which
Place a tick next to the ones that you think are SMART what to consider
is the ‘big picture’. Learning
and a cross next to those you think are not. when using
objectives must always relate to
 Rewrite the ones with a cross next to them to make learning objectives
the big picture. Success criteria
them SMART. relate to the learning objectives
Go through the answers: objectives 2, 4 and 6 are not – as well as to the big picture.
SMART. Learning objectives and success
Comment on how showing awareness or understanding is criteria need to be shared with
not SMART because this cannot be measured. The pupils – they need the big
objective has to indicate what the pupil will do to picture too!
demonstrate their learning. Collect some re-written Participants may come with their
objectives. own techniques for writing
Finish this stage by talking through slide D2.S2.5 and refer Learning Objectives and
to Handout D2.S2.H4, which is also further reading for after Success Criteria. In particular,
the session, for examples. Explain: participants may be asked to
write these in a particular way.
 Separate learning objectives from the context of learning Make sure to emphasise that we
 Be aware of whether LOs are open or closed (this has are not insisting on a change in
implications for your success criteria) practice, but are emphasising
 Don’t always share LOs at the start of the lesson; it can the underlying principles
become an empty practice (i.e. it loses meaning) involved. Gather comments from
participants as necessary, but
42
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Note that teachers will need to simplify their language when avoid spending a long time
sharing the LOs with pupils, whether it is done in L1 or L2. debating the benefits and
They need to be expressed in child-friendly language, yet drawbacks of either technique.
remain meaningful.
Develop success criteria 25 Devising success criteria PowerPoint slides Point out that process success
for learning objectives D2.S2.6-9 criteria help to break down a
Give verbal input on success criteria and show slide
D2.S2.6. Show the examples of success criteria for pupils Handout D2.S2.H5: complex task into simpler tasks.
Learn how to make Pupils can check if they are
(slide D2.S2.7) and the difference between product and examples of pupil
learning objectives and progressing well with the overall
process success criteria. work
success criteria clear to task by using process success
pupils, including using Give instructions for the task (slide D2.S2.8 and Handout
criteria.
exemplars D2.S2.H5). (there are four samples in the pack. Assign
different samples to different groups)
 Your group has been given an example of pupil work The activity in this stage also
 Develop the success criteria for this work that would be models what teachers can do
used to judge the quality of the work. with their own pupils: get pupils
to look at exemplars of work and
Important note about the samples: develop their own success
The samples have been collected randomly from schools in criteria (with support and
Malaysia. Note that these samples are not necessarily guidance from the teacher).
examples of CEFR-aligned activities based on the CEFR-
aligned curriculum framework. Remind participants not to
take notice of the teacher’s comments or marks on the
samples. These don’t always give a full or accurate picture.
Monitor and assist with task. Choose a moment to allow

each group to send off one person to look at the work done
by other groups and to then report back. Bring this stage of
the session to a close by providing comments on the work
completed by the groups and link to Day 3 when the
43
handouts
success criteria that have been developed will be used
again.
Conclude this activity by talking through slide D2.S2.9 about
the use of the WALT and WILF acronyms.
Plan starter activities that 20 Starters and plenaries PowerPoint slide Be prepared to remind
activate prior learning D2.S2.10 participants of some of the
Give instruction for activity (slide D2.S2.10).
and plan plenary starters and plenaries that have
 Work in small groups, listing on flip chart paper: Flip chart paper
activities that review been used. Refer to these
(1) all the examples of starter activities used so far in and pens
learning trainer notes as a reminder for
the sessions this week;
yourself.
(2) all the examples of plenary activities used so far in
the sessions this week.
 Add your own ideas for activities to the lists.
Give ten minutes for the listing and then allow participants to
walk around looking at other groups’ lists. If they like ideas
from other groups then encourage them to add these ideas
to their own lists.
Bring this activity to a close by linking to the micro-teaching
task. Participants must include a starter activity for their
micro-teaching. The micro-teaching task is in Session 4.
Reflect on the session 10 Tell me three things... PowerPoint slide
Give instruction for the reflection task (slide D2.S2.11).
learning
Tell me three things…
 You have learnt today

 You have done well
 Your group has done well
 You would like to find out more about
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handouts
 You know now that you didn’t know 80 minutes ago
Remind participants to review their glossary, add any words
and remove any they feel comfortable with now. They can
keep the glossary post-its they ‘remove’ in a notebook,
leaving those still ‘in progress’ out in front of them.
45
Session 3
Integrating formative assessment into teaching and learning with the new CEFR-aligned
curriculum
handouts
10 Formative assessment word search PowerPoint slides
D2.S3.1
Handout D2.S3.H1:
Tell participants to complete in pairs the formative assessment formative
word search starter activity (handout D2.S3.H1). This word assessment word
search includes terms from Days 1 and 2. Only pairs that are search
finished are allowed to group to check with each other their
answers.
Remind participants that they can add any of these words to their
glossary if they wish. See word search key at the end of Day 2
handouts.
Find opportunities to use 30 Planning for formative assessment PowerPoint slides Handout D2.S3.H2 has
formative assessment in D2.S3.2-6 six different learning
the new curriculum Explain that participants are now going to apply what they have standards for five or six
been learning so far on the course, by using particular learning Handout D2.S3.H2:
groups (so each group
standards from the new curriculum to develop SMART learning using the learning
Identify short and long- has a different learning
objectives and to plan a lesson. Organise participants into groups standards from the
term learning objectives standard to work with). It
of four. new curriculum
based on the learning is recommended that
standards Flip chart paper and groups of four be used at
Give instructions for the task and emphasise that there are two pens this point. If necessary,
Find opportunities to parts to it (slides D2.S3.2-3): more than one group can
apply formative Part One: work with the same
assessment techniques learning standard.
as part of receptive and  Your group has been given a learning standard from the new Note that Standard 1 is
productive language curriculum (related to listening or spoken from the pre-school
tasks interaction/production). curriculum, so is most
46
curriculum
handouts
 Based on this learning standard, develop a SMART learning suitable for groups with
objective, as well as product and process success criteria for experience in early years
that/those objective(s). Ensure these are written in pupil- (including early primary).
friendly language. Use the flip chart paper to present your
ideas.
Part Two:
 Plan backwards from the learning objective(s) and identify a

sequence of activities/tasks that will enable pupils to achieve
the learning objective(s).
 Identify the formative assessment opportunities alongside the
ideas for activities or tasks.
 Be ready to talk us through your ideas. Use the flip chart
paper to present your planning.
Talk though the example of how to approach this task (slides

