NTLTC 2011 - The Thin Edge of The Wedge

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  • Our presentation is called the thin end of the wedge.Our focus is students using peer assessment while studying on a pre trade bricklaying course at Weltecin 2011
  • This project is about peer assessment in the bricklaying workshopREAD FROM SLIDEIn this presentation I will describe the process of the assessment and then how theory supports what occurred.
  • Our students were studying on a 17 week bricklaying course most of whom were doing the 34 week programmewhich includes tiling and paving.The students were all male, ages ranged between 16 – 26, and it was a a multicultural mix.We operated in a safe learning environment where we take risks with our learning
  • The wedge is a assessment tool tomeasure level and plumb fairlyDEMONSTRATE Vertical horizontal & Plumb vertical
  • To really understand this you have know that in bricklaying trade training the wedge is, to quote my good friend Gollum “MY PRECIIOUS” the wedge holds the power. This meant that the tutor had the wedge so controlledthe assessment and learning process.This year we changed this by asking the students to assess the projects.I asked one particular student who would look at his watch when I left for smoko and on return I would ask how long I had been.Straight away I realized what a fool I had been for nine years …After about 50 seconds I could see the concetration and the extra practice in use of the spirit level- I used do all the level work in assessing
  • Peter Jackson kindly helped out here with the filming of real assessment in action. You will hear my voice scaffolding the student in the assessment to support him
  • Each week James and I would talk what was happening in the workshop, and we applied theorists to the behavior's that occurred. As the behavior's changed in the students this meant learning was occurring .The students self efficacy,not just their self esteem within the group but respect for the subject matter increased. They would ask me if I had seen this wall here, this type of bond on the train station, go and take a picture here….ZPD one student became the leader/coach who most student really wanted him to assess and guide them, he had the mana within the group. He was part of the learning with nearly all the studentsChoice theory by Glasser….. Belonging…The students were part of the group as they were all part of assessing each other.Power… the students would organize who was going to assess their wall even before it was half way up & THEY HELD THE WEDGEFreedom…they were part of the assessment and deciding their next learning pointFun… they enjoyed the power even introducing a fine system, not that I encouraged it!
  • It has had a huge benefit for the students in themselves and in a new range of skills they have learnt, not just bricklaying they learnt how to assess, listen and talk to each other. The students felt that they had ownership and were apart of the learning journey, which was fun, non threatening way, The conclusion that the changes we have made is to include the students in their assessments I will extend this method to future groups and compare outcomes
  • Our presentation is called the thin end of the wedgeOur focus is students using peer assessment while studying on a pre trade bricklaying course at weltec in 2011
  • NTLTC 2011 - The Thin Edge of The Wedge

    1. 1. 11 October 2011<br />The Thin End of the Wedge<br />Peer Assessment in the Bricklaying Workshop<br />1<br />
    2. 2. This Project is about…<br /><ul><li>Changing the way assessment happens in the bricklaying workshop
    3. 3. Developing students’ self-efficacy
    4. 4. Creating new opportunities for learning
    5. 5. Provide scaffolding for learning </li></ul>2<br />
    6. 6. Background<br /><ul><li>17 week Brick and Block laying course
    7. 7. Most doing full year, with tiling and paving
    8. 8. All male, aged 16 – 26 years old
    9. 9. Range of cultures – Maori, Samoan, Fijian, Pakeha, Lebanese
    10. 10. Safe learning environment </li></ul>3<br />
    11. 11. What is the Wedge?<br />It is a measuring tool to see how far out of true the building work being assessed is.<br />4<br />
    12. 12. New approach to assessment: The wedge holds the power<br />Students were asked to assess walls built by their peers<br />Extra practices using spirit level<br />Pre teaching<br />Highlights danger areas in project<br />5<br />
    13. 13. Comparing the Old and New Paradigms of Assessment<br />OLD<br />Teacher centered<br />Power with the teacher<br />Held wedge<br />Made judgments<br />Recorded rubric<br />Teacher had the power to inspire or demotivate the student<br />NEW<br /><ul><li>Student focused
    14. 14. Power with the students
    15. 15. Additional learning opportunities
    16. 16. Students took control of the learning process – evaluation, reflection, and feedback
    17. 17. Students are pre teaching themselves
    18. 18. Students collaborate to inspire each other and improve their bricklaying</li></ul>6<br />
    19. 19. Student assessing using the wedge <br />7<br />
    20. 20. Theoretical perspective <br /><ul><li>Social Theory Learning, Development of self-efficacy (Bandura, 1977)
    21. 21. Scaffolding, Zone of Proximal Development and learning from a “more knowledgeable other”(Vygotsky, 1978)
    22. 22. Choice Theory – Belonging, Power, Freedom and Fun (Glasser, 1998)</li></ul>8<br />
    23. 23. Conclusion<br />Implications for change to our teaching<br />To include more peer assessment in future courses<br />Implications for further research <br />See what impact it has next year on different groups of students<br />9<br />
    24. 24. 11 October 2011<br />The Thin End of the Wedge<br />Peer assessment in the bricklaying class<br />10<br />

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