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A GUIDEBOOK for Improved Classroom PracticeA Guidebook for ImprovedClassroom Practice♦ Teacher’s Guidebook♦ Primary, age 6 – 10, Grades 1 – 5, Curriculum Stage 1 and 2,ISCED Level 1.Pristina, 20121

A GUIDEBOOK for Improved Classroom PracticePublisher:MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGYThis document is published based on the Decision No.2-3733 date 27.09.2012.This publication has been produced with the support of European Union. The contents ofthis publication have been produced by Ministry of Education,Science and Technology withthe support of the Cambridge Education consortium and can in no way be taken to refl ectthe views of the European Union.2

A GUIDEBOOK for Improved Classroom PracticeCONTENTSEditor’s note ................................................................................................................................ 5Welcome to this guidebook ....................................................................................................... 7Overview ...................................................................................................................................... 7Section 1: WHY Background and Use of this Guidebook ....................... 11Section 2: WHAT The Kosovo Curriculum Framework:Preparing for Change ................................................... 15Section 3: HOW Methodology: How we teach ........................................ 23Section 4: HOW: Lesson Examples and Strategies ................................. 47Section 5: HOW Well Assessment of Student’s Learning ............................... 79Section 6: WHAT & HOW Provision for Inclusion .................................................... 111Resources and professional development ..................... 1273

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A GUIDEBOOK for Improved Classroom PracticeEditor’s noteFrom its establishment the Ministry of Education, Science and Technology hasstarted a major task of reforming the education at all levels knowing that this isthe basis for the development, emancipation and transformation of our society,which has young people as the most valuable strength.The decline of monist system, and the openness to the world, establishment ofa free labour market and opportunities for free flow of opinions and ideas, madethe changes in education system necessary particularly at the pre-universitylevel.The Kosovo Curriculum Framework of 2001, based on which the new syllabiwere developed, brought about a lot of novelties into pre-university education inKosova. New textbooks and many teacher trainings introduced a new experiencein our schools: objective based teaching and the use of new didactic methodsand materials in teaching and learning process, especially digital equipment.In order to keep up with the speed that the world was moving, MEST continuedthe process of reforming the pre-university education, by establishing a morecontemporary basis for it with the new document – Kosovo Curriculum Framework(2011). This document introduces many novelties, but the most important amongthem are: competency based approach, student/child centred teaching andlearning, some of the traditional subjects taught in a more integrated way.Knowing that our schools are not ready yet to implement the requirements ofKosovo Curriculum Framework and Kosovo Curriculum Core (for curriculumstages and areas), we felt the need to develop a series of guidebooks for schooldirectors, educators and teachers of all levels which will help them to overcomethe challenges that will come with implementation of the KCF and KCC. As you willsee, these guidebooks, in addition to an explanation of the Kosovo CurriculumFramework content and philosophy, they provide instructions for your everydayschool/classroom practice which we believe will help you improve your and yourstudents’ achievements.These guidebooks will be distributed to pilot schools and will be piloted duringschool year 2012-2013. After piloting, your suggestions and proposals will betaken into consideration for their further improvement.We wish you good work!Editorial team5

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A GUIDEBOOK for Improved Classroom PracticeWelcome to this GuidebookThe challenge to our education system is clear: that it should prepare notjust most but all children to make successes of their lives, developing thebroader skills, knowledge and understanding that they need for the future ofKosovo. The Kosovo Curriculum Framework will enable children and youngpeople to become informed, critical, active citizens who have the knowledge,skills and understanding, confidence and conviction to work collaboratively,to take action and to try to make a difference in their communities and thewider world.OverviewThe Ministry of Education, Science and Technology (MEST) has produced the ‘KosovoEducation Strategic Plan 2011 - 2016’ (KESP 2011 - 2016). This strategy begins theprocess of necessary reforms to enhance the quality and equity of the Kosovo educationsystem in line with international standards.A new Curriculum with updated content and materials and a more student-centred,interactive teaching approach will replace the 2001 Curriculum. A new KosovoCurriculum Framework has been adopted to guide thecurrent teaching efforts and help teachers prepare for theupcoming curriculum changes. This Guidebook is a part ofthat effort.In 2011 teachers were visited in their classrooms andinterviewed about their awareness and knowledge regardingthe upcoming curriculum changes and the effects thosechanges will have in their daily classroom practice. From thisinitial needs assessment a draft Guidebook was developed.The draft Guidebook was presented to representativeteachers and directors in seven workshops held in differentregions. Feedback provided through these workshops wasincorporated into this final form. Thus, this Guidebook is acollection of topics and ideas collected from teachers forteachers. It is intended to be a practical resource to supportteachers in their daily classroom curriculum planning andlesson delivery as they move towards aligning with the newKosovo Curriculum.2001CurriculumKESP 2011 -20162011 KosovoCurriculumFrameworkIn progressKosovo CoreCurriculum7

A GUIDEBOOK for Improved Classroom PracticeHow do we develop curriculum?Why is there a need for change?Where is Kosovo in this process?The diagram “‘Curriculum Development’ on the next page outlines the three basicsources from which we derive curriculum: students, society and subjects. None ofthese remain static over the years. Needs change within each of these sources and inorder to meet the changing needs of the 21 st Century the curriculum must change. Wecan address the changes needed in the curriculum in three important ways:From subject-centred focus to learning outcomes and competency basedFrom teacher-centred focus to a student/learner-centred focusFrom a didactic/lecture methodology to a more interactive and inclusivemethodologyKosovo has begun the process of curriculum change. This document represents thechallenge for teachers and school directors to begin now to use the adopted KosovoCurriculum Framework (KCF) to guide their teaching practice to better prepare for thenew Kosovo Core Curriculum.8

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A GUIDEBOOK for Improved Classroom PracticeSection 1Using this GuidebookIntroductionThis Introduction constitutes Section 1 of the Guidebook for Improving Classroom Practice. TheGuidebook provides information about the 2011 Kosovo Curriculum Framework. It providesunderstanding and strategies that may be used immediately with the 2001 curriculum in betterpreparation for the upcoming Kosovo Curriculum.It will help you:What this section is about1. understand how to use this Guidebook;2. understand the Kosovo Curriculum Framework and Aims, and prepareyou for the changes that are coming with the 2011 Kosovo CurriculumFramework;3. think about new ways to teach, and encourage you to try somethingnew to make your practice more student-centred and interactive;o provide examples and tools that are possible with a large class sizeand limited resources;o improve classroom management and student behaviour;4. think about both what you are doing that works well and what you cando to improve your lessons and lesson planning;o develop the knowledge, skills and attitudes of all students to helpthem succeed and apply their learning in school, in their communityand in their future workplace;5. assess student learning: both formative (for learning) and summative(of learning)6. understand inclusion issues relating to age, gender, minorities, peoplewith disabilities and the environment:o increase your ability to provide more equitable opportunities, so thatlearners - whatever their background and ability - can make the bestprogress possible;o provide students who are under-achieving against age-relatedexpectations with the opportunities to catch up with peers;o create the opportunities for higher-achieving children to express andfurther develop their skills.11

A GUIDEBOOK for Improved Classroom PracticeHow should it be used?It is designed to be a working guidebook that you may use in any order that you need ANDimportantly you can add new information and resources as you create them and as theybecome available to you. You are encouraged to insert helpful information and examples fromother teachers and from other resources and trainings.Why is there a need for a Comprehensive Curriculum Reform?The knowledge, skills and abilities that are to be developed by students for success in the21 st century requires an updated curriculum in Kosovo. During Kosovo’s isolation there hasbeen updated and new content, new learning methods and materials and new assessmentof attainment of educational standards. Teachers have been almost isolated from corecurriculum changes and from professional innovations such as learner-centred and interactivemethodologies. There is an urgent need to build on the best practice in schools in our countryto develop a more consistent and unifi ed approach to the curriculum and learning across allgrades. There is also a need to improve classroom management and student behaviour.As we prepare Kosovo students to live and work in an increasingly interdependent world. It isimportant to address:What we will teach;Why will we teach it;How will we teach and assess; andHow well students should learn (standards).Although we have not yet completed the developmentof the subject curricula and syllabuses of the newKosovo Core Curriculum (KCC) we do have the newKosovo Curriculum Framework (KCF).The KCF sets the foundation as it provides concreteguidelines to assist you in creatively dealing with:♦ different teaching techniques;There are 5 Teacher Guidebooks:Pre-school, age 0-5;Pre-primary, age 5-6 (CurriculumStage 1);Primary, age 6-10 (Grades 1-5,Curriculum Stages 1 and 2);Lower secondary, age 11- 14(Grades 6-9, Curriculum Stages 3and 4)Upper Secondary GYM/VET, age15-17 (Grades 10-12, CurriculumStages 5 and 6)♦ learning issues and situations; and♦ organising the teaching process for the benefi t of students.What is the purpose of this Guidebook?This Guidebook shares information for teachers from teachers.It offers guidance on how you can continue to improve your daily classroom practice inpreparation for the new Kosovo Curriculum.12

A GUIDEBOOK for Improved Classroom PracticeThe Guidebook will give you a clear message about the curriculum which is being developedand shared by teachers, school directors, Municipal Education Directors as well as schoolinspectors.How is it organised? What does each Section contain?The Guidebook is structured into six sections. Each section reflects issues relevant to teachersas you prepare for the new Kosovo Curriculum.What does each section contain?Section 1: Background and Use of this Guidebook♦ Provides the rationale and purpose relative to the Kosovo Curriculum Framework andthe organisation of relative information.Section 2: The Kosovo Curriculum Framework: Preparing for Change♦ Defi nes the Kosovo Curriculum, its principles and education aims, and the competenciesand fi nal outcomes to be obtained by the end of compulsory education.Section 3: Methodology: How We teach♦ Presents the principles and aims of the Kosovo Curriculum Framework to help youprepare now for the changes that will be coming.♦ Focuses on methods and learning strategies with the primary focus on HOW you willteach, shifting towards more child-centred and interactive teaching approaches.Section 4: Lesson Examples and Strategies♦ Provides guidance for lesson planning; gives examples of lesson plans, includingcross-cutting issues, gathered and adapted from Kosovo teachers; provides templatesfor lesson plans. There is also a feature entitled ‘Extension Activities’ which allowsyou to think about enriching your planning, think strategically about your practice andencourage professional development with your colleagues.Section 5: Assessment of Student Learning♦ Reviews concepts of assessment of knowledge, skills and attitudes, and providesexamples of how you can improve your student assessment practice to enable studentsto learn better.13

A GUIDEBOOK for Improved Classroom PracticeSection 6: Provision for Inclusion♦ Discusses issues of Inclusion and provides ideas on how to address issues relating togender, ethnic minorities and minority communities, Special Needs and disability withinyour classroom.Resources and professional development♦ Provides additional information on respective sections.Is this Guidebook practical? Can I begin using it now?Yes, this Guidebook provides an opportunity to think about your teaching practice, and todiscuss and review with colleagues the ways that you may begin now to move towards astudent-centred learning approach using the existing 2001 curriculum. This will improve theprogress and attainment of students and will help you begin preparation for the new KosovoCurriculum.You are encouraged to add additional teaching and learning material from your own classroom,from trainings you have attended and from other colleagues.You are an important source of improving your classroom practice. This Guidebook is intendedto support your daily role as a teacher/facilitator of student learning. It will help you to:♦ focus on relationships with students by:o recognising the importance of fostering good learning relationships between youand your students;o inspiring all young people to achieve (the Inclusion agenda); ando challenging students and raising their aspirations.♦ create quality learning experiences that:o meet key competencies of the curriculum;o are meaningful, so students can see connections between different subjects, skills,cross-cutting issues and assessment; ando ensure each learning experience builds on and relates to learners’ knowledge andexperiences of the world.14

A GUIDEBOOK for Improved Classroom PracticeSection 2The Kosovo Curriculum Framework:Preparing for ChangeWhat this section is aboutThis section places a primary focus on describing:• what the Kosovo Curriculum is• educational principles and aims• competencies and fi nal outcomes• Curriculum Key StagesExplaining the what’s, why’s and how’s of the curriculum change processthrough:• discussing what this means for you as an teacher; ando listing briefl y how you will change your teaching practise.You can begin now to prepare for the changes required by the upcoming Kosovo Curriculum.WHY and HOW?In this Guidebook we have the adopted Kosovo Curriculum Framework(KCF) for use with the current 2001 curriculum. You can begin to shifttowards a student-centred, interactive focus that leads to facilitatingstudent learning in the form of competencies and outcomes.This section will provide you with more help to understand what wehave, why we have it and how you can begin.Seemoredetail onthese principlesin Section 3 onMethodology15

A GUIDEBOOK for Improved Classroom PracticeWhat is the Kosovo Curriculum?For the sake of simplicity, the Kosovo Curriculum is defi ned as the whole system of curriculumdocuments that describe what will be learned in schools, when, how and with what kind andlevel of expected outcomes. The Kosovo Curriculum regulates the overall learning process inKosovo Compulsory Education.The Kosovo Curriculum is structured into two main Components:♦ The Conceptual Component (already developed) – represented by the KosovoCurriculum Framework (KCF)o The KCF takes into account the many changes in the education system since the2001 curriculum was developed, as well as the new challenges identifi ed overthe period 2001 – 2008. These challenges require that young people develop thecapacity to use their knowledge, skills and attitudes in the context of real worldproblem solving.♦ The Operational Component (currently under development) - represented by:♦ the Kosovo Core Curricula (KCC) for formal education levels (primary, lower secondaryand upper secondary);♦ the Indicative Subject Syllabi for Grades 1 – 12;o supporting documents, including textbooks, teaching and learning materials, teacherguides, educational software and CDs, assessment and examination materials andQuality Assurance Monitoring and Evaluation tools.You need to prepare for this change now - and to be able to manage new challenges, such asnew teaching approaches, new teaching and learning materials, cross-cutting issues (includingassessment), and Inclusion practices. Your school director will help you develop your currentpractice to meet new expectations. The new curriculum is intended to be more aligned withinternational curriculum developments and standards, whilst preserving key aspects of Kosovosociety.Education aimsThe vision of education in Kosovo – as promoted by the Kosovo Curriculum Framework – is toenable an individual to become independent, able to fulfi l her/his personal life and to contributeto the continuous progress, prosperity and welfare of Kosovo society. The main aims emergingfrom this vision are:♦ development of a fl exible, plural identity with a sense of national and cultural belonging;♦ promotion of general cultural and civic values;♦ development of responsibility for themselves, for others, for society and for theenvironment;♦ preparation for life and work in the context of social and cultural changes;16

A GUIDEBOOK for Improved Classroom Practice♦ development of entrepreneurship and the use of technology; and♦ preparation for life-long learning.Competencies and final outcomes (to be obtained by the end of compulsory education)In compliance with the Kosovo education vision and the policies underpinning the KosovoCurriculum Framework, the following are the key competencies envisaged for the Kosovoeducation system:There is more detail about the activities for eachcompetency in Section 4: Preparing Lesson Plans6 Key CompetenciesCommunicationand expressioncompetenciesThinking competenciesLearning competenciesLife, work andenvironment-relatedcompetenciesPersonalcompetenciesCivic competenciesLearnerfor youngpeople tobecomeFinal OutcomeEffectivecommunicatorsCreative & criticalthinkersSuccessful learnersProductivecontributor toKosovo and towider societies andnationsHealthy individualswho makechoices based onunderstandingResponsible, activeand participativecitizensThere is more information about skills and assessmentin Section 5: Assessing Student ProgressEducation principlesThe Kosovo Curriculum Framework is built on a number of new principles that are meant togradually improve what you already do in your classroom. There are fi ve principles:♦ Inclusion: every child has the right to quality education;♦ development of competencies;♦ integrated and coherent teaching and learning;♦ school-level autonomy and fl exibility; and♦ responsibility and accountability.17

A GUIDEBOOK for Improved Classroom PracticeCurriculum Key StagesThe Kosovo Curriculum Framework is structured on Curriculum Stages. These are defi ned inline with the education structure of pre-university education in Kosovo.Stages are defi ned in periods of 1-3 years. The curriculum stages set out curriculumrequirements and teaching and learning approaches. At the end of each Curriculum Stage, theCore Curriculum defi nes the set of:♦ Key Competencies to be achieved;♦ progression requirements;♦ structure to organise the teaching and learning experiences; and♦ assessment approaches and evaluation criteria.The design of the curriculum framework according to Stages refl ects the need for:♦ more transparency and clarity in the articulation of education goals and tasks;♦ The possibility of concrete guidelines for organising school activity with an emphasis onspecifi c methods, outcomes/objectives and means of evaluation;♦ acknowledgement of the specific features of the different development phases thatstudents pass through, and the specifi c goals of each key stage of the curriculum; and♦ the need to increase school accountability for both the quality of education provided atschool level, and for learners’ progress in developing the key competencies.The table below shows how the Kosovo Curriculum Framework will be based on the UNESCOInternational Standards for Classifi cation of Education (ISCED). Curriculum Key Stages arerelated to ISCED levels in this table.Formal levels ofKosovo EducationSystemISCEDStudent AgesCurriculum KeyStagesPost-secondary 18 + Post-secondaryspecialisationUpper secondary ISCED 3 15-17 CS 6Grade 12Upper secondaryGrades 10-11Consolidation andspecialisationCS5General andprofessionaldevelopment18

A GUIDEBOOK for Improved Classroom PracticeLower secondaryGrades 8-9Lower secondaryGrades 6-7ISCED 2 11-14 CS 4Reinforcement andorientationCS 3Furtherdevelopment andorientationPrimary educationGrades 3-5Primary educationGrades 1-2Pre-primary gradeISCED 15-10 CS 2Reinforcement anddevelopmentCS 1Basic acquisitionISCED 0Pre-school Education ISCED 0 0-5 CS 0Early childeducationFurther on in the future, for the ages from 0 to 18+, these levels should be correlated with theEuropean and National Qualifi cation FrameworkPrimary, age 6-10, Grades 1 – 5, Curriculum Stage Levels 1 and 2, ISCED Level 1What you are expected to achieveDuring this level, basic ‘learning to learn’ habits are established and cognitive and socialemotionaldevelopment will be nurtured, with special attention to the development of a child’spersonality and their positive attitude towards learning. Children start making a differencebetween play and ‘work’, experiencing enjoyment and developing an interest in playing/working/learning in school. Teaching and learning experiences are implemented based onintegrated learning - enabling children to develop an holistic understanding of their relationshipwith the natural and man-made environment. It also addresses the need to promote a wholechildand a multiple intelligence approach so that learners become aware of their potential andhave a chance to fully develop the different facets of their personality.Teaching and learning in primary education is provided, facilitated and coordinated bya classroom teacher and support teachers where needed, with the possible assistance ofspecialised subject teachers.19

A GUIDEBOOK for Improved Classroom PracticeThe nature of the CurriculumChildren in Grades 1 - 2 (Curriculum Key Stage 1) are exposed to more systematic learningapproaches. They will be introduced to the following learning experiences:♦ Learning about rights, obligations, and responsibilities in the classroom and school.♦ Acquiring basic elements of language literacy in their mother tongue (reading andwriting) and of numeracy.♦ Basic acquisition of English.♦ Exploring the environment in a more systematic way.♦ Fulfi lling certain tasks by observing the timeframes set for completion of tasks.♦ Being confronted with different learning activities and procedures as individuals and asmembers of a group.Children in Grades 3 - 5 (Curriculum Key Stage 2) are given new challenges for their personaldevelopment. This phase is a transition between primary and lower secondary education,in which students have to consolidate their basic acquisition in reading, writing, numeracy,communication and learning techniques as tools for further learning and development.At this Stage children are exposed to challenges such as:♦ correct use of their mother tongue and of basic English in oral and written communication;♦ correct use of arithmetical symbols and operations;♦ exposure to new fi elds of knowledge through broadening the curriculum offer;♦ development of thinking that is structured and oriented towards a critical and creativeapproach to problem solving;♦ understanding their responsibility for themselves, for others and for the environment;♦ enriching their information resources;♦ cultivating independence in planning and realising their learning tasks;♦ linking theoretical knowledge to practical problems;♦ developing a positive attitude towards themselves and others; and♦ developing artistic and creative skills according to individual predispositions.20

A GUIDEBOOK for Improved Classroom PracticeExtension ActivityHave you read the A5 brochure on the changes planned for the curriculum? It is called TheKosovo Curriculum Framework and was produced by the Ministry of Education, Scienceand Technology in 2011. You can download a copy at www.masht-gov.net, request a copyfrom kurikulumi@ks-gov.net or see the Resources section of this Guidebook.What does all this mean to you in the classroom?Your role as a teacher is going to change:♦ to better meet the needs of students in the 21 st century;♦ to better align with the key competencies to be mastered by all students and the newcurriculum learning areas;♦ because the concept of knowledge as content (and therefore fi nite) is changing to theconcept of knowledge as a ‘process’ of reasoning (and therefore not fi nite);♦ because teaching and learning is increasingly focused on meaningful work; and♦ because with the change in curriculum to meet the needs of students you will becomea more active teacher who facilitates learning – your function will be to facilitate thelearning process, helping students to become life-long learners.How your role will shift from teaching to facilitating learning:Less TeachingConcerned with providing contentAbout providing knowledge as contentTextbook, lecture and rote memory workAbout providing fi nite resourcesProvider of informationTeacher that tests knowledgeMore FacilitationConcerned with facilitating learningProvide an appropriate environment forsuccessful learningCreating an interactive environment oflearning, inside and outside the classroom,focusing on the achievement of learningoutcomes and competenciesGuidance on how to access resources;teacher as an organiser of opportunitiesTeaching about the techniques of inquiryTeacher as a guide in self-evaluation21

A GUIDEBOOK for Improved Classroom PracticeIn this new facilitation role you will:♦ realize that knowledge is all around us and increasing at a rapid pace;♦ understand that to live in this age is to be always learning;♦ see your task as one that is to help students learn and one where it becomes moreimportant how you select and use knowledge than simply to absorb knowledge; and♦ become a teacher who goes far beyond transmission of knowledge to teaching howknowledge can be sought, validated, assimilated and used as a basis for decisionmaking and further learning.(Source: Norman Goble. The Changing Role of the Teacher. Paris, France: UNESCO 1977 p. 56)Specifi cally, you will become a teacher who:♦ facilitates learning for students and engages them in meaningful activities;♦ uses a wide range of methods adapted to the learner’s situation and needs in thecontext of interactive pedagogies;♦ reinforces connections between Curriculum Areas and subjects and promotes integratedlearning;♦ is able to integrate cross-cutting issues, such as human rights and education fordemocratic citizenship; peace education; education for sustainable development;gender equality; intercultural understanding; life skills; health education; economic andentrepreneurial education; media education; ICT and e-learning;♦ is interested and able to participate in the development of customised curricula andlearning materials, as well as the establishment of fl exible individual plans of study incompliance with the school autonomy principle;♦ possesses the capacity to identify learning problems/diffi culties and provide appropriatesupport;♦ has the ability to identify students with special talents; advises, guides and supportsthem with additional activities;♦ is interested in progress and formative assessment with a view to providing guidance,counselling, motivation and support to learners;♦ communicates well with learners, parents and other stakeholders; and♦ is interested and able to engage in teamwork and participate in Communities of Practice(learning groups with your colleagues).22

A GUIDEBOOK for Improved Classroom PracticeSetion 3Methodology: How We TeachWhat this section is aboutThis section places a primary focus on:• key principles from the KCF that guide your lesson planning;o Inclusion: every child has the right to quality education.o Competency based approach.o Integrated and coherent teaching and learning.o Increased School level autonomy and fl exibility.o Responsibility and accountability.• methodological approaches, including specifi c strategies and practicesin line with the KCF principles, through:o creating a supportive environment;o selecting active learning and problem-solving approaches andpractices; ando addressing challenges and providing tips for classroom situations thatoften include large class sizes, multiple shifts and limited materialsand resources.How this section is organisedSections 1 and 2 focused on what we aim to teach and why we teach it:♦ Changes to the Curriculum and the way we teach are needed to meet new challengesarising from the evolving needs of Kosovo society, the changing knowledge base insubject areas and the life-skill requirements of students.♦ Learning resources and opportunities have expanded and we can no longer rely on‘telling’ students as a way of teaching them all of the key knowledge in the Curriculum.23

A GUIDEBOOK for Improved Classroom PracticeInstead, you can help them discover how to learn by designing experiences/lessonsthat require more active learning and problem solving.♦ Your teaching role now shifts to include facilitation and you become more focused oncreating differentiated lessons/experiences to meet various student needs and abilities.This shift toward facilitation of student learning is important for student acquisition of21 st century knowledge, skills and abilities.In Section 3 you will learn more about student-centred teaching and learning. As your role asa teacher shifts towards facilitation you will develop a wider range of learning approaches toensure that your teaching takes into account the principles of the KCF.You will learn to consider student individuality and provide more activities that are meaningfuland relevant from students’ perspectives - activities that can help students broaden theirhorizons and become aware of new and different challenges and opportunities in their learning.This section provides you with some specifi c examples of how you can change. The tablebelow illustrates how your approach might change. It uses an example from the subject areaof history where the concept of ‘chronology’ is to be introduced:Changing to student centred teaching in history:Introducing the idea of chronologyTraditional textbook approach♦ Teacher asks students to turn to pagesin the text book, reads with students anddiscusses contents.♦ Students answer oral questions set bythe teacher♦ Teacher asks students to discuss somequestions in groups or asks individualsfor answers♦ Teacher directs students to answerquestion individually in writing booksStudent-centred approach♦ Teacher asks students the meaning ofchronology. A scribe writes up the ideason the board. Teacher explains thatchronology is concerned with the order ofevents and changes over time.♦ Teacher describes the historical languagethat students are to use e.g. sources,evidence, events, personality, turningpoints,past, present, future, decade,century, millennia.♦ Teacher gives out envelopes containinga series of cards portraying signifi cantpeople or events over time (eight cardswould be ideal).♦ Teacher ensures that each card has somesignifi cant information on the reverseabout the person or event, to help studentsto locate that person or event in time.♦ Teacher asks the students to order cardsfrom past to the present and give onereason why they have placed each in itsposition.24