D2.S3.4-6). When showing slide D2.S3.5 (which was also shown
earlier in Session 2) emphasise how the process criteria focus on
breaking a complex task down into small steps. Each of these
steps may have to be focused on as part of a sequence of
learning that builds up to achieving the learning objective (so
across several lessons).
Talk through the examples of activities/tasks and formative

assessment opportunities: (slide D2.S3.6)
 Review daily routine flashcards with whole class to check

knowledge of vocabulary using traffic lights for self
assessment. This is initially a quick scan, but may extend
47
curriculum
handouts
into a full review of some vocabulary depending on
previous learning.
 Communication regulator: Hot-seating activity in groups to
ask about daily routines. This is to fully review the
vocabulary and form in first/second person
 Review third person forms through feedback on hot-
seating activity
 Information gap activity – pupils ask and answer questions
in pairs to complete chart of Maya’s morning routine
(showing clocks and cartoon images of routine). The
successful completion of the information depends on the
contributions of both pupils
 Put pairs together to check answers orally. This provides
an opportunity for peer and self assessment of both
product and process success criteria
 Monitor carefully to evaluate pupil performance in pair and
group work. Review and give feedback individually and
whole class. Plan for further review if necessary. This
should happen in any classroom activity, of course.
Remind participants that they need to think back over Day 1 and
the sessions in Day 2 for formative assessment ideas. They can
also look back at Handout D1.S4.H2 for ideas on how to give
feedback on speaking.
25 Presentations of planning for formative assessment PowerPoint slide Time management is
D2.S3.7 crucial during this stage
Facilitate presentations and feedback. Explain that feedback will to ensure that all groups
need to be focused on ‘what went well’ (www) (ideas that they are able to present. Each
liked) and ‘even better if’ (ebi) (suggestions or tips for group will need to be
improvement). given a time limit (e.g. 2
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curriculum
handouts
Bring this stage to an end by summing up what has been minutes) and it is
achieved: the participants can identify short-term learning important to be strict
objectives (such as those that would be related to the process about this. Ask for 2 or 3
success criteria they have identified) and longer-term learning points only of feedback
objectives based on the learning standards. They have also for each group (e.g. 2
applied what they have learnt about formative assessment ‘wwws’ and 1 ‘ebi’).
techniques as part of receptive and productive language tasks.
Reflect on the session 10 Participants are the trainer PowerPoint slide

learning Give instructions for reflection activity (slide D2.S3.7).
 2-3 volunteers are needed!

 You will summarise the session and question the rest of
your colleagues on what was learnt.
This is a whole group activity.
49
Session 4
Planning objective focused lessons and identifying success criteria (2)
handouts
10 Visualising a lesson PowerPoint slides
D2.S4.1-2
Give instructions for starter activity (slide D2.S4.1 and Handout
D2.S4.H1). Link to previous lesson planning activity in Session Handout
3. D2.S4.H1:
visualising a
 Create a visual representation of your ideal lesson. lesson
 This can be a drawing, cartoon, diagram etc.
 Share your visual representations in your groups.
Give participants five minutes to produce their visual

representations. Then ask them to share with a partner. They
can ask each other questions about their work. Bring the
activity to a close by offering your own comments on some of
the features of lessons that you have noticed and heard
discussed. Try to make links to the session aims.
Develop lesson plans 20 Lesson planning PowerPoint slides

that include SMART D2.S4.3-4
learning objectives and Give brief recap on SMART learning objectives slide D2.S4.3).
Give instructions for activity (slide D2.S4.4). Handout
formative assessment
D2.S4.H2: Lesson
opportunities
 In your groups you will work on your lesson ideas plan
presented in Session 3. template
 Using the feedback that was given to you, now put
together a detailed lesson plan.
 Ensure your learning objective(s) are SMART.
50
 Complete all the columns in the lesson plan template
(Handout D2.S4.H2).
Monitor and assist with the task when needed. Participants

can use extra paper if the template is not enough.
Develop success criteria 15 Success criteria PowerPoint slide

to judge the quality of D2.S4.5-6
lesson plans Give brief verbal recap and input on success criteria and
rubrics (slide D2.S4.5). Show Handout D2.S4.H3: example Handout
assessment rubric. D2.S4.H3:
example
Give instructions for activity (slide D2.S4.6). assessment rubric
Handout
Ask participants to develop their own success criteria for D2.S4.H4:
judging the quality of their lesson plans. They then use these template for
criteria as the basis for an assessment rubric (using Handout lesson plan
D2.S4.H4 as the template). Remind participants that they can assessment rubric
use ‘can do’ statements.
Monitor and assist with task when needed.
Give peer feedback on 20 Peer feedback PowerPoint slide Time management is important
lesson plans. D2.S4.7 throughout this stage. Give ten
Give instructions for activity (slide D2.S4.7). minutes for the groups to
record their feedback using
Groups swap lesson plans and use their assessment rubrics to their rubrics. The feedback
give feedback on the lesson plan given to them. Each then needs to be given to each
participant uses their rubric created in the previous stage to group. Rubrics can be handed
record their feedback. The feedback is then given to the group over for this and then each
who developed the lesson plan. Groups are also given the group can be given an
opportunity to comment on the feedback given to them. opportunity to comment on the
Monitor and assist with task when needed. feedback received. Be strict
about the amount of time given
to each group for their
comments.
51
Understand the 10 Micro-teaching task for Day 4 PowerPoint slide Ideally, each group needs to
requirements for the Day D2.S4.8 have three participants. If need
4 micro-teaching task Set micro-teaching task (slide D2.S4.8). be then groups of four are
Handout
acceptable. You may decide to
 On Day 4 you will be working in groups to plan and D2.S4.H5: Micro-
choose who works together in
deliver a short micro-teaching activity that focuses on a teaching task for order to put in a range of
specific aspect of formative assessment practice. Day 4 task
different abilities in each
 You will plan on Day 4 a 15-minute teaching session on instruction group.
one aspect of formative assessment that will engage
teachers. Handout
o Clarify your learning objectives and success D2.S4.H6: Micro-
criteria. teaching planning
o Start with a starter activity and conclude with a template
plenary opportunity.
o Build in a formative assessment opportunity.
o Don’t try to do too much — keep it focused!
Tell participants that they can use the micro-teaching planning

