Slide presentation from an August 23, 2012 webinar entitled "The Art and Science of Designing Competencies" (from CompetencyWorks - competencyworks.org)
Slide presentation from an August 23, 2012 webinar entitled "The Art and Science of Designing Competencies" (from CompetencyWorks - competencyworks.org)
What Do You Want Them To Learn Today? Learning Goals and Formative AssessmentStephanie Chasteen
This is the presentation on Learning Goals for FTEP at CU-Boulder by Kathy Perkins and Stephanie Chasteen, February 22 2012.
--
Students don’t always learn what it is that we intend to teach them. In several science departments, faculty are addressing this gap by collaboratively deciding on just what it is that they want students to take away from a particular course or lecture. These learning goals have been valuable as a communication tool among faculty and between faculty and students so that everybody knows what the outcomes of the course are meant to be. Once these goals are written, it’s also much easier to write exams and other assessments. But writing clear learning goals takes some practice. In this interactive workshop, you’ll get that practice – in defining goals and designing assessments that address those goals. You will work in groups with faculty from similar disciplines to generate and analyze goals and questions, and will discus how to put ongoing assessment of your students into practice. You are encouraged to work on a class you are currently teaching, so you can apply the techniques immediately.
In the future, blended learning
will become the de facto mode of training delivery. The reason is simple; face-to-face
training is great for some content types, while online training is great for different
types. Together, they provide a complete training solution
What Do You Want Them To Learn Today? Learning Goals and Formative AssessmentStephanie Chasteen
This is the presentation on Learning Goals for FTEP at CU-Boulder by Kathy Perkins and Stephanie Chasteen, February 22 2012.
--
Students don’t always learn what it is that we intend to teach them. In several science departments, faculty are addressing this gap by collaboratively deciding on just what it is that they want students to take away from a particular course or lecture. These learning goals have been valuable as a communication tool among faculty and between faculty and students so that everybody knows what the outcomes of the course are meant to be. Once these goals are written, it’s also much easier to write exams and other assessments. But writing clear learning goals takes some practice. In this interactive workshop, you’ll get that practice – in defining goals and designing assessments that address those goals. You will work in groups with faculty from similar disciplines to generate and analyze goals and questions, and will discus how to put ongoing assessment of your students into practice. You are encouraged to work on a class you are currently teaching, so you can apply the techniques immediately.
In the future, blended learning
will become the de facto mode of training delivery. The reason is simple; face-to-face
training is great for some content types, while online training is great for different
types. Together, they provide a complete training solution
Who makes better use of technology for learning in D&T? Schools or university?Alison Hardy
Presentation prepared for PATT27
Abstract
University teacher training departments have many functions in their role as Schools for Initial Teacher Education (ITE), these include accrediting qualified teacher status, teaching subject knowledge and pedagogy, and influencing change in a school subject’s content and pedagogy. This paper discusses this latter area.
It can be easy for teacher training in universities to become ivory towers, modelling new ideas for curriculum delivery and content in a ‘bubble’ away from the real world of the school classroom. A centre of design and technology (D&T) education at an English university has undertaken research-led developments in the use of web 2.0 technologies and technology enhanced learning (TEL), modelling how they can be used in the classroom. The research examined in this paper is the next stage of the centre’s curriculum development to ensure the relevance of the university curriculum content and practices.
Anecdotal evidence suggests that the use of TEL in secondary schools is inconsistent and sporadic with D&T teachers using TEL, with minimal awareness of research available, which could inform their practice. This impacts on the centre’s trainee teachers as they begin teaching in schools during their final year of the course, with a possible unrealistic expectation of how TEL is used in schools, based on their university experiences.
To discover if their university experience is useful for both undergraduates and graduates of the course when they are teaching in schools, the research questions in this small comparative research project are:
1. How is TEL used by the university within the D&T subject knowledge modules of the course?
2. How is TEL used in D&T lessons in some local secondary schools?
The analysis of this data will be a comparison of the use of TEL across these two fields. The aim of the subsequent discussion and conclusion is to ensure that the subject knowledge taught and modelled in university about TEL in D&T is relevant and forward thinking, preparing trainee teachers for their future employment.
Enhancing Professional Practic/Danielson Book Study Day 2 of 3, 2011Ginny Huckaba
This Powerpoint presentation is for the book study on Charlotte Danielson's book: Enhancing Professional Practice: A Framework for Teaching, (2007), ASCD. It is Day 2 of a 3-day book study. This presentation is intended for use by those individuals paricipating in the Arch Ford ESC book study, days 1-3.
