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| * Forming rules for dialogue | | * Forming rules for dialogue |
| * Managing the tension between control and learners’ freedom to contribute | | * Managing the tension between control and learners’ freedom to contribute |
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| = Assessment portfolios =
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| {{todo|Brief introduction of the idea of assessment portfolios. Reuse various documents whcih Sara/Bjoern drafted and which were given to teachers directly. [Done, hope it's OK JB]}}
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| {{activity|wcd|: Read about assessment portfolios together and discuss any issues arising|10}} In Unit 1 we learned about the cycle of plan-teach-reflect and the idea of keeping a reflective journal. We would like to extend the idea of a reflecctive journal further now by asking you to select material from it for submission to an assessment portfolio. We would like you to select material for your assessment portfolio that best illustrates how you have made use of the interactive teaching techniques that you have learned about in the workshop sessions. An ideal submission for your portfolio should include:
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| * an explanation of why you have chosen to do a particular activity with your students
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| * a completed activity template showing how the activity fits into the rest of the lesson
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| * a description of how the students responded to the activity
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| * a reflection on what you would do differently if you did the activity again
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| * any other important notes
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| * samples of students' work if possible e.g. a concept map
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| * 'snapshots' of the activity to show how it went eg a copy of the results of a brainstorm or a copy of the images you used
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| Submission of an assessment portfolio containing at least one piece of material (with notes) from each unit is a key part of completing the OER4Schools programme. Further [[OER4Schools/Assessment portfolios|assessment portfolio guidance]] for use during discussion .
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| {{CBS specific|
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| For each piece of work that you submit, do an audio reflection using the dictaphones available. To do this, think about how you would show a teacher in another school what you have been learning through the OER4S programme. What concrete examples would you share with them? How would you show them the range of things you have covered? Suppose then this teacher asked you some questions, e.g. What worked well? What didn’t work so well? What would you say to them?
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| Ideally you would make a link between the workshop session and your classroom trial. Tell us where the idea came from, and how you applied it. We don’t want or need evidence - we just want to know, if your own words, what you have learned.
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| Here is a short example of the sort of reflection we would like you to record: “I learned about _________ in session ____. I thought that it could be really useful for my pupils during a lesson on _________, I tried it out with my students. The work I have submitted is an example of ________. I have also submitted an example of what the students did. I had initially written this ______ [for the students], and the students then added ________. Students responded differently. Mary had difficulty with it because ___________. (E.g. some computer did not work - why did it not work?!) I concluded the lesson with a plenary, and they told me these answers. If I was to do this again, I would do it like this: ______. I would also apply this tool to another lesson on ________topic, because ______________“.
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| = {{Name for connecting with overarching goals}} = | | = {{Name for connecting with overarching goals}} = |
