The document discusses assessment for learning. It defines assessment for learning as assessment that occurs during the learning process to inform teaching and help students. Some key points made include:
- Assessment for learning allows teachers to understand students' thinking and identify misconceptions in order to adapt teaching accordingly.
- Formative assessment tools mentioned include questioning, self-assessment, peer assessment, tests/quizzes, and feedback.
- Intentional dialogue in the classroom is important to elicit students' ideas and understanding. Teachers should ask challenging questions and give students time to think and discuss responses.
- Hinge-point questions are used diagnostically at key points to check understanding and determine the next steps in teaching.
The document discusses an observation sheet used by a resource teacher to observe principles of learning in the classroom. It lists 4 principles: 1) clear expectations and outcomes are set, 2) learning is active, 3) learning allows discovery of personal meaning, and 4) learning is cooperative. The teacher mostly applied principle 4 through group activities. Principle 3 was least applied by not allowing student ideas. Non-application affected learning by not engaging or motivating students. The observer agrees with the principles and believes adopting cooperative learning and improving on treating students as empty vessels will benefit learning.
The document outlines principles of learning and teaching strategies. It discusses 7 principles of learning including learning as an active experience, discovery of personal meaning, and learning as an evolutionary process. It also covers lesson objectives, organizing content, selection of teaching methods, lesson development, and questioning techniques. The resource teacher's adherence to these concepts is observed and analyzed.
This document outlines the Seven Student Learning Behaviors (SLBs) that are focused on in an Algebra II classroom. It describes each SLB and provides examples of what would be seen for each one. The SLBs include students being able to articulate learning objectives, assess their own progress, utilize classroom processes for intervention and challenge, use various learning strategies and tools, interact and engage during learning, set and track learning goals, and produce evidence of their learning aligned to objectives.
The document discusses the philosophy of an elementary school teacher regarding individual student needs. The teacher believes students should be the primary workers and thinkers in the classroom, not just completing tasks. Students learn at different paces and in different ways, so instruction should be differentiated. The teacher aims to systematically develop student independence and give them responsibility for their learning. Providing choices engages students more in what and how they learn. Meaning-based learning creates richer, more permanent knowledge compared to rote learning.
The document discusses the teaching approaches and methods observed being used by the resource teacher, Mary Juliet Doño. A variety of approaches were observed, including deductive, inductive, demonstration, problem-solving, discovery, and constructivist approaches. The student provided analysis of the approaches used and when each may be best applied. In the reflections, the student discussed factors to consider when choosing a teaching approach such as learning objectives, subject matter, learners, and teacher ability. In the portfolio, characteristics of constructivist and metacognitive approaches were shown along with research on advantages and uses of various teaching methods.
The document discusses an observation sheet used by a resource teacher to observe principles of learning in the classroom. It lists 4 principles: 1) clear expectations and outcomes are set, 2) learning is active, 3) learning allows discovery of personal meaning, and 4) learning is cooperative. The teacher mostly applied principle 4 through group activities. Principle 3 was least applied by not allowing student ideas. Non-application affected learning by not engaging or motivating students. The observer agrees with the principles and believes adopting cooperative learning and improving on treating students as empty vessels will benefit learning.
The document outlines principles of learning and teaching strategies. It discusses 7 principles of learning including learning as an active experience, discovery of personal meaning, and learning as an evolutionary process. It also covers lesson objectives, organizing content, selection of teaching methods, lesson development, and questioning techniques. The resource teacher's adherence to these concepts is observed and analyzed.
This document outlines the Seven Student Learning Behaviors (SLBs) that are focused on in an Algebra II classroom. It describes each SLB and provides examples of what would be seen for each one. The SLBs include students being able to articulate learning objectives, assess their own progress, utilize classroom processes for intervention and challenge, use various learning strategies and tools, interact and engage during learning, set and track learning goals, and produce evidence of their learning aligned to objectives.
The document discusses the philosophy of an elementary school teacher regarding individual student needs. The teacher believes students should be the primary workers and thinkers in the classroom, not just completing tasks. Students learn at different paces and in different ways, so instruction should be differentiated. The teacher aims to systematically develop student independence and give them responsibility for their learning. Providing choices engages students more in what and how they learn. Meaning-based learning creates richer, more permanent knowledge compared to rote learning.
The document discusses the teaching approaches and methods observed being used by the resource teacher, Mary Juliet Doño. A variety of approaches were observed, including deductive, inductive, demonstration, problem-solving, discovery, and constructivist approaches. The student provided analysis of the approaches used and when each may be best applied. In the reflections, the student discussed factors to consider when choosing a teaching approach such as learning objectives, subject matter, learners, and teacher ability. In the portfolio, characteristics of constructivist and metacognitive approaches were shown along with research on advantages and uses of various teaching methods.
1. Active and cooperative learning provides opportunities for higher-order thinking and greater interaction among students and faculty. It allows students to discuss and process information in small groups.
2. This interaction reinforces listening skills, provides immediate feedback, and allows students to help each other understand course material. It also gives professors a chance to assist students individually.
3. Specific techniques described for active learning include think-pair-share, where students work individually, then discuss in pairs before sharing with the class; jigsaw, where students divide content and become "experts" to teach peers; and pairs checking, where students take turns solving problems and explaining their reasoning to each other.
The document provides guidance on effective questioning techniques for teachers. It begins by outlining the expected learning outcomes, which are to identify characteristics of good questions, enhance questioning in lessons, and formulate questions according to student levels. It then discusses introducing questioning as an important teaching tool. The rest of the document offers tips on questioning guidelines, types of questions, Bloom's Taxonomy, techniques for asking and responding to questions, and sample questions.
The document describes a student's observation of a resource teacher's lesson. Some key points:
- The teacher used both teacher-centered and student-centered approaches, including lectures, activities, group work, and involving students in the learning process.
- The lesson emphasized both mastery of content and real-world application of the material.
- The student analyzed whether the teaching was constructivist, inquiry-based, reflective, inclusive, collaborative, and integrative.
- In their reflection, the student concluded that student-centered approaches align best with K-12 guidelines and help students take responsibility for their own learning.
This document outlines an episode for observing learners of different ages and grade levels. It includes the student's intended learning outcomes, which are to differentiate the characteristics and needs of learners from different developmental levels. It provides tools for documenting observations, including guides for observing physical, social, emotional, and cognitive development. The student's map outlines steps to observe three groups of learners, document observations, validate observations through interviews, and compare learners' interests and needs. The student records observations of high school learners and analyzes their characteristics and implications for teachers. Reflections discuss similarities and differences to observed learners and impacts of past teachers.
The document summarizes a field study report by a student named Ian Jim A. Bayson about his interview with a cooperating teacher, Ms. Rhivee Mae Halina, regarding her use of scoring rubrics. Some key points from the interview include that the teacher uses scoring rubrics to fairly grade student outputs and activities. She finds them helpful for providing guidance and standards. She uses both holistic and analytic rubrics but finds analytic rubrics easier as they have detailed descriptors. The student also included research about types of rubrics and how to construct them, as well as his analysis and reflections on the benefits of using scoring rubrics.
