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OER4Schools/Formative feedback: Difference between revisions
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* Learning sequencing as an ICT activity for AfL | * Learning sequencing as an ICT activity for AfL | ||
= Activity | = Activity: My assessment inventory = | ||
{{ednote|text= | {{ednote|text= | ||
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{{activity|Individual work}} Update the assessment inventory that you started last week [[File:My assessment inventory.doc]]. Add the date in the third row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried. | {{activity|Individual work}} Update the assessment inventory that you started last week [[File:My assessment inventory.doc]]. Add the date in the third row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried. | ||
= Activity | = Activity: Video watching = | ||
You have seen a short video clip of this same lesson before when you discussed mixed pace group work. During the lesson portrayed in these 2 video clips, Judith assigned groups to work on maths problems together. She invited students to share how they worked out the problems. Then she invited group secretaries to report the answers of their group. Finally, she assessed each group’s learning by involving all students in the whole-class assessment. | You have seen a short video clip of this same lesson before when you discussed mixed pace group work. During the lesson portrayed in these 2 video clips, Judith assigned groups to work on maths problems together. She invited students to share how they worked out the problems. Then she invited group secretaries to report the answers of their group. Finally, she assessed each group’s learning by involving all students in the whole-class assessment. | ||
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* Do you think giving written feedback is possible in your context? What could be the issues? Discuss ways to solve these issues with your peers. | * Do you think giving written feedback is possible in your context? What could be the issues? Discuss ways to solve these issues with your peers. | ||
= Activity | = Activity: Understanding summative and formative feedback = | ||
{{ednote|text= | {{ednote|text= | ||
Remind participants about Activity | Remind participants about the second Activity from last session (Unit 4 Session 2): Read Question 3 again for the benefit of the participants. It was: | ||
For the activity of drawing and labelling parts of the body, your success criteria are that your picture should show: (1) at least three parts of the body that are sense organs and (2) at least three parts of the body that have joints. | For the activity of drawing and labelling parts of the body, your success criteria are that your picture should show: (1) at least three parts of the body that are sense organs and (2) at least three parts of the body that have joints. | ||
Ask the participants to open Activity | Ask the participants to open the third Activity ('Understanding summative and formative feedback') from the current session’s printouts. | ||
}} | }} | ||
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}} | }} | ||
= Activity | = Activity: Giving formative feedback = | ||
Read the Science question below and the responses from two students. | Read the Science question below and the responses from two students. | ||
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}} | }} | ||
= Activity | = Activity: Sequencing - Use of ICT for AfL = | ||
If you have time, you can do the "[[OER4Schools/Monarch butterfly sequencing activity|Monarch butterfly sequencing activity]]" at this stage. Otherwise you can do this in the next unit! | If you have time, you can do the "[[OER4Schools/Monarch butterfly sequencing activity|Monarch butterfly sequencing activity]]" at this stage. Otherwise you can do this in the next unit! | ||
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* Download pictures for a topic that involves sequencing (you would have identified some of these during activity | * Download pictures for a topic that involves sequencing (you would have identified some of these during the last activity) onto the netbooks. You can find open resources (Creative Commons licensed) at http://www.flickr.com/search/advanced/. Carry out the activity in your class: | ||
** Ask groups of pupils to arrange the pictures in the right sequence using Slideshare. | ** Ask groups of pupils to arrange the pictures in the right sequence using Slideshare. | ||
** Then they can use a mini blackboard to record – or ideally, each group can open a new file in Open Office to write a few words, for example if they were describing a life cycle, they can write/type at least one word to describe each picture. | ** Then they can use a mini blackboard to record – or ideally, each group can open a new file in Open Office to write a few words, for example if they were describing a life cycle, they can write/type at least one word to describe each picture. | ||
** Give formative feedback too. | ** Give formative feedback too. | ||
** Record your experience on the dictaphone. | ** Record your experience on the dictaphone. | ||
