OER4Schools/Formative feedback - Revision history

JanetBlair: improved wording

2014-09-30T08:13:19Z

improved wording

← Older revision		Revision as of 08:13, 30 September 2014
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	{{Related resources\|text=		{{Related resources\|text=

	This '''Zedupad''' resource ''Fred the Fly learns about Malaria'' (see link below) ~~could be used with your students if you wanted to practise giving formative feedback in a similar context to that used in the workshop.~~ It is an interactive resource with ~~lots of~~ multiple choice questions on the ~~material covered~~.		This '''Zedupad''' resource ''Fred the Fly learns about Malaria'' (see link below) is an informative interactive resource with multiple choice questions on malaria prevention and a drag and drop activity at the end that could be used as part of a formative assessment. If you decide to use the resource, remember to plan in advance of the lesson what the success criteria will be and how you are going to provide feedback to the students.

	[[Image: malaria1.jpg\|200px]]		[[Image: malaria1.jpg\|200px]]

2014-09-29T13:38:20Z

adjusted image size

← Older revision		Revision as of 13:38, 29 September 2014
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	This '''Zedupad''' resource ''Fred the Fly learns about Malaria'' (see link below) could be used with your students if you wanted to practise giving formative feedback in a similar context to that used in the workshop. It is an interactive resource with lots of multiple choice questions on the material covered.		This '''Zedupad''' resource ''Fred the Fly learns about Malaria'' (see link below) could be used with your students if you wanted to practise giving formative feedback in a similar context to that used in the workshop. It is an interactive resource with lots of multiple choice questions on the material covered.

	[[Image: malaria1.jpg]]		[[Image: malaria1.jpg\|200px]]

	http://www.zedupad.com/zambian_school_lessons.php		http://www.zedupad.com/zambian_school_lessons.php

2014-09-29T13:36:42Z

adding Zedupad malaria resource

@@ Line 192: / Line 192: @@
 {{ednote|text=
 Ask participants to pay particular attention to the words that they use - sensitive language that guides students for further action/effort is best. The feedback should be directed at students’ responses or work and NOT at the students themselves.
 }}

2013-09-10T15:29:25Z

ICT practice

← Older revision		Revision as of 15:29, 10 September 2013
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	* role play giving and receiving formative feedback		* role play giving and receiving formative feedback

	\|ict=~~{{ OER4SchoolsWSInfo/~~ICT ~~intro}}~~		\|ict=In this session you will continue consolidating the ICT skills
	* Classroom use of Geogebra, ~~spreadsheets, concept mapping, slideshows, EtherPad~~		you have learnt so far, and apply them in the classroom. You will be
	~~{{ OER4SchoolsWSInfo/~~ICT ~~intro students}}~~		able to apply AfL techniques in conjunction with ICT classroom use as
	* you will ...		well.
	}}		}}

2013-09-09T14:06:54Z

← Older revision		Revision as of 14:06, 9 September 2013
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	= {{Name for ICT practice with dtgw}} =		= {{Name for ICT practice with dtgw}} =
	{{:OER4Schools/ICT/include}}		{{:OER4Schools/ICT/include}}
	~~{{activity\|dtgw\| with ICT on various topics.\|20}}~~

	* Classroom use of Geogebra, spreadsheets, concept mapping, slideshows, EtherPad
	* Image sequencing using OO impress

	~~If you have time, revisit the "[[OER4Schools/Monarch butterfly sequencing activity\|Monarch butterfly sequencing activity]]" at this stage.~~

	= {{Name for connecting with overarching goals}} =		= {{Name for connecting with overarching goals}} =

2013-09-09T13:38:38Z

ICT practise

← Older revision		Revision as of 13:38, 9 September 2013
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	= {{Name for ICT practice with dtgw}} =		= {{Name for ICT practice with dtgw}} =
			{{:OER4Schools/ICT/include}}
	{{activity\|dtgw\| with ICT on various topics.\|20}}		{{activity\|dtgw\| with ICT on various topics.\|20}}

2013-09-05T15:26:03Z

Looking at to dos

← Older revision		Revision as of 15:26, 5 September 2013
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	= Follow-up activities =		= Follow-up activities =
	{{activity\|Agreeing follow up activities\|5}}		{{activity\|Agreeing follow up activities\|5}}
	~~{{todo\|too much homework}}~~

	{{fup\|A}} Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week.		{{fup\|A}} Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week.

2013-09-05T13:43:16Z

← Older revision	Revision as of 13:43, 5 September 2013
(No difference)

2013-06-13T10:51:09Z

← Older revision		Revision as of 10:51, 13 June 2013
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	{{activity\|dtgw\| with ICT on various topics.\|20}}		{{activity\|dtgw\| with ICT on various topics.\|20}}

	* Classroom use of Geogebra, spreadsheets, concept mapping,slideshows, EtherPad		* Classroom use of Geogebra, spreadsheets, concept mapping, slideshows, EtherPad
	* Image sequencing using OO impress		* Image sequencing using OO impress

2013-06-13T10:50:28Z

Giving formative feedback

← Older revision		Revision as of 10:50, 13 June 2013
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	* always '''begin with what is good''' about students’ work or which success criteria have been met and appreciate students’ responses		* always '''begin with what is good''' about students’ work or which success criteria have been met and appreciate students’ responses
	* ask students to '''reflect on which criteria was/were not met''' before you tell them.		* ask students to '''reflect on which criteria was/were not met''' before you tell them.
	* ask students '''what they could do next time''' / could have done this time to meet the success criteria		* ask students '''what they could do next time'''/could have done this time to meet the success criteria
	* '''suggest some points''' on which students could act '''immediately''' / in near future		* '''suggest some points''' on which students could act '''immediately'''/in near future
	* for high achievers suggest some points that can be achieved beyond the success criteria		* for high achievers suggest some points that can be achieved beyond the success criteria