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OER4Schools/AVU2014: Difference between revisions
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added this activity instead (still formative/summative assessment)
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What is the purpose of a brainstorm? It can have many purposes, but one purpose is that a brainstorm is a good way of finding out what they already know. So to go from the "known to the unknown". | What is the purpose of a brainstorm? It can have many purposes, but one purpose is that a brainstorm is a good way of finding out what they already know. So to go from the "known to the unknown". | ||
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= Giving formative feedback = | |||
Read the Science question below and the responses from two students. | |||
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'''Lesson Objective:''' We are learning ways of preventing being infected by malaria. | |||
'''Success Criteria:''' I will be successful if I can write at least two correct ways of preventing the malaria infection, communicating clearly and in some detail. | |||
'''Question:''' Imagine you are going to visit someone in an area that is known to be infested with mosquitoes. Describe two ways to avoid being infected by malaria. | |||
'''Sample student’s response:''' | |||
Mary: I will avoid getting bitten by mosquitoes because malaria is very unpleasant. | |||
Mulenga: As mosquitoes bite particularly at night, I will make sure I sleep in rooms that have a good mosquito net or wear a long-sleeved shirt. If I can plan in advance, I will visit a doctor to take some preventive medicine. | |||
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{{activity|wcd|: Whole group brainstorm on what feedback to give the students.|5}} As a group, brainstorm: | |||
* What will be my feedback to Mary? Why? | |||
* What will be my feedback to Mulenga? Why? | |||
{{activity|Role play| teacher-student feedback in pairs.|5}} Break into pairs, assign roles (teacher, Mary/Mulenga), and do a role play for 5 minutes. The person playing the teacher gives the feedback (based on the brainstorm you have just done), and the other participant (playing first Mary and then Mulenga) responds to the teachers comments or keeps a note of how the feedback makes them feel. Then swap roles and role play again. | |||
{{ednote|text= | |||
Encourage participants to provide different formative feedback to each of the students. This may involve: | |||
i. Acknowledge Mary’s attempt to respond to the question - prompt her to elaborate more on how he/she could avoid being bitten by mosquitoes. | |||
ii. Give full credits to Mulenga for her response through positive affirmation that comments on how she has addressed the success criteria (eg she has highlighted important strategies, clearly stated, nicely detailed). Also consider challenging her by encouraging her to think of another preventive way of being infected by malaria or whether she knows what preventive drug can be used. | |||
It is expected that participants’ feedback will evolve during the brainstorm. This will happen if you reinforce the points below through modelling them yourself. | |||
}} | |||
{{ednote|text= | |||
Limit the time to 5 minutes. | |||
}} | |||
{{activity|wgd|: Whole group discussion on teacher-student role plays.|5}} Come back together as a group. Discuss the role plays. Was is easier to give feedback to Mary or Mulenga? How did you feel when you were receiving feedback? Make a note of any particular points that you could use in the future when giving feedback to students. | |||
While giving formative feedback (individually or in whole class): | |||
* 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 '''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 | |||
* for high achievers suggest some points that can be achieved beyond the success criteria | |||
{{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. | |||
}} | |||
{{Related resources|text= | |||
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]] | |||
http://www.zedupad.com/zambian_school_lessons.php | |||
}} | }} | ||