A GUIDEBOOK for Improved Classroom Practice♦ Teacher walks around and checks thateach group has done this.♦ Teacher creates a timeline on theclassroom wall; asks each group to selectone event or person and place on thetimeline; student justifi es the position onthe timeline by referring to information fromthe card.♦ Teacher asks the students to compare theirevent with others through questions such as:• could this person have lived whenthat other person did?• could this person have been alivewhen that happened?• how is this person different from thatperson?• what makes this event different fromthat event?♦ Teacher refers to specifi c historicallanguage and ensures students use it.It is important that you are able to use a wide range of teaching methods, by balancing teachercentredand learner-centred methodologies with the learning outcomes set for each teachingsession.Extension ActivityWhen thinking about future curriculum changes, how will you develop your teaching sothat all students feel included? What teaching style changes may have to be adopted? SeeSection 6: Inclusion for more informationThe 2011 Kosovo Curriculum Framework (KCF) provides guidance you need to begin usinglearner-centred methodologies while we are still developing the new Kosovo Curriculum♦ As you design your lessons it is important to do so with the KCF principles in mind.There are more details below about the KCF principles, to guide you in the design ofyour lessons.25

A GUIDEBOOK for Improved Classroom PracticeKosovo Curriculum Framework – Five Education Principles1. Inclusion: every child has the right to quality educationThe Kosovo Curriculum Framework is based on the principle ofinclusiveness. You will need to take into account:♦ learning that is linked to the individual learner’s background,previous knowledge and experiences, interests, potential andcapacities;♦ learning that is meaningful and child-friendly (for instance,practical, problem-solving and real-life oriented); andCurriculumArea:A broad categoryof learning groupsubjects whichshare commonobjectives andtasks in theteaching andlearning ofknowledge, skills,attitudes/ values♦ active involvement and direct ownership of learners in the negotiation, selection,planning, organisation and management of learning experiences, being aware of theirrelevance and able to assess and self-assess her/his own learning outcomes/objectives.2. Development of competenciesThe Kosovo Curriculum Framework defi nes the Key Competencies foreducation (as well as for life and work) to be mastered by all studentsby the end of compulsory education. The competency-based approachhas important implications for your classroom practices - for instance:♦ writing new statements describing student learning in the form ofLearning Outcomes;♦ integrating cross-cutting issues into your lessons, for example,life skills (there is more on this in Section 4); andLearningOutcome:Statements thatdescribe whatstudents shouldknow, believe,value and be ableto do♦ practicing interactive teaching and learning, where you teach less and help students tolearn by doing. This includes a focus on formative and progressive assessment throughyou using assessment for learning.3. Integrated and coherent teaching and learningThere is moreon this in Section5 (Assessment ofStudent Learning)The Kosovo Curriculum Frameworkprovides for broad Curriculum Areas. Thecurriculum will be taught through theseCurriculum Areas with subject-specifi ccontent linked to cross-cutting issues and with the development of acoherent system of Key Competencies.The integration of teaching and learning incorporates:Key Competency:A broad capacityto apply knowledge,skills, attitudes, valuesand emotions inindependent, practicaland meaningful ways♦ the reinforcement of meaningful connections between broad Curriculum Areas, wherethe subject-specifi c content is linked to cross-cutting issues that contribute to thedevelopment of Key Competencies;26

A GUIDEBOOK for Improved Classroom Practice♦ integrated learning is supported by integrated subject curricula, for example integratedsciences and social studies in primary and lower secondary Grades;♦ meaningful connections are made between conceptual approaches and practicaldimensions, such as the application of knowledge, skills, attitudes and values in thecontext of practical and problem-solving activities as related to real life situations;♦ the integration of emerging areas in the curriculum which refl ect new developmentsin society, economics, culture or the sciences of the digital age (such as ICT not as asubject but as way of thinking and acting), democratic citizenship, intercultural visionand sustainable development;♦ a lifelong learning perspective so learners deal with ever more complex challengesand opportunities throughout their lives, within the knowledge and learning society andeconomy; and♦ increased focus on creative competencies. This will help learners to access and processinformation more effectively and responsibly, to engage in e-learning, and to use thecurrent and future technologies which underpin the digital age.4. School Level Autonomy and FlexibilityThe Kosovo Curriculum Framework allows for decentralized, fl exible school-based initiatives,decision making and creativity in curriculum matters. This means each school can build its own‘personality’ (internal school culture) for the best interests of its students in the locality that itoperates. This means that teachers will:♦ draft their own annual teaching plans and have fl exible use of school time, allowing formore interactive teaching and learning. This includes defi ning a minimum percentageof time allocated for each Curriculum Area and Stage (every two to three school years).Teaching plans for specifi c subjects during the school year can be drafted at the schoollevel;♦ discuss with colleagues ways to make optimal use of their skills and potential;♦ plan and use the optional part of the curriculum to increase time allocations withincertain learning areas; and♦ develop additional curricula that meet the needs of students and also that refl ect theschool’s own circumstances.5. Responsibility and accountabilityThe Kosovo Curriculum Framework provides for active engagement ofschools and teachers in critical aspects of curriculum development. Thismeans schools and teachers are involved in:♦ curriculum development, to ensure quality of implementationthrough a review of existing syllabi, teaching and learning materialsand textbooks to enhance student learning and progress; andMoredetail onKCF can befound in theResourceSection27

A GUIDEBOOK for Improved Classroom Practice♦ an active and ongoing processes of curriculum implementation, data gathering andanalysis. This will enable you to work at all curriculum levels, applying the principles ofthe Kosovo Curriculum Framework to your teaching practice.How to Begin?There are many proven approaches and strategies to facilitate learning regardless of theCurriculum Area. Three of the most important that support the KCF principles are:♦ Creating a classroom and school environment, even in large classes, wherestudents feel welcomed and connected to each other, their teacher and their school;♦ Creating lessons with active learning approaches and techniques; and♦ Using strategies of problem solving and critical thinking.These are discussed next.Classroom and School Environment(Including Strategies for Teaching Large Classes)Students learn best in an environment where they feel valued and included, and where theyhave space and material resources that are conducive to active learning approaches. AlthoughKosovo is working towards building more schools, having fewer shifts, and developing morerelevant curriculum materials and textbooks, how can you face the challenges of creating awelcoming, positive and active learning approach in your classroom as it is now?28

A GUIDEBOOK for Improved Classroom PracticeStep 1: Understand that you are not alone.Many teachers face similar challenges - particularly those in societies that are struggling withmodernisation, new political systems and the diffi culties associated with post-confl ict situations.Teachers may have too few resources or space, and they may fi nd it diffi cult to move from adidactic teaching orientation to teaching that is child-centred.Step 2: Instead of...Telling students the key knowledge in your fi eld (even if you could know all the knowledgethey will need in the 21 st Century)You can...Help them discover key knowledge through active learning and critical thinking/problemsolving learning.For example: You do not need to discard the lecture approachentirely, rather you can use it briefl y in a lesson or not at allin some lessons. Use it primarily for the purpose of helpingstudents address essential information. The lecture becomesan approach that you use less as students engage more inanswering questions and solving problems, as you movetowards a more interactive teaching style.See theResource Sectionfor ideas onenhanced lecturesInstead of...Working alone with your classroom door closed.You can...Begin to work with your peers and share information, successes and challenges inadapting your teaching style.For example: You can help to develop a culture of professional learning communities,learning from other teachers in your school, other schools, your community and otheroutside resources; by sharing information, successes and challenges in adapting yourteaching style – a powerful factor in change is learning from one anotherStep 3: Experiment with different strategies.Remember that, as described in this Guidebook, there are proven approaches, strategies andpractices that can enhance your teaching efforts. You can begin now, even though you andyour students do not have ideal conditions, to implement student-centred learning as outlinedin the KCF principles. You can change your approach from using a ‘list of what you will say ortell students’ to creating a ‘list of essential problems or questions’ that students can addresswith your guidance.29

A GUIDEBOOK for Improved Classroom PracticeStep 4: Take action.Take action by implementing some of the suggestions in this section and sharing yourexperience with others to help improve your classroom practice TODAY.Extension ActivityMany suggestions below are drawn from UNESCO’s Practical Tips for Teaching LargeClasses; fi nd our more at:http://unesdoc.unesco.org/images/0014/001488/148867e.pdfwww2.unescobkk.org/elib/publications/095/Teaching_Large_Classes.pdfBelow are several ideas drawn from the UNESCO document, Practical Tips for Teaching LargeClasses:Physical environment – structure and learning resources for lessonsWhat can you do to make active learning strategies more effective in your classroom?♦ Ideally, arrange the seats so students can see each other as well as the teacher.♦ Think about different seating plans for group work and paired work; if possible, movechairs and tables into a circle or horseshoe for activities and discussions.♦ If tables and chairs must be in lecture style, move around theroom between rows and desks in order to engage with students.♦ Include students in exploring classroom layouts that reducefeelings of overcrowding and confusion.♦ Ask students what will make them feel more comfortable and towant to enter into discussions or work better in groups.♦ Consider removing any unnecessary furniture.♦ Facilitate movement by developing routines for entering andleaving the classroom, forming small groups quickly, handing outmaterials and turning in materials/assignments.“Your ability tocreatewellmanagedphysical andpsychosocialenvironmentscan make thedifferencebetween a calmand functionalclassroom anda classroom inchaos”♦ Encourage students to keep a portfolio of their work, to bring it with them to school andto take it home to share with parents.30

A GUIDEBOOK for Improved Classroom PracticePsychosocial strategies – ways to promote learning as a community, to reduce thefeeling of over-crowdedness and to deal effectively with misbehaviourWhat you can do to develop a learning community that fosters active engagement? Look forways to make the large class feel small:♦ On some days, stay late; arrive early on others. Thisgives you an opportunity to talk individually with students.♦ Find ways to learn your students’ names and activelyuse them. Seating/group charts, photographs and namecards (sheets of paper with their name in large lettersin front of them) are all helpful. Ask students to create apersonal profi le for you.♦ Move around the room.“Remember:♦ Ask for student assistance to distribute materials, to provide demonstrations and toconduct some learning activities.♦ Place students in ‘home groups’, even if they are sitting in rows. Assign them to a groupwith 5-6 others that will become their small learning group for the majority of classroomactivities and assignments.♦ Be personal – a real person to your students. Talk about how important their learning is toyou and provide appropriate examples in your lessons of your own learning challengesand successes.♦ Allow students to express themselves. Use ‘round robin’ techniques that let each studenthave a chance to speak; don’t force them to speak, but allow them to ‘pass’ for anothertime and come back to them.♦ Encourage questions and comments. Use prompts, such as “what question do youhave about…?”. Respond with, “I’m glad you asked that,” or, “That’s a good question.”♦ Use non-verbal actions to show support, such as smiling and noddingThe more approachableyou are in terms of yourmanner and genuineinterest and praise themore likely students willbe comfortable in talkingto you, in listening”♦ Acknowledge some concepts are diffi cult and, to help students overcome fears, tellthem some diffi culties you have had; encourage them to share their own diffi cultiesEstablish reasonable rules for student behaviourAll classes need rules for respectful behaviour in order tofunction well, especially in an active and problem solvinglearning environment.♦ Involve students in setting classroom rules – stresscooperation and consideration;Consider how thehuge reservoir ofstudent skills can bebetter used by you in theclassroom.♦ Take a ‘rights based’ approach: “you may do what youwant in this classroom, unless what you do interferes with the rights of others, such asyour classmates or teacher.” Then have students identify behaviours that are acceptable31

A GUIDEBOOK for Improved Classroom Practiceand unacceptable; make only a few rules that emphasize appropriate behaviour suchas, “keep your hands and your feet to yourself.”♦ Choose rules that make the classroom environment orderly and promote successfullearning; stress that it is good to have different views but students are to discuss themerits of the ideas, not the merits of the person.♦ Use positive discipline techniques – catch them being good, ignore misbehaviour whenit is minor, stand nearby and give them a stern look - you don’t to say anything.Developing student voice in the classroom, school and communityMany lessons can benefi t from having closer involvement of students in developing excitingactivities and helping with resources.Activities listed below will give students a real sense of interest in their school. Depending upontheir Grade, students could:♦ welcome visitors to the school and take on reception duties;♦ act as guides to visitors;♦ be engaged in preparing teaching tools;♦ discuss with teachers which sorts of lessons work best and why;♦ identify topics for project based learning;♦ offer peer counselling and mediation;♦ be involved in class and school councils;♦ take part in group discussions with staff ;♦ create working parties to explore school problems like littering, carrying out surveys;♦ help plan for future events;♦ help run after-school sports clubs;♦ lead Green Clubs on recycling; and♦ help to design and promote the school through a website or prospectus.32

A GUIDEBOOK for Improved Classroom PracticeActive Learning ApproachActive learning is about:♦ learning by doing;♦ including the student in the learning process; and♦ learning through situations, with student solving problemsinstead of being told the answerIt is also called experiential learning.Active learning:♦ requires you to be a partner in learning;Activelearningis anyapproach thatengages learnersby matchinginstruction to thelearner’s interests,understanding, anddevelopmentallevel. Often itincludes hands-onand authenticactivities♦ inspires students to want to find answers; and♦ requires you to provide students with skills and competencies to learn.How can I recognise an Active Learning Approach?♦ Active learning engages the student directly in issues and events; things that matter tothem.♦ Types of student engagement include campaigns and investigations, project work,presentations or participation in a special event days (for example, Earth Day).♦ Active learning involves engagement with imagined or hypothetical situations,simulations, games, drama or role plays.Your main challenge is to let students do what they do best by giving them responsibility.How can I begin?♦ Help students to fi nd and follow their passion for learning.♦ Make use of new technologies to help students learn.♦ Guide students in researching and fi nd out about things that interest them in theirstudies.♦ Encourage students to share their thoughts with others and fi nd answers to questions.♦ Ask students to create presentations to share their findings with others.33

A GUIDEBOOK for Improved Classroom PracticeExtension ActivityHow can I improve active learning in my classroom?Try the following activity the next time you teach a class.1. Students are provided with a set of questions to consider during discussion.2. During pauses in the discussion, students are asked to jot down questions they wantanswers to about the topic.3. When you start the next lesson with this group, begin with those questions to show thecontinuity between the previous class and the present class.ExamplesTo increase Active Learning, try incorporating Concept Tests, Pair-Share, and Student-Summary by Questions. The next time you teach a class:Concept Tests1. Present a mini-lecture of about 15 minutes.2. Present a multiple choice question for the class.3. Ask students, “How many think ‘a’ is the correct answer? How many think ‘b’?” and soon.• If most students answer correctly, move to the next block of material.• If many students get the question incorrect ask students to “convince yourneighbour that your answer is right” (that is, the student next to them).• After a period of one to two minutes, again ask which answer is correct.• Most students will get it correct following this peer discussion.• If they still struggle, a short lecture can address the correct answer and why thealternatives are incorrect.Using this approach, a lot of learning and collaboration can take place in fi ve minutes. Thisprocedure brings a lot of focus to the classroom, with students discussing various aspectsof the question and content.Pair-ShareIn a think/write Pair-Share exercise, present a prompt that stimulates student thinking,or that requires integration or application of course material. Request students to workindividually either by thinking or writing for one minute.• Do not merely ask students to list something or recreate a simple fact.• After one minute, ask students to “pair” with someone and discuss possibleresponses.• Finally, call on students to see what answer or solution the ‘pair’ identifi ed.Note: Not all students will participate, but not all are participating during a lecture either.As long as the vast majority participate, there is no harm in a few sitting quietly during theactivity. You can get to know those quiet students better by asking them one-to-one whatthey think of the material.34

A GUIDEBOOK for Improved Classroom PracticeStudent Summary by Questions1. Students are provided with a set of questions to consider during discussion.2. During pauses in the discussion, students are asked to jot down questions they wantanswers to about the topic.3. When you start the next lesson with this group, begin with those questions to show thecontinuity between the previous class and the present class.Find out more at APS, the Association for Psychological Science: www.psychologicalscience.org/observer/getArticle.cfm?id=2169Discussion, Debate and Question-RaisingDiscussion, debate and question-raising:♦ is central to active learning;♦ requires the development of good listening skills in order to raise the quality of discussion;and♦ can take two forms,o adversarial, where speakers try to win an argument by asserting their case directly;oro exploratory, where different speakers try to reach an agreement or shared solutionto a problem by listening to and engaging with each other’s ideas.The table below illustrates how you might structure an Open Space for Dialogue and Enquiry(OSDE) activity. OSDE is a methodology being developed by a group of educators andresearchers in eight countries. It is concerned with the development of critical thinking andindependent thinking - transferable skills that can help learners in every subject and beyondschool.You can access International advice at these two websites:♦ Open Space for Dialogue approach: www.osdemethodology.org.uk♦ Community of Enquiry or Philosophy for Children www.p4c.com35

A GUIDEBOOK for Improved Classroom PracticeThe Principles of Open Space for Dialogue and Enquiry1. Stimulus and airing: students are exposed to a stimulus that presents different and‘logical’ perspectives on the theme of the lesson. The perspectives should present theissue from different angles and prompt students to react to the stimulus, fi rst by exploringthe origins and implications of each perspective, and then by relating them to their ownperspectives. Note: the main objective of this step is NOT to check what participants‘think about’ the theme.2. Informed thinking: students brainstorm the theme using information from differentsources, considering both mainstream and alternative perspectives.3. Reflexive questions: students are exposed to questions that refer to the individual. Note:these should not be discussed as a group activity until learners are familiar with themethodology or participants might feel they are too exposed or that they need to competefor legitimacy.4. Group Dialogue Questions: students exposed to questions that promote ‘critical literacy’or formulation of questions in an open enquiry discussion in small groups. Leave time forwhole group for a round of ‘important statements’ and questions offered by students.5. Responsible Choices: this is a problem-solving task which gives participants anopportunity to apply the skills and knowledge gained in the enquiry process to a real-lifeor simulated situation of decision making.6. Debriefing: participants are invited to refl ect on their participation and learning (what theyhave learned about the topic, themselves, about others, about the space itself, and aboutthe learning process). This is also a ‘closing the open space’ ritual. The teacher invitesindividuals to say a word, a sentence, nothing at all or anything they want about theirlearning experience.Source OSDE MethodologyProblem Solving & Critical Thinking1. Problem SolvingThere are many methods that can help you to become more of a facilitator of learning ratherthan a teacher who only delivers content.You can facilitate learning by incorporating a problem-solving component into the lesson:something that must be understood and acted upon in order to move to the next activity, orsomething that culminates in a larger project which will help solve a real-life issue.36

A GUIDEBOOK for Improved Classroom PracticeTO TEACH YOUR STUDENTS HOW TO SOLVE PROBLEMS♦ Give your students problems that they CAN solve.The joy of problem solving is SOLVING problems. Students who experience the JOY ofsolving problems WANT to solve MORE problems. To be good problem solvers, students mustBELIEVE that they can solve problems. Therefore you must give them problems they CANSOLVE.♦ Give your students problems that SEEM difficult.If ALL the problems that your students solve are EASY problems, they will not believe theycan solve diffi cult problems. Therefore you must TEACH them to solve problems that SEEMdiffi cult but CAN BE SOLVED.♦ Teach your students HOW to solve problems that SEEM difficult.Problems seem difficult when the solution is not obvious. Good problem solvers START byTRYING to solve the problem. They take the FIRST STEP, and look for thesecond step. If they do not see the second step, they take a DIFFERENTfi rst step. In other words good problem solvers start by TRYING to solveproblems that seem diffi cult, not by wondering how to solve them.♦ Teach your students problem-solving STRATEGIES.SeeDiscussion ofControversialIssues in theResourcesectionThe choice of a problem solving STRATEGY suggests the fi rst step andhelps the problem solver to see the next step. Good problem solvers donot give up; they try a different strategy, a different fi rst step, and then they look for the secondstep.Extension ActivityProblem Solving Strategies can include drawing diagrams, making a list, guessing andchecking, divide and conquer, and looking for pattern. For more information on theseproblem solving strategies go to http://pred.boun.edu.tr/ps/In order to Problem Solve, students must develop critical thinking and enquiry skills. ManyKosovo teachers have been trained in critical thinking methodologies. Be sure to add theinformation from those trainings to this Guidebook2. Critical Thinking and Enquiry SkillsDeveloping critical thinking and enquiry skills involves:♦ the deduction of consequences from what students know;37

A GUIDEBOOK for Improved Classroom Practice♦ the use of information to solve problems; and♦ the use of relevant sources of information.The skills include:♦ active questioning;♦ thinking rationally;♦ active listening; and♦ solving problems through collaboration and cooperation.Learning these processes will enable your students to think clearly and rationally, take increasedresponsibility for their learning and become independent learners.Using real case studies, your students should research, plan and undertake enquiries to:♦ engage with and reflect on different ideas, opinions, beliefs and values when exploringtopical and controversial issues and problems;♦ analyse and evaluate sources used, questioning different values, ideas and viewpointsand recognising bias from a range of information and sources;♦ express and explain their own opinions to others through discussions, formal debatesand voting;♦ communicate an argument, taking account of different viewpoints and drawing on whatthey have learnt through research, action and debate;♦ justify their argument, giving reasons to try to persuade others to think again, change orsupport them; and♦ represent the views of others, with which they may or may not agree.This means that when you plan how you are going to teach a particular theme you need toensure that your students have the opportunity and time to develop their critical thinking skills.The quality of questions that you use with students is important; try to develop the practice ofusing open-ended questions.The table below illustrates the different types of questions you should use.38

A GUIDEBOOK for Improved Classroom PracticeExamples of Open-ended Questions for Facilitators:Professor Robert Fisher in Teaching Thinking1. Questions that seek clarifi cation:Can you explain that…? ExplainingWhat do you mean by…? DefiningCan you give me an example of…? Giving examplesHow does that help…? SupportingDoes anyone have a question to ask…? Enquiring2. Questions that probe reasons and evidence:Why do you think that…? Forming an argumentHow do you know that…? AssumptionsWhat are your reasons…? ReasonsDo you have evidence…? EvidenceCan you give me an example/counter-example…? Counter examples3. Questions that explore alternative viewsCan you put it another way…? Re-stating a viewIs there another point of view…? SpeculationWhat if someone else were to suggest that…? Alternative viewsWhat would someone who disagreed with you say…? Counter-argumentsWhat is the difference between those views/ideas…? Distinctions4. Questions that test implications and consequencesWhat follows from what you say…? ImplicationsDoes it agree with what you said earlier…? ConsistencyWhat would be the consequence of that…? ConsequencesIs there a general rule for that...? Generalising rulesHow could you test to see if it were true…? Testing for truth5. Questions about the question/discussionDo you have a question about that…? QuestioningWhat kind of question is it…? AnalysingHow does what was said/the question help us…? ConnectingWhere have we got to/who can summarise so far…? SummarisingAre we any closer to answering the question/problem…? Coming to conclusions39

A GUIDEBOOK for Improved Classroom PracticeExtension ActivityThe six critical thinking skillsEnquiry skills enable the children to ask questions, to think about the right question to ask,and to plan more questions based on the answers received.Children need opportunities to ask and answer different types of questions – the more openendedthe better for encouraging thinking. As they need to hear questions and answers in avariety of contexts it is vital that adults model questioning in play situations.Information processing skills enable the learner to do something with the answers receivedand the information gathered. Through processing information the learner becomes able toorganise and retain the most relevant information.Children need to see and experience how different pieces of information link together; an adultthinking through this process out loud enables young children to understand how this works.Reasoning skills enable the learner to form an opinion based on the relevant information theyhave gathered.By using reasoning skills, children become capable of verbalising their thoughts and learn toexplain their opinions to others. Again it is necessary for adults and older children to model thisthinking process and support the explanations. The development of reasoning skills is closelyrelated to the development of language, emotional and social skills. All need to be developedalongside one another to avoid children becoming frustrated through not being able to expressthemselves clearly.Evaluation skills enable the learner to look at the information they have and decide whetherthey agree with it or not.Through the evaluation process children begin to develop criteria for judging informationand analysing their own fi ndings. This progresses on to being aware of what they want toachieve and helps them to realise when they have achieved their objective to a satisfactorydegree. These skills are again linked with language, emotional and social skills and need to bemodelled and supported in an empathetic manner.Problem-solving skills give the learner the ability to recognise that things can be changedand that this will make a difference to the end product or ideas.By using problem-solving skills, children develop the ability to recognise a problem assomething to be solved rather than as an indication of someone’s failure. In order to do thisthey need plenty of problem-solving experiences through their play and through generaleveryday life situations.Creative thinking skills are the ability to use the imagination to invent something new or togenerate new ideas. Creative thinking skills enable the learner to look for alternatives, to lookbeyond the obvious.By being encouraged to think creatively, children develop the confi dence to try out ideas andnew methods and to experiment without the fear of being wrong or making a mistake. Theyneed to know that making mistakes and trial and error are vital for learning, and the adultsaround them need to demonstrate these skills and encourage children to think again, try again,and fi nd a new solution.There is no hierarchical order for these six thinking skills. Instead, they interrelate andcomplement one other. These skills need to be nurtured and developed alongside each other inpractical, meaningful ways.40

A GUIDEBOOK for Improved Classroom PracticeFor more detailed support for Section 3Go to the Resource Section below1. Enhanced Lecture Strategies2. Large Classes: A Teaching Guide3. Guidelines for Topical, Sensitive and Controversial Issues4. Circle Time5. Diamond 96. The Goldfi sh Bowl7. The Market Place8. Open SpaceResources for Section 3RESOURCE 1: Enhanced Lecture StrategiesAn enhanced lecture is defi ned as a series of short mini-lectures punctuated by specifi c activelearning events, designed to meet class objectives/outcomes. Using this model, the enhancedlecture could range from simple to complex; for example:♦ a simple enhanced lecture could involve two to three pauses during the lecture to allowstudents to compare notes or ask questions;♦ a more complex strategy would be to incorporate lengthy group activities focused onskill development, punctuated with brief mini-lectures that summarize a previous activityor create a transition for the next activity.The extent to which the above active learning strategies are incorporated into the lecturedepends on the Learning Objectives/Outcomes and the teacher’s learning style.For more ideas on enhancing lectures go to Appendix One of the book by Charles Bonwell atwww.active-learning-site.comYou will fi nd specifi c suggestions for:♦ activities to include in the fi rst few minutes of a lecture;♦ activities for the middle 20-25 minutes of a class; and♦ activities to include in the last ten minutes of a lecture.RESOURCE 2: Large Classes: A Teaching GuideExcellent ideas can be found at the following websites:www.ydae.purdue.edu/lct/hbcu/documents/Active_Learning_Creating_Excitement_in_the_Classroom.pdfwww.active-learning-site.comwww.crlt.umich.edu/tstrategies/tsllc.php41