Quality Teaching and Assessment for Learning - the first of the 2011-12 PNS series, K-12, with demonstration teachers. This session focuses on frameworks for learning and AFL.
Workshop 1 introduction, case studies and context for wikigemkimble
UNAWE EU Astronomy Education
Evaluation Workshop Session 1:
House of Astronomy, Heidelberg, October 8th 2013
Facilitator: Grace Kimble
Content can be freely used.
Taking a psychometric approach to developing a tool for measuring values attr...Alison Hardy
The Subject Values Instrument for Design and Technology Education (SVA-D&T) is a 28 item (statements) tool for measuring the values people attribute to design and technology education (D&TE). In our presentation we will describe the mixed methods (qualitative and quantitative) validation processes involved in the develop of the SVA-D&T, alongside and some preliminary data. We will also explain why the SVA-D&T is needed by researchers and curriculum planners.
Valuing design and technology education Alison Hardy
Selected slides from a presentation for colleagues at FHNW University of Applied Sciences and Arts Northwestern Switzerland on Monday 10th December.
My talk is in 3 parts:
the influence and origins of our values
the value of D&T education
design fiction as a response to an enduring value of D&T
Presentation given at D&TA East Midlands branch meeting on Monday 27th November.
I introduce design fiction as a pedagogical approach to sue in D&T lessons teaching pupils about new and emerging technologies (such as robotics, AI, synthetic biology and additive manufacturing).
Seminar for Baltimore County technology education teachersAlison Hardy
A lunchtime seminar for Baltimore County technology education teachers (Tuesday 18th July).
I gave an overview of D&T education in the UK, and discussed the value of D&T. We ran out of time for the design fiction section.
The visit was funded by the UCET Travel scholarship (http://www.ucet.ac.uk/scholarships).
Many thanks to the UK based D&T teachers who shared photos of their D&T classrooms.
Rhetoric and interpretation: values attributed to D&TAlison Hardy
This research compares special interest groups’ and students’ rhetoric about the value of Design & Technology (D&T) in England, specifically in relation to learning about technology, employment and creative endeavors.
Drawing upon the Design and Technology Association (D&TA) campaigns and interviews with students, I identify the values these two ascribe to D&T. These values will be compared with the values implied in the English National Curriculum for D&T: the current version (Department of Education, 2013b) and previous iterations since its inception into the National Curriculum in 1990.
Analysis of the two groups’ values demonstrates a disparity between the two groups’ views of the value of D&T. Whilst D&TA and students concur on some values, there are noticeable differences. Generally, students place greater emphasis on D&T’s value to their everyday lives, future employment, and personal fulfillment, whereas the D&TA campaigns focus on how D&T engenders both personal and national economic benefits; creativity is valued by both groups but in different ways. These findings imply a discord between them about the contribution D&T makes to an individual’s education and future life.
By comparing the values of these two stakeholder groups, who have no direct power to influence the enactment of government policy (Williams, 2007), this research provides an insight to some of the potential divergences that may occur as D&T teachers, who do have the power, interpret the National Curriculum using D&TA’s materials to advocate the value of D&T to their students. This research could help other special interest groups explore how D&T is valued and how they lobby government for future curriculum change.
The next stage to this study is to explore how the D&TA’s rhetoric about D&T, and the values discovered in this study, are enacted in classrooms.
Defending the marginalised school subjects - UCET2016 presentationAlison Hardy
Secondary school subjects that have been consigned to 'bucket 3' in the new school performance measures, such as D&T, music, art and design and PE, are noting a decline in GCSE numbers. Reasons for this decline can be attributed, in part, to the Ebacc and their exclusion from it (see http://www.baccforthefuture.com) but other reasons include new curricula and GCSE specifications, budget cuts and changes to teacher training.
In this presentation I will explore the potential impact of teacher training changes on one of these subjects, D&T. As school teachers have an increasing role to play in training the next generation of teachers - does it matter what value they place on their subject? what might be lost if university-based subject specialists have less involvement in teacher training? These questions are relevant to all marginalised subjects that need defending.
This presentation is for undergraduate students on BSc Design and Technology Education at Nottingham Trent University.
The session considers the philosophy of technology, where students learn about Carl Mitcham's different approaches to technology (artifacts, knowledge, processes and volition). Through learning about these four approaches they begin to think about consequences for their D&T teaching - realising that D&T is more than 'design and make'.
Following this session the students research an emerging technology (see www.dandtfordandt.wordpress.com for more details), using Mitchum's four approaches to critique how emerging technologies can be taught in schools.