The student observed various technology tools used in the classroom, including the school learning resource center, bulletin board displays, teaching aids, handouts, slide presentations, and educational websites. She found some tools like books and visual aids easy to use, while others such as making graphic organizers and slide presentations with many numbers were more difficult. Through exploring different technology resources, the student gained confidence in researching topics and understood how to better present information to students.
Fs 2 Experiencing Teaching Learning Process BY luisitogluisito1997
This document describes a field study course aimed at connecting teaching theories to classroom practice. Students observe how resource teachers apply principles of teaching and learning to make lessons interactive, meaningful, and engaging. The course objectives are to understand teaching principles through experience, reflect on applying principles for lasting learning, and determine how teachers implement lesson objectives in the teaching process. The sample observation sheet shows a student identifying how their resource teacher applies learning principles like collaborative learning and addressing individual needs. The student reflects on learning the importance of clear objectives and enhancing their own teaching skills through observation.
The document describes a field study observation of a classroom to understand classroom management and its impact on learning. Key points:
1. The observer noted the classroom had designated areas for storage, learning materials, and student belongings. Rules were posted and students helped create the rules.
2. Daily routines like prayer, attendance, and assignments kept students organized. Seating was boy-girl to encourage socialization. Noise was high due to students' developmental stage.
3. The teacher managed misbehavior by talking to students and reinforcing positive behavior through praise, serving as a good role model. Effective behavior strategies motivated students and managed the class.
This document contains a student's evaluation form for their field study performance in organizing content for meaningful learning. It includes categories for observation/documentation, analysis, reflection, portfolio, and submission. The student will receive a score and rating in each category, which will be totaled for an overall score. The overall score will then be converted to a grade based on a provided transmutation scale. The document also includes the student's tools - an observation sheet where they documented their observation of a resource teacher, an analysis of how the teacher taught the content meaningfully, a reflection on teaching subjects interestingly, and their lesson plan portfolio integrating a value into a cognitive or skill lesson.
The document discusses a student's observation report from visiting a school to study its curriculum and interactions between students, teachers, and staff. The observation notes patterns of interaction, including some students treating teachers like peers. The report also reflects on how the school promotes partnership through respect, harmony, and cooperation.
The student observed an assessment lesson conducted by a resource teacher. The student noted that the teacher primarily used oral questioning ("assessment as learning") to check student understanding during the lesson, but did not implement any pre-tests ("assessment for learning") or post-tests ("assessment of learning"). The student also reflected that while self-assessment through student responses is important, the lesson they observed was largely teacher-centered with few opportunities for students to speak up.
The document summarizes the student's observations of three English teachers' lessons. In the first lesson, the teacher used a collaborative activity where students worked in groups to create puppet shows based on story elements. The second teacher led a discussion-based lesson reviewing figures of speech and used student examples. The third teacher used lecture and discussion to review a past lesson while managing some student misbehaviors. The student reflected that using a variety of teaching strategies is important for engagement and that they aim to be a teacher that encourages speaking confidence and interactive learning.
The document outlines 9 principles of learning and provides examples of how a teacher demonstrated each principle in their classroom. The principles include learning occurring through experience, discovery of personal meaning, collaboration, being an evolutionary process, sometimes involving pain, and being unique to each individual. The teacher ensured students took an active role in learning, engaged in relevant and experiential activities, collaborated in groups, and were given opportunities to share ideas and learn at their own pace and in ways that suited their abilities and styles. This adherence to the principles helped create an effective teaching-learning environment where students could attain knowledge and skills in a smooth and meaningful way.
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. In this interactive workshop, we’ll explore research-based tips and ideas for achieving the full benefit of questioning. Effective use of common questioning tools -- clickers and discussion boards -- will be discussed as a means to achieve student engagement and deep learning.
1) The document outlines a sample lesson plan on entrepreneurship that teaches students about the importance of SWOT analysis.
2) It includes objectives, subject matter, learning procedures involving teacher and student activities, and an assessment activity involving grouping students.
3) The lesson emphasizes that SWOT analysis is an important strategic tool that helps businesses examine strengths, weaknesses, opportunities, and threats to improve planning and decision-making.
This lesson plan teaches students about open and closed syllables over 45 minutes. The teacher will start with a warm up activity to introduce syllables. Then a PowerPoint presentation will be used to define open and closed syllables. Students will practice identifying and counting syllables in words using chips and mats. They will also complete worksheets independently. To conclude, students will clap out their first and last names while counting syllables, and see who has the most or fewest. An additional activity uses syllable cards to form words matching pictures.
The document discusses the principles of learning that were observed being applied in classroom teaching. It provides 9 examples of how the cooperating teacher demonstrated different principles of learning in their classroom instruction and activities. The student observer analyzed how the teacher's application of the principles impacted learning and engaged students. The key principles observed being applied were that learning is cooperative/collaborative and that it is an evolutionary process. The observer agreed that the principles guided effective teaching and learning.
They can communicate their ideas with guidance and have developing thinking and problem-solving skills. Elementary students can communicate more independently and are interested in games and discussions. High school students can independently research, problem-solve, and express their ideas and feelings, though some still need emotional support. The document analyzes the physical, social, emotional, and cognitive development of preschool, elementary, and high school students.
1. The document discusses Bloom's Taxonomy, which is a classification system that organizes questions into six levels of complexity from lowest to highest: knowledge, comprehension, application, analysis, synthesis, and evaluation.
2. Each level represents a different type or depth of understanding. Knowledge questions test basic recall, while comprehension questions involve explaining or summarizing. Higher levels like analysis, synthesis, and evaluation require breaking down information and creative or judgment-based thinking.
3. Using a variety of question types from all levels is important for helping students learn at different depths and avoid simply memorizing facts. Teachers should aim to incorporate higher-level questions alongside basic recall questions.
The document outlines a student teacher's practice teaching activities. It includes goals, tasks, and reflections for orientation at a cooperating school, familiarizing with school facilities, observing classroom routines, and preparing for a first lesson plan. The student teacher aims to learn school and teacher expectations, analyze the vision and mission, and establish order in the classroom. Through tasks like school tours and discussions, the student reflects on preparing for the teaching profession and establishing discipline among students.
This document provides guidelines for effective questioning techniques and lesson planning. It discusses calling on students randomly, using a variety of question types, waiting 3-5 seconds after asking a question before calling on a student, having students respond to each other's answers, and relating questions to students' lives. The document also contrasts deductive and inductive instructional approaches and direct instruction techniques like explicit teaching and guided practice.