A GUIDEBOOK for Improved Classroom PracticeRESOURCE 3: Guidelines for Topical, Sensitive and Controversial IssuesYou encounter controversial and topical issues in all subjects. You need to be able to helpyoung people explore them and plan to teach about these. These issues may divide opinion.Often groups hold differing and strong opinions on such issues. They divide society and oftendeal with fundamental matters of principle, values or belief. Students are aware of these andwill want to discuss them. They may occur in lessons, as in the following example.A teacher was talking about climate change in a lesson whenseveral pupils declared that they have seen a programme ontelevision that stated that there was no such thing as globalwarming. They then quoted some convincing evidence from thetelevision to support their claim.If this situation happens, ask yourself these questions:♦ Does the student’s response suggest they do not understand this issue?♦ Does their response suggest they have some knowledge of the issue and are seekingclarifi cation?♦ Does the student know the answer but is seeking affi rmation?♦ Is it an issue of interest to the whole class or does it require an individual responselater?♦ Is it an issue that suggests the student has inappropriate knowledge/beliefs (a personaldisclosure that may need following up) e.g. racist, sexual, criminal?♦ Is it an issue that is personal, designed to embarrass the teacher, making the classlaugh?♦ Is it an issue that is intended to illicit personal information from the teacher?Controversial issues might include animal welfare and experimentation, genetic modifi cation,sexuality, nuclear power, HIV and AIDS or refugees and minorities. Such matters may occur aspart of a planned lesson or emerge unexpectedly during discussion. They may also be drawnto the attention of parents and other groups, thereby causing wider concern.You can take three broad approaches:♦ A neutral position where you express no view at all.♦ A balanced position where you present a range of views, including ones that you do notnecessarily agree with.♦ The ‘committed participant’ position, where you make your views known and become afull participant in the class discussion.These issues are important to students because discussing them will enable students todevelop their critical thinking skills in dealing with emotive issues which may be in confl ict withtheir own values. These critical thinking skills were discussed in depth in the fi nal extensionactivity of Section 3, above.42

A GUIDEBOOK for Improved Classroom PracticeBefore starting your lesson, it is important to establish ground rules which are designed toprovide a safe environment for students to express their opinions. These can include:♦ only one person to talk at a time – no interrupting;♦ show respect for the views of others;♦ challenge ideas, not the people giving voice to those ideas;♦ use appropriate language – no racist or sexist comments;♦ allow everyone to express his/her view to ensure that everyone is heard and respected;and♦ give reasons why you hold a particular view.Depending on the sensitivity of the issue, split the class into smaller groups. This will ensurethat greater confi dentiality exists and help less confi dent pupils to express their opinions. Youshould avoid bias in discussion by:♦ making sure that all sides of an argument are heard;♦ presenting opposing views in a balanced way;♦ challenging popular views and opinions;♦ ensuring that all facts are well researched; and♦ ensuring that all evidence is open to investigation.By equipping students with the skills to examine controversial issues, you help them becomeable to recognise bias themselves and make choices that are balanced. Above all, you shouldestablish the right climate in the classroom for discussion. See the box below for advice.The following will help you manage controversial issues in your classroom.♦ Having the skills to shift from closed questions to open discussion and provoke qualityin discussion and thinking.♦ Talking less to avoid dominating or controlling the discussion.♦ Deciding your role in the discussion in advance.♦ Deciding in advance how to respond to requests for further action.♦ Setting out, and adhering to, clear guidelines for expected behaviour.♦ Recognising that some topics may not be suitable or may require extra sensitivity.♦ Recognising bias and how to respond to biased opinions.♦ Building resilience on contentious issues like race, terrorism and migration.You will have to make a decision as to what stance you take depending upon the class,knowledge of your students and the issue. You may need additional approved training to knowhow to handle controversial issues in the classroom and you should start to consider whatthese training needs might be.43

A GUIDEBOOK for Improved Classroom PracticeRESOURCE 4: Circle TimeThe students re-arrange their seating so that they are in a circle facing each other. This meansthat eye-contact is possible at all times. With its co-operative activities and discussion, CircleTime ensures that each student gets a chance to contribute and feel valued. Circle time is avery effective way to get students involved in co-operative learning, especially when looking atcomplex topics. You can fi nd more information on Circle time on the internet at www.circletime.co.ukRESOURCE 5: Diamond 9Try a Diamond 9 activity. For this activity you will need to have prepared a series of nine ormore information cards about issues you are studying. For example, it might be about: possibleways to solve a maths or science problem; the effects of volcanoes on humans and the land;the contribution that Turkey made to Kosovo society; or the merits of a particular piece ofpoetry. The information needs to be printed onto card and then cut up and put into envelopes.Each card presents a different stance on the issue you are studying. The students work ingroups of three or four. Each group in the class gets an envelope. Students should considereach card and then arrange them in a diamond pattern, with the comment they consider tobe most acceptable or that they most identify with placed at the top of the diamond. The other8 then need to be ranked following discussion. If you create more than 9 cards the studentswill have to discard some in order to create the Diamond 9. The diamond pattern is explainedbelow.Each Diamond 9 is created on a table. In groups the students should then visit each other’spatterns so that all have the opportunity to see the rankings. Each group then takes its topchoice and has to devise an engaging presentation about that statement. They will need toconsider how and why they justify the statement they have chosen. The presentation mighttake the form of:♦ An annotated poster♦ A PowerPoint display♦ A short speech (with an opening statement, three key points and a conclusion)The students will need to have time to prepare and present their fi ndings to their classmates.As a fi nal activity, they could then decide to rank the top choice from each group to createan agreed Diamond 9. Remember; always de-brief students to encourage refl ection on theprocess of learning. You don’t have to dominate the lesson; teachers need to talk and directless and wait before intervening to allow students more time and space to think things through.44

A GUIDEBOOK for Improved Classroom PracticeRESOURCE 6: The Goldfish BowlThe Goldfi sh bowl approach involves placing students in circles so they may easily see oneanother and increase participation. Below are examples of both one- and two-circle approaches.One Circle Approach: Initiate the warm-up with the whole class sat in one large circle.Pose two questions to the students about the theme or topic you are going to teach.Students can discuss both questions as a group, saying how they feel about each one.Two Circle Approach: Begins by sitting the students into two circles, initially pairing themup within the circles to exchange their thoughts about the question you have introduced.The inner circle rotates clockwise after a few minutes of discussion. Now introduce asecond question and rotate the outer circle anti clockwise. This should ensure that studentsget to exchange their ideas with different partners on all occasions. You should providean opportunity for the whole class to feedback their thoughts and perceptions. A spiderdiagram might be created for each of the two questions so that a range of opinions can berecorded. Thoughts might be noted by scribes who travel around each of the circles andthen produce a large display diagram for mounting on a wall and discussing afterwards.The key opinions of the class should be highlighted for reference later in the work.RESOURCE 7: The Market PlaceThis activity involves students in sharing their ideas in a competitive forum.Students are given a task to discuss a topic in small groups. For example, they may be asked,“What is the best way to provide energy in Kosovo in the future?” Each group must create aposter or visual chart of their ideas. When they have completed their poster/chart, groups areasked to set themselves up as a ‘market stall’.One member of their group stays by their plans and ‘sells’ them to members of the othergroups who come and visit, while the rest of the group circulate to the other stalls and ‘buy up’their ideas using a score sheet, giving each sellers’ ideas a score relating to a series of agreedcriteria.RESOURCE 8: Open SpaceThis activity allows for integration of cognitive skills and provides students with a respectfulformat to listen, share and learn from each other.Create a SAFE PLACE which means:♦ no one is left out;♦ a good atmosphere for sharing;♦ no one tells you what you should think(!); and♦ no one (not even the teacher) has all the answers.45

A GUIDEBOOK for Improved Classroom PracticeStepsSuggested Timingand mode:GeneralProcedures1. Stimulus and airing: exposure to a stimuluspresenting different and ‘logical’ perspectiveson the theme. The perspectives should presentdifferent angles of the issue and prompt‘cognitive dissonance’ in students, who areencouraged to react to the stimulus by exploringthe origins and implications of each perspectiveand relate them to their own perspectives.10 minutes of pair work Looking atPERSPECTIVES:image, fi lm, cartoon,song, storyNote: the main objective of this stepis NOT to check what students ‘thinkabout’ the theme.2. Informed thinking: brainstorm on differentsources of information about the theme,including mainstream and non-mainstreamperspectives.3. Reflexive questions: exposure to questionsthat refer to the individual. Note: these shouldnot be discussed as a group activity untillearners are familiar with the methodology orstudents might feel they are too exposed or thatthey need to compete for legitimacy.4. Group Dialogue Questions: exposureto questions that promote ‘critical literacy’ orformulation of questions (in an open enquiry).5 minutes of groupwork with summary byfacilitator3 minutes of silentreflection30 minutes for discussionin small groups + 10minutes in the wholegroup for a round of‘burning questions’ and‘burning statements’Drawing or writingyour FIRSTTHOUGHTS andsharing itMakingQUESTIONS inpairsVOTING on aquestion5. Responsible Choices: This is problemsolving task which gives students an opportunityto apply the skills and knowledge gained inthe enquiry process to a real-life or simulatedsituation of decision making.20 minutes – group work TALKING about it6. Debriefing: Students are invited to refl ecton their participation and learning (what theyhave learned about the topic, themselves, aboutothers, about the space itself, and about thelearning process). This is also a ‘closing theopen space’ exercise.10 minutes – wholegroup (teacher invitesindividuals to say a word,a sentence, nothing atall or anything they wantabout their learningprocess and the qualityand safety of the space)SHARING what wehave learned46

A GUIDEBOOK for Improved Classroom PracticeSection 4Lesson Examples and StrategiesIn this section you will learn about the process of designing lesson plans in alignment with theKosovo Curriculum Framework and the Kosovo Core Curriculum. You will learn the elementsthat make up a Learning Objective and a Learning Outcome, and you will learn how to selectan appropriate learning activity based upon the cognitive processes that are part of Section 3using Bloom’s Taxonomy. You will learn how to make the focus of your teaching the developmentof competencies. Finally, this section provides you with examples on how to accomplish all ofthe above.What this section is aboutClassroom lesson planning is the focus of this section. It will provideyou with:• further information on Curriculum Areas, Learning Objective/Outcomes, Learning Activities (covered in Section 3) andCompetencies (covered more in Section 5, Assessment);• practical templates for use in daily lesson planning;• resource documents to assist in designing lesson plans with a morestudent-centred focus;• examples of lesson plans adapted from Kosovo Teachers; and• questions for refl ection and continued planning and learning.Curriculum AreaIt is important to have a structure for curriculum planning. A structure for planningincludes:♦ knowledge and awareness of the overall curriculum for students at all Grades, in orderto situate your teaching within the overall curriculum for students;47

A GUIDEBOOK for Improved Classroom Practice♦ A deeper understanding of the curriculum for students in your Grade(s), includingapproaches to teaching and lesson design that support student outcomes throughactive learning and problem solving approaches.♦ Ability to design daily lessons in your classroom that align with the expectation of KCFand the new KCC. This will help you to see what you are trying to achieve and whatoutcomes you should expect from students to build towards life-long competencies.Where you are nowKCF- Elements ofCurriculum Planning:2001 Curriculum the 2011KCF requires you to begin nowto integrate new approaches inyour daily teaching/ facilitation In preparation for the 2011Kosovo curriculum to be betterin line with European Unionstandards The chart belowhelps provide an understandingof the changes in the curriculumby comparing some of the termsand labels in the 2001 and the2011 Curriculum(1) The Curriculum Area(2) Core Area Outcome(CLO) of the Curriculum Area(3) Core Learning Outcome (CLO) forCurriculum StageNote 1: In current terms this is the Subjectfor your grade level, the Topic or Unit fromthe Subject from which you select yourweekly plan and construct your dailylesson planNote 2: More detail is providedin the chart belowOverall Structure of the Curriculum2001 Curriculum 2011 KCF and KCCCurriculumPre-school – Grade 12Global CurriculumSubject/TopicGrade LevelUnit/ModuleWeekly PlanningKCF Curriculum AreasPre-school - Grade 12• Languages and Communication• The Arts• Mathematics• Natural Sciences• Society and the Environment• Health and Wellbeing• Life and Work48

A GUIDEBOOK for Improved Classroom PracticeCurriculum LearningObjectives• Age/Grade level• SubjectKCF Curriculum Learning Outcomes (CLO)• for curriculum stages• for curriculum areasKCC Core Curriculum & Subject CurriculaYou can fi nd out more about these by reading Learning and Achieving for the 21s Century: TheKosovo Way Forward which is the guide to the Kosovo Curriculum Framework.You can download this from www.masht-gov.net or you can go to the resource section of thisguide to see more on the KCF Seven Curriculum AreasThe importance of Lesson PlanningHaving a good lesson plan will help you:♦ make the connection between your lessons and the overall aims, competencies andlife-long Learning Outcomes of KCF;♦ help you on a daily basis to improve student learning and competencies; and♦ improve student behaviour and classroom management.Curriculum Plan for your Classroom Teaching2001 Curriculum 2011 KCF and KCCTypes of Lesson Planning• Subject Syllabi• Annual Plans• Monthly Lesson Plans• Weekly Lesson Plans• Unit Lesson Plans• Daily Integrated Plans• Daily Thematic Plans• One Class Lesson Plans• Module Lesson Plans• Lesson PlansDaily Lesson Planning Categories• Grade• Lesson topic or focus within the curriculum forthe subject• Teaching resources/materials/tools• Use of ICT• Cross-cutting issues/subjects• Key words learners will understand• Lesson outcomes/objectives and successcriteria• Success Criteria for assessment and learning• Starter activity• Introduction to the lesson• Main activities of the lesson• Lesson conclusion and checking for learning49

A GUIDEBOOK for Improved Classroom PracticeFrom Learning Outcomes to CompetenciesLearning Outcomes and CompetenciesRemember your role is shifting towards a facilitator of students’ learningprocess. In order to do this you need to shift the planning of your lessonaway from teacher-centred objectives and towards learner-centredOutcomes and Competencies.The purpose and structure of Learning Outcomes and Competencies isclarifi ed by using action verbs when writing your Learning Outcomes.It is important to understand levels of learning when writing LearningOutcomes. The verbs you use depend on the level of learning you wish thestudents to have gained at the end of your lesson in the area of competencyyou have been developing.SeeLearningTaxonomiessuch asBloom’sTaxonomy inResourcesSectionFirst Way to view Learning OutcomesWhat is the Structure of a Learning Outcome (LO)?It has four main parts:♦ Activity (A)♦ Object (O)♦ Conditions (C)♦ Requirements (R)Minimally, a Learning Outcome must have (A) Activity and (O) Object, and where appropriate(C) Conditions and (R) Requirements. The Activities of Learning Outcomes are expressedby appropriate action verbs for the level of learning. Why action verbs? Action verbs areobservable and therefore measurable. We cannot observe intellectual processes inside thebrain. Use of action verbs allows us to measure a student’s mastery of a Learning OutcomeYou can see this better in the examples below:Students will be able:Poor ExampleTo know (Activity) the two times table (Object)accurately (Requirement)Note: remember we cannot see inside thebrain to observe if the student knows anything.Good ExampleStudents will be able:To recite (Activity) the two times table(Object) accurately (Requirement)Note: now we can simply ask the childto recite the table out loud and we caneasily judge if the child has done itaccurately or not.50

A GUIDEBOOK for Improved Classroom PracticeStudents will be able:To know (Activity) the family food basket pricefor one day (Object).Note: the above the activity is not measurableand lacks a condition and a requirementStudents will be able:To calculate (activity) accurately(Requirement) the price of a specifi cbasket of different products (Object)using a calculator (condition).Note: we can measure because we canobserve the calculation method.A second way to view Learning OutcomesMain Characteristics of Good Learning Outcomes: Why, What, How, How WellWHY: Competency: The result for the student is an accumulation of Learning Outcomes.leading to increased Competencies.WHAT: Curriculum Area and Learning Outcome.♦ What must the learner perform?o Selected from Curriculum Area and Educational Level.o One behaviour, thus one verb is used.HOW: Learning Activities♦ How will the activity be performed?o Conditions/activities and materials: for example, by using graphs, illustrations,reference materials, from memory.HOW WELL: Learning Outcome♦ How well will the activity be performed?o Standards or degree of acceptable performance - how often, how well, how many,how will we know it is okay (this might be a combination of how many and howoften).Critical Point: Objectives should identify a Learning Outcome — the activity that a learnermust perform. An objective that states, “the learner will learn Maslow’s Hierarchy of Needs bystudying pages 100 to 115” does not indicate the way an outcome can be measured but to anactivity of learning.The outcome needs to state what the learner is to perform, not how the learner learns.For example, “The learner will write in a list the fi ve levels in Maslow’s Hierarchy ofNeeds.” Evidence of whether the learners have learned the material lies not in watchingthem read about it but by listening to them explain the principles in their own words.51

A GUIDEBOOK for Improved Classroom PracticeLearning Objective/Outcome:How to write a Learning Objective/OutcomeThe learner will demonstrate their ability to be a successful learner. Given directions andten minutes to refl ect upon childhood games, the learner will be able to create a list of atleast fi ve skills that they learned from the game and provide an example of how they areapplying at least two of those skills in their life today.The structure:Why: Demonstrate (‘apply’ in Bloom’s Taxonomy) their ability to become a moreeffective/successful learner – by analysis of their own learning.What: Understand how skills learned in childhood games apply to practical situationsin their adult lives.How: Given directions and ten minutes to refl ect upon childhood games.How well (or standard - that is, how will you know they know?): The learner will beable to create a list of at least fi ve skills that they learned from the game and providean example of how they are applying at least two of those skills in their life today.Action Verbs and Levels of Cognitive Learning in Bloom’s TaxonomyYour choice of verbsdepends on the levelof learning you wish forstudentsEqualsWhat is the competency youwant the student to learn?Taxonomies of learning are helpful to answer this question and to help select action verbswhen writing Learning Outcomes.Bloom’s Taxonomy divides educational objectives into three “domains”:Cognitive, Affective, and Psychomotor (sometimes loosely describedas knowing/head, feeling/heart and doing/hands respectively).Within the domains, learning at the higher levels is dependent onhaving attained prerequisite knowledge and skills at lower levels.A goal of Bloom’s Taxonomy is to motivate educators to focus onall three domains, and to create a more holistic form of education.(http://en.wikipedia.org/wiki/Bloom’s_Taxonomy)Amorecompletelist of usefulverbs can befound in theResourceSectionBloom’s Taxonomy is a classifi cation of learning within education. It is considered to bea foundational and essential element within the education community and has informedother taxonomies of learning. Bloom’s revised by Anderson and Krathwohl and MultipleIntelligences by Gardner.52

A GUIDEBOOK for Improved Classroom PracticeCognitive DomainAt this point, you will only review the Cognitive Domain in Bloom’s Taxonomy.The revised Bloom’s Taxonomy will assist you as you work to improve instruction to ensurethat:- standards, lessons, and assessments are aligned;- lessons are cognitively rich; and- instructional opportunities are not missed.The cognitive processes include: (1) Knowledge/Remember, (2) Comprehension/Understanding, (3) Application/Apply, (4) Analysis/Analyse, (5) Evaluation/Evaluate, and (6)Synthesis/Create.Cognitive Knowledge Types:Factual Knowledge is knowledge that isbasic to specifi c disciplines. This dimensionrefers to essential facts, terminology, detailsor elements that students must know or befamiliar with in order to understand a disciplineor to solve a problem in it.Conceptual Knowledge is knowledge ofclassifi cations, principles, generalisations,theories, models, or structures pertinent to aparticular discipline.Procedural Knowledge refers to informationor knowledge that helps students to dosomething specifi c within a discipline, subject,You can fi nd information on othertaxonomies of learning with a focus onlearning outcomes and competencies atthese websites:• Noble, Toni. Integrating the RevisedBloom’s Taxonomy With MultipleIntelligences: A Planning Tool forCurriculum Differentiation. NationalAustralian Catholic University.• A List of Links to Bloom’s Taxonomyand Integration with Gardner’sMultiple Intelligences http://bloomstheory.wikispaces.com/Resources+%26+Websitesand area of study. It also refers to methods of inquiry, very specifi c or fi nite skills, algorithms,techniques, and particular methodologies.Meta-cognitive Knowledge is the awareness of one’s own cognition and particularcognitive processes. It is strategic or refl ective knowledge about how to go about solvingproblems or cognitive tasks, to include contextual and conditional knowledge andknowledge of self.53

A GUIDEBOOK for Improved Classroom PracticeVisual comparison of the Two TaxonomiesApplying Bloom’s Cognitive Domain - Writing Stems for Learning Objectives/Outcomes54

A GUIDEBOOK for Improved Classroom PracticeHere are some examples (there are more in the Resources Section)Knowledge/RememberRemembering is when memory is used to produce definitions, facts or lists, or torecite or retrieve material.Useful Verbs Sample Question Stems Potential activities and productstelllistdescriberelatelocatewritefi ndstatenameWhat happened after...?How many...?Who was it that...?Can you name the...?Describe what happenedat...?Who spoke to...?Can you tell why...?Find the meaning of...?What is...?Which is true or false...?Make a list of the main events.Make a timeline of events.Make a facts chart.Write a list of any pieces of informationyou can remember.List all the... in the story.Make a chart showing...Make an acrostic.Recite a poem.Comprehension/UnderstandingConstructing meaning from different types of functions, be they written or graphicmessages activities.Useful Verbs Sample Question Stems Potential activities and productsexplaininterpretoutlinediscussdistinguishpredictrestatetranslatecomparedescribeCan you write in your ownwords...?Can you write a briefoutline...?What do you think couldhave happened next...?Who do you think...?What was the main idea...?Who was the keycharacter...?Can you distinguishbetween...?What differences existbetween...?Can you provide anexample of what youmean...?Can you provide a definitionfor...?Cut out or draw pictures to show aparticular event.Illustrate what you think the main ideawas.Make a cartoon strip showing thesequence of events.Write and perform a play based on thestory.Retell the story in your words.Paint a picture of some aspect youlike.Write a summary report of an event.Prepare a fl ow chart to illustrate thesequence of events.Make a colouring book.55

A GUIDEBOOK for Improved Classroom PracticeApplication/ApplyRelated to or refers to situations where learned material is used through products likemodels, presentations, interviews or simulations.Useful Verbs Sample Question Stems Potential activities and productssolveshowuseillustrateconstructcompleteexamineclassifyDo you know another instancewhere...?Could this have happenedin...?Can you group bycharacteristics such as...?What factors would youchange if...?Can you apply the methodused to some experience ofyour own...?What questions would you askof...?From the information given,can you develop a set ofinstructions about...?Would this information beuseful if you had a...?Construct a model to demonstrate how it willwork.Make a diorama to illustrate an importantevent.Make a scrapbook about the areas of study.Make a papier mâché map to include relevantinformation about an event.Take a collection of photographs todemonstrate a particular point.Make up a puzzle game using the ideas fromthe study area.Make a clay model of an item in the material.Design a market strategy for your productusing a known strategy as a model.Dress a doll in national costume.Paint a mural using the same materials.Write a textbook about... for others.Analysis/AnalyseBreaking material or concepts into parts, determining how the parts relate to oneanother or to an overall structure or purpose.Useful Verbs Sample Question Stems Potential activities and productsanalysedistinguishexaminecomparecontrastinvestigatecategoriseidentifyexplainseparateadvertiseWhich events could have happened...?If ... happened, what might the endinghave been?How was this similar to...?What was the underlying theme of...?What do you see as other possibleoutcomes?Why did ... changes occur?Can you compare your ... with thatpresented in...?Can you explain what must havehappened when...?How is ... similar to ...?What are some of the problems of...?Can you distinguish between...?What were some of the motivesbehind...?What was the turning point in thegame?What was the problem with...?Design a questionnaire to gatherinformation.Write a commercial to sell a newproduct.Conduct an investigation to produceinformation to support a view.Make a fl ow chart to show the criticalstages.Construct a graph to illustrate selectedinformation.Make a jigsaw puzzle.Make a family tree showingrelationships.Put on a play about the study area.Write a biography of the study person.Prepare a report about the area of study.Arrange a party. Make all thearrangements and record the stepsneeded.Review a work of art in terms of form,colour and texture.56

A GUIDEBOOK for Improved Classroom PracticeEvaluation/EvaluateMaking judgments based on criteria and standards through checking and critiquing.Critiques, recommendations and reports are some of the products that can be createdto demonstrate the processes of evaluation.Useful Verbs Sample Question Stems Potential activities and productscreateinventcomposepredictplanconstructdesignimagineproposedeviseformulateCan you design a ... to...?Why not compose a songabout...?Can you see a possiblesolution to...?If you had access to allresources how would youdeal with...?Why don’t you devise yourown way to deal with...?What would happen if...?How many ways can you...?Can you create new andunusual uses for...?Can you write a new recipefor a tasty dish?Can you develop a proposalwhich would...?Invent a machine to do a specifi c task.Design a building to house your study.Create a new product. Give it a nameand plan a marketing campaign.Write about your feelings in relation to...Write a TV show, play, puppet show, roleplay, song or pantomime about...Design a record, book, or magazinecover for...Make up a new secret code and writematerial using it.Sell an idea.Devise a way to...Compose a rhythm or put new words toa known melody.Synthesis/CreatePutting elements together to form a coherent or functional whole. Creating requiresusers to put parts together in a new way or synthesise parts into something new anddifferent a new form or product.Useful Verbs Sample Question Stems Potential activities and productsjudgeselectchoosedecidejustifydebateverifyarguerecommendassessdiscussrateprioritisedetermineIs there a better solution to...?Judge the value of...Can you defend your positionabout...?Do you think ... is a good or abad thing?How would you havehandled...?What changes to ... would yourecommend?Do you believe?Are you a ... person?How would you feel if...?How effective are...?What do you think about...?Prepare a list of criteria to judge a ...show. Indicate priority and ratings.Conduct a debate about an issue ofspecial interest.Make a booklet about 5 rules you seeas important. Convince others.Form a panel to discuss views, e.g.‘Learning at School.’Write a letter to ... advising onchanges needed at...Write a half yearly report.Prepare a case to present your viewabout...Adapted from source from the internet57