Hardy Patt2016: An assortment box of D&T valuesAlison Hardy
Abstract
Views about the value of Design and Technology (D&T) to students, the economy and society are diverse, occasionally exaggerated, and usually conflicting. For example: is D&T a subject with specialised knowledge? A subject that applies knowledge from other subjects? A vocational subject? A subject to meet the country’s economic needs? Or a subject to develop good citizens?
These conflicting views were brought to the fore when the review of the English National Curriculum proclaimed that D&T has an insufficient disciplinary coherence (Department for Education, 2011). Strong, disciplinary coherent subjects have a clear form of knowledge and are favoured by the current UK government. Subjects with disciplinary coherence have strongly defined boundary between itself and other subjects (Bernstein, 2000), and strongly defined knowledge that is ‘sacred … not ordinary or mundane’ (Bernstein, 2003, p.73).
In response to this review, and other challenges, the Design and Technology Association (D&TA) has run two campaigns to ‘fight’ for D&T to be recognised as an important and essential part of the school curriculum (Design and Technology Association, 2011; 2015).
But D&TA has not systematically investigated how D&T teachers and their students, the activators and receivers of D&T, perceive the subject’s purpose and coherence. This paper uses Bernstein’s (2000; 2003) concepts of classification and framing to analyse the perceptions of these two groups. Their assorted views are different to D&TA’s campaign messages but as conflicting, and they concur with the curriculum review that D&T does not have a strong disciplinary coherence.
The conclusion suggests how this analysis could inform future D&TA campaigns and suggests that by addressing D&T’s specialised knowledge and the contribution D&T makes to students 21st Century Skills is not lost but strengthened.
D&TA Summer School Teaching for the contextual challengeAlison Hardy
NTU slides from the 'Working with Contextual Challenges at GCSE' Workshop at D&TA Summer School 2016.
Images of NTU students' work and IDEO cards for use in design and technology
What do others think is the point of D&T? PATT29Alison Hardy
What do others think is the point of design and technology education?
As a result of a national curriculum review in England (Department for Education [DfE], 2011), a new curriculum for design and technology (D&T) is being taught in secondary schools from September 2014 (Department of Education [DoE], 2013a). This curriculum is compulsory for a decreasing number of schools; two potential consequences are the nature of D&T in secondary schools changing to reflect local perceptions of the subject and maybe D&T being removed from the curriculum completely. The pressure on D&T’s curriculum content is likely to come from different stakeholders such as senior school leaders, D&T teachers, and pupils. D&T school departments could respond to this pressure by adapting the curriculum to popularise the subject or produce high exam results with a consequence that much of the subject’s value is lost.
This paper reports on a small research project conducted in two secondary schools where stakeholder representatives were interviewed to identify their values of D&T. These different stakeholders were interviewed using the active interview method (Holstein & Gubrium, 1995), coded following Aurebach and Silverstein’s method (2003) and their values compared to Hardy’s values framework (Hardy, 2013b). Analysis shows most stakeholders believe a key value of D&T is to provide ‘practical life skills’ (Hardy, p.226), whilst only one recognizes that learning in D&T involves ‘identifying problems to be solved’.
The outcomes from the research are being used to support critically reflective conversations within both D&T departments (Zwozdiak-Myers, 2012) framing their evaluation of their local curriculum and making changes to their curriculum.
This paper is being presented at PATT29 on Friday 19th April 2015
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
3. Open v Closed
• Open questions.
• Closed questions • An open questions
• A closed question can be deliberately seeks longer
answered with either a answers
single word or a short • Using open questions
phrase.
• They ask the respondent to
• Using closed questions think and reflect.
• They give you facts. • They will give you opinions
• They are easy to answer. and feelings.
• They keep control of the • They hand control of the
conversation with the conversation to the
questioner. respondent.
4. Lower order v Higher order
• lower order, for memory, • higher order, for more
rote, and simple recall demanding and exacting
thinking
5. Assessment for Learning
• It is not a question of how much assessment you do,
or how much feedback you provide, but how
intelligently you use assessment to inform your
future teaching and your feedback to pupils.
• Capel, S. et al., 2005
• any assessment for which the first priority is to serve
the purpose of promoting students‘ learning
• Black et al (2003) in Capel et al (2005)
12 October 2010
6. Pedagogy & Practice Curriculum & Department
1. Differentiation strategies x4 (SEND and 1. Applying and adapting curriculum √
G&T) 2. SOW x3
2. Aspects of lesson planning: a. Modern curriculum
a. Linking learning to objectives b. Make small SoW (e.g. share SAS1
b. Questioning techniques ideas) √
c. Linking starters to plenaries 3. Learning outcomes (?)
d. Pace 4. Levelling NC
3. Assessment a. What is expected at each level
1. Behaviour for learning √ b. How to apply it(?) to NC?
5. Putting theory into practice in a 5. Marking/ assessment;
personal way (?)√ a. How to mark (?)