template (handout D2.S4.H6) for planning their micro-teaching.
At this stage participants are creating a sketch rather than
doing the full planning. They will come back to their sketches
on Day 4.
Also explain that in Day 4 there will also be an opportunity to

practise giving feedback (by giving each other feedback on the
micro-teaching).
52
Session 5
Day 2 Reflection
handouts
the day have been
Give instruction (slide D2.S5.2). Participants review the aims

for the Day 2 sessions and discuss in groups whether they feel
these have been achieved.
Review the ‘hopes’ post- 10 Review post-it notes Slide D2.S5.3

it notes from Day 1
Participants review in their groups their ‘hopes’ post-it notes ‘Hopes’ post-it notes
from Day 1 and discuss how much progress they are making from Day 1
with meeting these hopes. Glossary post-it notes
They then look at the words on their glossary post-it notes. If

they now feel confident about words, they can put them away
somewhere safe. Otherwise, they can keep them out.
Reflect on the second 15 Learning journal Slide D2.S5.4

day and complete a
Participants write up their second learning journal entry. Handout D2.S5.H1:
learning journal entry
Question prompts are provided on Handout D2.S5.H1 for this learning journal entry 2
reflection.
Trainer to collect some learning journals to read through. Speak to participants to find out the progress with meeting their
individual ‘hopes’.
53
Day 3
Session 1
Reviewing and developing formative assessment techniques in receptive and productive
skills
handouts
15 True/False statements about formative assessment PowerPoint slides Cut up the statements
D3.S1.1-2 and place them on the
Give instruction for the starter activity (slide D3.S1.1). walls in advance.
Statements on paper for
 Eight statements about formative assessment have been activity.
placed on the walls around the room. Handout D3.S1.H1:
 Work with a partner. Move around the room and decide True/False statements
whether a statement is true or false. about formative
 Record your answers on Handout D3.S1.H1. assessment
For feedback on the task, ask participants to compare their

responses with the correct answers (see below). Check for
understanding and whether clarification is required.
1. Formative assessment usually False
summarises information into marks, scores
and grades.
2. Formative assessment is continuous True
and two-way: responds to learner work
and in conversation.
3. Formative assessment is usually True

detailed, specific, and descriptive feedback
in words and in relation to success criteria
that have been set.
54
skills
handouts
4. Formative assessment is given at the False
end of the year or a unit to check a pupil's
learning after instruction.
5. Formative assessment is usually True
focused on improvement, compared with
the learner’s “previous best” and progress
toward a learning goal.
6. Formative assessment does not need to False
involve the learner.
7. Formative assessment is designed for False
those not directly involved in daily learning
and teaching.
8. Formative assessment checks learning True
throughout instruction to determine
progress and decide next steps.
Explain the concept of 5 The concept of deliberate practice PowerPoint slide Remind participants that
deliberate practice further information is
D3.S1.3
Explain that the concept of deliberate practice is that learning available in the Teacher
needs to be broken down into small steps. Discuss the Handbook
features of deliberate practice (slide D3.S1.3) and check for
understanding:
 Pupils can be given tasks to help them improve specific

skills and knowledge.
 The focus in deliberate practice is always on specific

areas of learning to improve.
55
skills
handouts
 By breaking generic skills and complex tasks down
into small steps working memory is not overloaded.
 Feedback can be very precise because it can focus on

the specific skill that has been practised.
Give an example: pupils can work on a card match activity
matching words that belong together in phrases. They can
then practise making sentences or dialogues using the
phrases. The teacher can monitor each pupil’s progress and
identify which of the phrases need more practice.
Understand how to plan 25 Planning for deliberate practice PowerPoint slide

for deliberate practice D3.S1.4
Explain to participants that they will be using Handout
D2.S1.H3 from Day 2: Examples of Content and Learning Handout D2.S1.H3 from
Develop tasks at word,
Standards in the new Curriculum Framework. Give instruction Day 2: Examples of
sentence and text levels
for the task (slide D3.S1.4): Content and Learning
for practising and
Standards in the new
developing specific  Your group will be given a particular content standard from curriculum framework
language skills and the new curriculum framework to focus on (Handout
knowledge D2.S1.H3 from Day 2)
 Discuss in your groups how to break down the skill
described in the content standard into smaller steps and
skills.
 Develop activities that could help pupils practise the ‘little’
skills that will help them work toward achieving the ‘bigger’
skill described in the content standard.
 Be ready to present your ideas as a group.
56
skills
handouts
Emphasise that the the different skills that are practised are
components of the final skill or task that is the learning goal, so
the skills practised look different to the final skill.
Monitor groups’ progress with task and provide assistance
when needed.
30 Group presentations PowerPoint slide Remind participants that
D3.S1.5 further information is
Facilitate group presentations on deliberate practice ideas available in the Teacher
(slide D3.S1.5). Ask participants to give feedback on each Handbook
other’s ideas. Remind them of the features of good feedback
discussed on Day 1 and link to the third session later today.
Reflect on the session 15 Recipe Time PowerPoint slide
learning Give instruction for reflection activity (slide D3.S1.6).
Handout D3.S1.H2:
 Write a recipe of the session we have just had (or your recipe time
learning from the session) — use Handout D3.S1.H2:
Collect some session recipes from participants. Comment on

