3,201
edits
Teaching Approaches/Assessment: Difference between revisions
From OER in Education
no edit summary
SimonKnight (talk | contribs) No edit summary |
SimonKnight (talk | contribs) No edit summary |
||
| Line 16: | Line 16: | ||
Bear in mind, e.g. Bob Slavin's point re aim being for (general point, not a quote) "all in the group to be able to give and explain the correct answer, not just for all in the group to be able to parrot it, or for the group (as a collective) to be able to give an answer (which could stem from one individual)". | Bear in mind, e.g. Bob Slavin's point re aim being for (general point, not a quote) "all in the group to be able to give and explain the correct answer, not just for all in the group to be able to parrot it, or for the group (as a collective) to be able to give an answer (which could stem from one individual)". | ||
= Group Talk - a Method for Assessment? = | |||
{{adaptedfrom|Group Talk - Benefits for Science Teaching|Why|'''Why do it? What are the benefits to the learner?''' | |||
*'''Higher-level thinking '''Pupils are challenged to defend, review and modify their ideas with their peers. It encourages reflection and metacognition (thinking about one’s own thinking). Pupils often communicate ideas better with other pupils than with teachers. | |||
*'''Assessment for learning '''Effectively reveals the progress of the pupil to the teacher, encouraging the pupil to self- and peer-assess while allowing the teacher to plan more effectively. As such, group talk complements methods embraced as ''Assessment for learning''. | |||
*'''Illustrating science in action '''Working scientists use group talk – in class it models how they work, supporting the teaching of the ‘ideas and evidence’ aspects of scientific enquiry. | |||
* '''Developing the whole child '''The ability to resolve disagreements is a life-skill. | |||
Pupils become more reflective as they try to arrive at a consensus by expressing different points of view; or work collaboratively to explore ideas, plan and make decisions. Further, it supports the development of literacy. | |||
*'''Pupil motivation and emotional involvement '''When argument is taking place, and pupils are actively prompted and provoked to defend a point of view – by the teacher and by others – it raises the emotional involvement in a topic, so that pupils are more engaged. In essence, they are being encouraged to ‘care’ about the science viewpoint they have, and to take a stand for or against it, even if they concede to others along the way. These features are more common in good English, RE and humanities lessons. | |||
*'''Variety and learning styles '''Can be used as an alternative to written or practical work (for example, experiments), or just listening as the teacher explains and demonstrates. Group talk encourages the use of different learning styles and thus can be inclusive to pupils excluded from more traditional (and often written) activities.}} | |||
= Use of ICT = | = Use of ICT = | ||