This document discusses the importance of questioning techniques in the classroom. It notes that questioning accounts for up to a third of teaching time and is key for assessing, challenging, and developing student understanding. The document then provides examples of effective questioning techniques teachers can use, such as directed questioning, encouraging student independence, and using questioning as a plenary activity. Teachers are tasked with applying one of these techniques to their own classroom.
1. Active and cooperative learning provides opportunities for higher-order thinking and greater interaction among students and faculty. It allows students to discuss and process information in small groups.
2. This interaction reinforces listening skills, provides immediate feedback, and allows students to help each other understand course material. It also gives professors a chance to assist students individually.
3. Specific techniques described for active learning include think-pair-share, where students work individually, then discuss in pairs before sharing with the class; jigsaw, where students divide content and become "experts" to teach peers; and pairs checking, where students take turns solving problems and explaining their reasoning to each other.
The document provides guidance on effective questioning techniques for teachers. It begins by outlining the expected learning outcomes, which are to identify characteristics of good questions, enhance questioning in lessons, and formulate questions according to student levels. It then discusses introducing questioning as an important teaching tool. The rest of the document offers tips on questioning guidelines, types of questions, Bloom's Taxonomy, techniques for asking and responding to questions, and sample questions.
The document describes a student's observation of a resource teacher's lesson. Some key points:
- The teacher used both teacher-centered and student-centered approaches, including lectures, activities, group work, and involving students in the learning process.
- The lesson emphasized both mastery of content and real-world application of the material.
- The student analyzed whether the teaching was constructivist, inquiry-based, reflective, inclusive, collaborative, and integrative.
- In their reflection, the student concluded that student-centered approaches align best with K-12 guidelines and help students take responsibility for their own learning.
This document outlines an episode for observing learners of different ages and grade levels. It includes the student's intended learning outcomes, which are to differentiate the characteristics and needs of learners from different developmental levels. It provides tools for documenting observations, including guides for observing physical, social, emotional, and cognitive development. The student's map outlines steps to observe three groups of learners, document observations, validate observations through interviews, and compare learners' interests and needs. The student records observations of high school learners and analyzes their characteristics and implications for teachers. Reflections discuss similarities and differences to observed learners and impacts of past teachers.
The document summarizes a field study report by a student named Ian Jim A. Bayson about his interview with a cooperating teacher, Ms. Rhivee Mae Halina, regarding her use of scoring rubrics. Some key points from the interview include that the teacher uses scoring rubrics to fairly grade student outputs and activities. She finds them helpful for providing guidance and standards. She uses both holistic and analytic rubrics but finds analytic rubrics easier as they have detailed descriptors. The student also included research about types of rubrics and how to construct them, as well as his analysis and reflections on the benefits of using scoring rubrics.
The student observed various technology tools used in the classroom, including the school learning resource center, bulletin board displays, teaching aids, handouts, slide presentations, and educational websites. She found some tools like books and visual aids easy to use, while others such as making graphic organizers and slide presentations with many numbers were more difficult. Through exploring different technology resources, the student gained confidence in researching topics and understood how to better present information to students.
Fs 2 Experiencing Teaching Learning Process BY luisitogluisito1997
This document describes a field study course aimed at connecting teaching theories to classroom practice. Students observe how resource teachers apply principles of teaching and learning to make lessons interactive, meaningful, and engaging. The course objectives are to understand teaching principles through experience, reflect on applying principles for lasting learning, and determine how teachers implement lesson objectives in the teaching process. The sample observation sheet shows a student identifying how their resource teacher applies learning principles like collaborative learning and addressing individual needs. The student reflects on learning the importance of clear objectives and enhancing their own teaching skills through observation.
The document describes a field study observation of a classroom to understand classroom management and its impact on learning. Key points:
1. The observer noted the classroom had designated areas for storage, learning materials, and student belongings. Rules were posted and students helped create the rules.
2. Daily routines like prayer, attendance, and assignments kept students organized. Seating was boy-girl to encourage socialization. Noise was high due to students' developmental stage.
3. The teacher managed misbehavior by talking to students and reinforcing positive behavior through praise, serving as a good role model. Effective behavior strategies motivated students and managed the class.
This document contains a student's evaluation form for their field study performance in organizing content for meaningful learning. It includes categories for observation/documentation, analysis, reflection, portfolio, and submission. The student will receive a score and rating in each category, which will be totaled for an overall score. The overall score will then be converted to a grade based on a provided transmutation scale. The document also includes the student's tools - an observation sheet where they documented their observation of a resource teacher, an analysis of how the teacher taught the content meaningfully, a reflection on teaching subjects interestingly, and their lesson plan portfolio integrating a value into a cognitive or skill lesson.
The document discusses a student's observation report from visiting a school to study its curriculum and interactions between students, teachers, and staff. The observation notes patterns of interaction, including some students treating teachers like peers. The report also reflects on how the school promotes partnership through respect, harmony, and cooperation.
The student observed an assessment lesson conducted by a resource teacher. The student noted that the teacher primarily used oral questioning ("assessment as learning") to check student understanding during the lesson, but did not implement any pre-tests ("assessment for learning") or post-tests ("assessment of learning"). The student also reflected that while self-assessment through student responses is important, the lesson they observed was largely teacher-centered with few opportunities for students to speak up.
The document summarizes the student's observations of three English teachers' lessons. In the first lesson, the teacher used a collaborative activity where students worked in groups to create puppet shows based on story elements. The second teacher led a discussion-based lesson reviewing figures of speech and used student examples. The third teacher used lecture and discussion to review a past lesson while managing some student misbehaviors. The student reflected that using a variety of teaching strategies is important for engagement and that they aim to be a teacher that encourages speaking confidence and interactive learning.
The document outlines 9 principles of learning and provides examples of how a teacher demonstrated each principle in their classroom. The principles include learning occurring through experience, discovery of personal meaning, collaboration, being an evolutionary process, sometimes involving pain, and being unique to each individual. The teacher ensured students took an active role in learning, engaged in relevant and experiential activities, collaborated in groups, and were given opportunities to share ideas and learn at their own pace and in ways that suited their abilities and styles. This adherence to the principles helped create an effective teaching-learning environment where students could attain knowledge and skills in a smooth and meaningful way.
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. In this interactive workshop, we’ll explore research-based tips and ideas for achieving the full benefit of questioning. Effective use of common questioning tools -- clickers and discussion boards -- will be discussed as a means to achieve student engagement and deep learning.
1) The document outlines a sample lesson plan on entrepreneurship that teaches students about the importance of SWOT analysis.
2) It includes objectives, subject matter, learning procedures involving teacher and student activities, and an assessment activity involving grouping students.
3) The lesson emphasizes that SWOT analysis is an important strategic tool that helps businesses examine strengths, weaknesses, opportunities, and threats to improve planning and decision-making.
