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Teaching Approaches/Assessment: Difference between revisions
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Readers working in Intial Teacher Education (ITE), or students engaged on ITE course may find it useful to read the [[Assessment Overview]], which is targeted at ITE providers. | Readers working in Intial Teacher Education (ITE), or students engaged on ITE course may find it useful to read the [[Assessment Overview]], which is targeted at ITE providers. | ||
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Many Virtual Learning Environments have powerful feedback functions built in to them, and there are a range of other tools which may be useful and go beyond such inbuilt features. Even if feedback is not automated, technology can support 'drag and drop' commenting, and maintaining a record of such work over time, which may form a useful point of discussion with students. | Many Virtual Learning Environments have powerful feedback functions built in to them, and there are a range of other tools which may be useful and go beyond such inbuilt features. Even if feedback is not automated, technology can support 'drag and drop' commenting, and maintaining a record of such work over time, which may form a useful point of discussion with students. | ||
== | ==Quizzes and Clickers== | ||
Quizzes are, of course, an obvious way to provide automated feedback. These may also be setup for 'in class' use via clickers, other similar devices, or mobile phones (and of course, mini-whiteboards). The advantage in this context is the ability to use responses to orchestrate dialogue around the whole class response system, and to extend the learning beyond the type of 'closed question' system which can be common in online multiple choice quizzes. | |||
==Collaboration== | ==Collaboration== | ||
Some tools may also provide for such dialogue online in the context of | Some tools may also provide for such dialogue online in the context of quizzes and other activities such as shared extended writing. A number of tools (e.g. Google Docs) provide chat functions alongside document areas, while others allow collaborative authoring in different ways (e.g. wikis, see for example [[http://scholar.google.com/scholar?cluster=14950556078088218431&hl=en&as_sdt=0,5|this article]] on the Thinking Together approach and the use of wikis). | ||
Such tools may be used for a range of activities, including multimedia creation, question and answer forums, and collaborative writing activities - on which more below. | Such tools may be used for a range of activities, including multimedia creation, question and answer forums, and collaborative writing activities - on which more below. | ||
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In shared and guided reading sessions we can model for pupils how fluent readers monitor their understanding and use strategies to clarify their own understanding. These may range from semantic strategies to work out a troublesome word to sophisticated reflections on whether the meaning is deliberately obscure (as in a mystery) or perhaps challenging the author/text because the reader thinks they are incorrect. Such teacher modelling is an important part of the learning opportunities within reading sessions.}}. For further guidance on Improving Reading, refer to the document [[Improving Reading - Research Summary]]. | In shared and guided reading sessions we can model for pupils how fluent readers monitor their understanding and use strategies to clarify their own understanding. These may range from semantic strategies to work out a troublesome word to sophisticated reflections on whether the meaning is deliberately obscure (as in a mystery) or perhaps challenging the author/text because the reader thinks they are incorrect. Such teacher modelling is an important part of the learning opportunities within reading sessions.}}. For further guidance on Improving Reading, refer to the document [[Improving Reading - Research Summary]]. | ||
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