how this can be a good way to produce a narrative of the
session and so help recall.
57
Session 2
Reviewing and developing formative assessment techniques to support independent
learning
handouts
10 Growth mindset questionnaire PowerPoint slides Be strict about time
D3.S2.1-2 management. Give participants
Show session aims (slide D3.S2.1) five minutes to complete the
Handout
questionnaire in order to find
Give instructions for starter activity (slide D3.S2.2). D3.S2.H1: growth
out what participants already
Participants complete a growth mindset questionnaire mindset
know about the concept of
(Handout D3.S2.H1) individually. They then add up their score questionnaire
growth mindset.
and compare their answers with the person next to them. If you are only training early
Ask them to look at page 2 of handout D3.S2.H1, which primary or preschool teachers,
explains the procedure for using the questionnaire with older use the questionnaire as a
primary pupils. warmer then ask participants if
they can relate any of the
Collect some brief thoughts about doing the questionnaire and questions to early years’
find out what participants already know about the concept of context.
growth mindset.
Explain the concept of 20 Growth mindset PowerPoint slides The idea of C3B4ME (See
growth mindset D3.S2.3-6 Three Before Me) on slide
Briefly explain the concepts of fixed and growth mindsets by D3.S2.6 is for a pupil to speak
talking through slides D3.S2.3-4. to three other pupils before
seeking help from the teacher.
Give instructions for activity (slide D3.S2.5). It also helps to create a
 In your groups, think of ways to support and promote a classroom culture in which
growth mindset in pupils. pupils recognise that they are
able to help each other with
 Discuss and identify practical ideas that can be used in the
their learning.
classroom.
Remind participants that
 Be ready to share your ideas.
further information is available
in the Teacher Handbook
58
learning
handouts
For feedback on the discussion, collect some ideas from
groups. Show participants slide D3.S2.6 and talk through the
teaching and learning approaches/ideas.
Use self and peer 35 Self assessment and peer assessment PowerPoint slides Remind participants that
assessment to involve D3.S2.7-13 further information is available
pupils in assessment Recap importance of self and peer assessment in formative in the Teacher Handbook
assessment, and give instructions for activity (slide D3.S2.7).
Understand how to
support pupil recognition  In your groups, think of different self and peer assessment
of intended learning and activities. Check understanding of the term ‘peer’.
implication on their  Be ready to share your ideas.
development
For feedback on the discussion, collect some ideas from
groups. Show participants slides D3.S2.8-10 with examples of
self and peer assessment activities. Ask them to compare their
ideas with those on the slides. Collect some thoughts and
comments. Note that these assessment techniques help
promote a growth mindset.
Talk through slides D3.S2.11-12, which explain target-setting

and the use of Individual Learning Plans (ILP). Invite questions
and check for understanding. Emphasise that ILPs are a way
to ensure pupil recognition of intended learning and the
implication on their development. ILPs record pupil progress
lesson-by-lesson and can raise pupil motivation. Point out that
pupils should be involved in discussing and setting their
targets. Note that the focus is always positive in this kind of
assessment.
Move on to slide D3.S2.13, which acknowledges participants’
possible concerns about ILPs in teaching and learning with
primary pupils. Ask participants to discuss ideas for developing
59
learning
handouts
these skills at a level relevant to them (pre-school/lower/upper
primary).
Note that younger children can identify simple targets as, for
example, remember how to write three colour words. The
teacher may be able to help pupils write these down, or could
collect them verbally and note them for the pupil. Or they could
be represented visually. The frequency of the ILP can also be
modified (e.g. once a week), as progress is somewhat slower,
and includes a lot of review.
Understand and discuss 15 Pupil voice PowerPoint slides Several ideas for collecting
ways to build pupil D3.S2.14-15 pupil feedback are shown on
autonomy and Introduce the concept of pupil voice – the valued contribution slide D3.S2.15. Surveys and
encourage pupil voice of individual pupils and the class as a whole to the teaching questionnaires could be
through pupil feedback and learning process. Note that even young children can completed online (for example
express opinions and these can be developed as they get www.socrative.com) with upper
older. primary pupils.
Exit cards and learning logs
Give instructions for activity (slide D3.S2.14). have been discussed already
 In your groups, think of different ways (or methods) of as self assessment ideas.
collecting feedback from pupils. They could also be used to get
feedback on the teaching and
 Discuss and identify what the different purposes of
learning in specific lessons.
collecting feedback could be. What would you ask and
Focus groups involve a
what would you do with the information collected?
selected group of pupils giving
Show participants slide D3.S2.15 and ask them to compare feedback (or these pupils
their ideas with those on the slide. Collect some could be volunteers) whereas
thoughts/comments and clarify understanding of the different class meetings involve
methods. Remind participants that some of these can be everybody in the class.
conducted in L1 and, as with ILPs, can be done in a very Informal feedback can take
place at any time, with the
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learning
handouts
simple form with younger children to help them begin to teacher asking for feedback
develop these skills. from individuals or a whole
class.
Remind participants that
further information is available
in the Teacher Handbook
Reflect on the session 10 Get creative PowerPoint slide If time is short for this activity,
and identify key points of D3.S2.16 which reviews learning in the
learning Give instruction for reflection activity (slide D3.S2.16). session, conduct this as a
whole class activity, rather
 Show how each of the random words on the slide might than having participants share
link to today’s learning. ideas in groups first.
 Be ready to explain the influence or link.
Ask participants to have a think on their own first before

sharing their ideas with the others on their table. Go through
each word and collect responses.
61
Session 3
What is effective feedback? A model for giving feedback

handouts
15 Describe and draw PowerPoint slides Only person A should
D3.S3.1-2 look at the picture at the
Show session aims (slide D3.S3.1). beginning of this activity.
Handout D3.S3.H1:
Give instruction for the starter activity (slide D3.S3.2): Describe and draw
Blank paper for Note: Drawings for
 You will work in pairs. Decide who is A and who is B. drawings person A will need to be
 A describes the drawing they have been given (on handout prepared beforehand, or
D3.S3.H1 – in pack or on a separate sheet) to B. you can ask participant
 B draws what is described to them (without looking at the As only to look at the
handout) handout in the pack.
 When the drawing is finished, compare B’s drawing with Ensure that Handout
the original image. Discuss how the image relates to the D3.S3.H1 is not looked
topic of ‘feedback’. at by person B. The
image for this task is the
Collect some ideas on how the image relates to the topic of medals and missions
‘feedback’. Comment on the format of the activity — this is graphic.
another example of an information gap task.
Understand the ‘medals 10 ‘Medals and missions’ feedback PowerPoint slides There is an opportunity
and missions’ model for D3.S3.3-4 to refer to the FA
effective feedback Give verbal input on ‘Medals and missions’ feedback (slide Handbook, which
D3.S3.3). Handout D3.S3.H1:
includes a section on the
Describe and draw
‘Medals and missions’
Geoff Petty has developed a useful model for how to give feedback model.
effective feedback to a learner. According to Petty, pupils need Remind participants that
more than just praise or encouragement – they need further information is
information about their learning. They need to know: available in the Teacher
Handbook
62