This lesson plan teaches students about open and closed syllables over 45 minutes. The teacher will start with a warm up activity to introduce syllables. Then a PowerPoint presentation will be used to define open and closed syllables. Students will practice identifying and counting syllables in words using chips and mats. They will also complete worksheets independently. To conclude, students will clap out their first and last names while counting syllables, and see who has the most or fewest. An additional activity uses syllable cards to form words matching pictures.
The document discusses the principles of learning that were observed being applied in classroom teaching. It provides 9 examples of how the cooperating teacher demonstrated different principles of learning in their classroom instruction and activities. The student observer analyzed how the teacher's application of the principles impacted learning and engaged students. The key principles observed being applied were that learning is cooperative/collaborative and that it is an evolutionary process. The observer agreed that the principles guided effective teaching and learning.
They can communicate their ideas with guidance and have developing thinking and problem-solving skills. Elementary students can communicate more independently and are interested in games and discussions. High school students can independently research, problem-solve, and express their ideas and feelings, though some still need emotional support. The document analyzes the physical, social, emotional, and cognitive development of preschool, elementary, and high school students.
1. The document discusses Bloom's Taxonomy, which is a classification system that organizes questions into six levels of complexity from lowest to highest: knowledge, comprehension, application, analysis, synthesis, and evaluation.
2. Each level represents a different type or depth of understanding. Knowledge questions test basic recall, while comprehension questions involve explaining or summarizing. Higher levels like analysis, synthesis, and evaluation require breaking down information and creative or judgment-based thinking.
3. Using a variety of question types from all levels is important for helping students learn at different depths and avoid simply memorizing facts. Teachers should aim to incorporate higher-level questions alongside basic recall questions.
The document outlines a student teacher's practice teaching activities. It includes goals, tasks, and reflections for orientation at a cooperating school, familiarizing with school facilities, observing classroom routines, and preparing for a first lesson plan. The student teacher aims to learn school and teacher expectations, analyze the vision and mission, and establish order in the classroom. Through tasks like school tours and discussions, the student reflects on preparing for the teaching profession and establishing discipline among students.
This document provides guidelines for effective questioning techniques and lesson planning. It discusses calling on students randomly, using a variety of question types, waiting 3-5 seconds after asking a question before calling on a student, having students respond to each other's answers, and relating questions to students' lives. The document also contrasts deductive and inductive instructional approaches and direct instruction techniques like explicit teaching and guided practice.
This document discusses the importance of questioning techniques in the classroom. It notes that questioning accounts for up to a third of teaching time and is key for assessing, challenging, and developing student understanding. The document then provides examples of effective questioning techniques teachers can use, such as directed questioning, encouraging student independence, and using questioning as a plenary activity. Teachers are tasked with applying one of these techniques to their own classroom.
This document discusses reflective teaching and its importance. Reflective teaching involves self-observation and evaluation by teachers to examine their underlying beliefs and classroom practices. It benefits both teachers and students. For teachers, reflective teaching promotes professional growth, enhances innovation, facilitates teaching, and boosts relationships with students. For students, reflective teaching improves performance, engagement, critical thinking, motivation, and overall effectiveness. Examples of reflective teaching include keeping reflection journals, learning logs, and learning about lessons through worksheets and processing questions.
This document discusses important questioning skills for teachers to generate interaction among students, such as varying question types, calling on non-volunteers, rephrasing questions, and allowing sufficient time for students to respond. It emphasizes asking open-ended, higher-order thinking questions and providing feedback to students. Teachers should know their own questioning style, increase their repertoire of question types, and consider students' abilities when asking questions to improve their technique. Encouraging students to ask questions also promotes participation and curiosity.
This document discusses the importance and techniques of questioning in teaching. It begins by outlining the objectives of developing varied questions under Bloom's cognitive domains and acquiring questioning techniques. It then provides examples of questions to ask before, during, and after instruction to motivate students, assess understanding, and have them relate concepts. The document also discusses characteristics of good questions and techniques for handling student responses and questions. It emphasizes creating clear, thought-provoking questions and encouraging rather than criticizing students. Overall, the document promotes using questioning strategically to enhance the teaching and learning process.
The document discusses inquiry-based learning, which involves students exploring topics through questioning and hands-on activities to make real-world connections. It emphasizes arousing student curiosity over simply delivering facts. Teachers need training to successfully implement inquiry-based lessons. Tips for teachers include avoiding answering all student questions, keeping introductions brief, being adaptable, allowing one's own curiosity, and reflecting on the learning process. While some programs claim to use inquiry-based learning, their rigid structures may limit real student-led inquiry.
Questions and review: Instructional strategiesDiane Kester
This document discusses planning considerations for using questioning and Teams-Games-Tournaments (TGT) instructional strategies in the classroom. It addresses when to implement questioning during lessons, how to determine appropriate question levels using Bloom's Taxonomy, and how to create an environment where students feel comfortable answering questions. For TGT, it describes how the strategy works, including organizing students into study teams and having them compete in tournaments to review material, and factors to consider when preparing for TGT, such as student abilities and teacher facilitation roles.
overview of structure in cooperative learningMinabelle Starr
1. The document discusses various cooperative learning strategies that can be used in the classroom to help students learn from each other in groups.
2. Some of the strategies described include think-pair-share, numbered heads together, and jigsaw problem solving where students work in teams to combine information.
3. Cooperative learning is said to develop skills like cooperation, increase idea generation, and exhibit less competitive behavior compared to traditional whole-class teaching. Using groups allows the teacher to work with other students simultaneously.
A four-year-old asks on average about 400 questions per day, and an adult generally asks much much less. Our school system is often structured around rewarding giving the "right" answer and not asking smart questions. The result over time is that, as we grow older, we stop asking questions. Yet asking good questions is essential to finding and developing solutions - an important skill in critical thinking, innovation, and leadership.
This workshop will support teachers to explore their current habits and practices of formulating and asking questions, discuss with their colleagues a range of practices from research and articles, and then develop some new practical approaches they can use with their students.
This document provides guidance on using effective questioning techniques in the classroom. It discusses using questioning to engage students in higher-level thinking, ensuring participation from all students, and allowing sufficient wait time. Effective questioning asks students to explain their reasoning, is designed to support learning objectives, focuses on big ideas, and uses feedback loops. It also scaffolds questions for English language learners. The document encourages reading about stretching questions, not letting students opt out, and using wait time after posing questions. It provides examples of effective student behaviors like demonstrating critical thinking and initiating their own questions.
This document discusses the importance of questioning skills for teachers. It identifies questioning as a key component teaching skill and outlines several purposes of effective questioning, including motivating students, creating interest, testing knowledge, and stimulating thinking. The document then provides guidelines for developing high-quality questions, such as being clear, purposeful, and thought-provoking. It also discusses best practices for questioning techniques, such as pausing after asking questions, calling on students randomly, and distributing questions across cognitive levels and students. Overall, the document emphasizes that mastering questioning skills is an important art for effective teaching.