A GUIDEBOOK for Improved Classroom PracticeRemember…….A well constructed learning objective/outcome has thesecharacteristics:• It is specific• It states what the learner will be able to do after the learning experience• It uses concrete verbs (at the appropriate level of learning) to specificthe desired activity that must be performed (observable evidence) by thestudent to demonstrate competencyExamplesThere are many types of lesson plans and lesson plan templates.Whatever template you are using be sure they have these main elements.♦ An indication of how the lesson content relates to the curriculum.(Why and What)Subject/Topic/Grade Level.♦ A set of Learning Outcomes that allow you and the student to know the purpose of thelesson and to assess progress towards Competencies.(Why, What, How, How Well)♦ The activities your students are going to use, with a focus on active learning, criticalthinking and problem solving.(How)♦ The resources you will need – including consideration of the time and materials (insideand outside the classroom).(HOW)♦ Consideration of the time you have for the lesson.(HOW)Sample Lesson Planning TemplateA Lesson Planning Template is displayed below. Sources you may use to complete the LessonPlan include: the 2001 Kosovo Curriculum; the 2011 Kosovo Curriculum Framework; thisGuidebook for Improving Classroom Practice; other teachers and your school director; andother professional development and training you have received.58

A GUIDEBOOK for Improved Classroom PracticeSample Lesson Planning TemplateSubject/topic:Grade:Lesson topic or focus within curriculum for the subject:Teaching resources/materials/tools:Use of ICT:Cross cutting issues/subjects:Key words learners will use and understandLesson outcomes and success criteria for checking assessment for learning:Starter activityIntroduction to the lessonMain learning activities (split into sections and minutes)Lesson conclusionSubject:Grade:Topic:Materials:Use of ICT:ScienceIIPlantsPaper, colours, pencils, notebooksData-projectorLinks with other subjects: art, maths, Albanian languageKey words:Stump, stem, leafs, roots59

A GUIDEBOOK for Improved Classroom PracticeLearning outcomes:After exploring the plants in the schoolyard, students will be able:• to write at least 5 characteristics of a plant, and• to fi nd at least 3 differences/similarities with plants of other groupsIntroduction 7-10 minThe fl ower game is played:Students are divided (A & B). ‘A’s act like seeds, sitting in a crouched position. ‘Bs’ act like they’rewatering and make the seed grow. After that, ‘A’s start to feel grow and stand up, unfolding in theway a plant does.Students sit together with the teacher in circle and every student shares what they know aboutplants. Teacher takes notes on the whiteboard.Main Activity - 25 minTeacher informs students that they will go out in the schoolyard to explore plants. Students aredivided in groups of fi ve.Teacher presents the criteria for exploration:- the height of the plant- how many branches it has- how many leaves there are on one branch- the shape of the leaves- the colours of the leaves- the thickness of the leavesEach group chooses a plant, observes it and makes notes about its key characteristics.After they return to the classroom, each group draws a picture of the plant they’ve observed andnotes their characteristics.Then the work is presented, followed by a discussion about the similarities and differences betweendifferent plants.Conclusion and assessment of learning 7-10 minTeacher takes the list of characteristics of plants composed in the introductory activity and enrichesit with new information provided by studentsFor homework students will have to research poisonous plants (on the internet, usingencyclopaedias, or interview family members).Next class continues with the story ‘don’t cut it down’ (Reading 2). They learn a song about fl owers orplay a musical game suitable for this level: ‘fl ower and bee!’60

A GUIDEBOOK for Improved Classroom PracticeFor example, the outcome of student project work could become a valuablelearning resource for different classes. Teachers, in turn, can develop customisedresource folders (portfolios/kits) for different topics by using newspapers,magazines, specialised literature and the internet to develop handouts forstudents.♦ You might also consider how to develop resources for e-learning by using ICT.♦ Regardless of their format and purpose (for example, educational software; textbooks;experimental kits), learning resources must comply with quality criteria, and they should:o follow and support the National Curriculum and will be adapted to the learners’ ageand learning needs;o follow a student-centred and competency-based approach through the meaningfulselection and organisation of learning experiences that in a balanced way supportacquisition of knowledge and development of skills and attitudes;o inspire interactive pedagogies and assessment procedures that address higherorderintellectual skills, including creativity and independent problem solving;o promote positive values, principles and practices such as human rights, socialjustice and inclusiveness. All learning resources should avoid promoting bias,prejudice and stereotypes, discriminatory attitudes, hatred and violence; ando contain relevant and appropriate activities for assessment and self-assessment, aswell as activities facilitating the development of learning-to-learn competencies.Strategies to consider when including cross-cutting issuesIn order to promote the values and practices of living together, as well as sustainabledevelopment, human rights and democratic citizenship, social justice and social cohesion, theKCF includes a requirement for cross-cutting issue to be integrated throughout the curriculumin specifi c ways.Cross-cutting issues in the new KCF can be integrated in the curriculum through appropriatethemes and lesson units, as well as appropriate classroom practices such as:♦ group work;♦ project work; and♦ community service.Cross-cutting issues are importantcurriculum content that do notbelong to one subject or learningarea exclusively, but which are besttaught and learned in a number ofsubjects.Cross-cutting issues and dimensions to be considered are:♦ Education for democratic citizenship and human rights;♦ Education for peace and tolerance;♦ Personal development and life skills;63

A GUIDEBOOK for Improved Classroom Practice♦ Education for sustainable development;♦ Gender equality;♦ Intercultural education;♦ Media education/media literacy;♦ Health education, including sex education;♦ Information Communication Technology (ICT) education/literacy and e-learning;♦ Career awareness;♦ Preparation for life and work;♦ Economic awareness;♦ Financial literacy;♦ Entrepreneurial education; and♦ Language and communication skills across the curriculum.Extension ActivityYou need to think about:• what additional skills and training you need to explore these aspects;• where might they best fi t into your teaching;• if they should be part of the regular timetable, optional curriculum or outside regulartimetabled lessons;• how NGOs or community groups can become involved in supporting your teachingof cross-cutting issues; and• how you can assess student understanding in these aspects.How can you begin now to address cross-cutting Issues?One of the best ways to begin now is to utilize active learning methods as outlined in Section3 of this Guidebook, and the suggestions in Section 4.Five additional strategies that will also help you to enrich learning resources for studentsfollow. These include using ICT, and starting projects in your school and community. You canwork with teachers, other schools and community groups to integrate cross-cutting issues byplanning together and sharing resources to support student’s learning.64

A GUIDEBOOK for Improved Classroom PracticeFive Strategies to incorporate cross-cutting issues and enrich learning resources1. ICTICT is an important cross-cutting issue. ICT will become the default learning technology in thenot-so-distant future. During the 21 st century students need to become life-long learners; thegateway to accessing information will be through technology. Guiding and facilitating studentstowards the information they need to reach their potential in the 21 st century will require anincreased focus on ICT.Despite the challenges of using and acquiring ICT, in the future most schools in Kosovo willhave greater access to ICT in lessons. ICT enables students to apply skills and competenciesin new ways. It enables them to present their ideas in varied formats.ICT includes the use of:♦ web pages, including blogs and wikis;♦ PCs and laptops;♦ mobile phones to make fi lms or/and audio recordings;♦ fl ip cameras;♦ PowerPoint and other presentation software;You should carefully consider what sort of new media is most appropriate for your students andhow you can ensure regular and equitable access for all students, so that using ICT becomesa norm and not an add-on or activity reserved for the few. Of course this is not for you to dealwith alone; it is a whole-school issue. Now is the time to start to think about the implications ofchange for your teaching.Extension ActivityCollaborate with a group of teachers to make use of ICT with students. For example,students could grow a pollution-sensitive plant at home on a window ledge. This activitycan bring together maths, sciences, geography and technology/ICT with an environmentalfocus. Students would collect real data to analyse (maths), follow a rigorous experimentaldesign (science), and study the geographical distribution of pollution across Pristina(geography). The data could be presented using PowerPoint (Technology/ICT).Are you prepared for these changes? What training do you need to be able to use ICT?Note: This would be a good example of integrating a cross-cutting issue.Another way to include cross-cutting issues and enrich your Learning Resources is to thinkof using some of the suggestions below that also connect student learning to real life events.These are: Learning outside the Classroom, Focus Days, School Projects and CommunityPartnerships.65

A GUIDEBOOK for Improved Classroom Practice2. Learning outside the classroomLearning outside the classroom means getting students out of the normal classroom andproviding them with challenging, exciting and different experiences. Learning outside theclassroom can happen at almost any time and almost anywhere:♦ outdoors or indoors;♦ in the school grounds;♦ on the main street;♦ in the local park;♦ in museums and art galleries;♦ on mountain tops and rivers; and♦ at sacred sites, farms or factories.It is an essential way of learning and should not be restricted to the summer or as an ‘add-on’after examinations. You should remember that learning outside the classroom:♦ is a powerful experience that is proven to raise attainment;♦ contributes to the health and wellbeing of children and young people;♦ will enrich your classroom teaching;♦ can strengthen understanding about a cross cutting issue;♦ will help you to take learning to new levels of excitement and involvement; and♦ can be developed with a community partner.3. Learning through Focus DaysFocus days are also important. They give you the opportunity to develop deep learning aboutauthentic issues. For example, there is a whole calendar of world event days that you can use.Well known days include Europe Day (May 9 th ), Earth Day (April 22 nd ), International HumanRights Day (December 10 th ) and International Literacy Day (September 8 th ). Students cancollaborate on such days, and the topic and be explored through a range of different subjects.Extension ActivityWhat knowledge, skills and competencies can students gain from the following activities?• Clearing garbage outside the school.• Planting trees in the school grounds.• A visit by a road construction company to a technology lesson.• A maths challenge day.66

A GUIDEBOOK for Improved Classroom Practice4. Run a School ProjectThere are several project ideas you could pursue.♦ Create a school pond for a mini-beasts lesson.♦ Explore the play equipment provision for students.♦ Look at the safety of the school grounds, e.g. look for unsafe pathways, stairs or steps.♦ Try to reduce electricity consumption.♦ Reduce and recycle activities.Safe Routes to School:One project that students might really engage with is Safe Routes to School. This promotessafer, more environmentally sustainable and healthier ways of travelling, especially walkingand cycling, to and from school. The idea is to identify and discuss the problems with thewhole school community and the local community, then to work with community membersto fi nd solutions. You need to devise a work plan to:♦ reduce the number of pedestrian and cyclist injuries;♦ improve the safety of the journey to and from schools;♦ reduce the number of car trips to and from schools;♦ encourage walking and cycling to and from schools;♦ educate children to cope with their local road environment;♦ work with the community to create an environment safer for all; and♦ explore engineering measures to reduce vehicle speeds and to create a safe environmentaround the school.The results of the project would be varied but could include:♦ a ‘Walking Bus’, where parents and others walk children to school as one group;♦ a personal/road safety training session;♦ ‘Walk to School’ campaigns;♦ some alternative entry points to school;♦ safer alternative walking and cycling routes;♦ ‘safe routes’ developed by children;♦ maps of safer routes; and♦ municipality marking safer routes.Classroom work might include:♦ safe route planning/map work in geography;♦ bike storage design;♦ poster and decorative design in art;67

A GUIDEBOOK for Improved Classroom Practice♦ survey analysis in maths, using ICT;♦ health benefi t analysis & environmental consequences in science;♦ theatre in education;♦ writing letters and reports in Albanian; and♦ in-school awareness campaigns using competitions, posters, songs, jingles, brochures,leafl ets, newsletters, webpage design, displays, presentations.5. Learning by creating a Community PartnershipYou can think about how to work with community partners or businesses. Such work mightinclude:♦ developing an enterprise initiative to recycle plastic bottles;♦ developing an entrepreneurial business that will benefi t the school;♦ support for science teaching from the KEK electricity company;♦ helping with maths lessons by a partnership with a construction company; and♦ helping English language teaching by linking with The British Council or USAID.For more detailed support for Section 4Go to the Resource Section Below1. Useful Verbs for Learning Outcomes2. Sample Lesson Plan Template3. Contemporary Modern Teaching Model4. Additional Sample Lesson PlansResources for Section 4RESOURCE 1: Useful Verbs for Learning Outcomeswww.wiu.edu/cas/english_and_journalism/education/images_and_docs/verbs.pdfThis list of verbs (adapted from Jerrold Kemp’s ‘Shopping List of Verbs’) is arranged accordingto Bloom’s Taxonomy of Learning in the Cognitive Domain. Use this list to help you express thedistinct objectives/competencies you have in mind for students’ learning.In general, cognitive competency in a fi eld begins with knowledge-level learning and advancesup the taxonomy to comprehension, application, and then higher order skills involving analysis,synthesis, evaluation or problem solving.68

A GUIDEBOOK for Improved Classroom PracticeCognitive Processes of Bloom’s Taxonomy of LearningRevised by Anderson and Krathwohl ; Verbs adapted from online sourcesSkillLevelNoun –Bloom’sVerbRevisedby A & KBasic Skills Intermediate Skills Higher Order SkillsKnowledge Comprehension Application Analysis Evaluation SynthesisRemember Understand Apply Analyse Evaluate CreateArrangeDefi neDescribeDuplicateFindKnowLabelListLocateMatchMemorizeNameOrderQuoteRecognizeRecallRelateRepeatReproduceRetainStateTellWriteCharacterizeDepictDescribeDiscussEstablishExemplifyExplainExpressIdentifyInferLocateOutlinePredictRecognizeReportRestateReviewSelectSortSummarizeTellTranslateAdministerApplyCalculateChooseClassifyCompleteComputeConductConstructDemonstrateDramatizeEmployEngageExecuteIllustrateImplementInterpretOperatePerformPracticePrescribeRole PlayScheduleShowSketchSolveTransferUseAdvertiseAnalyseAppraiseAttributeCategorizeCompareContrastConvertCritiqueDiagramDifferentiateDiscriminateDistinguishExamineExperimentExploreIdentifyInventoryInvestigateQuestionResearchTestSeparateAppraiseArgueAssessCheckCritiqueDebateDefendEnvisionEstimateEvaluateGradeInspectJudgeJustifyPredictRankRateReviewSupportValueAssembleCombineComposeConsolidateCreateDesignDeviseFormulateGenerateHypothesizeIntegrateInventManageMergeOrganisePlanPrepareProduceProposeSetupSuggestSynthesizeSystematizeTheorizeUnite69

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A GUIDEBOOK for Improved Classroom PracticeRESOURCE 3: Contemporary Modern Teaching ModelRESOURCE 4: Additional Lesson PlansSubjectGradeCross-subject integrationIIITopicThe ant and the wheat grainResources required Textbook 3, handouts with problematic tasks, white sheets, coloured pencilsand art materials, notebookUse of ICTTV- DVDLinks to other subjectsAlbanian language, mathematics, art, scienceKey wordsbloom, fl ourish, wheat ears, orderLearning OutcomesBy the end of the day students will be able to:• give at least two arguments why we need to invest;• multiply by 5; and• express the essence of the story through the cover page design.IntroductionIn circle/the morning meeting when we talked about animals, which were known as hard-workinganimals, and which did we say were lazy ones?71

A GUIDEBOOK for Improved Classroom PracticeMain activityThe teacher reads the story of ‘The ant and the wheat grain’After reading it, the teacher asks questions in four phases:Phase I: What did you like in this story? Why did you like it? Which part of the story surprisedyou?Phase II: Have you had a chance to invest something where you got back much more than youinvested? What could we invest in (referring to material and emotional fi elds)? Haveyou had the chance to plant something in your life? Do you know someone that knowshow to plant?Phase III: Did the ant do the right action by listening to the wheat grain? What do you think - whatwas their profi t? Why do we have to invest?Phase IV: How can we help to stop the extinction of different types of plants/animals?We continue then with mathematical problems related to understanding of multiplication:In the second year, the ant has grown nine rows with five wheat ears. Count how many wheat earsthe ant gained.Work organised in ‘centres’:Albanian language centreStudents read the story individually and then in pairs they create an alternative ending of the story.Maths centre5 problems prepared by the teacherScience centreStudents analyse a grain of wheat and an ear of wheat. They write down their fi ndings in notebooks.Art centreStudents design a cover page for the story ‘The ant and wheat grain’.During the music class, students can be taught the song ‘Moj Bubrrec!’Conclusion and assessment of learningIn the end of the day the teacher distributes worksheets with ‘multiplication by 5’ tasks tostudents who are sat in circle. One at a time, students present their results. The correct andincorrect answers are written on the whiteboard in two columns.SubjectGradeTopicResources requiredAlbanian LanguageIThe Letter Çpaper A4, cardboard, beans, sheets,Using ICT -Links with other subjects Albanian language, mathematics, arts, handicraftKey wordsLearning outcomesÇimi, çaj, ÇeltinaBy the end of the day will be able to identify the letter ç, write it and model it72

A GUIDEBOOK for Improved Classroom PracticeIntroductionIn circle, I begin with an introduction of each child. This is done through throwing the ball to thechild. The student with the ball tells his/her name, and then throws the ball to the other student, andso on.I ask, “Is there anyone that has anything to share with us?”Students share interesting things that have happened to them.Main activityNext, I ask each student to stand up in a cirule and sing the song “Çimi punon me një çekiç” (inEnglish: Çimi works with a hammer). We move around together, in a circle.“Çimi pounon me një çekiç, me një çekiç,(English: Çimi works with one hammer, with one hammer)Çimi punon me dy çekiç, me dy çekiç, etc.(English: Çimi works with two hammers, with two hammers)...and so on. The students make the action of striking an object with a hammer in one hand, thena hammer in each hand. The song continues with up to five hammers, and becomes even moreinteresting as students try to move arms, legs and head to show how Çimi is working with fi vehammers at once.I ask students to sit down again in circle and continue to discuss the sound which is repeated mostfrequently: “Ç”. Then I present the illustration; I ask students to say what they see in the illustration.Students tell me that they see a girl, a boy in the natural environment, a table, glasses fi lled withtea, fl owers, and so on.We discuss about the sound Ç and the letter ÇWe analyze the clause: ÇELTINA DHE ÇAJUPI PIJNË ÇAJ.Çeltina dhe Çajupin pijnë çaj (English: Çeltina and Çajupi drink tea)Çel-ti-na Ça-ju-piI present the graphics of letter Ç ç; students read them out loud. I present the syllables with thesound “ç” and the words containing the sound, which are read by students together with theirteacher.ça, çe, çë, çu, ço, çanta, çaj, çati, çelës, maçok, salsiçe,If we take the words Çimi and çajI ask students:- What are these two words in mathematics?- how many letters are there in the set of the word Çimi? (4 letters)What about the word çaj? (3 letters)- We discuss about how many more letters in the word Çimi than the word çaj.4 - 3 = 1We repeat the exercise with the words Çeltina and Çajup.73

A GUIDEBOOK for Improved Classroom PracticeAlbanian language: In plastic cards that contain different words students will fi nd the letter Ç andcircle it. After that they will write letter Ç in their notebooks (one line in printed capital letters, oneline in printed lower-case letters, one line in cursive capitals, and one line in cursive lower case).Mathematics: Students are given bottle caps in groups. They will say how many more red capsthey have than blue caps. Then, they will write their fi ndings in their maths book.Handicraft: Using pieces of cardboard, students will model letter Ç using beans.Figurative art: Students will try to fi nd the letter Ç hidden in a picture. The solution to mathematicalproblems on one side of the picture will tell them what colour to paint each part of the picture.Colouring in the different parts correctly will reveal the letter.Conclusion and assessment of learningAt the end of the day, students are divided in groups of fi ve. Each student will have to say aword beginning with Ç and then the group will collect how many ‘Ç’s have been used in totalin their words. The results are presented to the whole class.The day ends singing the song “Çimi punon me Çekiç”Subject English LanguageGradeIIITopicAnimal VocabularyMaterials required A4 sized pictures of animals (without words), Cards with animal vocabularyUse of ICT Data projector, TV-DVDLinks with other subjects mathematics, languagesKeywords animal, characteristicsLearning OutcomesStudents will be able to:• write names of at least fi ve animals; and• list the characteristics of at least two animals.Introduction - 5 minPlay a guessing game. Ask students to think of an animal. Students take turns to mimic or gesturethe animal while the rest of the group guess which animal. Teacher writes the names of animalsmentioned.Main part - 25 minDivide students in groups of fi ve and give each group a set of envelopes. Each envelope contains theletters of a type of animal. Students put the letters into the correct order. After putting all the wordstogether they check in their books/dictionaries to see if they have put the letters in the correct order.Draw a grid on the board; write the headings, but no details.Animal Colour(s) 1-10 numbers (in words)74

A GUIDEBOOK for Improved Classroom Practice• Dictate the names of at least fi ve animals and tell students to write them in the ‘animal’ column.• Ask students in pairs to think about physical characteristics of each animal, such as colour.• Complete the second column on the board with students’ responses.• Once the fi rst two columns are complete, tell students to rate each animal according to howmuch they like it. (1 = don’t like; 10 = like very much). Students should discuss and try to agree.• Complete the 3 rd column by adding the points of all pairs together for each animal, and writingthat number in the 3 rd column. This way, you can see the class’s favourite animalConclusion and assessment of learning - 10 min• Rearrange the furniture for this activity so there is room for students to walk around.• Hand out one animal card to each student. Be sure there are at least two of each animalhanded out. Tell students that the contents are secret, so don’t let other students see their card.• Students are allowed to talk about the characteristics of the animal but not say the name. Whenthey fi nd another student who has the same characteristics, they form a group and continuemoving around until they are sure there are no more of the same animal in the classroom.The game ends when everyone has found one another.PresentationWeekly planTopic: Letters (congratulations, notifi cations, invitations)Grade: IIThis weekly plan focuses on different types of letter writing, the difference between these typesand the different ways of sending them. It provides a good opportunity to improve differentstyles of letter writing, such as for congratulation purposes, for notifi cation and invitation,having in mind the fact that this problem has not been well addressed in our country.Learning outcomes:♦ classify types of letters and ways of sending them;♦ investigate how to of fold an envelope;♦ compare notifi cations, invitations and congratulations; understand when and how eachshould be sent;♦ distinguish between different types of letters (letters, notifi cations, announcements,invitations, congratulations); and♦ reinforce addition and subtraction up to 100.75

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A GUIDEBOOK for Improved Classroom PracticeSection 5Assessment of Student’s LearningWhat is Student Assessment of Progress?It is important to think of assessment as a process of gathering information about studentlearning. The more information you have about student learning the clearer the picture youhave about their competency or where gaps may be in their learning and the clearer you willbe about their ability to progress to the next major stage of learning.In this section you will learn about:What this section is about• the process of assessing student progress in alignment with the KosovoCurriculum Framework and the Core Curriculum;• the different levels of assessment;• more detailed information on competencies and strategies to assessstudent learning;• ways that allow you and students to assess learning based upon thelevel of Learning Outcomes you are seeking; and• examples on how to plan and take action towards assessment of studentlearning.Student Assessment of Progress is a broad topic.♦ It is most often thought of as two major types of assessment:o Assessment for Learning ando Assessment of Learning.♦ It includes Planning for Assessment within the KCF guidelines:o Collecting evidence ando Providing feedback to students.79

A GUIDEBOOK for Improved Classroom PracticeAssessment for Learning is more focused. It:♦ is often called formative assessment;♦ is a part of the process of teaching/facilitation;♦ occurs daily; and♦ is often informal but detailed, recording the small things that enable you to really knowhow each student is achieving her/his lesson.It is important to build assessment for learning into your daily classroom practice.♦ It provides information you need to adjust your teaching strategies to student learningwhile it is happening.♦ It informs both you and the student about student’s understanding at a point when timelyadjustments can be made and helps ensure students achieve the optimal LearningOutcomes on a daily basis.Think of assessment for learning as ‘practise.’ We do not hold students accountable in a‘grade book fashion’ for skills and concepts they have just been introduced to or are learning.We allow for practise.You can assess for learning by:♦ involving students themselves (self-assessment and peer assessment) for studentinvolvement and ownership in their work increases their motivation to learn; and♦ providing students with descriptive feedback so they can learn to increase their learning.Assessment of Learning:♦ is often called summative assessment;♦ is a part of the overall process of teaching/facilitation;♦ is comprised of periodic assessments within the classroom to determine what studentsknow and do not know at a particular point in time;♦ occurs regularly every few weeks, months, or once a year; and♦ is helpful in determining major student progression and Matura exams.It is important to build assessment of learning into your overall assessment plan.♦ It provides the information you need so you can adjust your teaching and learning plansperiodically or at the beginning of major units and lessons within the year.♦ It informs both you and the student about student understanding in relationship tocontent standards.80

A GUIDEBOOK for Improved Classroom PracticeThink of assessment of learning as:♦ fi nal outcomes to major stage level learning; and,♦ a way of judging students against national standards.You can make an assessment of learning by:♦ involving students themselves to set personal long-term goals for learning;♦ providing students with clear understandings of stage-level competencies and outcomes;♦ setting tests and giving exams; and♦ calculating and publishing gradesThere is always a place for using tests and other major summative assessments. The importantthing is that they are objective and that they reflect achievement across a range of activitiesand learning levels.Assessing student skills within the Key Competencies of the KCFThe skills that students gain are set out below alongside the Key Competencies from theKosovo Curriculum Framework.KOSOVO CURRICULUMKEY COMPETENCIESCommunication & expression competencies(“Effective communicator”)• Communicate and express themselves throughnatural and restricted language codes [inventedlanguage based on a set of prescribed rulesand developed for a specifi c purpose, suchas international communication or computerprogramming]• Engage in and contribute to productive dialogue• Demonstrate ability to follow rules while beingcreativeThinking competencies (“Creative thinker”)• Learn to understand, analyse, synthesise; solveproblems, evaluate/self evaluate• Develop conceptual thinking and soundreasoning• Make informed decisions• Link decisions with their consequencesRELEVANT SKILLSPresentationActive ListeningNative LanguageForeign LanguageCritical ThinkingCognitive SkillsProblem SolvingStress ManagementPlanningAssessmentSelf Refl ectionAnalysis81

A GUIDEBOOK for Improved Classroom PracticeLearning competencies (“Successful learner”)• Demonstrate capacity in literacy, maths andsciences, ICT and active citizenship• Learn how to learn• Identify and access information and process itindependently, effectively and responsibilityLife-, work-, and environment-related competencies(“Productive contributor”)• Work in teams• Demonstrate organisational and leadershipskills• Demonstrate entrepreneurial skills• Master confl ict management and riskassessment skills• Carry out independent actions• Contribute effectively to environmentalprotection and developmentPersonal competencies (“Healthy individual”)• Demonstrate self awareness and awareness ofothers• Demonstrate self confidence• Manage emotions and stress• Show empathy for others• Demonstrate capacity to adopt a healthylifestyle• Make responsible, health-related choices interms of nutrition, exercise and the avoidance ofdangerous substances and habitsCivic competencies (“Responsible citizen”)• Understand and value diversity• Demonstrate tolerance and respect for othersInformation AcquisitionInvestigationLearningResearchEntrepreneurialAestheticCreativeEnvironmental awarenessConfl ict ManagementInterpersonalSocialTeamworkLeadershipCollaborationEmotionalICTOrganizationalTime Management• Demonstrate interest in public affairs andresponsible civil participation• Advocate for and initiate benefi cial changes intheir personal lives, society and environment82

