CEFR DAY 1

Cooperative learning

Discuss the following questions in your group:
1. How can you apply the PIES model to the cooperative

learning activity you have just experienced?
2. What are the different receptive and productive skills that

were involved in the cooperative learning activity?
3. How could a teacher give feedback about these skills to

pupils?

Please be ready with a response!

D1.S3.6

Discussion formats: communication regulator

• You will work in new groups of 3–4 people.
• You each have three contribution cards. In the discussion

you can only make a contribution by placing your card on
the table.
• When you have used up all your cards you have to listen
only.

Discussion topic:
It is important for pupils to speak in their lessons.
Discuss why.
• You have one minute to think before starting.

D1.S3.7

Discussion formats: communication regulator

• ‘Rules’ encourage everyone to participate and stop one
person from dominating the activity.

• Rules help to focus the activity.

Look at the other examples of communication regulators
on Handout D1.S3.H3. Briefly tell your group:
• Have you ever used one of these techniques or something

similar?
• How suitable are they for your primary or preschool

classroom?

D1.S3.8

Checking learning

Work in pairs.
Write down your answers on a mini whiteboard.

1. What is a principle of formative assessment
according to Wiliam?

2. What is a benefit of formative assessment?
3. What techniques of formative assessment do you

know?

D1.S3.9

Session 4: Collecting and analysing evidence;
introduction on giving feedback
Session aims:
• Make decisions about teaching and learning based on

evidence
• Explain the benefits of good feedback on learning
• Discuss different ways of giving feedback
• Reflect on Day 1 and identify key points of learning

D1.S4.1

Starter activity

Put up a card…
green for true, red for false

D1.S4.2

Starter activity

1. Formative assessment helps to create a culture of
learning rather than a culture of performance.

2. The point of formative assessment is for teachers to
take responsibility for pupils’ learning.

3. Metacognition refers to pupils’ self-confidence.
4. Summative assessment takes place during the

learning process not at the end.
5. A benefit of formative assessment is that teachers

have less marking.
6. Wait time is the time given between asking and then

collecting a response to a question.

D1.S4.3

Evidence of learning

What evidence of learning can you help pupils to generate?
• Work in small groups to create a ‘gallery poster’.
• The poster will show at least three ideas for different written

and/or spoken tasks for pupils in language lessons.
For example:
– Written task: writing (or completing) a postcard from a holiday
– Speaking task: performing a role play.

Tasks can also be at a word and sentence level.
• Say what evidence of learning each task creates. For example,

what speaking skills would a role play demonstrate? what writing
skills could writing/completing a postcard from a holiday help
develop?
• Tasks can be for one or for several different grades. Say which
grade they are intended for.

D1.S4.4

Features of good feedback
What are the features of good feedback?
• Discuss in groups the features of good feedback.
• Write down key words/phrases on mini whiteboards.
• Be ready to share your words and explain your ideas.

D1.S4.5

Features of good feedback

• It is descriptive
• It is specific
• It focuses on changeable actions
• It identifies what was done well
• It identifies what can be improved
• It should be tied to the lesson plan
• It is most effective when understood using familiar and

relevant words related to the lesson and when it relates to
learning objectives and success criteria

D1.S4.6

Giving feedback

• How do you give feedback?
• What do you do well?
• How could you improve?
• Make notes or draw a diagram in the box to help you

(see Handout D1.S4.H1).

D1.S4.7

Techniques for corrective feedback while speaking

• On-the-spot verbal feedback techniques (explicit
correction; elicitation; metalinguistic feedback; clarification
requests)

• Silent pointing & gesturing
See Handout D1.S4.H2

D1.S4.8

Correction code for writing D1.S4.9

WW Wrong word
WG Wrong grammar
WO Wrong word order
SP Spelling
P Punctuation
X Extra word
M Missing word
? Not clear
! Silly mistake!
RW Try re-writing

Checking and consolidating learning
• Complete your ‘Find someone who…’ form (Handout

D1.S4.H3)
• Move around the room.
• Ask each other questions to find out how much you

can recall about today’s learning.

D1.S4.10

Session 5: Reflection
Session aims:
• Check that outcomes for the day have been achieved
• Consolidate and review the techniques presented

throughout the day
• Reflect on the first day and complete a learning journal

entry

D1.S5.1

Group discussion

• Review the learning objectives from the Day 1
sessions

• Discuss in groups: Have these been achieved?

D1.S5.2

Group discussion

In your group, discuss the various formative
assessment techniques that you can identify from
the Day 1 sessions.

D1.S5.3

Learning journal

• On your own, write up your first learning
journal entry.

• Question prompts are provided on Handout
D1.S5.H1.

D1.S5.4