Problem based learning is a study of a learningrsjulie436
Problem based learning is a student-centered pedagogy where students learn by solving open-ended problems. It originated from medical school in the 1960s and has since spread worldwide. The goals are to develop flexible knowledge, effective problem solving skills, self-directed learning, collaboration skills, and intrinsic motivation. Students work in groups to identify what they know and where to access new information to help resolve the problem. The instructor facilitates learning by supporting, guiding, and monitoring the process.
The art of questioning an essential skill for successful teaching.DrGavisiddappa Angadi
The analytical concept of teaching considers teaching as a complex skill comprising various component teaching skills. Component of teaching skills are a set of interrelated component teaching behaviors for the achievement of specified instructional objectives.
The art of questioning is the most potent weapon in the educational armory of the teacher. During a lesson, the teacher will have to ask different types of questions, depending on the situation and purpose to be achieved.
The teacher candidate analyzed student responses and learning from two lessons. Most students responded as predicted and were engaged. For the second lesson, the teacher will add an introductory icebreaker activity to build confidence and community. Assessments found students were motivated and interested. One high-achieving student used strategies well while a low-achieving student improved with extra tutorials. The teacher believes promoting independent work and active participation contributed most to learning. The teacher will reflect on lesson planning and assessments to continue improving instruction.
Inquiry-based learning starts with students asking questions about a topic, which drives their investigation into new material. It is motivated by student curiosity and allows them to learn at their own level. While it requires student participation, the teacher guides the inquiry process and connects learning to curriculum outcomes. Assessments focus on essential understandings rather than surface-level content. Examples of inquiry-based learning commonly come from science classes, where students develop questions and hypotheses to answer through hands-on activities and research.
Questioning is an important tool for AFL.
Effective questioning helps students improve their critical thinking and communication skills.
It helps teachers to assess their learners and their own teaching. It helps teachers to modify their teaching practices
The document discusses effective questioning techniques for teachers to use in the classroom. It begins by explaining that teachers traditionally use questions to check learning and understanding, but should also use more open-ended questions to encourage deeper thinking. It then provides examples of different questioning strategies like "thinking time", "no hands up", and "phone a friend" which give students more time to formulate responses and participate more fully. The document concludes by emphasizing the importance of using higher-order "big questions", "focus questions", and "fat questions" that challenge students to provide more complex, extended answers in order to develop critical thinking skills.
This document summarizes Neha Kumari's experience in a social internship program run by the Ladli Foundation and Delhi Directorate of Education. The program aimed to spread awareness about issues like malnutrition, tuberculosis, drug abuse, and HIV/AIDS. Over four months, Neha completed assignments on each topic by creating presentations, reports, articles, slogans, and conducting workshops. She discusses the skills and strengths gained from overcoming challenges like public speaking and not having a laptop. Overall, the program helped improve her communication, teamwork, and confidence.
This document summarizes Anjali's experience in a social internship program organized by Ladli Foundation. It discusses key aspects of the program including its introduction, importance of blogging to share experiences, important skills gained like communication, and overall impact on her life. The document also outlines challenges faced, workshops attended, strengths, weaknesses, opportunities and threats. It expresses gratitude to various individuals and organizations involved in the program.
Neeru Sahu participated in a social internship program organized by Ladli Foundation for 11th grade students. The program aimed to develop leadership, time management, and address social issues. As part of the program, Neeru was assigned various tasks focused on topics like malnutrition, tuberculosis, HIV/AIDS, and substance abuse. Initially, Neeru struggled with public speaking and lacked confidence during workshops. However, with practice and support from friends and family, Neeru was able to overcome these weaknesses. Overall, the program helped Neeru improve skills like communication, teamwork, and learning about important social issues.
Vinita Joshi completed a social internship program with Ladli Foundation focused on nutrition, malnutrition, and volunteering. Over the course of the internship, she learned skills like creating presentations, articles, and reports. She conducted workshops and learned to speak confidently in front of others. While the internship presented initial challenges like learning new technologies, she overcame difficulties with help from her coordinator. Overall, the program helped improve her skills and confidence.
This document provides details about an internship assignment, including the intern's name and student ID, their school and location, and the internship teacher coordinator. It also lists the organization the internship was submitted to, along with contact information for the internship program directorate and principal. Personal details of the intern's parents are also included.
The document summarizes Naazmeen Shaikh's experience in a social internship program organized by the Directorate of Education in Delhi. The internship allowed Naazmeen to gain hands-on experience applying classroom knowledge to address social issues. It helped develop skills like leadership, communication, and public speaking. Initial challenges included difficulty making presentations, but with guidance from her coordinator Dr. Sushma Singh, Naazmeen was able to complete her assignments and overcome weaknesses. The internship provided valuable opportunities to help shape her career.
The document provides an introduction to Ladli Foundation, a non-profit organization working to provide healthcare, education, and life skills training to vulnerable women in India. It then discusses the student's social internship experience with Ladli Foundation, including key learnings around public speaking, health topics, and digital skills. The internship helped the student gain confidence, knowledge on issues like malnutrition and disease, and the ability to advise others. Challenges included technical issues that were addressed. The experience provided opportunities to teach workshops and boost speaking abilities. Personal strengths in English, drawing, and clear communication were discovered.
The document outlines an internship proposal submitted by Ayesha Parveen to Ladli Foundation's student internship program. It proposes completing assignments on topics like malnutrition, tuberculosis, drug abuse, and HIV/AIDS over a period from August 2023 to November 2023. It also includes completing a SWOT analysis of the social internship program. The internship would be conducted under the guidance of Dr. Sushma Singh, the internship coordinator at Ladli Foundation.
The document summarizes a social internship program organized by the government. It discusses how the program provides real-world experience and skills to interns, helping build their resumes and career opportunities. It highlights the key learnings and skills gained, such as communication, leadership, and problem solving. The program helped interns gain confidence and a better understanding of social issues. Challenges included time management and public speaking, which most were able to overcome with practice and support.
The document summarizes Deepa Thokdar's experience in the Social Internship Program organized by the Directorate of Education Delhi and Ladli Foundation. Some key points:
1) The internship program aims to provide students real-world experience beyond textbooks by engaging them with social challenges. Deepa was able to gain confidence and skills through workshops with Ladli Foundation.
2) Deepa overcame challenges like lack of phone access and family support to complete the program. She developed strengths like time management, leadership, and teamwork.
3) The internship was a valuable learning opportunity for Deepa and she thanks the organizations and mentors who supported her participation.
This internship allowed the student to gain experience creating presentations and materials on health topics like tuberculosis and drug abuse. They encountered challenges submitting an assignment at the last minute that took all night to resolve but were happy once it was submitted. The internship provided opportunities to educate others on diseases and learn new online research skills that will help with future work. Potential threats like misinformation and computer viruses were discussed, emphasizing the importance of vetting sources and apps for security.
