AfL Twilight
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This document discusses Assessment for Learning (AfL) and formative assessment strategies that teachers can use to evaluate student understanding and guide instruction. It outlines the key principles of AfL, including sharing learning goals, using success criteria, and self and peer assessment. Formative assessment is described as an ongoing process to inform teaching through methods like observations, conversations, and student work samples. The document provides examples of formative assessment strategies teachers can implement, such as thumbs up voting, self-assessment checklists, and identifying next steps. Teachers are tasked to try using one of these strategies in their own classroom and reflect on how it impacted their planning and instruction.
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Books that are heavily and richly illuminated are sometimes known as "display books" in church contexts, or "luxury manuscripts", especially if secular works. In the first millennium, these were most likely to be Gospel Books, such as the Lindisfarne Gospels and the Book of Kells. The Romanesque and Gothic periods saw the creation of many large illuminated complete bibles. The largest surviving example of these is The Codex Gigas in Sweden; it is so massive that it takes three librarians to lift it.
Other illuminated liturgical books appeared during and after the Romanesque period. These included psalters, and small, personal devotional books known as books of hours. These items were often richly illuminated with miniatures, decorated initials and floral borders. They were costly and therefore only owned by wealthy patrons.
As the production of manuscripts shifted from monasteries to the public sector during the High Middle Ages, illuminated books began to reflect secular interests.[7] These included short stories, legends of the saints, tales of chivalry, mythological stories, and even accounts of criminal, social or miraculous occurrences. Some of these were also freely used by storytellers and itinerant actors to support their plays.
The Byzantine world produced manuscripts in its own style, versions of which spread to other Orthodox and Eastern Christian areas. With their traditions of literacy uninterrupted by the Middle Ages, the Muslim world, especially on the Iberian Peninsula, was instrumental in delivering ancient classic works to the growing intellectual circles and universities of Western Europe throughout the 12th century. Books were produced there in large numbers and on paper for the first time in Europe, and with them full treatises on the sciences, especially astrology and medicine where illumination was required to have profuse and accurate representations with the text.
The Gothic period, which generally saw an increase in the production of illuminated books, also saw more secular works such as chronicles and works of literature illuminated. Wealthy people began to build up personal libraries; Philip the Bold probably had the largest personal library of his time in the mid-15th century, is estimated to have had about 600 illuminated manuscripts, whilst a number of his friends and relations had several dozen. Wealthy patrons, however, could have personal prayer books made especially for them, usually in the form of richly illuminated "books of hours", which set down prayers appropriate for various times in the liturgical day. One of the best known examples is the extravagant Très Riches Heures du Duc de Berry for a French prince.
Illuminated manuscripts housed in the 16th-century Ethiopian Orthodox Church of Ura Kidane Mehret, Zege Peninsula, Lake Tana, Ethiopia
Up to the 12th century, most manuscripts were produced in monasteries in order to add to the library or after receiving a commission from a wealthy patron. Larger
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- 1. School Direct Trainee Twighlight
- 2. GAP TASK
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- 4. Principles of AfL Sharing learning goals Success criteria- planning and checklists Self and peer assessment Using assessment to inform planning and teaching
- 5. Formative and Summative Assessment Summative Assessment- Relying upon formal testing to gain an understanding of where children are. Formative assessment- On going assessment to inform planning and teaching-different styles of assessment. Observations, speaking and listening tasks, pictures as evidence. Incerts
- 6. Your Task On your tables assess where you think your children are and what their next steps would be. Does this fairly outline their ability? How would you use this to inform your planning?
- 7. Strategies of Formative Assessment Cups Thumps up/dancing Smiley faces in books Identifying their own next steps- worksheets Assessment chillies Peer/self assessment- two stars and a wish Rally Coach You have a subject are on your tables. How could you use these strategies to formative assess learning?
- 8. Reflective Practice Opportunities for checking in using AfL Adapting lessons as they happen- not always sticking to the plan rigidly Using strategies before they go to the independent activity to gauge their understanding
- 9. Effective Feedback What do you think effective feedback is?
- 12. Look at the art work What feedback would you give? What do you think the next steps are?
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