6. Using data in lessons (?)√ EPS - raise on line b. Official grades
c. Effort grades
d. Target grades
a. Report writing
Professional
6. Experience other areas of D&T (not
specialism) x 2 Development
Targets (PDT)
Professionalism & Sschool Epistemology & Community
1. How to evidence QTS 1. Go on a course field trip x3
linking session
2. Extra curricular activities 2. Involving the community: How can we get
3.
1.
STEM x 2
Professional standards 1.
involved in the community? X 3
Demographic limitations: pupils attitude to
to students
a. Maintaining them against the learning
current political issues(?) 2. Parents evenings identified needs
5. Contribution and communicating with 5. Discussion about the types of school and
colleagues where you want to work
1. Going beyond the call of duty
2. Developing more personal relationships
(with whom?)
3. Policies and practices
4. Job application support/ requirements √
5. Working with TAs
6
7. In this session we will be taking a closer look at formative
assessment and using discussion to further our understanding.
This session is designed to build on the phase 1 input (session
10).
We are learning:
1 What the research says about Assessment for Learning (AfL)
How we can develop effective AfL strategies within our
2 classroom
To consider our own position on the use of assessment
3
7
8. • Differentiated Learning Outcomes
– All
Translate research into teacher friendly language and reflect on own practice within
the classroom
– Most
Collaboratively translate and share research into teacher friendly language and
reflect on own practice within the classroom to support application of research to the
design and delivery of lessons
– Some
Collaboratively translate and share research into appropriate teacher friendly
language and critically reflect on own practice within the classroom to support
application of research to the design and delivery of effective lessons
8
9. • Jigsaw activity
– What the research says about Assessment for Learning (AfL)
9
11. Formative Assessment
• Sources of Evidence
• The Meaning of Formative
• Feedback in Discussion
• Feedback in Written Work
• Regulation of Learning
• Peer and self-assessment
• Theories of learning
– Cognition
– Motivation
– Putting into practice
11
12. Sources of evidence A
• Research review of Black & Wiliam
–Reviewed about 600 publications
–Published article in 1998 : 70 pages, 250 references
–Selected rigorous studies: an experimental group compared with an
equivalent control group, then quantitative evidence to answer the
question “Did the experiment lead to better attainment by the
students?”
–Found about 50 such studies
–These showed that standards are raised by formative assessment.
12
13. Sources of evidence B
Effect sizes: evidence of different kinds
of feedback
Nyquist (2003)
N Effect
• Weaker feedback only 31 0.16
• Feedback only 48 0.23
• Weaker formative assessment 49 0.30
• Moderate formative assessment 41 0.33
• Strong formative assessment 16 0.51
13
14. Sources of evidence C
King‘s project January 1999 to December 2000
Compared school and national test scores of their classes
with other comparable classes in same schools -
attainment was better – effect sizes 0.3 to 0.4
Teachers were happy about the way they had changed
But changes did not happen quickly, and happened
differently for different teachers : it took two years
Support from the school, from other teachers and from the
project meetings was essential
14
15. Formative Assessment
• An assessment activity can help learning if it provides
information to be used as feedback, by teachers, and by
their students, in assessing themselves and each other, to
modify the teaching and learning activities in which they are
engaged.
• Feedback is two-way
–Student to teacher
–Teacher to student
• Feedback can be
–oral or written
–short term or medium term 15
16. Feedback in Discussion
Questioning in Class
• Questioning
My whole teaching style has become more interactive. Instead of showing how to find
solutions, a question is asked and pupils given time to explore answers together. My
Year 8 target class is now well-used to this way of working. I find myself using this
method more and more with other groups
• No hands
Unless specifically asked pupils know not to put their hands up if they know the
answer to a question. All pupils are expected to be able to answer at any time even if
it is an „I don‟t know‟.
• Supportive climate
Pupils are comfortable with giving a wrong answer. They know that these can be as
useful as correct ones. They are happy for other pupils to help explore their wrong
answers further.
(Nancy, Riverside School)
16
17. What makes a good question ? 1
e.g. Designing a lantern for a religious festival, the teacher
could challenge the pupils with such questions as:
‘Where will your lantern be used?’