handouts
1. What they are aiming for — (Goals) (tasks, assessment
criteria, the nature of good work, etc.)
2. Where they are now in relation to these goals — (Medals)
3. How to close the gap between where they are now, and
the goals – (Missions)
Discuss the example (slide D3.S3.4). Check for understanding.
Link back to discussions about feedback in Day 1. Point out

that this model can be used for verbal and written feedback.
Set SMART targets for 10 SMART targets PowerPoint slides ILP = Individual Learning
pupils D3.S3.5-6 Plan
Give brief reminder of SMART targets with examples of targets SMART = Specific,
(slide D3.S3.5). Link to previous discussion of targets and ILPs Handout D3.S3.H2:
Measurable, Attainable,
in Session 2. SMART targets
Realistic, Time-bound.
Explain that the first target shown on slide D3.S3.5 is SMART
(‘By the end of the lesson: Improve how clearly I speak by planning
what to say, then speaking more slowly and carefully’) because it is
specific, it includes an action so it is measurable, and it is time-
bound. This target relates to the ‘mission’ part of the ‘medals
and missions’ feedback model.
Give instructions for activity (slide D3.S3.6).
 Look through the examples of targets in Handout

D3.S3.H2.
 Indicate which targets are SMART.
 Those targets that aren’t SMART, make them SMART!
Check for understanding and progress.
63

handouts
Go through the answers: targets 2, 4 and 6 are not
SMART. If there is time collect some examples of
rewritten targets.
Use the ‘medals and 30 Using ‘medals and missions’ feedback PowerPoint slide Give 15 minutes at the
missions’ model to D3.S3.7 most for the participants
record evidence of Give instructions for activity (slide D3.S3.7). Link back to to write their feedback so
Session 2 in Day 2 when they developed success criteria for Handout D2.S2.H5:
learning achieved and that there is time for the
an example of pupil work. They will be using the same Example of pupil’s work
identify areas which short presentations.
example for this activity. (used on Day 2)
require further
development
 Your group was given an example of pupil work on Day 2.
 You developed success criteria for the work. Use these
criteria for writing ‘medals and missions’ feedback for the
pupil.
 Be ready to share your written feedback.
Participants can look at the example of ‘medals and missions’

feedback in the Formative Assessment Handbook if they need
help with this task. Note that this feedback should either be in
English that pupils can understand (most likely for middle and
upper primary) or can be for translation into first language for
very young pupils. It also needs to be at the pupils’ level of
understanding.
Groups present their written feedback. Facilitate the

presentations and offer comments. Invite participants to give
feedback on the feedback. Point out how important it is to link
the ‘medals and missions’ to success criteria.
64

handouts
Reflect on the session 10 Story time PowerPoint slide
learning Give instruction for the reflection activity (slide D3.S3.8 and
Handout D3.S3.H3). Handout D3.S3.H3:
Story time
 Retell the session’s learning as a story.
 Ensure you have a beginning, a middle and an end.
 Be ready to share your story.
Select participants to tell their stories. Comment on how this

can be a good way to produce a narrative of the session and
so help recall (this can be compared with the ‘recipe’ plenary
used in Session 1).
65
Session 4
Using differentiation effectively in planning activities
handouts
10 Formative assessment crossword PowerPoint slides
D3.S4.1-2
Handout D3.S4.H1:
Participants complete formative assessment crossword formative assessment
(D3.S4.H1) for this starter activity (instruction on slide crossword
D3.S4.2), recapping key concepts from all previous sessions.
Crossword solution:
Down Across
1. Wait time 3. Hinge
2. CEFR 4. SMART
5. Targets 7. Medal
6. Plenary
Remind participants about their glossaries. Give them a

moment to take out or add words to it, so that they still have
the words they don’t yet feel comfortable with in front of them,
and the words they feel they have learned in their folder/away
somewhere safe.
Describe the purpose 5 Purpose and applications of differentiated learning PowerPoint slides
and applications of D3.S4.3-6
differentiated learning Give verbal input on the purpose of differentiated learning by
talking through the definition on slide D3.S4.3.
Give verbal input on the applications of differentiated learning

by talking through slides D3.S4.4-6, which explain how
differentiation can occur in the content, process, or product.
66
handouts
Ask for questions but avoid an extended discussion at this
point.
Explain the link between 10 Differentiation and planning formative assessment PowerPoint slides Be strict with timing and
differentiation and D3.S4.7 focus in this activity. As this
planning formative Give instruction for the think/pair/share activity (slide D3.S4.7): might be quite a ‘hot topic’,
assessment some participants may
 Think (on your own): want to contribute a lot and
What is the link between differentiation and formative to discuss differentiated
learning in detail. The aim
assessment?
is for them to understand
 In pairs: Discuss your ideas with a partner how it connects to
 Share: Be ready to share your ideas formative assessment.
Collect some ideas from participants. Ensure that the key idea
of addressing individual pupil needs is emphasised as the
central link between differentiation and formative assessment.
20 Explain that differentiation strategies are recommended in the PowerPoint slide
new preschool and primary (Years 1 & 2) schemes of work. D3.S4.8
Handout D3.S4.H2:
Explain the matching activity (Slide D3.S4.8).
strategies for
• You have a set of four differentiation strategies based on those
from the new CEFR-aligned preschool and primary (Years 1 & 2)
differentiation
Schemes of Work. Assign Handout A, B or C to groups.
• Read the strategies carefully and match them with a heading.
When the groups have matched the strategies and
headings, regroup the participants into groups of three or
four (at least one participant who has worked on each
handout)
• Participants explain the four strategies without reading from the
paper.
When they have finished, ask participants to complete the
answers to the other two sets in their handout pack.
67
handouts
Monitor as participants complete this task, and be sure to

return to any areas of misunderstanding after the task.
Answers:
Handout A (Primary Handout B (Primary Handout C
(Set 1): (Set 2): (Preschool):
1=B 1=D 1=C
2=A 2=C 2=A
3=D 3=A 3=B
4=C 4=B 4=D
Apply strategies for 15 Strategies for differentiation PowerPoint slide