The document summarizes an internship program for high school students run by Ladli Foundation. It discusses the goals of providing opportunities for social work experience and community service. It then provides details from the intern's experience, including conducting a workshop on malnutrition, learning about challenges like time management and public speaking, and gaining confidence and skills from the program with the support of coordinators and family. The internship helped develop the student's communication, leadership, and problem-solving abilities.
The document discusses Shivangi Shukla's experience in the Social Internship Programme run by the Directorate of Education Delhi, where she learned skills like making presentations, writing articles, and conducting workshops on topics like malnutrition, tuberculosis, substance abuse, and HIV/AIDS to raise awareness in the community. Through the programme, Shivangi gained confidence in public speaking and learned to use technologies like PowerPoint and Google forms while also facing challenges with time management and overcoming nervousness in workshops.
The social internship program launched by Ladli Foundation in August 2023 provides 11th grade students a 6-month opportunity to explore social issues and find sustainable solutions. Students are assigned monthly topics to create presentations, articles, workshops and reports to learn practical skills. The document outlines one student's experience over 4 monthly assignments on malnutrition, tuberculosis, drugs and HIV/AIDS. They discuss the skills and certificates gained, as well as challenges overcome with teacher support. A SWOT analysis reflects on strengths like knowledge gained, and weaknesses like public speaking that the program helped address.
This document summarizes a student's experience in a social internship program organized by the Ladli Foundation. The 6-month program aimed to provide practical learning experiences and skill development for students. Through tasks addressing issues like malnutrition, tuberculosis, and substance abuse, the intern gained skills in leadership, communication, and confidence. While challenges included a lack of motivation and public speaking skills, the internship overall helped enhance time management, provided opportunities for skill development, and could help future career prospects. The intern expressed gratitude to those involved in organizing the valuable program.
Mr. Devendra Kumar completed a 6-month social internship with Ladli Foundation, a nonprofit focused on healthcare, education, and life skills. During the internship, he conducted workshops on topics like malnutrition, tuberculosis, and HIV/AIDS. He gained experience in public speaking, workshop preparation, report writing, and time management. While there were challenges with certain tasks, he overcame issues with help from coordinators and family members. The internship helped him develop skills in teamwork, community outreach, and self-discipline.
This document discusses digital empowerment of citizens in India. It provides an overview of universal digital literacy and access to digital resources. The key facts section outlines the advantages of digital empowerment such as improved governance and services, economic benefits, and job creation. The elements of digital empowerment include digital access, commerce, communication, literacy, etiquette, law, health and wellness, and rights and responsibilities. Stages of digital transformation range from maintaining current operations to becoming innovative and adaptive. Challenges to digital empowerment are lack of digital literacy, privacy and security concerns, and the high cost of implementation projects.
Access to clean water, basic sanitation facilities, and handwashing is critical for children's health and development. However, billions of people worldwide, including many school-aged children, lack these basic WASH services. UNICEF works in over 100 countries to increase access to drinking water, sanitation, and hygiene education in communities, schools, and healthcare settings. Improving WASH can reduce disease transmission and promote public health.
How to Make a Field Mandatory in Odoo 17Celine George
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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1. 1
Curriculum and Pedagogic Studies
Assessment for Learning
Dr. Sushma Singh (Core Academic Unit DOE Delhi)
After reading this we will be able to know the:
I. Assessment for learning
Dylan William: “Learner do not always learn what a teacher teach. That is why the most important
assessment does not happen at the end of the learning, it happens during the learning, when there
is still time to do something with what you find out”
• Assessment for learning allows teachers to get evidence about what’s going in your
learner’s mind.
• Assessment for learning allows teacher to get inside the learner’s head and see some of
what they are learning.
• Helps to structure what students need to learn in a particular lesson.
• Helps learners focus on what they need to know and how they can demonstrate this
knowledge.
• Helps to assess which students can do the work and which can’t.
• Allow learner to use one another as a resource for learning.
• Provides teacher with feedback from the student so that he can [plan differentiation better.
• Provides teacher with feedback so that he can plan how to challenge students and move
their learning forward.
• Is assessment that happens as learning is taking place so that teacher can adapt and change
what he is doing?
• Talk is at the heart of most assessment for learning strategies because this is how students
learn.
Creating the classroom culture, where the actual difficult ideas come to the surface so they reveal
their misconceptions, is important. It’s particularly giving opportunity for student to work in pairs,
where they can use peers as a resource, or to allow them to compare with others before there’s any
class discussion that really helps drive this type of pedagogy.
Classroom assessment is a combination of opportunities for a acting on evidence. We can use these
formatively to drive learning forward and sometimes in a more summative way to report on the
previous learning.
The key characteristics of formatively-driven classroom are:
Objective-1
•Distinction between
‘Assessment of Learning’ and
‘Assessment as Learning’
Objective-2
•Different types of
Assessment tools
Objective-3
•Developing and
Maintaining a
Comprehensive Learner
Profile
1. Questioning 2. Self and Peer
assessment
3. Formative use of tests and
quizzes
4. Feedback
2. 2
With the students playing an active role in the learning and assessment cycle. To make
these aspects work well in the classroom, specific strategies have been incorporated such
as: using boards to quickly collect the range of answers from the class so teacher find out
what students know, partly know, and don’t know. This can be used as evidence to decide
on next steps. Assessment for learning is therefore less about using a range of techniques
and more about an underlying philosophy related to classroom, the approaches teacher uses
and students’ role within it.
Assessment for learning helps teacher probe understanding, and provides the evidence for
teachers to decide what the learner needs to take their learning forward. To make it work
effectively in the classroom, teachers need to encourage learners to talk more, and also to
compare their ideas with others. Which means that not only they need to listen to their
peers, but also a teacher need to listen more effectively to what the learners actually say.
Teacher should avoid closing down those discussions, because sometimes it takes a while
for a range of ideas to come to the surface for teacher to examine.
So the focus should be not to chasing correct answers, but rather teacher need his learners
to express their true understanding so teacher can see how they are developing scientific
ideas, actually formulating a range of contexts. The teacher can then use this feedback to
decide on what action to take or what guidance to give to help learners improve.
At the same time, learners can voice their ideas and begin to see how others respond to
these. And this allows them to build understanding at the same time as developing a more
critical approach to science.
Encouraging more talks;
The primary functions of assessment for learning are to:
One approach to support this is:
Challenge Questions: Those are based on either misconceptions or area of ambiguity in
science. It is through these questions that teacher prompt thinking, and this leads to active
discussion that provides a way of drawing out the evidence of learning from the students.
Share: the focus should be on “not chasing the correct answer” and should involve all
students in learning
Characteristics of interactive dialogic classrooms:
Interactive
dialogue
Collaborative
learning
Self-
regulation
1. Promote to domain-specific dialogue
2. Give learners formative feedback
3. Helps teacher understand what learners think
3. 3
In interactive dialogic classroom teacher would expect to see intentional dialogue being
utilized to help develop formative practices.