A GUIDEBOOK for Improved Classroom PracticePlanning to assess skillsYou need to decide which skills you will target, how often and when. You can then decide whatactivities students will do in order for the skills to be assessed. Before you begin, think about:♦ Reliability of the evidence – It essential that students do different activities to cover arange of skills.♦ Validity of the evidence – Will the task that you are setting students really give you theinformation you need? In order to make a judgment ensure that you carefully plan thetask and match it to skills you want to assess.♦ Feasibility of carrying out the task – How appropriate or feasible is it to assess someskills in all subjects? Can you assess all students equally?♦ Opportunity for student feedback – How will you present feedback to students? This willneed time. You will need to ensure that you carefully prepare for this.Balance both Assessment for Learning and Assessment of LearningAs you gather information about student learning, remember it is importantto have a broad range of evidence with a balance of both assessmentof and assessment for learning across a range of activities and learningdomains.While there is always a place for using tests and other ‘formal’ measures ofassessment of learning (summative) in a student centred classroom, youwill need to increase your use of teaching Assessment for Learning. Thiswill help you in gaining a clear picture of student progress on a more regularand informal basis.SeeResourceSectionfor moreStrategies forAssessmentfor LearningStudents should be able to understand shared information about their ownlearning. When this happens we will know that assessment for learning is working.Assessment evidence could include:♦ Criteria and goal setting – establish and defi ne quality work together;♦ Observations - your observations of learners’ behaviour and involvement in discussionshared in student and parent conferences;♦ Questioning strategies (Refer back to Section 3);♦ Student self-assessment and peer assessment – understand their own and others’learning; helps students to see themselves and others as peer learning resources;♦ Student record keeping – evidence of learning from students’ own classroom worko extended or shorter pieces of writing in a variety of different forms;o text annotation such as mind-mapping, storyboards or timelines;o oral work such as presentations to the class, contributions to class discussions,drama activities or discussions with teachers.83

A GUIDEBOOK for Improved Classroom PracticeIn your day-to-day interactions with students and through observation and continuousassessment, you should have ample opportunities to see evidence of what students understand.Adapted from Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom.Retrieved from: www.amle.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspxExtension ActivityConsider how each of the following could help you assess student progress.• Teacher assessment• Student self-assessment or peer assessment• Teacher observation• Sampling student work• Creating student portfolios of assessed work• Setting a test• Action research• Practical skills assessment rate• Assessment based on criteriaFor more on student assessment, learning and performance see:www.cmu.edu/teaching/assessment/assesslearning/index.html4. Student-centred assessmentThe Kosovo Curriculum Framework promotes the use of Assessment for Learning to enhancelearners’ achievement and Assessment of Learning based on objective evidence of students’performance. There are many ways to assess students. Some of these are set out below foryou to consider. The table below also shows how relate to skills, knowledge and learning style.You must remember that all the different components of competencies (i.e. knowledge, skills,values and attitudes) need to be assessed by deciding what is measurable or not and how tobalance quantitative and qualitative assessment. Assessing different competencies requiresdifferent strategies.Cognitive LearningLevelsA Learning Outcomethat leads to...KnowledgeRecallComprehensionUnderstandVerbs that link to Learning Levels...would link to learning activities where students show evidencethat they have learned by being able to:Defi ne, repeat, record, recall, and list.Translate, discuss, describe, identify and report.84

A GUIDEBOOK for Improved Classroom PracticeApplicationApplyAnalysisAnalyseEvaluationEvaluateSynthesisCreateInterpret, apply, practice, illustrate, schedule and sketch.Differentiate, calculate, compare, contrast, criticise, diagram, and debate.Judge, appraise, evaluate, revise, assess and estimate.Combine, create, compose, formulate, propose, design, organise,prepare, and produce.We know that students learn differently; some learn primarily through visual approaches whileothers learn primarily through listening, or auditory approaches. Others learn primarily throughphysical or kinaesthetic approaches. That is why teachers vary strategieswith teaching content, so students have an opportunity to learn throughtheir primary learning style.It is important for you to recognise that when you set a quiz or a short testto assess student learning that you are testing Knowledge (recall) usingprimarily a Visual mode. Knowing this, you will recognise that you are puttingthose who learn primarily through auditory and kinaesthetic approaches ata bit of a disadvantage. See the chart below for more information on this.SeeResourceSection forinformationon LearningStylesStrategy Knowledge/Skill /Attitude(KSA)PrimaryKnowledge/Skills /Attitudes85Primary LearningStyle (VAK)Quizzes Knowledge Knowledge VisualTests Knowledge Knowledge VisualEssays KSA Knowledge VisualDebates KSA Skill, Knowledge AuditoryPortfolios KSA Knowledge Visual, KinaestheticProjects KSA Knowledge VisualReports KSA Knowledge VisualModels KSA Skill KinaestheticExhibits KSA Skill KinaestheticDemonstrations Skills Skill Auditory, KinaestheticBooks Knowledge, Skill Skill KinaestheticMaps Knowledge, Skill Skill VisualGraphic organisers Knowledge Knowledge VisualLearning Logs Knowledge, Attitude Knowledge, Attitude VisualJournals Knowledge, Attitude Knowledge, Attitude VisualObservations Skills Skill Visual, AuditoryStudent-createdRubricsKSA Knowledge Visual

A GUIDEBOOK for Improved Classroom PracticeMultimediaPresentationsKSA Skill, Knowledge VisualBrochures KSA Skill Visual, KinaestheticSongs, MusicalPerformancesKSA Skill Auditory, KinaestheticSelf- & Peer-EvaluationsKSA Skill Visual, AuditorySimulations KSA Skill Kinaesthetic, AuditoryAssessing Knowledge by using Learning OutcomesYou must fi rst set out the learning activities that match specifi c LearningOutcomes in the overall core curriculum structure and lesson plan. Thetable below will help you think about how the Learning Outcomes can leadto activities that can be assessed. The table below briefl y illustrates thisconcept.Showing students visually what you want them to achieveReferback toSection 4 formore detailedinformationon Bloom’staxonomy oflearningIt is important that students know and understand what you want them to achieve in a lesson.It is a proven learning strategy to visually show students what success might look like and theywill learn better.An example of how you can do this is to create a giant chart for the wall of the classroom.On this chart you can write your expectations of the students; you can even differentiate theexpectations on the chart by describing different levels so students can see how they canprogress. An example of such a chart is shown below to illustrate how skills of critical thinking,problem solving and enquiry can be shown.Assessing skills of problem solving,critical thinking and enquiryLevel 1Basic Skills♦ You can use key words♦ You can state the facts♦ You can write down yourown view♦ You listen carefully to theviews of othersLevel 2Intermediate Skills♦ You can use specifi c wordsrelating to the issue♦ You can explain the origin ofa range of facts♦ You can present your view toothers♦ You can explain a viewdifferent from your own♦ You can identify bias86Level 3Higher Order Skills♦ You can use and explain theimportance of specifi c words♦ You can identify andinvestigate important issuesrelating to the topic♦ You can use knowledge of theissues raised to explain yourown view♦ You can explain severaldifferent views to your own♦ You can identify bias andexplain why it exists

A GUIDEBOOK for Improved Classroom PracticeExamples of how to assess critical thinking, problem solving and self reflectionIn assessing the above skills, you might set a task where students:♦ tell the rest of the class about some problems of living in theirhouse;♦ in group discussion or in an active learning strategy such as CircleTime (see Section 3: Resources), explain with others problems ofbullying in the schoolyard;Moreexamplesof skillassessmentcan be found inthe ResourcesSection.♦ make a short presentation to the school director about problemswith the school toilets for girls;♦ write a letter to the Prime Minister of Kosovo expressing concerns about geneticallymodifi ed foods being sold in shops;♦ make a presentation to the rest of the class on the Rugova Gorge;♦ conduct research into Turkish infl uence on Pristina in the nineteenth century; or♦ critically examine an Albanian poet or artist.Assessing values and attitudes: Assessing that which is more difficult to assessYou will usually fi nd it easier to assess areas where it is easy to gather evidence and that resultin cognitive learning, as explored above. It is easier to assess the cognitive domain as studentsthink and learn with their brain.It is often important to a student’s learning to try and assess themore diffi cult aspects of learning, such as values and attitudes.The affective domain however, can signifi cantly enhance, inhibit oreven prevent student learning.There is guidance above in this section on values and attitudes.You may need training to look at these more challenging aspectsof student learning and to help you develop frameworks.For more on assessment of affective domain, see:See Section3 for questioningstrategies.See Section 4 formore informationon classroomAssessment forLearning into yourteaching.http://serc.carleton.edu/NAGTWorkshops/affective/assessment.htmlwww.sasked.gov.sk.ca/docs/physed/physed6-9/pg046.pdfWhy measure the AFFECTIVE DOMAIN – Attitudes, Beliefs and Values?The affective domain is important to assess. It is multi-dimensional; the main dimensioncovered here relates to attitudes (see Resources section for more detail on other dimensionsof the affective domain, such as beliefs, values. Measuring an attitude or attitudes is a difficulttask, as attitudes come from a student’s beliefs and values. The existence of an attitude isinferred by a student‘s words and behaviours. Three of the most common measurement toolsin the affective domain are:87

A GUIDEBOOK for Improved Classroom PracticeChecklists – are one of the most common types, and perhaps the easiest, instruments used tomeasure the affective domain. They consist of simple items that the student or teacher marksas “absent” or “present”. Here are the steps in the construction of a checklist:♦ Enumerate all the attributes and characteristics you wish to observe.♦ Arrange this attributes as a “shopping list” of characteristics.♦ Ask students to mark those attributes which are present and to leave blank those whichare not.Self-report – essentially requires an individual to provide an account of their attitude or feelingstoward a concept or idea or people. It is also called “written refl ections” For example, askstudents to tell you why they like or dislike a subject, activity, person. They can talk about it,write on this issue or express themselves in an artistic way (visual, literary, musical).Rating Scales – refers to a set of categories designed to elicit information about a quantitativeattribute in social science. Common examples are the Likert scale with categories of StronglyAgree, Agree, Undecided, Disagree, Strongly disagree and 1-10 rating scales for which aperson selects the number which most closely reflects their perception. The basic feature ofany rating scale is that it consists of a number of categories with a rating scale.Adapted from:http://olga-assessment.blogspot.com/2009/05/assessment-in-affective-domain.htmlThe charts below provide examples of how you can begin to think about assessing studentattitudes to learning. Use this chart to help you hold discussions with students.Attitude toward Learning EnglishI want to learn conversational EnglishI want to learn to read and write EnglishI want to study English at universityI want to live in an English communityAttitudinal CategoryNegative / Indifferent / PositiveNegative / Indifferent / PositiveNegative / Indifferent / PositiveNegative / Indifferent / PositiveAttitude toward Learning EnglishEnglish is important for all KosovarsYoung Kosovars should learn EnglishMy friends should learn EnglishMy family should learn EnglishI should learn EnglishCriteriaNegative / Indifferent / PositiveNegative / Indifferent / PositiveNegative / Indifferent / PositiveNegative / Indifferent / PositiveNegative / Indifferent / Positive88

A GUIDEBOOK for Improved Classroom PracticeFor example: ask your students to help you generate a list of topics that can be used in a classdiscussion by asking them to share subjects and topics they most enjoy or those that causethem greatest diffi culty. Ask them what is harder for them, and why that might be.Then ask them to use the chart above to discuss with you, their peers and parents aboutdifferent areas, subjects of their learning. You will discover more about their attitudes andvalues and so will the students.Assessing values and attitudes is not easy but it can be useful in the following ways.♦ Helping you understand students’ attitudes towards the learningactivities, or whether they tend to appreciate a particular type oflearning activity. You can determine this through:o direct observation, followed up by a class conversation abouttheir preferences;o learning activities which model students’ preferences, wherethey are likely to be more highly motivated to participate andlearn.SeeResourceSection“Assessment inthe AffectiveDomain”♦ Helping you plan learning activities that involve describing scenarios of dilemmas orproblems with several alternative responses to challenge student values and attitudes.o This helps students become more aware of their values so they can refl ect criticallyon their values and decide how they feel about these.Extension ActivityDiscuss the following statements with a colleagueAssessing subjects is too time consumingYou can’t assess things like participating,getting involved or campaigningSubjects should be exciting and fun. Theminute you start to assess, you lose youngpeople’s interestAssessment in many subjects is hardbecause learners don’t produce muchwritten work on which to base assessmentAssessment is all about testing and labellinglearnersAssessment of some subjects is wrong. Youshouldn’t be able to fail subjectsLearners know how well they are doing inschool. They don’t need teachers to tell themYou don’t gain anything useful from learnersassessing themselves and each otherBuild Assessment for Learning into your teachingThere are a number of ways to build assessment for learning into your teaching.♦ Discuss the purpose of the lesson by asking students what they want to fi nd out aboutthe topic or theme.89

A GUIDEBOOK for Improved Classroom Practice♦ Explain the Learning Outcomes/Objectives and Success Criteria at the start of thelesson and write these on the board.♦ Make sure students know how they will be assessed.♦ Ask lots of good questions to encourage critical thinking skills.♦ Encourage students to ask questions about their work.♦ Ask students to give frequent oral updates on their work to you or the whole class.♦ When you are marking students work, leave positive comments to help them do betterin the future.♦ At the end of the lesson, have time for review and refl ection of the learning.♦ Involve students in their own assessment through peer assessment and self-assessment.Students will need training to learn how to do this - it is not easy for them to do well.♦ Keep a record of student work - for example, learning diaries or logbooks where studentscan record what they have been learning.As discussed earlier in this section, Self- and Peer Assessment are powerful strategiesfor student learning.Self- and Peer assessmentSelf and Peer assessment occur when students assess their own progress and that of others.These strategies are important because they give students more responsibility for their ownlearning, increase student motivation and have a positive impact on achievement. Selfassessmentis very personal – students record their own progress. You should require studentsto self-assess their own learning products and interpret their fi ndings to show evidence of theirlearning.Peer assessment is more objective – students share their experience and help each other andgrow in their understanding of learning from others.How do these two strategies work?These cannot happen without students being helped by you. Students need to understand whythey are doing this. Students will have to understand the success criteria you are using. Hereare some steps to follow.♦ Build self and peer assessment into your lesson plans.♦ Ensure that the success criteria for each lesson are detailed along with the LearningOutcomes/Objectives. For example, say to students ‘The aim of the lesson is to learnabout climate change and the different views on how signifi cant it is. You will be assessedon how well you can explain the different views held and how well you can put acrossyour own view’.90

A GUIDEBOOK for Improved Classroom Practice♦ Create a self assessment proforma for the students to use. There is an example below.♦ Have students develop a personal logbook or portfolio to record their progress.In the case of peer assessment, students need to know the success criteria and apply them tothe learning of others.♦ Tell students how to assess. Explain the steps carefully.♦ Ask students to grade a piece of each others’ work and develop some guidance ora proforma for them to use. There is an example in the Resources section of thisGuidebook.♦ Tell students how to become a critical friend or partner with another student so that theywork confi dently together.Asking students to “swap” test papers at the end of a piece of work is not peer assessment.This table below is an example of a peer assessment tool that could be used. You might thinkabout using this table with your students to see how they compare.Peer Assessment ToolKey aspects forassessmentClearly understandsthe issueScoring:0=poor to 5=very goodEvidenceCommentsPositivelycontributes todiscussionArgues a point wellThinks about newquestionsListens well toothersIs a team playerCompromisesPreparing students for Self or Peer assessmentStudents may have little exposure to different forms of assessment and so may lack thenecessary skills and judgments to effectively manage self and peer assessments. There mayalso be a perception amongst students that the teacher is ‘shirking’ their responsibilities byhaving students undertaking peer assessments. This also highlights the need to fully prepareand equip students for their own assessment and for the assessment of others.91

A GUIDEBOOK for Improved Classroom PracticeIt is helpful to introduce students to the concepts and elements of assessment against specifi edcriteria in the fi rst weeks of class when you explain the unit of study outline. This requirestaking time at the outset of the group activity or unit of study to discuss what is required, andto provide guidance on how to judge their own and others’ contributions. Students will need tobe assisted to develop criteria that match the Learning Outcomes with regards to the outputand process of the group work. If assessment criteria for each element are set up and clearlycommunicated, your role will also change to one of facilitator.Plan for assessmentIt is important that you plan assessment. A ‘planning for assessment’ tool will help you do this.♦ You should decide what sort of assessment activities you are going to set across thetopic or year. Decide what you will assess, how and when.♦ Create a plan of assessment activities for each topic or theme. Make sure that acrossa semester or year you use a variety of approaches.♦ Ensure each lesson plan mentions assessment so that students have opportunities tomake progress.♦ Identify where you are going to use peer assessment and self-assessment, formal writingand essays, student presentations by poster or PowerPoint, and other approaches.Planning your AssessmentIn your classroom, to what extent do you... Rarely Sometimes FrequentlyShare Learning Outcomes/Objectives with studentsEnsure that Success Criteria are understoodBuild time into lessons for students to refl ect on theirlearningPlan opportunities for self-assessment into the lessonPlan for peer assessmentDiscuss targets for future learning with studentsEnsure students are clear that mistakes are part oflearningKnow students understand what they are expected toachieveHelp students improve their work after initial markingDiscuss the assessment activities you will be using for apiece of work or a topic92

A GUIDEBOOK for Improved Classroom PracticeExtension ActivityThe table above will help you plan assessment. Make a copy of this or complete it in thisGuidebook for a topic that you teach. You could compare your completed table with that ofa colleague.Action planning and target setting needs to include the studentsIt is important for you to develop consistent practice in helping students to understand howassessment happens, its purpose and the results. Debriefi ng students about assessment iscritically important.♦ Help students to set targets in areas you want them to improve. Assessment criteriamay include behaviour, knowledge, skills or attitudes.♦ Listen to the students when they tell you what they want to improve.♦ Celebrate achievement; this goes hand in hand with assessment. Students need to feela sense of success.♦ Help students to consider how they can improve by design rather than accident.Use the best ways to assess studentsThe best assessment is broad, makes use of different approaches, is meaningful and involvesthe student. You can do this by:♦ giving your students helpful feedback. This is assessment for learning (formativeassessment);♦ providing your students with feedback from other students. This is peer assessment;♦ encouraging them to aspire to improve. This is assessment taking an empatheticapproach;♦ including evaluations for any outside agencies or partners your students have workedwith. This is real-world assessment;♦ helping them to understand their own progress. This is self-assessment; and♦ helping them to understand how to collect evidence of their learning in online formats.This is use of ICT.Assessment should be at the heart of your plan withinthe overall Curriculum Structure, from the Annual,Monthly, Unit, Weekly and Daily lesson.By doing so you can:♦ develop a clear idea of student strengths andweaknesses and gaps in their experience;The most effective assessmentis:• Timely• Focused• Uses appropriatetechniques• About the evidence• Involves students93

A GUIDEBOOK for Improved Classroom Practice♦ observe students making choices about their learning;♦ make use of spoken and written evidence;♦ observe students trying different approaches to solving problems;♦ collect evidence from a range of work in different subjects;♦ assess across the range using assessment focuses; and♦ talk to students to fi nd out more about how they tackle problems (the process) as wellas whether they get the right answer (the product).For more detailed support for Section 5Go to the Resource Section Below1. Strategies for Assessment for Learning2. Learning Styles3. Learning Styles in the Classroom4. Assessment in the Affective Domain5. Assessment of Skills6. Summary of Planning Assessment of LearningResources for Section 5RESOURCE 1: Strategies for Assessment for Learning (formative assessment)Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom. Retrievedfrom www.amle.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspxCriteria and goal setting with students engages them in instruction and the learning processby creating clear expectations. In order to be successful, students need to understand andknow the learning target/goal and the criteria for reaching it. Establishing and defi ning qualitywork together, asking students to participate in establishing norm behaviours for classroomculture, and determining what should be included in criteria for success are all examples of thisstrategy. Using student work, classroom tests, or exemplars of what is expected helps studentsunderstand where they are, where they need to be, and an effective process for getting there.Observations go beyond walking around the room to see if students are on task or needclarifi cation. Observations assist teachers in gathering evidence of student learning to informinstructional planning. This evidence can be recorded and used as feedback for students abouttheir learning or as anecdotal data shared with them during conferences.Questioning strategies should be embedded in lesson/unit planning. Asking better questionsallows an opportunity for deeper thinking and provides teachers with signifi cant insight into thedegree and depth of understanding. Questions of this nature engage students in classroomdialogue that both uncovers and expands learning. An “exit slip” at the end of a class period94

A GUIDEBOOK for Improved Classroom Practiceto determine students’ understanding of the day’s lesson or quick checks during instructionsuch as “thumbs up/down” or “red/green” (stop/go) cards are also examples of questioningstrategies that elicit immediate information about student learning. Helping students ask betterquestions is another aspect of this formative assessment strategy.Self and peer assessment helps to create a learning community within a classroom. Studentswho can refl ect while engaged in meta-cognitive thinking are involved in their learning. Whenstudents have been involved in criteria and goal setting, self-evaluation is a logical step in thelearning process. With peer evaluation, students see each other as resources for understandingand checking for quality work against previously established criteria.Student record keeping helps students better understand their own learning as evidencedby their classroom work. This process of students keeping ongoing records of their work notonly engages students, it also helps them, beyond a “grade,” to see where they started and theprogress they are making toward the learning goal.RESOURCE 2: Learning StylesAdapted from http://712educators.about.com/od/learningstyles/a/learning_styles.htmStudents are most effective when they are taught in their personal learning style. There arethree major types of learners: visual, auditory, and tactile/kinaesthetic. While most individualswithout disabilities can learn using any one of these styles, most people have one for whichthey show a stronger preferenceVisual Learner – is a student more likely to think in pictures, a student who prefers to meetwith someone in person, and are more likely to want visual diagrams when completing aproject. They often prefer to see things written down in a handout, text or on a projector.They fi nd maps, graphs, charts, and other visual learning tools to be extremely effective. Theyremember things best by seeing something written.Auditory Learner – is a student more likely to think in terms of sounds, prefer to speak on thephone with someone, and want verbal instructions. Auditory learners are those who generallylearn best by listening. They typically like to learn through lectures, discussions, and readingaloud. They remember best through hearing or saying items aloud.Kinaesthetic Learner – is a student more likely to think in terms of moving images like minimoviesin your mind, prefer to participate in an activity when you meet to speak with someone,and tend to jump right into a project without reading directions. Kinaesthetic, also called tactile,learners are those who learn best through touching, feeling, and experiencing that which theyare trying to learn. They remember best by writing or physically manipulating the information.How to Effectively Use Learning Styles in ClassIn an ideal world, you would incorporate all three learning styles into each of your lessons.However, this is not practical in the real world of teaching. However, it is often not hard toinclude both auditory and visual learning styles in your lessons. For example, you can haveinstructions written on the board and say them out loud.95

A GUIDEBOOK for Improved Classroom PracticeIt is not always as easy to include the tactile/kinaesthetic learning style into your lessons. Manystudents have this as their strongest learning style. It is best to not force the issue but insteadfi nd natural places to include kinaesthetic learning. If they fi t naturally within lesson, you couldinclude simulations, role-playing or the use of manipulative materials.Concerns When Incorporating Learning StylesThough rarer today than in the past, some teachers discount the importance of learning styles.They continue to teach using their preferred style without trying to vary instructional methods.This mistake will lead to less learning in the classroom.On the other hand, many students (and, to a lesser degree, some teachers) make the mistakeof thinking that they cannot learn using methods that are not focused on their learning style. Thismisunderstanding will also ultimately result in less learning. If teachers do not help studentsfi nd ways to successfully learn information presented in any style, they are not helping themsucceed in the future. Students will be exposed to many different styles of teaching during theeducational career. Only by fi nding ways to adapt and learn to use all styles will students fullysucceed.Examples of ways that students can adapt:♦ Kinaesthetic learners could write down information that they are to learn.♦ Visual learners could create word webs, Venn diagrams, or other visual presentationsof information.♦ Auditory learners could read a passage out loud from their textbook or from handouts.96

A GUIDEBOOK for Improved Classroom PracticeRESOURCE 3: Learning Styles in the ClassroomVisualLearnersCharacteristicsA typical visual learner usesvisualization techniquesto remember things. Theyoften have a good senseof direction becausethey visualize maps anddirections in their mind.Many prefer to readinformation in a textbookor on the whiteboard ratherthan listen to the teacherlecture. They also enjoydoodling and drawing.Visual learners typicallyuse sight words in theireveryday terminology. Forexample, they might say,“Let’s take a look at this.”or, “Let’s look at this froma different perspective.”They remember detailsincluding colours and spatialarrangements.Learning Styles in the ClassroomKey LearningMethodsVisual learners learnbest by seeing whatthey are being taught.Visual learners typicallyprefer images, maps,graphs, and othervisual representationsover other forms ofinstruction. They willfi nd that if they includeimages, mind maps,lists, and other visualtechniques in theirnotes then they willhave a better chanceof remembering keyinformation.Ways to Adapt LessonsIncluding diagrams, mind maps,word webs, visuals, and otherforms of graphic organisers willhelp visual learners get the mostfrom your instruction. Teachstudents to use highlighterswhen going through their notesand to create fl ashcards whenstudying for tests and learninginformation. Try not to giveonly oral instructions beforerequiring students to complete anassignment. Further, stay awayfrom lecture without accompanyingnotes and/or visuals.AuditoryLearnersAuditory learners learn bestby listening and talkingaloud. They typically noticeand remember sounds. Theyare good at rememberingthings that they hear. Theyare also good with wordsand language. They oftenread to themselves as theystudy. They are also oftendistracted by noise andsounds.Auditory learners learnbest through hearingthe information. Theyoften need to read thewritten word aloud tohelp them rememberkey points. Verbalrepetition is an effectivemeans of study forauditory learners.Provide students with oralalong with written instructionsfor assignments. Include wholegroup discussion in your class.Provide students with videos tocomplement the written text. Allowtime for students to read out loudor talk through problems theymight be having. Provide breaksfrom silent reading periods. Also,realize that those who are strongin auditory learning typically takelonger to read a passage.KinaestheticLearnerKinaesthetic learnerstypically learn best by doing.They are naturally good atphysical activities like sportsand dance. They enjoylearning through hands-onmethods. They typically likehow-to guides and actionadventurestories. Theymight pace while on thephone or take breaks fromstudying to get up and movearound. Some kinaestheticlearners seem fi dgety,having a hard time sittingstill in class.Kinaesthetic learnerslearn best throughdoing includingmanipulating items,simulations and roleplays, and othermethods that physicallyinvolve them in thelearning process. Theyenjoy and learn wellfrom experimentingand fi rst handexperience. Further,they learn best whenactivities are variedduring a class period.Vary instruction not only fromday-to-day but also within a singleclass period. Provide studentswith as many opportunities asyour curriculum warrants tocomplete hands-on work. Allowstudents to role-play to gainfurther understanding of keyconcepts. Provide students withthe opportunity to work in smalldiscussion groups as they studymaterials. If possible, plan a fi eldtrip that can help reinforce keyconcepts. Allow students to stretchpartially through the class if theyseem to become restless.97