differentiation based on D3.S4.9
pupils’ different levels, Give instruction for the task (slide D3.S4.9).
Handout D3.S4.H3:
interests and approaches
 This is a case study activity (Handout D3.S4.H3) differentiation case
to learning
 The case study describes a particular class of Year 6 study
pupils.
 On your own, read though the case study.
 Discuss in your group the strategies for differentiation
and formative assessment techniques you would
recommend the teacher use with this class.
 Be ready to share your ideas.
Groups present their ideas. Facilitate presentations and offer

comments. Invite participants to give feedback on the ideas.
Reflect on Day 3 and 15 Game of one-minute reflections PowerPoint slide Dice and counters are
identify key points of D3.S4.10 needed for the game. If
learning Give instruction for the reflection activity (slide D3.S4.10). these are not available
Handout D3.S4.H4:
then ask participants to
 You will have a game sheet (Handout D3.S4.H4), dice game sheet (A3 size,
use something from their
and counters. Choose a timekeeper for your group.
68
handouts
 Put the counters at the ‘start’ and take it in turns to colour copy for each pockets (e.g. keys, a
throw the dice. group if possible) coin) for a counter. As an
 Move your counter and follow the instruction on the Dice (and counters) alternative to dice, write
square you land on. Talk for one minute only down numbers 1 to 6 on
(timekeepers need to monitor this). separate bits of small
paper and place these in
Facilitate game and ensure the rules are understood. a box or hat, so
participants can select
Ask participants to review their glossary. one at random.
If possible, enlarge
Handout D3.S4.H4 to A3
size.
69
Session 5
Day 3 Reflection
handouts
the day have been
Give instruction (slide D3.S5.2). Participants review the aims

from the Day 3 sessions and discuss in groups whether they
feel these have been achieved.
Consolidate and review 10 Group discussion Slide D3.S5.3

the techniques presented
throughout the day Give instruction (slide D3.S5.3). Participants discuss the various
formative assessment techniques that they can identify from the
Day 3 sessions.
Reflect on the third day 15 Learning journal Slide D3.S5.4

and complete a learning
Give instruction (slide D3.S5.4). Participants write up their third Handout D3.S5.H1:
journal entry
learning journal entry. Question prompts are provided on Learning journal entry
Handout D3.S5.H1. 3
70
Day 4
Session 1
Micro-teaching
Feedback and recall main principles of formative assessment (1)
handouts
Finish preparing 40 mins Show session aims (slide D4.S1.1) and the schedule for the micro- Slides D4.S1.1-2 During this time,
formative teaching (slide D4.S1.2). update slides
assessment micro- D4.S1.2 and
teaching Decide on a schedule for micro-teaching with participants. (5 minutes) Handout D4.S1.H1: D4.S2+3.2-3
Micro-teaching
Allow up to 30 minutes for groups to go back to their preparations for feedback sheet so that they show
micro-teaching (from end of Day 2). Monitor and support groups as the agreed
required. schedule for
micro-teaching
Spend 5 minutes looking at the feedback sheet. Make sure everyone is
familiar with scale and respond to any questions.
Practise delivering 20 mins. per Participants undertake micro-teaching in groups of three. Slide D4.S1.2
on formative micro-teaching
Allow 20 minutes maximum for each micro-teaching. Participants’ own
assessments
resources for
micro-teaching,
Handout D4.S1.H1:
Evaluate observed 5 mins Facilitate participants’ feedback on micro-teaching.
lessons and feedback per Ensure that participants give both verbal and written feedback using the
provide feedback group ‘medals and missions’ model.
Discuss with all participants how well the first round of micro- teaching
5 mins Trainer
Give feedback went. Did all participants complete feedback forms, was feedback
feedback at
using the ‘medals accurate? Did feedback follow ‘medals and missions model’? etc.
the end of
and missions’
session
model
71
Sessions 2 + 3
Micro-teaching
Feedback and recall main principles of formative assessment (2, 3)
Sessions aims Time Description of activities Resources, inc. handouts Trainer notes
Practise delivering on 20 mins. Show session aims (slide D4.S2+3.1) and the Slides D4.S2+3.1-3 Note that session 2 is 90
formative assessments per micro- schedule for the micro-teaching (slides D4.S2+3.2- minutes long and
Participants’ own resources for
teaching 3). session 3 is 75 minutes
micro-teaching
long.
Participants undertake micro-teaching in groups of Handout D4.S1.H1: Micro- Be strict with time. Make
three. teaching feedback sheet sure that every
participant has a go.
Allow 20 minutes maximum for each micro-
teaching.
Evaluate observed 5 mins Facilitate participants’ feedback on micro-teaching. If everyone has a go

lessons and provide feedback before the end of session
feedback per group Ensure that participants give both verbal and 3 and there is still time,
written feedback using the ‘medals and missions’ you can either revisit
Give feedback using the model. areas of difficulty flagged
‘medals and missions’ by participants or get
model some of them to have
another go.
72
Session 4
Reflection and action planning

handouts
Promote self-reflection 20 Reflection on learning PowerPoint slide
on key skills teachers D4.S4.1-2
need to focus on for Show session aims (slide D4.S4.1)
Formative Assessment
successful formative
Give instruction for first reflection activity (slide D4.S4.2) and Handbook
assessment
management go to Handout D4.S4.H1. Handout D4.S4.H1:
necessary nine self-
 Go through the Teacher Handbook and identify how the assessment
necessary nine building blocks have been covered in our
sessions.
 Please complete the self assessment (Handout. D4.S4.H1)
 Which of the necessary nine do you feel most confident
with? Which of the building blocks do you need to focus
on?
Monitor and assist with task.
15 Give instruction for the glossary reflection activity (Slide Slide D4.S4.3
D4.S4.3) Participants’ glossary
 Collect together all the words in your glossary.