This quiz consists of six multiple choice questions about intentional dialogue used in such
classrooms. Depending on teachers choice of answer teacher will receive feedback based
upon the educator’s own responses to the question. This quiz is designed to help learner
reflect. Teacher may find that there is room for discussion in respect of several of examples,
so the teacher should not be disheartened if teacher do not agree with the educator’s best
choice of answer.
Responses then discuss:
As teacher takes this quiz, students can be asked to make some notes about where their
responses differ from the educator’s perspective. Next step teacher can discuss responses
Quiz rules:
1. Which of the following stimulates classroom dialogue
Challenging question is one that cannot be answered immediately but requires the learner to work
on a series of smaller questions or activities before they return to have a stab at answering it. This
type of question encourages refection on experience and challenges learner’s beliefs and attitudes
about the subject, about themselves, and attitudes about themselves, and about learning and when
used with students can stimulate dialogue and allow thinking to express.
2. Which of the following is most likely to improve classroom discussion?
Allowing students to discuss their ideas and thinking with a peer before a classroom discussion
takes place is most likely to improve classroom discussion. This is because it enables all learners
to think and engage in the activity helping to increase their confidence in putting forward their
thoughts if asked.
3. Which of the following is the most important effect of increasing the “wait time” between
teachers asking a question and taking an answer?
1. Quiz don’t count towards course scores, it is just to help learner to learn.
2. Learner can skip questions and come back to them later if he wishes.
3. Learner may take as many attempts as he wish to answer each question
I. Organizing group according to ability
II. Asking students to write down ideas
III. Providing definitions on the board as a prompt
IV. Challenging questions
I. Make dialogue pacey with few gapes
II. Ask students to share ideas in a pair before giving answers.
III. Repeat questions if only a few students raise their hands.
IV. Allow students to work in friendship groups
V. Keep taking answers until teacher get the one he want
4. 4
Allowing “waits time” helps both the teacher and the students identify understanding therefore
allowing the teacher to take action and sort out problems.
4. Which of the following is most important role for the teacher to undertake during
intentional dialogue?
The teacher will want to listen to the answers that pupils are providing so they can consider pupil’s
possible reactions to the questions. Teachers can then also being does this response tell me about
their understanding? Because it’s the unusual answers that sometimes help teachers get to the heart
of the misunderstanding. Teachers need to plan how to use the evidence subsequently, because it’s
through the careful use of this evidence and deciding on next steps that formative action occurs.
And it’s this that will drive learning.
5. Which of the following are types of questions teacher may use during intentional dialogue?
Challenging question: Is one of the types of questions teacher will plan to use to facilitate
intentional dialogic classroom.
Differentiated questions; facilitate intentional dialogue as part of an interactive dialogic classroom.
Questions that increase in cognitive demand facilitate intentional dialogue.
Open question facilitate: intentional dialogue as part of an interactive dialogic classroom
6. What will teachers be wanting to identify from pupils when they use intentional dialogue?
I. Teacher is more likely to get a correct answer
II. More wrong ideas are ‘aired’
III. The teacher can select who might be able to answer correctly
IV. Answers tend to be in sentences rather than single words
V. Students listen better to the answers given.
I. Steer towards the correct answer
II. Ask for responses to the question from the students most likely to be able
to give correct answer.
III. Listen to the pupil discussions
IV. To provide the correct answer if pupils are unable to come up with it
between them
V. To keep asking the question until the correct response is elicited.
Select all the answers which are correct
I. Challenging questions
II. Differentiated questions
III. Questions that increase in cognitive demand
IV. Recall questions
V. Open questions
Select all the answers which are correct
I. Who can answer the quickest?
II. Who knows the correct answer?
III. What prior knowledge pupils have?
IV. What alternative ideas pupils have?
5. 5
In interactive dialogue classrooms teacher will be using intentional dialogue to engage all pupils
in the class in discussing their ideas, not just those who answer quickly. The teacher will also want
to listen and encourage all pupils’ to air their ideas and thinking, instead of looking for correct
answers to be given. To do this the teacher may more around and listens in to pupils’ discussions,
to gain a greater idea of what pupils ‘do and do not know, along with any alternative ideas that
may be aired. The teacher may decide on key points they wish to share, or pupils’ ideas they then
highlight to the whole class.
It is useful for teachers to identify what prior knowledge. Pupils have so they are better placed to
plan the learning for pupils. However, teachers in classrooms where formative practices are
embedded will want to establish the prior knowledge levels of all pupils. This will then help the
teacher to be better placed to make decisions about what to do next for the pupils in the class.
Good Classroom Talk:
Ensuring classroom talks that enables teachers to tap into student thinking is central to assessment
of learning
It is not always easy to set up with all classes. Good classroom talks require teachers to;
Ideas to develop interactive dialogic classroom;
Students need to develop their skills so that they participate better in group discussions. There are
number reasons why a class finds group discussion difficult for this class can be reorganized into
new groups, thinking carefully about the composition of each group so shy students have
supportive peers to make them feel comfortable, students who tend to dominate conversations are
placed with peers who will also put forward their ideas to help get these new groups functioning
there are number of approaches which will lead to better discussion during activities.
Sharing, depth and Confidence; Assessment for learning is a formatively-driven classroom we
would expect to see:
Emphasizes should be on one aspect of formatively-driven practice is the development of
interactive dialogic classrooms. In such learning environments classroom talk helps both the
teachers and student learn; as co-owners of the process.
Introducing Diagnostic Questions:
A diagnostic question is any question where you do not need to have students explain their
answers for you do not need to have students explain their answers for you to makes sense
1. Produce good
questions that spark off
ideas.
2. Group students in a way
that encourages them to share
ideas
3. Listen into student
discussion, noting strengths and
weaknesses
4. Make decisions about which student
ideas to feedback to the whole class.
1. Using questions and activities to collect information on what students do don’t and partly
understand.
2. From the evidence, that is what the students say and do, teachers making judgments about where
students are in their learning and so plan the next steps more effectively
3. Students dialogue, a carefully planned questions help teachers focus in on specific, problems and
difficulties.
4. At the same time, this process reveals to students where their strengths and weaknesses lie in a particular topic, so that
they can see where they need to make particular effort to move their learning forward.
6. 6
of their responses. It means if they get it right, they have the right thinking, and if they get
it wrong, they have the wrong thinking ideally, wrong responses are indicative of particular
misconceptions.
Activity: one possibility for exploring the way you currently use dialogue and questioning
is to work with a trusted colleagues. Ask him to sit in one of your lessons and time how
much you spend talking and how much your student talk, you may find the results of the
proportional time you are talking surprising.
Check list:
Reviewing classroom dialogue
Think-pair –share:
Planning for learning formative assessment:
Planning to identify learners’ thinking, clarify learning goals and fine tune your teaching to
progress your students’ understanding both in and between lessons. Plan based on learner’s starting
points, use success criteria, and develop your classroom questioning to adjust your teaching
approach and respond to student learning. You’ll also look at medium-term planning and the
benefits of working with colleagues as you change your practice.