A GUIDEBOOK for Improved Classroom PracticeRESOURCE 4: Assessment in the Affective DomainAdapted from Dr. Olga C. Alonsabe http://olga-assessment.blogspot.com/2009/05/assessment-in-affectivedomain.htmlThis article contains two parts:Part 1 – Concepts and DefinitionsPart 2 – Examples and Assessment ToolsPart 1 – Concepts and DefinitionsThe affective domain is a part of a system that was published in 1965 for identifyingunderstanding and addressing how people learn. This describes learning objectives thatemphasize a feeling tone, an emotion, or a degree of acceptance or rejection. It is far morediffi cult domain to objectively analyze and assess since affective objectives vary from simpleattention to selected phenomena to complex but internally consistent qualities of character andconscience. Nevertheless, much of the educative process needs to deal with assessment andmeasurement of students’ abilities in this domain.For instance, it is often heard that certain people are “schooled” but not “educated.” This simplyrefers to the fact that much of the processes in education today are aimed at developing thecognitive aspects of development and very little or no time is spent on the development of theaffective domain.The Taxonomy in the Affective DomainThe taxonomy in the affective domain contains a large number of objectives in the literatureexpresses as interests, attitudes, appreciation, values, and emotional sets or biases. You cansupport the development of children’s affective abilities by remembering the following verbsthat are part of the Affective Domain:1. Receiving is being aware of or sensitive to the existence of certain ideas, material,phenomena and being willing to tolerate them. Examples: To differentiate, To accept, Tolisten, To respond to.2. Responding is committed in some small measure to the ideas, materials, or phenomenainvolved by actively responding to them. Examples: to comply with, to follow, tocommend, to volunteer, to spend leisure time in, to acclaim.3. Valuing is willing to be perceived by others as valuing certain ideas, materials, orphenomena. Examples: to increase measured profi ciency in, to relinquish, to subsidize,to support, to debate.4. Organization is to relate the value to those already held and bring into a harmoniousand internally consistent philosophy. Examples: To discuss, To theorize, To formulate,To balance, To examine.5. Characterization by value or value set is to act consistently in accordance with thevalues he or she has internalized. Examples: To revise, To require, To be rated high inthe value, To avoid, To resist, To manage, To resolve.Kratwohl’s Taxonomy of Affective Domain98

A GUIDEBOOK for Improved Classroom PracticeAffective Learning CompetenciesAffective learning competencies are often stated in the form of instructional objectives.Instructional objectives are specifi c, measurable, short-term, observable student behaviours.Objectives are the foundation upon which you can build lessons and assessments that you canprove meet your over-all course or lesson goals. Think of objectives as tools used to make sureyou reach your goals; arrows you shoot towards your target (goal). The purpose of objectivesis to ensure that learning is focused clearly enough that both students and teachers know whatis going on, and so learning can be objectively measured. Learning in the affective domainis assessed and measured in schools by teachers who, over a long period of time noticeconsistencies in children’s behaviours and infer the development of attitudes and values.In the Taxonomy of Affective Domain, behavioural objectives focus on observable behaviourswhich can then be easily translated in quantitative terms:Level and Definition Illustrative Verbs ExampleReceiving refers to the student’swillingness to attend to particularphenomena of stimuli (classroomactivities, textbook, music, etc.). Learningoutcomes in this area range from thesimple awareness that a thing exists toselective attention on the part of the learner.Receiving represents the lowest level oflearning outcomes in the affective domainResponding refers to active participationon the part of the student. At this levelhe or she not only attends to a particularphenomenon but also reacts to it in someway. Learning outcomes in this area mayemphasize acquiescence in responding(reads assigned material), willingnessto respond (voluntarily reads beyondassignment), or satisfaction in responding(reads for pleasure or enjoyment).Valuing is concerned with the worth orvalue a student attaches to a particularobject, phenomenon, or behaviour. Valuingis based on the internalization of a setof specifi ed values, but clues to thesevalues are expressed in the student’sovert behaviour. Learning outcomes in thisarea are concerned with behaviour thatis consistent and stable enough to makethe value clearly identifiable. Instructionalobjectives that are commonly classifi edunder “attitudes” and “appreciation” wouldfall into this category.asks, chooses,describes, follows,gives, holds, identifi es,locates, names, pointsto, selects, sits erect,replies, usesanswers, assists,complies, conforms,discusses, greets,helps, labels,performs, practices,presents, reads,recites, reports,selects, tells, writescompletes, describes,differentiates,explains, follows,forms, initiates,invites, joins, justifi es,proposes, reads,reports, selects,shares, studies, worksListening to discussions ofcontroversial issues with anopen mind.Respecting the rights ofothers.Listen for and rememberthe name of newlyintroduced people.Completing homeworkassignments.Participating in teamproblem solving activities.Questions new ideals,concepts, models, etc. inorder to fully understandthem.Accepting the idea thatintegrated curricula is agood way to learn.Participating in a campusblood drive.Demonstrates belief in thedemocratic process.Shows the ability to solveproblems.Informs management onmatters that one feelsstrongly about.99

A GUIDEBOOK for Improved Classroom PracticeOrganization is concerned with bringingtogether different values, resolving confl ictsbetween them, and beginning the buildingof an internally consistent value system.Thus the emphasis is on comparing,relating, and synthesizing values.Learning outcomes may be concerned withthe conceptualization of a value (recognizesthe responsibility of each individual forimproving human relations) or with theorganization of a value system (developsa vocational plan that satisfi es his or herneed for both economic security and socialservice).Characterization by a value or valueset. The individual has a value systemthat has controlled his or her behaviourfor a suffi ciently long time for him or her todevelop a characteristic “life-style.” Thusthe behaviour is pervasive, consistent,and predictable. Learning outcomes at thislevel cover a broad range of activities, butthe major emphasis is on the fact that thebehaviour is typical or characteristic of thestudent.adheres, alters,arranges, combines,compares, completes,defends, explains,generalizes, identifi es,integrates, modifi es,orders, organizes,prepares, relates,synthesizesacts, discriminates,displays, infl uences,listens, modifi es,performs, practices,proposes, qualifi es,questions, revises,serves, solves, uses,verifi esRecognizing own abilities,limitations, and valuesand developing realisticaspirations.Accepts responsibility froone’s behaviour.Explains the role ofsystematic planning insolving problems.Accepts professional ethicalstandards.Prioritizes time effectivelyto meet the needs of theorganization, family, andself.A person’s lifestyleinfl uences reactions tomany different kinds ofsituations.Shows self-reliance whenworking independently.Uses an objective approachin problem solving.Displays a professionalcommitment to ethicalpractice on a daily basis.Revises judgments andchanges behaviour in lightof new evidence.In the affective domain, and in particular, when we consider learning competencies, we alsoconsider the following focal concepts of Attitudes, Motivation and Self-effi cacy:Attitudes:Attitudes are defi ned as a mental predisposition to act that is expressed by evaluating a particularentity with some degree of favour or disfavour. Individuals generally have attitudes that focuson objects, people or institutions. Attitudes are also attached to mental categories. Mentalorientations towards concepts are generally referred to as values Attitudes are comprised offour components:♦ Cognitions – beliefs, theories, expectations, cause-and-effect beliefs, perceptionsrelative to the focal point; statement of beliefs and expectations which vary from oneindividual to the next100

A GUIDEBOOK for Improved Classroom Practice♦ Affect – refers to feelings with respect to the focal object – fear, liking, anger; colour bluerefers to loneliness); others as calm or peace♦ Behavioural intentions – our goals, aspirations, and our expected responses to theattitude object♦ Evaluation – central component of attitudes; imputations of some degree of goodnessor badness to an attitude object; positive or negative attitude toward an object; functionsof cognitive, affect and behavioural intentions of the object; stored in memoryAttitudes infl uence the way person acts and think in a social communities we belong. They canfunction as frameworks and references for forming conclusions and interpreting or acting for oragainst an individual, a concept or an idea. It infl uences behaviour. People will behave in waysconsistent with their attitudes.MotivationMotivation is a reason or set of reasons for engaging in a particular behaviour. The reasonsinclude basic needs, object, goal, state of being, ideal that is desirable. Motivation also refersto initiation, direction, intensity and persistence of human behaviour.There are many theories that explain human motivation. The need theory is one of thesetheories. Abraham Maslow’s hierarchy of human needs theory is the most widely discussedtheory of motivation. The theory can be summarized as thus:♦ human beings have wants and desires which infl uence behaviour. Only unsatisfi edneeds can infl uence behaviour, satisfi ed needs cannot;♦ needs are arranged in order of importance, from basic to complex, including physiological,safety and security, social, self esteem, and self actualization (the full realization ofone’s potential);♦ a person advances to the next level of needs only after the lower need is at leastminimally satisfi ed.♦ the further the person progresses up the hierarchy, the more individuality, humannessand psychological health a person will show.Clayton Aldefer expanded Maslow’s hierarchy of needs. He formulated the ERG Theory(existence, relatedness and growth). The existence category (physiological and safety) arelower order needs, followed by the relatedness category (love and self-esteem) as middleorder needs, and the growth category (self actualization and self esteem ) as higher orderneedsMotivation in education can have several effects on how students learn and theirbehaviour towards subject matter. It can direct behaviour toward particular goals- lead to increase effort and energy; increase initiation of, and persistence in activities;enhance cognitive processing; determine what consequences are reinforcing; lead to improveperformance;101

A GUIDEBOOK for Improved Classroom PracticeThere are two kinds of motivation: Intrinsic motivation brings pleasure, or makes people feelwhat they are learning is morally signifi cant and Extrinsic motivation which comes when astudent is compelled to do something because of factors external to him/her.Self-efficacySelf-effi cacy is an impression that one is capable of performing in a certain manner or attainingcertain goals. It is a belief that one has the capabilities to execute the courses of actionsrequired to manage prospective situations. It is also a belief (whether or not accurate) that onehas the power to produce that effect.Self effi cacy relates to person’s perception of their ability to reach a goal, Research showsthat over-effi caciousness negatively affected student motivation, while under-effi caciousnessincreased motivation to study.Part 2: Exercises and Assessment Tools:Development of Assessment Tools/Standard Assessment ToolsAssessment tools in the affective domain are those which are used to assess attitudes, interest,motivations and self effi cacy. These include:♦ ChecklistsChecklists are the most common and perhaps the easiest instrument in the affectivedomain. They consist of simple items that the student or teacher marks as “absent” or“present” Here are the steps in the construction of a checklist:a. enumerate all the attributes and characteristics you wish to observeb. arrange this attributes as a “shopping list” of characteristicsc. ask students to mark those attributes which are present and to leave blank thosewhich are not.♦ Self-report. This the most common measurement tool in the affective domain. Itessentially requires an individual to provide an account of his attitude or feelings towarda concept or idea or people. It is also called “written refl ections” (“Why I Like or DislikeMathematics”. The teacher ensures that the students write something which woulddemonstrate the various levels of the taxonomy (receiving to characterization).♦ Rating Scales refers to a set of categories designed to elicit information about aquantitative attribute in social science. Common examples are the Likert scale and 1-10rating scales for which a person selects the number which is considered to refl ects theperceived quality of a product. The basic feature of any rating scale is that it consists ofa number of categories. These are usually assigned integers.102

A GUIDEBOOK for Improved Classroom Practice♦ Semantic Differential (SD) Scales tries to assess an individual’s reaction to specifi cwords, ideas or concepts in terms of ratings on bipolar scales defi ned with contrastingadjectives at each end:Good ___ ___ ___ ___ ___ ___ ___ Bad3 2 1 0 1 2 3( 3 = extreme; 2 = quite; 0 = neutral)♦ Thurstone ScaleThurstone is considered to have introduced the concept of attitude measurementand addressed the issue of how favourable an individual is with regard to a givenissue. He developed an attitude continuum to determine the position of favourabilityon the issue. Below is an example of a Thurstone scale of measurement.Directions – Put a check mark in the blank if you agree with the item:____ 1. Women are not able to compete with men in public life. (scale value = 0.9)____ 2. Women and men must be kept apart in all public affairs where they might betaken as equals (scale value = 3.2)_____3. I am not interested in how women rate publicly. (scale value = 5.4)♦ Likert ScalesIn 1932, Likert developed the method of summated ratings (or Likert scale), which iswidely used. This requires an individual to tick on a box to report whether they “stronglyagree” “agree” “undecided”, “disagree” or “strongly disagree” in response to a largenumber of items concerning attitude object or stimulus. Likert scale is derived as follows:a. pick individual items to include. Choose individual items that you know correlatehighly with the total score across itemsb. choose how to scale each item, or construct labels for each scale value to representinterpretation to be assigned to the numberc. ask your target audience to mark each itemd. Derive a target’s score by adding the values that target identifies on each item.103

A GUIDEBOOK for Improved Classroom PracticeRESOURCE 5: Assessment of SkillsAdapted from: http://academic.pgcc.edu/~wpeirce/MCCCTR/Designingrubricsassessingthinking.htmlAssessing Skill in Problem SolvingTechnique Description What to do withDataEffort RequiredProblemRecognitionTasksAssess how well studentscan recognize various typesof problems commonly usedin your discipline. Beginby choosing examples ofseveral related but differentproblems that students fi nddiffi cult to distinguish. Createa form and ask studentsto match the examples toa list of problem solvingtechniques.Quickly scan theresponses andtally the numberof correct andincorrect answers.Provide feedbackto the class.Preparation:MediumIn class: LowAnalysis: LowWhat’s thePrinciple?Assess how well studentscan identify the principle thatbest applies to a problem.Identify the basic principlesstudents learn in yourcourse. Create problems orexamples that illustrate eachprinciple. Create a form andask students to match theprinciples to the examples.Tally the numberof right and wronganswers makinga note of patternsthat develop. Shareresults with theclassPreparation:MediumIn class: LowAnalysis: LowDocumentProblemSolutionAssess how well studentssolve problems and howwell they understand theproblem-solving process.Select a few multi-stepproblems with varying levelsof diffi culty. Ask studentsto draw a line down themiddle of a sheet of paper.Direct students to solve theproblems showing all theirwork on the left side of thepage. On the right side ofthe page, ask them to writethe steps they used to solvethe problem as if they wereexplaining it to a classmatewho needed help.Quickly skimthrough theresponses. Identifythree responses inwhich the answersare correct andthe solutions arewell documented.Identify threeresponses in whichthe answers areincorrect but thesolutions are welldocumented. Makenotes. Share threeor four insights withstudents in class.Preparation:Medium - HighIn class: MediumAnalysis: Medium -High104

A GUIDEBOOK for Improved Classroom PracticeAssessing Skill in Analysis and Critical ThinkingTechnique Description What to do withDataEffortRequiredCategorizingGridAssess students’ ability tosort what they are learninginto categories. Providestudents with a list of items tobe sorted and a grid with twoor three categories acrossthe top. Ask the students tocategorize the items.Check the grids toidentify the itemsthat are mostoften categorizedincorrectly. Lookfor patterns in theincorrect responses.Provide feedback tothe class.Preparation:LowIn class: LowAnalysis: LowDefiningFeaturesMatrixAssess students’ skillsin categorizing importantinformation. Create a matrixfor two or three similarconcepts. Determine whichfeatures of these conceptsare most critical for studentsto recognize. Make a list ofdefi ning features that eachconcept either clearly doesor does not possess (it helpsif the concepts share somefeatures). Ask students todetermine the presence (+) orabsence (-) of the importantdefi ning features for eachconcept.Check the matricesand identify incorrectresponses. Lookfor patterns in theincorrect responses.Provide feedback tothe class.Preparation:MediumIn class: LowAnalysis: LowPro and ConGridAssess how well studentsanalyze two sides of anissue. Focus on a decision,dilemma, or issue that hasimplications in your discipline.Create a prompt that will elicitthoughtful pros and consfrom the students. Studentscreate a parallel list of words,phrases, or sentencesBegin by listingthe pros and consgenerated bystudents and doinga simple frequencycount. Comparethat list to yours.Did the studentsexclude key points orprovide extraneousinformation? Identifyother patterns.Provide feedback tothe class.Preparation:MediumIn class: LowAnalysis: Low -Medium105

A GUIDEBOOK for Improved Classroom PracticeAssessing Skill in Application and PerformanceTechnique Description What to do withDataEffortRequiredDirectedParaphrasingAssess how well studentssummarize and restateimportant information.Ask students to prepare aparaphrase of the chosentopic. Tell them who theintended audience is, whatthe purpose is, and whatlimits exist in number ofwritten words or sentences.Identify the muddiestpoints in eachresponse usingdifferent colouredpens. Look forpatterns of clarity andconfusion. Providefeedback to the classPreparation:LowIn class:MediumAnalysis:MediumApplicationCardsAssess how well studentsunderstand the possibleapplications of whatthey have learned. Afterstudents have learnedabout a principle, theory, orprocedure, pass out indexcards and ask students towrite down one possible realworldapplication for whatthey learned.Quickly read throughthe responses sortingthem into piles basedon how appropriate,reasonable, anduseful the applicationsare to the topic. Sharesome good and poorexamples with theclass.Preparation:LowIn class: LowAnalysis: LowStudentgeneratedTestQuestionsAssess what studentsconsider to be importantcontent. This assessmentshould be conducted aweek or two before a testto allow time for feedback.Provide students with specifi cguidelines for the numberand type of questions to besubmitted. Ask students toprovide the answers to testtheir questions.Review thequestions. Are topicsoverrepresentedor left out? Are thequestions relevant?Are they clearlywritten? Is the level ofdiffi culty appropriate?Select responsesthat would makegood test questions.Revise some thatare salvageable.Share these withthe class as a studyguide. Providefeedback to the classby discussing whatmakes a good testquestions. Give someexamples.Preparation:MediumIn class:Medium - HighAnalysis:Medium - High106

A GUIDEBOOK for Improved Classroom PracticeAssessing Skill in Synthesis and Creative ThinkingTechnique Description What to do withDataOneSentenceSummaryWordJournalApproximateAnalogiesAssess how well studentssynthesize and integrateideas. Select a recent topicthat can be summarized.Students respond to a seriesof questions and summarizetheir answers into a singleinformative, grammaticallycorrect summary sentence.(Series of questions: Who doeswhat to whom, when, where,how, and why?)Assess how carefully anddeeply students read. Chooseone reading assignment.Decide what aspect of thereading you want studentsto focus on. Ask studentsto summarize the readinginto one word and write aparagraph or two explaining/defending why they chose thatparticular word. (Instructorsshould create a list ofreasonable words and makesome notes about the kinds ofanalyses and arguments theyexpect from students beforereviewing the responses.)Assess how well studentsunderstand the relationshipbetween two concepts. Selecta key relationship betweentwo facts or concepts. Createa comparison using the tworelated concepts as the A &B elements in the analogy“A is to B as X is to Y.” Askthe students to complete theanalogy on a note card basedon their prior knowledge.(Note: it helps to provide a fewexamples before conductingthis assessment.)The best way toanalyze the responsesis to separate thefocus elements. (Drawslash marks betweenwho / does what / towhom…) Identify theincorrect, adequate,and exceptionalresponses for eachelement. Look forpatterns in strengthsand weaknesses.Provide feedback tothe classKeep track ofcommon or relatedwords. Categorize thetypes of justifi cationsprovided by thestudents. Select threeor four examples/approaches to sharewith the class.Quickly read throughthe responses sortingthem into 3 piles:good, questionable,and poor. Re-readthe cards in thequestionable pileand sort accordingly.Select good andpoor examples toshare with the class.Discuss the attributesof the good and poorresponses with theclass.EffortRequiredPreparation:LowIn class:MediumAnalysis:MediumPreparation:Low - MedIn class:Medium - HighAnalysis:Medium - HighPreparation:LowIn class: LowAnalysis:Medium107

A GUIDEBOOK for Improved Classroom PracticeRESOURCE 6: Summary of Planning Assessment of LearningAssessment FORLearningAssessment AS LearningAssessment OFLearningWhyAssess?to enable teachers todetermine next stepsin advancing studentlearningto guide and provideopportunities for each studentto monitor and critically refl ecton his or her learning, andidentify next stepsto certify or informparents or others ofstudent’s profi ciencyin relation tocurriculum learningoutcomesAssessWhat?each student’s progressand learning needs inrelation to the curricularoutcomeseach student’s thinking abouthis or her learning, whatstrategies he or she usesto support or challenge thatlearning, and the mechanismshe or she uses to adjust andadvance his or her learningthe extent to whichstudents can applythe key concepts,knowledge, skills,and attitudes relatedto the curricularoutcomesWhatMethods?a range of methods indifferent modes thatmake students’ skills andunderstanding visiblea range of methods in differentmodes that elicit students’learning and meta-cognitiveprocessesa range of methodsin different modesthat assess bothproduct and processEnsuringQualityaccuracy and consistencyof observations andinterpretations of studentlearning♦ clear, detailed learningexpectations♦ accurate, detailed notesfor descriptive feedbackto each studentaccuracy and consistency ofstudent’s self-refl ection, selfmonitoring,and self-adjustment♦ engagement of the student inconsidering and challenginghis or her thinking♦ students record their ownlearningaccuracy,consistency,and fairness ofjudgements basedon high-qualityinformation♦ clear, detailedlearningexpectations♦ fair and accuratesummativereportingUsing theInformationprovide each studentwith accurate descriptivefeedback to further his orher learning♦ differentiate instructionby continually checkingwhere each studentis in relation to thecurricular outcomes♦ provide parentsor guardians withdescriptive feedbackabout student♦ learning and ideas forsupportprovide each student withaccurate descriptive feedbackthat will help him or her developindependent learning habits♦ have each student focuson the task and his or herlearning (not on getting theright answer)♦ provide each student withideas for adjusting, rethinking,and articulating his or herlearning♦ provide the conditions forthe teacher and student todiscuss alternatives♦ students report about theirlearningindicate eachstudent’s level oflearning♦ provide thefoundation fordiscussions onplacement orpromotion♦ report fair,accurate,and detailedinformation thatcan be used todecide the nextsteps in a student’slearning108

A GUIDEBOOK for Improved Classroom PracticeExtension activityRead more at:Ethical code in student assessment, at:www.masht-gov.net/advCms/documents/UA_Kodi_i_etik.pdfAssessment Standards, at:www.masht-gov.net/advCms/documents/UA_standardet.pdf109

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A GUIDEBOOK for Improved Classroom PracticeSection 6Provision for InclusionIn this section you will learn about:What this section is about• the concept of Inclusion as it is described in the Kosovo CurriculumFramework;• quality education as a basic human right;• how to recognise the degrees of disadvantage that many studentsencounter and which prevent them from having equitable access toeducation;• ways to recognise conscious and unconscious discriminatory practicesin your classroom – ways that allow you and students to assess yourown awareness and actions; and• approaches and examples of strategies that build an inclusive learningenvironment (many are similar to the same good practice as outlined inprevious sections of this Guidebook).Essentially, you will understand more about what it means to viewstudents from “a person-fi rst” approach that can help you createa welcoming and child-friendly classroom environment where allstudents have the best opportunity to learn.What is an Inclusive education?Inclusive education seeks to address the learning needs of ALL children, with a specifi c focuson those who are disadvantaged (whether vulnerable, marginalised or excluded). It impliesthat all students are able to learn together through access to all aspects of education.The role and meaning of InclusionIn the Kosovo Curriculum Framework, Inclusion is understood in its broadest sense to meanovercoming any circumstances which impede access to quality education and diversity in itsdifferent manifestations:♦ children who are girls111

A GUIDEBOOK for Improved Classroom Practice♦ children from poor/economically disadvantaged families♦ children from rural/remote areas♦ children from minority communities♦ returnees and children from diasporas♦ children with special educational needs:o children with disabilities (physical, visual, hearing, intellectual, developmental)o children with social, emotional and behavioural diffi cultieso children suffering from illnesses or traumao children with learning diffi culties♦ talented and gifted childrenHow does Inclusion link to human rights and a quality education?Quality education is a human right and by its nature should be Inclusive: therefore,inclusiveness should be the basic philosophy of any quality education.Begin by understanding the concepts of basic human rights educationUnderstanding human rights education is the fi rst step towards Inclusion in schools andclassrooms. Human rights education is the teaching and learning of human rights principlesand values as contained in the Universal Declaration of Human Rights (UDHR). Human rightseducation:♦ informs people of their rights;♦ provides information about the international human rights system; and♦ gives people the skills and attitudes that lead to the protection and support of humanrights.Quality education a human right gained through understanding discrimination andemploying strategies of InclusionHuman rights education in schools is essential to prepare young people to participate in societyand develop fully as individuals.Teaching of human rights in school:♦ instils human rights values and knowledge in students;112