 Share and review the words with the person next to you.
 Do you feel comfortable with them all now?
Monitor and note down any terms that seem unclear still.
Check these as a whole group.
73
handouts
15 Give instruction for third reflection activity (slide D4.S4.4). PowerPoint slide
D4.S4.4
 Review the hopes, concerns and expectations that you
identified in Session 1, Day 1. Hopes, concerns and
 Have your hopes been met? How have they been met? If expectations posters
they were not met, why not? from Day 1
 Discuss in your groups.
Monitor and assist with tasks. Listen to discussions and ask

questions to groups to collect informal feedback on the course
(it is a good idea to take notes for this as you will need to refer
to these points at the end of this session).
Bring this stage of the session to an end by inviting some final

comments in a plenary on participants’ hopes, concerns and
expectations.
Understand how monitoring 10 Before showing the slide, ask participants to think why they PowerPoint slide Go through the appendix
and evaluation tools work completed a questionnaire at the beginning of the training and D4.S4.5 which contains
and when to use them why they are about to complete one at the end of training. instructions for
They can think in their groups and then feed back to all class. monitoring and
evaluation
Show slide D4.S4.5. Some participants may have said similar
points to the ones on the slide. Explain to participants that the
responses to their questionnaires will be collected by
Cambridge English and analysed. The findings of the analysis
will be part of the report which informs the Ministry of
Education of…
 How well the training went

 What you learnt from the training
 If you recommend the training
74
handouts
 Your future needs
 Any other feedback
Complete after-course 10 After-training questionnaire PowerPoint slide

questionnaires D4.S4.6
Ensure all participants complete the After-training
questionnaire (slide D4.S4.6). After-training
questionnaire
Farewells 5 End the session with a summary of some of the main points of
learning that you have heard participants discuss in this final
session. Draw attention to some of the areas for development
that have also been identified in the session.
Offer a summary of some of the highlights for you from the

training course.
Thank participants for their hard work. Give final farewells etc.
75
76
Appendix
Formative Assessment Principles and Practices Training
Monitoring and Evaluation
Instructions to Master Trainers
Monitoring and evaluation at a glance…
When What
Day 1, Session 1 All teachers complete the before-training questionnaire
according to cascade notes.
Day 4, Session 4 All teachers complete the after-training questionnaire according
to cascade notes.
End of each cascade Every Master Trainer to complete the Master Trainer Report
training online within five days (one report for each cascade training).
If your cascade training is Relax and train as usual. You will meet with the observer for 20
randomly selected to be minutes at the end of the observation.
observed…
Introduction
As you know, the training is in a cascade format. The first stage is the Master Trainer (MT)
training. The second stage is the cascade trainings. During the cascade training, you (the
Master Trainer) will be responsible for ensuring monitoring and evaluation (M&E) activities
take place.
The activities that you will do and supervise are described below. M&E activities are very
important for understanding the successes and issues in the cascade, and your attention to
these responsibilities is very much appreciated. If you have any questions, please contact
Dr Khairul Aini binti Mohamed Jiri (khairul.aini@eltc.edu.my), Dr Looi Lin Eng
(looi.lineng@eltc.edu.my) or Cambridge English (research@cambridgeenglish.org).
Cascade training M&E activities:

1. Master Trainers submit a cascade report online
2. Teachers submit online BEFORE and AFTER training questionnaires
3. In randomly selected trainings, an observer will observe the training and submit an online
report. The observer will also personally provide feedback directly to the relevant Master
Trainer.
Procedures:
1. Master Trainers submit a cascade report online
You (the Master Trainer) must submit a cascade report online within five days of
completing each training. You should submit one report for each cascade training you
conduct. You should spend 5-10 minutes on each report.
 The report link is here: www.surveymonkey.co.uk/r/facascadeMTreport
2. Participating teachers submit online before- and after- cascade training

questionnaires
At the very start of each training, you (the Master Trainer) must ensure that all participating
teachers submit a before-training questionnaire. Teachers should spend 2-5 minutes filling
out the questionnaire. This can be done on teachers’ personal mobile devices, or on a
designated computer at the training facility. The questionnaire MUST be submitted by all
77
teachers during Day 1, Session 1, even if teachers need to fill it out one-by-one on a single
computer/mobile device.
Likewise, at the end of each training, you (the Master Trainer) must ensure that all
participating teachers submit an after-training questionnaire on Day 4, Session 4. Use the
same procedures as for the before-training questionnaire. Teachers will probably be
returning home immediately after the training ends, so where teachers are mostly entering
responses one-by-one through a single computer, it may be necessary to allow teachers to
complete the questionnaire at allotted times on the final afternoon, for example by instructing
teachers to submit the questionnaire during lunch or afternoon breaks on the final day.
The teacher questionnaire links are here:
 Before-training questionnaire www.surveymonkey.co.uk/r/facascadeBEFOREteacher

 After-training questionnaire www.surveymonkey.co.uk/r/facascadeAFTERteacher
3. In randomly-selected trainings, an observer will observe the training and submit

an online report. The observer will also personally provide feedback directly to the
relevant Master Trainer.
You (the Master Trainer) have no direct responsibilities regarding observations. However
you should know that the purpose of the observations is to create an overall nationwide
picture of how the cascade is being implemented. As such, observations are randomly
selected, and not all trainings will be observed.
You should also know that the observer should not interfere in your training under any
circumstances. All observers have been instructed to raise any concerns with their MoE
contact and avoid any interruption. If an observer interferes in the training in any way, you
should report this to your MoE contact at the first opportunity. However, the observer should
of course introduce themselves and maintain professional standards of collegial conduct.
The observers will be asked to stick to professional conduct during their preparation.
Finally, you should know that after the end of the training, the observer will meet individually
with you to provide some feedback on observed strengths and weaknesses according to the
observation criteria. This meeting will take about 20 minutes. This meeting is NOT the main
purpose of the observation, but rather an expression of professional respect. The observers
are experienced teacher trainers and this feedback should be considered an opportunity for
professional development. You should feel free to ask questions and engage in professional
discussion with the observer at this point, but should not expect to argue with the observer to
change their observations.
78
Cascade Training Observation Criteria
Purpose and scope of cascade observations

The observers are doing ‘spot checks’ to get an idea of how the cascade training is being
delivered.
The observers are trained to make notes about the delivery of the training according to the
following six key areas:
1. Outcomes: The Master Trainer meets most of the aims and achieves most of the
outcomes by the end of the workshop.
2. Delivery: Delivery is clear and relevant to ensure participants can understand the
principles and practices of formative assessment in teaching and learning English
using a CEFR-aligned curriculum and approach.
3. Organisation: The training session is logical with a clear introduction, followed by
engaging/relevant tasks and a brief review of outcomes.
4. Engagement: The Master Trainer responds to the participants' needs positively and
helpfully.
5. Timing: The training starts and ends promptly with a focus on key outcomes
throughout the session and is delivered with appropriate pace.
6. Reflection: The Master Trainer encourages reflection and provides clarification
where necessary.
What will happen