What topics will you cover?
Intentional dialogue:
Write a rich question to use in an upcoming lesson. Make your question challenging for your class,
as it is these that are likely to promote discussion and provide you with a better understanding of
1. How much time were you as the teacher talking and how much time were students talking?
2. How many closed questions did you ask? How many open questions did you ask?
3. Were your questions in the main recall or challenging ones?
4. How much time after a question was posed, were students given time to think and/or discuss it?
5. How many student ideas did your questions elicit?
1. Planning together
evidence about
students’ learning.
2. Planning to address
misconceptions.
3. Collecting evidence
to inform your
teaching.
4. Planning to
respond to student
understanding during
lessons.
5. Medium-term
planning to respond to
student understanding
across lesson.
1. Planning together
evidence about
students’ learning.
2. Planning to address
misconceptions.
3. Collecting evidence
to inform your
teaching.
4. Planning to
respond to student
understanding during
lessons.
5. Medium-term
planning to respond to
student understanding
across lesson.
7. 7
what student think. Rich questions require student discussion, either in groups of as a class, and
you will need to decide what you will do as the teacher during the activity. As well as choosing
the question, you will need to plan how you are going to gather evidence of student thinking. How
are you going to set the activity up? When, where and how long will the discussion take?
The characteristics of Hinge Point Questions:
A hinge is a point in a lesson when you need to check if students are ready to move on, and if yes
in which direction. A hinge-point question is a diagnostic question that a teacher asks. His students
when he reaches the hinge, responses to which give teacher evidence about what he and his
students need to do next. Hinge point question are designed to help the teacher to check on leaning,
at t point where they feel most students have developed the necessary conceptual understanding,
so that they can decide what to do next?
II. Assessment Tools
1. 1. Questioning Analysis
Science class age 13-14 years)
Teacher: a painter has difficulty
trying to get the led off a paint box.
Is it better for him to use a longer,
shorter, wider or stronger
screwdriver to upraise the lid off?
Hands up for longer? Shorter?
Wider? Stronger? So most of you
have gone for stronger or longer
Chinna: Why stronger?
Chinna: Then he can push more on it. Do not worry about it breaking.
Jonny: If it is stronger it will make the force bigger
Teacher: And the longer group?
Pummy: Longer makes the force bigger
2. Questions to Support Intentional Dialogue
‘Rich questions’ for intentional dialogue
A rich question is one that cannot be answered immediately, but requires the learner to
work on a series of smaller questions or activities before they return to attempt to answer
it.
8. 8
Examples of rich questions;
1. What happens to sugar when you add it to water?
2. Which is the odd-one-out in acorn, coconut, strawberry and potato?
3. What is similar and what is different about respiration and photosynthesis?
4. Is it always true that metals are dense materials?
5. What is friction like on Moon?
6. There are 7 characteristics of living organisms, but are some of these more
important than others?
7. If there are 24 people in a room and everyone in a room shakes hands, how many
handshakes are there?
8. If you have only 5 paisa and 7 paisa stamp, what postages can be put on an
envelope up to 2 rupees? Which amounts to postage up to 2 rupees, can you not
do with just 5 paisa and 7 paisa stamps?
3. Hinge-point Questions
1. Which of these are simplifications of this fraction 8/12?
a. 3/2 b. 2/3 c. 4/6 d. 0.67
2. Look at these statements about roots of plants, which do you agree with?
a. Not all plants have roots, they are not necessary and do not do any thing
b. Roots hold the plant in place
c. Plants get everything they need to grow through their roots.
d. Plants absorb water and mineral through their roots
III. Portfolio
• A portfolio is a collection of evidence that is gathered together to show a student’s
learning journey over the time and to demonstrate their abilities (Butler 2006)
• A purposeful collection of intentionally chosen work of a student representing
performances over time and shows the learner’s efforts, growth and progress.
9. 9
• Collection of student work that demonstrates achievement or improvement
(Stiggius1994)
Purpose of a portfolio
Types of portfolio
Items of portfolio
Caption statement: is written comments in which teachers and students not the time
and date. A sample of caption statement is given below:
Name of the students: Rani
Skill certification
External assessment
Growth monitoring
Evidence of best work
Communication with Parents
1. Showcase
portfolio
•Collection of
students best work
and will help
students to gain
admission and
employment
2. Reflective
portfolio
•A vehicle for
helping teachers,
students and family
members think
about various
dimensions of the
student learning
efforts, attitudes,
learning strategies
and achievements.
3. Cumulative
portfolio
•Collected items for
a period of time
and is analyzed to
verify changes in
the product and
process associated
with student
learning.
4. Goal based
portfolio
•With pre-
established
objectives, and
students and
teacher then chose
items to match
those objectives
5. Process portfolio
•Documenting the
steps and processes
a student has
employed to
complete a piece of
work
1. Photographs of
Projects
2. Artistic
Creations 3. Reports
4. Classroom
Tests
5. Work Samples
6. Self - Recording
Graphs
7. Error and
Miscue Analysis
Summaries
8. Computer
Generated
Products
9. Awards and
Honors
10. Audio and
Video Recordings
11..Students
Family and
Teacher
Interviews
12. Caption
Statements
10. 10
Date:
Teacher comments: Rani completed the piece of work using a checklist that guided her in
creating and organizing the elements of story. I encourage her to elaborate on her story.
Student comment: I have been working on a story about Diwali celebrations. I feel good
about this item because I made up the story.
Evaluation Rubrics: On caption statement
Excellent Very Good Good
I. I. All the items have caption
statements.
II. II. All the caption statements
provide meaningful
information related to the
items presented, including
data, context and
description.
III. III. All the caption
statements are
grammatically correct and
presented in language that
other can understand.
IV. IV. All the caption
statements reveal evidence
of teacher and student
involvement.
I. I. Most of the items have
caption statements.
II. II. Most of the caption
statements provide meaningful
information related to the items
presented, including data,
context and description.
III. II. Most of the caption
statements are grammatically
correct and presented in
language that other can
understand.
IV. IV. Most of the caption
statements reveal evidence of
teacher and student
involvement.
I. I. Most of the items have
caption statements.
II. II. Most of the caption
statements provide meaningful
information related to the items
presented, including data,
context and description.
III. III. Most of the caption
statements are grammatically
correct and presented in
language that other can
understand.
IV. IV. Most of the caption
statements reveal evidence of
teacher and student
involvement.
Challenges and Benefits:
❖ Using portfolio as an evaluation tool can be time consuming.
❖ Collection of work samples, conferencing and evaluating the student progress is
challenging task.
❖ Provides flexibility, collaboration and documentation of students’ progress.
❖ Individualized, emphasize one’s best work and focuses on product.
❖ Students portfolio can be used in formative evaluation.