A GUIDEBOOK for Improved Classroom Practice♦ creates awareness and fosters concern about the impact human rights violations haveon people’s lives, from denial of free speech to homelessness to oppression of women;♦ promotes understanding and practice of human rights values, including respect forhuman dignity, non-violent confl ict resolution, tolerance and multiculturalism;♦ supports the learning of concepts of civic participation and a government’s obligation toits citizens;♦ encourages action in response to human rights violations in local communities andinternationally;♦ teaches important academic and life-skills; and♦ deepens students’ understanding of course material.Knowledge and skills to be gained from human rights education include:♦ critical thinking;♦ analysing credibility and authenticity of cause-effect relationships; and♦ formulating analysis and asking questions.Human rights education helps students to:♦ be able to view an issue from multiple perspectives and to identify bias in their own andother’s opinions;♦ relate emotionally and intellectually and helps them make connections between theirown lives and events happening elsewhere.Source: Local Change-Makers: Training Manual; “Improving Human Rights of Women, Youth and Minoritygroups in the Region of Peja/Pec through awareness raising and education”, An EU funded project managedby the European Commission Liaison Offi ce, September, 2009A ‘person-first’ approachA ‘person-fi rst’ approach is a way of communicating with and about individuals with disabilitiesor differences, with the aim to hold the dignity and respect of each individual in the highestregard. We strive to use a person-fi rst approach in our language and actions. In the most basicof terms, person-fi rst means putting the person fi rst, before any label or diagnosis. Examplesof this include saying ‘students with learning diffi culties’ instead of ‘disabled students’.Begin by understanding the concepts of disadvantage groupsThere are many words used to refer to those who are in some way excluded from education,such as disadvantaged, vulnerable, marginalised, excluded, minority and non-majority.The word ‘minority’ in Kosovo is most commonly used to refer to what in other situations arecalled ‘ethnic minorities’. While this may seem to some to be an exercise in pedantry, it isimportant to be clear about who is and who is not included when referring to specifi c INCLUSIONissues.113

A GUIDEBOOK for Improved Classroom PracticeThe term disadvantaged is used to describe all those who do not have the same advantagesas others - advantages that enable equitable opportunities in education (the term chosen couldjust as well have been vulnerable or marginalised).The diagram below attempts tocapture how disadvantages areoften compounded, with each circlerepresenting roughly the populationshare of members of that group.Gender (50%) and poverty (40-60%)are the largest, and most likely toadversely affect a child’s chance ofUNESCO Gender Toolkit for Educators is anexcellent source for understanding more aboutgender inequality and its effects on woman, girls,men and boys. http://portal.unesco.org/en/files/47654/12737402501Gender_Toolkit_for_Educators.pdf/Gender%2BToolkit%2Bfor%2BEducators.pdfgetting equitable access to a quality education. ‘Free education’ is not free to the poor, whereboth direct and indirect costs can lead to exclusion from education. When there has to be aneconomic choice regarding which child to send to school, the choice will most likely be to senda boy.Poverty is one of the most frequently cited reasons for girls being out of school. But it shouldbe remembered it is not poverty alone – it could also be a gender-based decision on the partof the parents. Those living in isolated and rural areas form the next largest group, at 40%.However, the groups that have received the most attention in Kosovo – minority communities(representing about 8-12% of the population) and those with disabilities (up to 10%) – areonly a small proportion of the disadvantaged. The point of the diagram is to show how thedegree of disadvantage is deepened with the overlapping intersections of the various areas ofdisadvantage. Perhaps the most extreme case in Kosovo would be a girl with severe disabilitiesfrom a poor family in the non-Albanian-speaking Roma community living in an isolated ruralarea. Her chance of getting equitable access to a quality education is slim.Degrees of DisadvantageS = Special needs / disabilityM = Minority groupL = Linguistic minoritySource: Janet Raynor: Including Inclusion: Report on promoting Inclusion across all component activities in the EUEducation SWAp project July 2010114

A GUIDEBOOK for Improved Classroom PracticeBegin with building your Awareness of Discriminatory Aspects of Education, includingthe climate in your classroom (Different time and attention you give students, differentexpectations and stereotypes you hold)One of the problems for disadvantaged groups is that we often do not recognise that theclassroom environment is not welcoming.For example, an unwelcoming environment has been characterized as a ‘Chilly Climate’ ora Discriminatory Approach (indirect discrimination); neither are usually done on purpose.Instead they happen because we are not aware, resulting in a ‘Devaluation’ wheredisadvantaged groups are either consciously or unconsciously viewed as less valued orless important persons.Research suggests that when teachers are not aware of this phenomenon they tend to generally:call on disadvantaged group members less; give them less attention, critical questioningand feedback; give them less encouragement and praise; and given them less non-verbalacknowledgement such as nodding and eye contact. This results in less help overall for theirlearning. There is also research that shows disadvantage groups are devalued because of theway they speak or their behaviour, and that they are not given the same acknowledgement fortheir achievements.This can result in:♦ social stereotyping - when we do not see ‘the person fi rst’; too often this results in manyunintended negative learning experiences for students from disadvantaged groups;♦ lowered expectations - when we ‘categorise’ what we think people will and are supposeto do;♦ harassment and bullying – when we allow teasing, ignoring, or acting in a rude or hostilemanner.Examine your own level of awarenessAlthough many systematic studies have demonstrated the ‘chilly climate’, much of this researchremains outside of mainstream awareness, resulting in the basic human right to a qualityeducation being denied to many students from disadvantaged groups.Use the Checklist below to raise your awareness of reasons why disadvantaged groups maynot feel welcome in classrooms and schools. Refl ect on your own practice and discuss withother teachers and your director the factors below:Common Errors in Assessing aChilly Climate/Discriminatory Approach Assuming that bias and discrimination require a conscious discriminatory ideology or aconscious attempt to discriminate against disadvantage groups. Believing that discrimination is ‘out there’ but not ‘here’ - that is, thatdiscriminatory bias is in other environments and not in one’s own classroom orschool.115

A GUIDEBOOK for Improved Classroom Practice Believing that discrimination, though present, is negligible in effect - the problem withthis is that a large number of nearly negligible effects all working in the same directioncan easily cumulate to very signifi cant aggregate discrimination. Not asking yourself whether discrimination occurs, despite your own beliefs that it is notoccurring or that no one intends for it to be occurring.Source Adapted from: www.bernicesandler.com/id4.htmInclusion is:♦ an approach that supports human rights in the classroom and in school;♦ the opposite of discrimination and can ‘warm’ the climate, making your classroom awelcoming place for all students;♦ a set of strategies for reaching all children / groups;♦ more than just giving all students access to the curriculum. You also have to:o set suitable learning challenges for all students;o respond to students’ diverse learning needs; ando overcome potential barriers to learning and assessment for particular individualsand groups of students.Extension ActivityRead more about documents/laws/strategy and white papers that support the KCFprinciple of InclusionTwo status reports in 2009 summarize the need for more progress in social justice andinclusion.: UNICEF report at http://www.unicef.org/kosovo/Eng_-_Justice.pdfAssembly of Kosovo athttp://www.assembly-kosova.org/common/docs/kosovo-social.pdfFormalized Strategies/Law can be found athttp://masht-gov.net/advCms/?id=101&lng=Ser2011-2016 Kosovo Strategic Education Plan2010-2015 Strategic Plan for Organizing Inclusive Education for Children with SpecialEducational needs in Pre-University Education in Kosovo 2010-20152007-2017 Strategy for development of pre-university education in Kosovo2007-2017 Strategy for integration of Roma, Ashkalinj, Egyptian Communities in Kosovo2004 Law on Gender Equality2011 Law on Pre-University EducationKosovo National Disability Action Plan116

A GUIDEBOOK for Improved Classroom PracticeNGO list can be found at http://www.cso-ks.org/?page=2,4NGOs of persons with disabilities:Down Syndrome Kosovahttp://www.downsyndromekosova.org/Index.htmlHandikoshttp://www.handi-kos.org/publikimet/dokumentetKosova Deaf Associationhttp://deafkosova.wordpress.com/A GUIDEBOOK for Improved Classroom PracticeKosova Mental Disability Rights Initiative (K-MDRI)www.mdri.org/kmdri.htmlNGOs for minority communities:Balkan Sunfl owers – Volunteers for Social Reconstructionwww.balkansunfl owers.orgMaterials from UNESCO:Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environmentshttp://unesdoc.unesco.org/images/0013/001375/137522e.pdfUnderstanding and Responding to Children’s Needs in Inclusive Classroomshttp://unesdoc.unesco.org/images/0012/001243/124394e.pdfTeaching Children with Disabilities in Inclusive Settingshttp://unesdoc.unesco.org/images/0018/001829/182975e.pdfPractical Tips for Teaching Large Classeshttp://unesdoc.unesco.org/images/0014/001488/148867e.pdfMaterials from Save the Children:http://www.scalbania.org/html/res.htmApproaches to InclusionThere are many successful strategies topromote Inclusion.Success Link Missouri Department ofElementary & Secondary Education has awide variety of activities for all grade levelsWelcoming and Friendly Environment:Remember the critical importance of creating a welcoming and friendly environment for allstudents and refer back to Section 3 where this was covered.The Importance of assessing our own Values and AttitudesInclusion requires that we examine our own values and attitudes in order to make sure thatwe are not being unconsciously discriminatory. Help students to value the diverse needs andcontributions that all students can bring to the classroom learning environment. Plan yourlessons with activities that foster a shift in values and attitudes.117

A GUIDEBOOK for Improved Classroom PracticeActivities that help change Values and Attitudes include:Circle Response: Questions posed to participants of a group seatedin a circle, each person in turn expressing a response.Field Trips, Tours: Viewing or experiencing situations fi rst-hand forobservation and study.Games: Experiencing a game and discussing its application to reallife.For moreon valuesand attitudesassessmentseeSection 5Group Discussion: Mutual exchange of ideas and opinions by members of small groups(8-20 members) on a problem or an issue of common concern for about 10-40 minutes(depending on the size of the group).Role Playing: Impromptu dramatisation of a problem or situation followed by discussion.Simulation: Experience in a situation as realistic as possible followed by discussion.Skit: Short, rehearsed dramatic presentation followed by discussion.Source for activities: Local Change-Makers: Training Manual; “Improving Human Rights of Women, Youth andMinority groups in the Region of Peja/Pec through awareness raising and education” An EU funded projectmanaged by the European Commission Liaison Offi ce , September, 2009Specific Strategies for including Girls and YoungWomenResearch suggests that boys get more time, attentionand quality interaction in classrooms than girls and thatthere are key differences in teacher behaviour towardsgirls and boys.Section 3 listed many ideason ways to create a welcomingpsycho-social classroomenvironment and for teachinglarge classes; those strategieswork for all students, includingthose from disadvantaged groups♦ Quality of teacher contact can be discriminatoryo The quality of teacher contacts varies between the genders. This pattern ofdiscriminatory teacher behaviour begins in preschool and continues through Grade12.o Teachers give more attention, more instructional time to boys.o Boys receive more teacher reactions in terms of praise, criticism and remediationand more precise comments than girls in terms of both school work and conduct.o This pattern occurs, in part, because boys demand more attention from teachersby calling out answers eight times more often than girls; teachers typically listen toboys’ comments when they call out but girls are usually corrected. Even when boysdo not offer answers, teachers are more likely to request responses from them.♦ Activities for learning are discriminatoryo From preschool onwards, the activities chosen for classes appeal to boys’ interests,and the presentation formats selected are those in which boys excel or areencouraged more than girls:118

A GUIDEBOOK for Improved Classroom Practice♦ Teachers ask boys academically related questions about 80% more often than theyquestion girls;♦ Workbook and textbook exercises, and writing answers to questions, generally focus onknowledge and skills in isolation rather than in the context of real-life problem solving –they are more abstract in nature. Boys tend to favour this approach;♦ Girls tend to respond more favourably to ideas in context than in isolation, with greaterinterest on relationships between people in real-life situations;♦ Research evidence also reports that boys benefit from conventional teaching strategies(e.g. whole class instruction and competitive reward structures), and girls benefit fromstrategies using cooperative and hands-on activities;♦ competitive classroom activities contributed to boys’ mathematics achievement, butwere detrimental to girls’ achievement; and♦ cooperative activities contributed to girls’ acquisition of basic skills and to theirachievement on high-level These cooperative activities do not hinder boys’ attitudes orachievement and they align with more cooperative, integrated and inclusive educationpractices.Similar findings may be true for members from other disadvantaged groupsSome behaviours of teachers that discourage participation by girls and may also be discouragingfor students from other disadvantaged groups. Use the check list below to refl ect on your ownteaching practice.Checklist of discouraging behavioursDiscouraging BehaviourReflect on your practice calling on male students most of the time; asking female students easy questions; asking male students more difficult questions that require higherorderthinking; looking at male students to answer questions before females (ormales) can even can raise their hands; referring only to male contributions to science; calling girls by the general term “girl”; calling boys by their firstnames; using whole class lectures as the dominant teaching strategy; the use of competitive reward structures; presentation of abstract subject matter largely devoid of practicalapplications (e.g. abstract science ‘factoids’ with no applications,or relevance to society and its problems)119

A GUIDEBOOK for Improved Classroom PracticeInviting girls’ participationThese strategies also enhance participation of students from otherdisadvantaged groupsSeeResourcesection for tipsfor inclusivelanguageYou can do many things to change your behaviour to be more inclusive ofgirls and other students of disadvantaged groups. We know that studentswho participate actively in the classroom learn the most from their educational experience.The following strategies can be used in your classroom at all levels and within all topics. Thesestrategies encourage girls and other students from disadvantaged groups to participate moreand to enhance their confi dence in themselves and their abilities.Strategies that encourage participation andbuild confidenceUse these strategies to help girls and members ofother disadvantaged groups to participate more in theclassroom and enhance their confi dence in themselvesand their abilities be aware of who you are looking at: make eyecontact with all students; ask questions that require higher-order thinkingof both males and females (e.g., “What are theimplications for evolutionary theory if the theory ofpunctuated equilibrium is correct?”); increase “wait time,” and endure the silence for awhile; call on a student only when hands are raisedfrom both genders - use examples that includewomen as well as men; call all students by name, using fi rst names for all oruse last names for all; take a poll on a particular question; asking the classto vote encourages the sense of participation for allstudents; eliminate sexist language and avoid using thegeneric “he” (e.g. use the plural “they”) seeresources for more on gender inclusive language; avoid sexist humour as a classroom device use “connected knowing” in classrooms which willallow girls to empathically enter into a subject theyare studying; present knowledge and skills in thecontext of real-life problem-solving (e.g. textbooksusually present an adequate list of the steps in thescientifi c method as a list of rules but do not provideopportunities to actually apply these models forscientifi c inquiry);Critical ColleagueDiscuss with one of your colleagueshow you can support each other inreducing the number of discouragingbehaviours while increasing the numberof encouraging behaviours you use inyour classroom120

A GUIDEBOOK for Improved Classroom Practice emphasise collaboration and reorganise thecompetitive structure of classrooms (e.g. usecooperative learning and hands-on activities inclasses and eliminate or sharply decrease publiccriticism); emphasise the relevance of the content to reallifesituations and endeavours - intervene incommunication patterns among students that mayshut out girls (e.g. boys interrupting girls in classdiscussions); avoid reference to female students’appearance without similar reference to malestudents’ appearance.Source: Adapted from Gender Differences and Instructional Discrimination in the Classroom, Carolyn ButcherDickman, Radford University, Radford Virginia www.invitationaleducation.net/journal/v21p35.htmA note on materials and resources♦ Be sure to fi nd materials or adapt the materials and resources you have to includepictures and examples that include girls, minority communities, students with SpecialNeeds etc.♦ Ask students to bring resources from home and their community that they can sharewith the class which relate to their culture and identity.♦ Invite parents, community members and NGOs to help you build diversity resourcesand experiences for your students.Specific Strategies for including Students with Special Educational Needs/ Studentswith disabilitiesThe role and meaning of Inclusion is the same for students with Special Educational Needsand/or students with disabilities as it is for other students from disadvantaged groups. It isabout more than just giving students access to the curriculum. You have to:♦ set suitable learning challenges♦ respond to students’ diverse learning needs and/or disabilities♦ overcome potential barriers to learning and assessment for particular individuals andgroups of students♦ Individualize content and aims of learning/teaching through Individual Education Plans(IEP).Particularly with students with SEN and/or disabilities these principles allow you to:♦ choose objectives for students with SEN that are different from those of the rest of thegroup♦ modify the curriculum to remove barriers so all students meet the same objectives121

A GUIDEBOOK for Improved Classroom PracticePlanning for students with SEN and/or disabilities should be part of the planning that youdo for all students, rather than a separate activity. It doesn’t need to be complicated or timeconsuming.You can simply jot down brief notes in your lesson plans on the learning objectivesand approaches you will use to remove barriers for students with SEN and/or disabilities.Any personal targets the student has can inform this planning. At times it may be appropriateto plan smaller steps to achieve the learning goal or provide additional resources. It is oftenpossible to use the support available to do this.Resource Centres that provide support to students with disabilities and their teachersin regular schoolsResource Centre Perparimi in Prishtina/Pristina/Priština for pupils with intellectualdisabilitiesigballepotera@hotmail.comtel: 038 226 120, 044-206 940Resource Centre Nena Tereza in MitrovicaHajdar.shyti@gmail.comtel. 028 539 538, 044 812 272Resource Centre Lef Nosi in Prizrenhttp://lefnosi.com/index.phpZahirPajaziti p.n., Prizren 20000tel./fax. + 381 (0)29 241037info@lefnosi.comResource Centre Nena Tereza in Prizren for pupils with hearing disabilitiesinfo@qbnt.netwww.qbnt.nettel. 029 223 628Resource Centre Xheladin Deda in Peja/Peć for pupils with visual disabilitieshttp://shvqb.net/Rr. Bill Clinton, Nr. 183, Pejëtel: 039 433 542; 044 199 638; 044 364 208You should also think about the questions you will ask different groups and individuals andthe ways you will check that students understand. Some students with SEN and/or disabilitieswill show they understand in different ways from their peers (notably children with learning122

A GUIDEBOOK for Improved Classroom Practicedisabilities), so you should look at a range of opportunities for students to demonstrate whatthey know and can do.A very valuable resource when working with students with Special Educational Needs andstudents with disabilities is working with their parents. They can be of great help in understandingstudents’ needs, setting objectives, working together as well as assessing progress.Differentiated teaching and learning is one method of Inclusion for all groups that aredisadvantaged and is a primary approach when working to include students with SpecialNeeds and/or disabilitiesDifferentiation is an approach to teaching that ensures that all students learn well, despite theirmany differences. It is the strategies not the objectives that achieve differentiation, and thisshould be your focus.How can I create differentiation in the classroom?There are three ways of doing this:♦ Differentiation by outcome in which all students undertake a common task anddifferentiation is sought on the basis of their answers or response.♦ Differentiation by task in which students are set specifi c tasks matched to their ability.The tasks may be differentiated by diffi culty, the amount of structure, or the amount ofguidance given, or a combination of all three.♦ Differentiation by teacher input in which allowance may have to be made for the levelof teacher intervention.The advantages of differentiation by task include allowing the students’ activity to be matchedto their ability so that all levels of ability experience success. The disadvantages are that itrequires much planning. You also need to know a great deal about your students and theirabilities and to have explained to them how and why there are different tasks for the class. Itis important to put the emphasis on ‘different’ and not use easier/diffi cult, simpler/challenging,better-worse, more-less, and/or similar.A wide range of lessons and activities for all Grades can be found from these two onlinesources.Success Link - Missouri Department of Elementary & Secondary Educationwww.successlink.org/gti/lesson_unit-viewer.asp?lid=2301Diversity Council.org - Rochester Minnesotawww.diversitycouncil.org/elActivities.shtmlDifferentiation by teacher input is best given by asking open ended questions which donot suggest an expected answer but promote discussion and debate. It allows all pupils toexperience positive achievement and enable them to produce evidence of attainment at theirhighest level.123

A GUIDEBOOK for Improved Classroom PracticeExtension ActivityEffective Teaching Strategies for Differentiation in a Mixed-Ability ClassroomAppropriate instructional strategies for gifted learners include all of the strategies that areappropriate for other learners, but it is what the teacher does with the strategies that makes themchallenging for gifted students. Many strategies can be used in a variety of ways, depending on thedifferent needs of students in the class. By making use of materials and resources more advancedthan those commonly found at that Grade, teachers will be better able to differentiate instruction tothe advanced student’s level of interest and ability.Most instructional strategies have some value when working with the gifted, but those that allow formore open-ended and productive learning are probably most benefi cial.Allowing for multiple right answers: open-ended assignments that focus on the process ofsolving the problem and/or critical thinking.Attention to social issues, real world experiences, and community projects: performanceassessment tasks, role-plays, simulations, etc. based on authentic situations of interest to students.Chunking: breaking assignments/activities into smaller, more manageable parts and providingmore structured directions for each part.Compacting: a process that involves pre-assessing students, giving them credit for what theyalready know and allowing them to move ahead in the curriculum.Emphasis on thinking skills: giving students the opportunity to think aloud, discuss their thinkingwith their peers, and refl ect on their thinking in journals.Developing student responsibility: students help develop the evaluation rubrics, write projectproposals, and complete self- and group evaluations.Flexible grouping: matching students to skill work by virtue of readiness, not with the assumptionthat all need the same task, computation skill, writing assignment, etc. Movement among groups iscommon, based on readiness with a given skill and growth in that skill.Flexible pacing: allows for differences in the students’ ability to master the curricula.Goal-setting and planning: involving students in their individual goal-setting and the planning oflearning activities, one to one with the teacher.Group investigation: students working in cooperative mixed-ability groups on open-ended tasksor in similar-ability groups working on appropriately challenging tasks. Usually the focus is on theprocess and thinking skills.Hands-on projects/activities: use of manipulatives.High-level questions: questions that draw on advanced levels of information, requiring leaps ofunderstanding and challenging thinking.Independent study: providing students with the opportunity to work independently to investigatetopics of interest to them.Interdisciplinary/integrated curricula around a theme: thematic units which make connectionsacross multiple curriculum areas.124

A GUIDEBOOK for Improved Classroom PracticeInterest centres: stations of academic activities based on students’ interests which are completedindependently and at their own pace.Learning contracts: a proposal prior to beginning a project or unit in which the resources, stepstoward completion, and evaluation criteria are agreed upon with the teacher.Long term projects: an enrichment opportunity in which students investigate concepts, issues,topics or individuals.Mentorships/apprenticeships: Students work with a resource teacher, media specialist, parentvolunteer, or community member to develop and carry out all or part of a project or task. This isalso a useful way to help students develop skills of production in a fi eld and to develop careerawareness.Pre-assessment: a way to determine what students know about a topic before it is taught. It shouldbe used regularly in all curricular areas. Teachers can use the information gained in pre-assessmentto make instructional decisions about student strengths and needs.Shared inquiry: a distinctive method of learning in which participants search for answers tofundamental questions raised by a text.Student choice: providing students opportunities to choose the content, process or product that isof most interest (and most appropriate)Student-generated criteria for tasks/products: students are guided as they create rubrics.Tasks and products designed for multiple intelligences/learning styles: designed to allowall students to tap into their strengths and preferences to encourage maximum motivation andengagement.Use of computer programs: a wide range of computer programs for remediation, additionalpractice, extension, acceleration.Use of multiple texts: providing more than one textbook to accommodate for a range of readinglevels in a class and a classroom library with a range of reading levels that covers several gradesHow do I manage the inclusive classroom?This will be one of your greatest challenges.The MEST Special Needs Manual provides excellent ideas (reviewed below) on what steps totake in order to ensure that all students can learn and progress. The Manual suggests:♦ strategies to use♦ how to organise learning♦ how to help students cope with learning♦ how you can teach and assess in the most effective waySee theResourcesection formore detail.♦ how to establish a physically accessible classroom environment125

A GUIDEBOOK for Improved Classroom PracticeUnruly behaviour: what can I do to remain in control of the lesson and also help thestudents to learn?Managing behaviour can be stressful even for the most experienced teacher, especially withchallenging students or students who have challenging needs. What can you do to makethings easier for yourself?♦ Make sure that you prepare your lesson well and use the lesson plans in this Guidebook.Make sure that the outcomes/objectives, success criteria and the purpose of the workare written on the board for all to see and understand. If you do this you are more likelyto have an impact on the student’s behaviour.♦ When dealing with a challenging situation, it is important to detach yourself and not takeit personally. Be calm and confi dent to reduce the students’ anxiety and their frustration.♦ Be consistent. Make it clear how you expect students to behave and encourage thestudents to understand this. Help them to understand that they need to make the rightchoices about keeping behaviour rules.♦ If you need to correct behaviour, be timely, specifi c, consistent, fair and reasonable.♦ Think positively and speak positively.♦ Don’t try to cope on your own if there are problems. Get the support of a colleague.Extension ActivityAuthentic Inclusion for students from disadvantaged groups, including working with otherteachers, parents and the community, is well covered in a recent MEST Special NeedsManual. This manual provides excellent strategies and practical approaches you can takein your classroom:Dealing with school exclusion & drop-outs: A practice-oriented manual for Kosovoteachers, school directors, school councils and all who are involved or interested in schoolexcusion & drop-outs; GIZ, Kosovo offi ce, Ministry of Education, Science and TechnologyDr. Sibylle Hielscher; MA, Vlera Kastrati; December 2011.For more detailed support for Section 6Go to the Resource Section Below1. Gender stereotyping activities2. Gender inclusive language - guidelines to eliminate stereotypes of genderand Special Needs3. How to overcome prejudice – activity4. Developing respect for diversity – lesson plan5. Strategies for teaching students with Special Educational Needs and forstudents with disabilities6. Tips for teachers: successful strategies for teaching gifted learners126

A GUIDEBOOK for Improved Classroom PracticeResources for Section 6RESOURCE 1: Gender Stereotyping Activities♦ Ask students to get into groups or pairs.♦ Then ask them to check () whether the following functions are associated with sex orgender bias.♦ Have a discussion about stereotyping: explore a generalisation about a group of peopleor events, where a particular individual is then judged in terms of the generalisation,which may or may not be appropriate or accurate for that person; reducing a person toa mere instance of a characteristic.Gender stereotypes are “socially constructed beliefs about women, girls, men and boys”.FUNCTIONCooking/chefBoxingPloughing a fieldBreastfeedingSewing and knittingVoice breaking/changeMenstruatingRepairing a carWearing a skirtCleaning the houseSEX(Biological; Male/Female)Gender(Socialization)Role ExpectationsDiscussion Activity♦ Organise a debate/discussion for students on why mathematics is important for bothboys and girlsNewspaper Activity♦ Collect copies of either the day’s newspapers or backdated copies of various newspapers(books, magazines may also be used).♦ Divide the students into groups and give each group a newspaper to analyse.127