Observers may observe a full four-day training, or a selection of sessions amounting to two
days of the training.
Only some cascade trainings will be observed (about one-third of all trainings). The trainings
will be randomly selected from across Malaysia. Therefore, some Master Trainers will have
an observer sit in their training(s), and others will not.
The observations are NOT an evaluation of a specific Master Trainer, it is to understand
what is happening nationwide during the cascade. Therefore, names of individual Master
Trainers are never attached to information given to the MoE about the observations. Other
information that could identify individuals is also removed.
The observers are instructed to:
 Introduce themselves to the Master Trainer before the start of the observation.
 Sit quietly in the room and never interfere in the workshop activities.
 Discuss their observations with the Master Trainer only after the whole observation is
complete.
If your training is observed and the observer does not adhere to this behaviour, continue to
politely interact with the observer and contact your Person of Reference (PoR) as soon as
possible. The PoR will deal with the issue. Also, please do not ask the observer for feedback
in the middle of the observation (e.g., at the end of sessions or at the end of days 1, 2 or 3).
The observers will have an approximately 20-minute conversation with the Master Trainer
after the observation is finished. To be clear, this is NOT a delivery of ‘evaluation results’.
The conversation is held as an expression of professional respect for the Master Trainer who
has shared their classroom with the observer for several days. It is a conversation between
professional colleagues about observed strengths and potential areas to work on. Please
take advantage of having this ‘extra pair of eyes’ in the room to reflect on your professional
practice.
79
80
feed time feed time
learning question learning question
communication forward communication forward
wait lights wait lights
quick criteria quick criteria
hinge objective hinge objective
peer card peer card
success assessment success assessment
exit regulator exit regulator
traffic scan traffic scan
81
82
D3.S1.H1 – cut these statements and place them around the room
1. Formative assessment usually summarises information into marks, scores and grades.
2. Formative assessment is continuous and two-way: responds to learner work and in

conversation.
3. Formative assessment is usually detailed, specific, and descriptive feedback in words and in
relation to success criteria that have been set.
4. Formative assessment is given at the end of the year or a unit to check a pupil's learning after
instruction.
5. Formative assessment is usually focused on improvement, compared with the learner’s

“previous best” and progress toward a learning goal.
6. Formative assessment does not need to involve the learner.
7. Formative assessment is designed for those not directly involved in daily learning and teaching.
8. Formative assessment checks learning throughout instruction to determine progress and

decide next steps.
83

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Formative Assessment Principles and Practices Training

2018 (Preschool & Primary)

Master Trainers Training Aims ............................................................................................................................................................................. 4

Cascade Training Aims ........................................................................................................................................................................................ 5

Cascade Training Overview ................................................................................................................................................................................. 6

Resources Overview .......................................................................................................................................................................................... 10

By the end of this training, Master Trainers are expected to…

1. Understand their role as Master Trainers

1. Understand formative assessment principles and practices

Micro-teaching 75  Practise delivering on formative assessments

Reassure participants by drawing attention to the following (slide

Facilitate feedback and then invite participants to compare their

Check understanding with ‘thumbs up/sideways/down’ in

Familiarise yourselves 10 Formative assessment techniques PowerPoint slides There is an opportunity

In the final stage when mini whiteboards are revealed, encourage

Talk through slides D1.S3.3-4, which show some benefits of

Understand different 30 Cooperative learning PowerPoint slides Ensure participants know

Select someone in the group to begin. Listen and monitor

Reflect on the session 10 Checking learning PowerPoint slide

Read out statements (slide D1.S4.3). Select one or two

1. Formative assessment helps to create a culture of learning

2. The point of formative assessment is for teachers to take

3. Metacognition refers to pupils’ self-confidence (FALSE)

4. Summative assessment takes place during the learning

5. A benefit of formative assessment is that teachers have less

Encourage participants to be as specific as possible with their

Facilitate gallery poster presentations. Move around the room

Check learning from this stage of the session by asking

Link also to Day 3 when the concept of deliberate practice and

Encourage participants to offer comments on each other’s ideas:

Discuss different ways of 15 Giving feedback PowerPoint slides

This activity is preparation for Days 3 and 4. Draw attention to the

Talk through slide D1.S4.8 with techniques for giving feedback on

Reflect on Day 1 and 15 Find someone who… PowerPoint slide

Session 5: Day 1 Reflection

Give instruction (slide D1.S5.2). Participants review the learning

First, give participants a minute to complete the bingo sheet with

1. Making a judgement about what pupils know or are able to do.

Show slide D2.S1.5 for answers to matching activity (these show

Bring this stage of the session to a close by highlighting the

Explain that the descriptors in the CEFR framework – which are

Explain that the curriculum’s organisation by skill is the same as

Note that at preschool and lower primary, pupils are developing

Ask participants to read though Handout D2.S1.H3 (example

In groups, they should discuss the connection between the

Give instruction for the discussion task (slide D2.S1.9).

 Grammar is not specified in the curriculum because pupils

For feedback on the discussion activity, collect responses to the

2.The Learning Standards describe both what pupils can do now

3. The Curriculum Framework helps lesson planning and works

Bring this stage of the session to a close by talking through slide

Go through the answers:

a = A1; b = A2; c = A2; d = A1

e = B1; f = pre-A1; G = pre-A1; h = B1

Facilitate further feedback by focusing on the principles identified

• Range: Limited ⇒ Wide – this relates mostly to vocabulary,

Check for correct matches:

Monitor and assist with task. Choose a moment to allow

 You have learnt today

 Plan backwards from the learning objective(s) and identify a

Talk though the example of how to approach this task (slides

Talk through the examples of activities/tasks and formative

 Review daily routine flashcards with whole class to check

Reflect on the session 10 Participants are the trainer PowerPoint slide

Service5.4 MasterTrainer CascadeNotes Preschool&Primary V1.0

Service5.4 MasterTrainer CascadeNotes Preschool&Primary V1.0