A GUIDEBOOK for Improved Classroom Practice♦ Ask them to analyse the pictures with regard to the percentage of boys and men versusgirls and women in the pictures.♦ Ask them to analyse group photos including advertisements. Differentiate betweenmale and female (but not between girls and women, boys and men).♦ Record the role – if possible – of the women and men in the pictures. For example, apicture of a woman who is a truck driver.♦ Use the table below to record your fi ndings.♦ Hold a discussion regarding both the amount of attention and the role that is given towomen and men in our media.% Women Role % Men RoleSource: UNESCO Gender Toolkit for Educators. This an excellent source for understanding more about GenderInequality and its effects.http://portal.unesco.org/en/fi les/47654/12737402501Gender_Toolkit_for_Educators.pdf/Gender%2BToolkit%2Bfor%2BEducators.pdfGender Stereotypes ActivityRESOURCE 2: Gender Inclusive LanguageGuidance to eliminate Stereotypes of Gender, Special NeedsStereotypes create exclusivity and a sense of hierarchy that places one group of people belowothers and perpetuate negative social views of children/people from disadvantage groups.Children/people from disadvantaged groups are less likely to feel that they belong in theclassroom and as a result may not be willing to participate and further may reduce their schoolattendance.Use of Inclusive language helps build a welcoming and friendly environment where all studentsfeel valued and are more likely to participate.Three general principles that refl ect inclusivity are set out below.♦ Don’t single out a person’s sex, race, ethnicity, or other personal traits or characteristics(such as sexual orientation, age, or a disability) when it has no direct bearing on thetopic at hand. In other words, don’t create or promote stereotype based on unavoidablehuman characteristics.♦ Be consistent in your description of members of a group; don’t: single out girls andyoung women to describe their physical beauty, clothes or accessories; note a disabled128

A GUIDEBOOK for Improved Classroom Practiceperson’s use of an aid; or refer to the race of the only minority in a group unless it is atthat individual’s request.♦ Keep in mind that use of inclusive language is for general cases. Direct requests byindividuals take precedence over general rules (e.g., Mrs. Filane Fisteku requests thather own name not be used; she prefers the use of her husband’s name).Disabilities or Special NeedsUnless you must write or describe for a formal report or meeting focused on Special Needsand disabilities avoid singling out an individual’s disability simply for the sake of identifi cation.Recognise the person fi rst not the disability. In your daily teaching ensure that you:♦ use neutral language;♦ avoid using words that imply victimisation or create negative stereotypes. For example,don’t use descriptors such as “victim” or “sufferer” for someone with a disease, justidentify the disease. Avoid using words such as “Poor,” “unfortunate,” or “afflicted.”♦ Don’t say “courageous” when you can say “successful” or “productive”.Gender-Neutral or Inclusive LanguageGeneral guidelines follow.♦ De-gender, don’t Re-gender; for example de-gender chairman to chair, don’t re-genderit to chairwoman.♦ Create gender-neutral terms: convert adjectives to nouns by adding ist (e.g., active:activist).♦ Replace occupational terms containing man and boy, if possible, with terms that includemembers of either gender.♦ Avoid occupational designations having derogatory -ette and -ess (Masculine orfeminine) endings.♦ Where you need to use gendered terms consider using parallel terms; man/woman,boys/ girls, gentlemen/ladies.The chart below list strategies‘Do’s and ‘don’ts of Inclusive language: how to avoid exclusivity or a sense of hierarchy inthe use of language that places one group of people below others, creating or perpetuatingnegative social stereotypesPronouns – avoid the pronoun “he” when both sexes are included. Alternative approaches are:129

A GUIDEBOOK for Improved Classroom PracticeAlternative Approaches for PronounsRecast into the pluralReword to eliminatethe pronounReplace the masculinepronoun with one, you,or (sparingly) ‘he orshe’ as appropriateUse plural pronounsUse the doublepronounconstruction,when necessaryAvoidUseAvoidUseAvoidUseAvoidUseAvoidUseGive each student his paper as soon as he isfi nishedGive students their papers as soon as they arefi nishedThe average student is worried about his gradesThe average student is worried about gradesIf the student is dissatisfi ed with his grade, he cantalk to the teacherA student who is dissatisfi ed with her or his gradecan appeal to the teacherAlternate she/he when appropriateAnyone who wants to go to the game shouldbring his money tomorrowAnyone who wants to go to the game shouldbring their money tomorrowEveryone has a right to his opinionEvery person has a right to her or his opinionMore strategies for Inclusion include avoiding stories, photography, captions or phrases thatmake assumptions based on stereotypes; for example:♦ that certain ethnicities are fundamentally less capable than the others; or that any groupis superior to any other;♦ that people with disabilities are necessarily dependent on others;♦ that men are independent and women are dependent;♦ that certain women are incompetent, or excessively dependent upon men to managetheir lives;♦ that career-women generally lack homemaking skills, do not have children, or are notgood parents if they do have children;♦ that men are brutish, violent, crude, harsh or insensitive;♦ that women are fearful, passive, dependent, weepy or frivolous;♦ that men have no parenting, nurturing, or homemaking skills; or♦ that only minority males are violent or crude.Source: Adapted from Do’s and Don’ts of Inclusive Language; Media Task Force Honolulu County Committee onthe Status of Women, Oct. 1999 www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/inclusiv.htm and Words ThatCount Women Out/In Ontario Women’s Directorate at, The Bias-Free Word Finder, Rosalie Maggio, Beacon Press,Boston, Mass. 1991130

A GUIDEBOOK for Improved Classroom PracticeGeneral Examples of Inclusive LanguageDON’T USEactressanchormanauthoressaverage or common manbachelor or bachelorettebrotherhood (unless only menis meant)businessmancameramancareer girlchairman, chairwomanchinamencleaning lady/woman, maidclergymancoedcongressmancouncilman, councilwomancraftsmandraftsmanearly man, cavemanesquireexecutrixfellow workerfi remanfi shermanforefathersforemanfounding fathersgirl (over 18)gal or girl fridaygentlemen’s agreementgreat men in historyhandicappedheroinehostesshula girlUSE AS APPROPRIATEactor, performeranchor, anchorpersonauthoraverage person, ordinary people, typical workersingle (or unmarried) man/womancommunity, amity, unityexecutive, business person, manager, entrepreneurcamera operator, photographer, videographerprofessional womanchair (for both sexes) or chairpersonthe chinese or chinesehousekeeper, housecleaner, offi ce cleanerclergy, minister, prieststudentmember of congress, representative, legislator, senatorcouncilmembercraftsperson, artisan, crafterdrafter, drafting technicianearly humans, early societiesattorney at law, lawyerexecutorcolleague, co-worker, peerfi refi ghterwhere appropriate: angler, fi sherancestors, precursors, forebearssupervisorthe founders, pioneerswoman, young womanassistant or secretarypersonal agreement, informal contractgreat fi gures in history, people who made history, historical fi guresperson with disabilityherohosthula dancer131

A GUIDEBOOK for Improved Classroom Practiceinsurance manlady doctorlaymanmailman, postmanmale nurse(to) manman and his worldmanhoodman-hoursmanhuntmankindman-mademanned fl ightman-on-the-streetmanpowerman’s achievementsman-sized jobmen of sciencemiddlemanmr. chairman! madamchairwoman!one-man band or showorientalpoetesspolicemanprimitive manrepairmanright hand manrise of mansalesmansalesmensexual preferenceshowmanspinsterspokesmanstatesmantradesmaninsurance agentdoctor, physicianlayperson, lay, laity, lay person, lay membermail carrier, letter carrier, postal workernurseto staff, to run, to operateworld history, history of peoples, humans and their worldadulthood, maturitywork hours, staff hours, hours worked, total hoursa hunt for...humanity, human race, human beings, people, human family,humankindartifi cial, hand-made, of human origin, synthetic, manufactured,crafted, machine madepiloted fl ightordinary person, ordinary citizen, average voter, average personwork force, human resources, labour force, human energy,personnel, workershuman achievementsbig or diffi cult (job), requiring exceptional abilitiesscientistsgo-between, liaison, agentchair! (for both sexes)soloist, performer, artist, individual, individual showasian, asian-american or specify ethnicity if appropriatepoetpolice offi cerprimitive people, primitive humans, a primitiverepairer, repair personassistant, helper, second in commandrise of the human race or humanity, rise of civilization, rise of culturesales person, sales representative, salesclerk, seller, agentsales personnel, sales staff, sales people/personsexual orientationperformersingle (or unmarried) womanrepresentative, spokespersonoffi cial, diplomatshopkeeper, trader, merchant, entrepreneur, artisan132

A GUIDEBOOK for Improved Classroom Practicetradesmenweathermanwoman lawyerworking manworkmanworkman liketrades people, tradespersonsforecaster, weathercasterlawyerworkers, typical workerworker, labourer, employeecompetentSource: Adapted from Do’s and Don’ts of Inclusive Language; Media Task Force Honolulu County Committee onthe Status of Women, Oct. 1999 www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/inclusiv.htm and Words ThatCount Women Out/In Ontario Women’s Directorate at, The Bias-Free Word Finder, Rosalie Maggio, Beacon Press,Boston, Mass. 1991RESOURCE 3: HOW TO OVERCOME PREJUDICE ActivityAims of this Activity♦ Don’t pre-judge people. Get to know them as individuals before you decide whether ornot you like them.♦ Treat people the way you want them to treat you.♦ Stand up for people who are being treated with prejudice. Don’t go along with the crowdwhen people are being unfair to someone.♦ Learn about other cultures, countries, and peoples.Procedure1. Discuss with the students how the following situations may be showing prejudice.♦ Making fun of someone’s weight.♦ Not playing with someone because he or she can’t run fast.♦ Teasing people because they speak a different language.♦ Calling people names because of skin colour.♦ Ignoring someone because he or she is in a wheelchair.♦ Not letting a girl play with trucks because she is a girl.♦ Not letting a boy take dance lessons because he is a boy.2. Have students make a self-portrait. Use these visual aids to role-play situations that revealpredjudice. Have students fi nd ways to handle those situations and change the prejudicedbehaviours.3. Play a sorting game. Have students group themselves according to one of these categories:133

A GUIDEBOOK for Improved Classroom PracticeHair colour, Skin colour, Eye colour, Gender, Height (tallest and shortest according to aselected measurement), Month of Birthday, Birth places (all those born in the same state orcity), Clothes (certain colours or styles), Likes or Dislikes (such as colours, foods, music, etc.).With each category, describe a situation that demonstrates an unfair situation. For examples,“What if today I only let those who had brown hair go out for recess/go home early, have abreak from their work; is that fair?” or, “What if today, only the girls could have lunch. Is thatfair?”Conclusion: After the game, discuss how prejudice is not being fair to others.Source: Good Character.comwww.goodcharacter.com/GROARK/Prejudice.htmlRESOURCE 4: Lesson plan - Developing a Respect for DiversityDescription: Students will interview their fellow classmates on a given topic and use theinformation to make a bar graph. The graph will illustrate the differences within the classroomin order to develop an understanding of, and respect for, diversity.Materials Needed: Chart paper, plain paper, coloured markers or pencils.Learning Objectives: to understand and apply the rights and responsibilities of citizenship; toorganise data, information and ideas into useful forms (including charts, graphs and outlines).Introductory Activity: Tell the students that there are billions of people in the world. “Do youthink everyone in the world is alike? Or is everyone different? Take a look around our room.Do all of your classmates look just like you or are they different? Do any of the students in thisroom look like me? I think we all agree that people are different. Differences are a good thing.It is because we are all different that the world is such an interesting place.”Remind students that it is important to respect all people and appreciate the differences betweenus. Review the defi nition of respect: being respectful is showing kindness and considerationto others.It is important to respect people even when they are different from you. This is called respectfor diversity or respect of differences. It is also known as acceptance and tolerance. These areimportant character traits for everyone to have. If everyone respected differences instead ofmaking fun of someone that is different or hurting people because they are different, it wouldincrease peace in our schools, homes, communities, and in the world.Have students list some of the many ways people are different from each other in our class,in our school, in our community. We will then look at some ways we are different from eachother in this classroom. We will make a graph to show these differences. Our graphs will alsoshow some ways we are the same. We will label our graphs and display them while we studythis issue.Make a list on the board of some of the differences that students shared. The list could includedifferent colours of hair, eyes, skin. It could include differences in the types of homes they livein, the number of people in their family, where they go to work/play. Accept any appropriateresponses for the list.134

A GUIDEBOOK for Improved Classroom PracticeGuided practice: Have students choose one of the differences between people and make abar graph to illustrate the differences. For example, choose a simple one such as eye colour. “Iwill interview each of you to see what colour your eyes are and then I will illustrate what I foundout by making a bar graph. Eyes are usually green, brown or blue so I will write those colourson the board fi rst. Next I will ask each of you what colour your eyes are and make a mark foreach of you next to the correct colour word.” Ask each student and mark the board. Now I willmake a bar graph. Take chart paper and draw three columns labelling the bottom of each withthe three eye colours. Draw parallel lines to make the bars. Colour or fi ll in the correct numberof bars for each eye colour. Then discuss with the class which eye colour is the most frequent,least frequent, or any equal, etc. Ask students if it hurts anyone that some of the students havedifferent eye colours. Ask the students if they can respect these differences. Label this bargraph “eye colour” and display it on the wall as a model. You may want to put a poster that says“Respecting Diversity” in this area and add students’ graphs later.Independent practice: Ask each student to select an area of difference that was discussedand listed on the board. One student can take hair colour, one can take skin colour (be sureit is someone that is able to be respectful of this difference), type of home, number of peoplein the family, etc. If religion is an area you do not wish to explore, interview on favourite fastfood restaurants or clothing stores, or colour of shirt, trousers, shoes worn that day, etc. Allowstudents time to gather information and make their graph.Closure: Have each student present their graph and explain their fi ndings. Use discussionquestions from the model to discuss each difference. Ask students to respect each of thedifferences. Place the graphs on the wall with the model.Follow-up activities: You may choose to interview and graph a peer classroom and have yourstudents share the discussion and concepts they learned.Continue to read stories to the class that follow the theme of respecting diversity.Source: Success Linkwww.successlink.org/gti/lesson_unit-viewer.asp?lid=2301RESOURCE 5: Resource Strategies for Teaching Students Special Educational Needs(SEN) and/or Students with DisabilitiesHow should I approach teaching and learning of students with SEN?Start by understanding that there is a wide range of Special Educational Needs and disabilities.You need to anticipate the barriers students might face in taking part or learning duringparticular activities, lessons or a series of lessons. In your planning you need to consider waysof reducing those barriers so that all students can fully take part and learn. In some activities,students with SEN and/or students with disabilities will be able to take part in the same wayas their peers. In others, some modifi cations or adjustments to the classroom environment orlearning materials will need to be made to include everyone.For some activities, you may need to provide a ‘parallel’ activity for students with SEN and/orstudents with disabilities depending on their individual needs, so that they can work towards thesame lesson objectives as their peers but in a different way e.g. creating a storyboard rather135

A GUIDEBOOK for Improved Classroom Practicethan writing an essay. Occasionally, some students with SEN and/or students with disabilitieswill have to work on different activities, or towards different objectives, from their peers.What sort of things should I be asking my students about when they come into class?♦ Make sure that students can all see the main board and that they can hear clearly.♦ Check that seating allows for peer or adult support and that there is room for studentswith mobility diffi culties to obtain their own resources, equipment and materials.♦ Make sure that you talk to the students about the kind and level of support they requirefor the sort of work and activities you are going to ask them to do.What about additional help for my students with SEN?If you have students with Special Educational Needs in the classroom, make sure that theyare clear about the Learning Objectives, know the sequence of the lesson and understand thelesson content. Help them to break tasks into smaller steps and ensure they are provided withthe key questions the lesson considers.Check that support from additional adults for students is planned, allowing them, increasingly,to work independently. Planning should identify which individuals/groups will receive support,where in the lesson students will need support, the type of support students should receive andwhen students should be allowed to work independently.Can I use group work and discussion?Yes. This is a great way to get students engaged. Think about the questions you are going touse and make sure that students move carefully from paired discussion to group discussion −the language necessary for whole-class discussion work may be a problem for students whofi nd it diffi cult to express themselves in public. Paired and small group discussions provideopportunities for all to take part. You can assign specifi c roles e.g. chair, writer, reporter andobserver which give all students something to do and keep them focused.How should I communicate with students?Make sure that your language is clear, unambiguous and accessible. Check that key words,meanings and symbols are highlighted, explained and written up, or available in some otherway. Ensure instructions are given clearly and reinforced visually, where necessary. Wordquestions carefully, avoiding complex vocabulary and sentence structures. Remember thatany questions might need to be prepared in different styles/levels for different students −careful preparation ensures all students have opportunities to answer open-ended questions.Alternative communication modes may have to be used to meet communication needs, e.g.signing, Braille. Text, visual aids, and so on should be checked for clarity and accessibility.136

A GUIDEBOOK for Improved Classroom PracticeHow they will communicate with me?You may have to use alternative communication modes, such as sign or symbol systems. Askfor advice from the school psychologist, a speech and language therapist and the studentthemselves on the best way of using such communication tools in lessons.Where appropriate, you should allow students time to discuss the answers to questions inpairs, before you ask for their reply. Students with communication diffi culties must be giventime to think about questions before being required to respond.How will my students with SEN learn?The students with Special Educational Needs will have their own ways of learning andremembering things. Encourage them to talk about how they achieved something. You needto be able to communicate about learning in ways they are comfortable with. For example,explain why they are learning the work (its purpose) so they understand that.How will my students with SEN understand the aims of the lesson?You should always make the Lesson Outcomes/Objectives clear in pictures/symbols/writing,as appropriate. For example, when you write the Learning Outcomes/Objectives and theSuccess Criteria on the board, also write the reason why they are learning this. Use mindmapsand other visual devices to help students see patterns and relationships between what you aretrying to teach.How will my students with SEN know where they are in relation to learning aims?Make sure that you use end-of-lesson discussions to focus on one or more of the ideas exploredand the progress that students have made towards them during the lesson.How can I give feedback, review progress and help students to improve most effectively?Marking and other feedback helps students improve their performance. Feedback should begiven in an appropriate form – e.g. verbally or in writing. It helps if specifi c, rather than general,feedback is given. Try to make sure that comments are positive, explicit and evaluative;emphasise the student’s progress and achievement. Weaknesses should be presented asareas for development. It would be most useful if you could offer students the opportunity toattempt a piece of work again. These approaches are particularly useful for students who fi nd itdiffi cult to receive comments about improving their work. Give praise discreetly where studentsfi nd public praise embarrassing or diffi cult.Ask students what they fi nd especially diffi cult and help them to think about how they can dealwith these things - perhaps through working with a friend or asking for help more frequentlyfrom you.137

A GUIDEBOOK for Improved Classroom PracticeWhat about recapping?Make sure that you always recap learning from the previous lesson. The main points from thelesson should be fed back by pupils, noted down and saved so pupils can refer to them.How can I help my SEN students understand the assessment criteria for their work?Make sure that you keep the number of Success Criteria small. Encourage the students tobe involved in setting their own goals, although some may fi nd it diffi cult to understand theneed for targets. Others may need time and support in target setting. Self-assessment andpeer assessment should be encouraged. Teach the students the language of assessment;for example ‘success’ or ‘improve’. Use opportunities for peer marking where buddies canevaluate each other’s work in relation to the Success Criteria.What should I do to reduce students’ reliance on memorising?Try to avoid having lots of information that has to be remembered. Avoid reducing information tofacts; instead, help students to develop the skills to think deeply about issues. Repeat or displayimportant information. Use memory aids; these can include wall-charts and posters, usefulspellings, personalised dictionaries, cubes, counters, abacuses, number lines, multiplicationgrids, calculators, memory cards, audio recorders and computer software. Make sure that anynew learning fi ts into the framework of what the student already knows.How can I consolidate learning?Check student understanding regularly by inviting students to reformulate key learning. Reteachor revise material, where necessary, e.g. through post-lesson tutoring. Think about howyou might provide students with opportunities to repeat and reinforce previously learnt skillsand processes on a regular basis, in similar and different contexts. Encourage them to developtheir own strategies, e.g. an agreed approach to asking for help, rehearsal, note-taking, use oflong-term memory, place-keeping and organisational strategies.Invite them to comment on a key issue, reformulating it to check understanding. For example,in an art lesson on images of confl ict, discuss how you would explain the issue in a step-bystepmanner to another person using alternative forms of communication − for example, byusing drawings, paintings or role-play, possibly accompanied by carefully chosen audio effectsand music.What about Independent study/homework?If you are expecting students to do independent study/homework then make sure it is explainedduring the lesson and not at the end. This is to make sure it is understood and recorded. Checkall students are clear about homework tasks. Allow a choice of outcomes to meet the same138

A GUIDEBOOK for Improved Classroom Practiceobjective so students can choose the form that best shows their ability e.g. for a piece ofhomework about a history topic, a student might produce/complete a labelled map, a causationdiagram, a storyboard, a role-play, an essay or an audio recording/video on their mobile phone.How do I assess the progress of the most challenging students?Assessing pupils’ progress involves using a range of methods and evidence of learning sothat assessment becomes an integral part of learning. When assessing students, you need toplan carefully to give students with SEN and/or students with disabilities every opportunity todemonstrate what they know and are able to do, using alternative means where necessary.Look back at the section in this Guidebook on Assessing Student Progress.There are some simple things for you to remember when working with more challengingstudents:♦ Use a variety of assessment approaches - not just those requiring memory recall♦ Keep assessment simple in terms of explanation♦ Make sure that all students can experience different types of assessment♦ Use group methods of assessment to mix students of differing abilities together♦ Set clear instructions regarding the roles different students might take in an assessmentactivitySource: MEST Special Needs Manual by L KadriuRESOURCE 6: Tips for Teachers: Successful strategies for teaching gifted learnersBeing a regular classroom teacher can be both an exciting and overwhelming experience.There are so many curriculums to cover, so many standards to meet, and so many things tolearn. It can seem as though you’re being stretched in an infi nite number of directions. And, themost challenging part generally isn’t the teaching; it is managing student behaviour.Without a doubt the most diffi cult student in your classroom is generally the one who fi nishesevery assignment in less than fi ve minutes and requires constant redirection. Well, here is alist of tried and true tips:Tip #1: Familiarize Yourself with the Characteristics of Intellectually Gifted StudentsNot all gifted students in your classroom will be identifi ed and even those who are may notalways appear to be gifted. As such, it is important that you don’t allow yourself to be distractedby false stereotypes. Gifted students come from all ethnic groups, they are both boys and girls,they live in both rural and urban areas and they aren’t always straight A students. Students139

A GUIDEBOOK for Improved Classroom Practicewho are intellectually gifted demonstrate many characteristics, including: a precocious abilityto think abstractly, an extreme need for constant mental stimulation; an ability to learn andprocess complex information very rapidly; and a need to explore subjects in depth. Studentswho demonstrate these characteristics learn differently. Thus, they have unique academicneeds.Tip #2: Let Go of “Normal”In order to be an effective teacher, whether it’s your fi rst year or your 30th, the best thing youcan do for yourself is to let go of the idea of “normal.” I can’t encourage you enough to offerall students the opportunity to grow from where they are, not from where your teacher trainingcourses say they should be. You will not harm a student by offering him/her opportunities tocomplete work that is more advanced. Research consistently shows that curriculum basedon development and ability is far more effective than curriculum based on age. And, researchindicates that giftedness occurs along a continuum. As a teacher, you will likely encounterstudents who are moderately gifted, highly gifted and, perhaps if you’re lucky, even a few whoare profoundly gifted. Strategies that work for one group of gifted students won’t necessarilywork for all gifted students. Don’t be afraid to think outside the box.Tip #3: Conduct Informal AssessmentsMeeting the needs of gifted students does not need to be an all consuming task. One of theeasiest ways to better understand how to provide challenging material is to conduct informalwhole class assessments on a regular basis. For example, before beginning any unit, administerthe end of the unit test. Students who score above 80% should not be forced to “relearn”information they already know. Rather, these students should be given parallel opportunitiesthat are challenging. You can offer these students the option to complete an independentproject on the topic or to substitute another experience that would meet the objectives of theassignment.Tip #4: Re-Familiarize Yourself with Piaget & BloomThere are many developmental theorists and it is likely that you encountered many of themduring your teacher preparation course work. When it comes to teaching gifted children, Irecommend taking a few moments to review the work of Jean Piaget and Benjamin Bloom.Jean Piaget offers a helpful description of developmental stages as they relate to learning.Gifted students are often in his “formal operations” stage when their peers are still in his “preoperational”or “concrete operations” stages. When a child is developmentally advanced he/she has different learning abilities and needs. This is where Bloom’s Taxonomy can be aparticularly useful. Students in the “formal operations” developmental stage need learningexperiences at the upper end of Bloom’s Taxonomy. Essentially all assignments should offerthe student the opportunity to utilize higher level thinking skills. (For more details, fi nd out aboutPiaget’s Stage Theory of Development; also Cognitive Processes from Bloom’s Taxonomy-Resources Section 4)140

A GUIDEBOOK for Improved Classroom PracticeTip #5: Involve Parents as Resource LocatorsParents of gifted children are often active advocates for their children. If you are not preparedfor this, it can be a bit unnerving. The good news is that, what they want most is to be heardand to encounter someone who is willing to think differently. Flexibility and a willingness tothink differently will help you to create many win-win situations.Tip #6: Explore Acceleration ~ It’s Free and It Works!Another option is to allow students to attend classes with other students who are at the samedevelopmental level, rather than with their age peers. Many well-meaning teachers worry thata student will run out of things to learn if they are given access to curriculum designated forolder students. I believe education should be about creating true learning opportunities for ALLstudents - including gifted students. If you have a student who is ready for seventh grade work,collaborate with the seventh grade teachers.Another reason that many teachers are afraid to try acceleration is that they are concernedabout the student’s level of social maturity. Research has demonstrated time and time againthat acceleration is effective for many reasons and that social maturity is rarely an issue.Several studies have shown that social age is correlated with mental age - not chronologicalage. So, not only is it generally in the student’s best interest academically to accelerate, it is inhis/her best social interest as well!Remember: Gifted students cannot fend for themselves and we wish you the best of luck asyou begin the exciting adventure of making a difference to the gifted students in your classroom!After all, one person can and does make a difference.Adapted from: Davidson Institute for Talent Development141

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A GUIDEBOOK for Improved Classroom PracticeA Guidebook for Improved Classroom PracticeTeacher’s Guidebook • Primary, age 6 – 10, Grades 1 – 5, Curriculum Stage 1 and 2,ISCED Level 1Size: 18 print sheetsFormat: 20.5 × 28.5 cmComputer designComputer services of SHBLSH - PristinaPrinted in printing houseTIMEGATE - Pristina143

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