‘What safety aspects do you need to consider?’
‘If we are to use a tea-light candle, how will you hold it
safely in place inside the lantern?’
17
18. What makes a good question ? 2
Talking about making a kite
Why is manufacturing kites ‘technology’ ?
‘Which technologies are manufactured?’
Creating new bread products for teenagers
Have you thought about which other foods you
might combine with your bread?
Is it specific for a particular meal – say breakfast –
or more versatile than that?
18
19. Question stems
• Why is ______ an example of ________ ?
• Why might folk believe that ______________ ?
• What might happen if you _______________ ?
19
20. Children Think Differently from
Adults
Teacher to a six-year-old drawing a picture of a
daffodil: ―What is this flower called?‖
Child: ― I think it‘s called Betty.‖
R.Fisher(1995)„Teaching Children to Learn.
20
21. Responding
Making a scarf suitable for an environmental group
T: I see that you‘ve made a start on your design. Can you just talk
me through it?
P1: It needs to have animals and things on it so that they like it.
T: Mmm. I wonder if there‘s anything else that an environmental
group might …
P2: Recycled stuff. Things that are good for the environment.
P1: But they won’t want second-hand stuff.
T: Okay but they might prefer some materials to others. What do
you think?
P1: Suppose. Yes, well they won’t like stuff like this (rubs pencil
case). Probably prefer more natural stuff. So cotton or wool or…
something else natural-like. 21
22. Dialogic Teaching
Children, we now know, need to talk, and to experience
a rich diet of spoken language, in order to think and to
learn. Reading, writing and number may be
acknowledged curriculum ‗basics‘, but talk is arguably
the true foundation of learning.
(Robin Alexander, 2004)
22
23. Realities of dialogue
I – R – E recitations dominant
Teachers talk a lot, pupils ―spot the right answer‖
USA review 94 classes in 19 schools
Teacher-pupil discussions average 1.7 in every 60 minutes
2004 Evaluation of UK literacy & numeracy strategies
Open questions 10%; 15% of teachers not use any
Up-take questions in only 4% of exchanges
70% of pupil exchanges limited to 3 words or fewer
Teachers‟ not aware of their own practice.
Lectures OK
– but pseudo-dialogue may be the worst of both worlds
23
24. Perrenoud: regulation
1998 - Assessment in Education 5(1) 85-102. Page 86
This [feedback] no longer seems to me, however,
to be central to the issue. It would seem more
important to concentrate on the theoretical models
of learning and its regulation and their
implementation. These constitute the real systems
of thought and action, in which feedback is only
one element.
24
25. Perrenoud: interactive
regulation
1998 - Assessment in Education 5(1) 85-102. Page 92
I would like to suggest several ways forward, based on
distinguishing two levels of the management of situations
which favour the interactive regulation of learning
processes:
the first relates to the setting up of such situations
through much larger mechanisms and classroom
management.
the second relates to interactive regulation which
takes place through didactic situations.
(p.92)
25
26. “Regulation” : Strategy
There is compelling evidence that it is important for teachers to
identify and plan for specific and overall technology learning
outcomes rather than just activities (from D&T Inside the Black Box).
Pupils‟ designing can be described in terms of making five types of
interrelated design decisions: (a) conceptual (b) marketing (c)
technical (d) aesthetic and (e) constructional (from Electronics in
School).
Considering the demands and affordances of tasks is essential for
assisting teachers to plan for the incorporation of assessment for
learning strategies, including the provision of feedback. By knowing
the ideas and skills inherent in the tasks, teachers can be clearer about
their focus for assessment (from D&T Inside the Black Box). .
26
27. Learning Principles - 1
Cognitive
• Start from where the learner is.
• Involve the learner actively in the process.
• Learners need to ‗talk‘ about their technological ideas
• Learners must understand the learning intention.
27
28. Peer marking
• We regularly do peer marking—I find this very helpful indeed.
A lot of misconceptions come to the fore and we then discuss
these as we are going over the homework. I then go over the
peer marking and talk to pupils individually as I go round the
room. Rose, Brownfields School
• The kids are not skilled in what I am trying to get them to do. I
think the process is more effective long term. If you invest time
in it, it will pay off big dividends, this process of getting the
students to be more independent in the way that they learn and
taking the responsibility themselves.
Tom, Riverside School 28
29. Peer Assessment
P1: This one’s got the thickness about right. It gives you
the crispiness and texture that the pizza base needs. The
others are all a bit thick and have a doughy texture.
P2: Is that the thickness or the cooking time?
P1: The cooking time is going to affect the crispiness
perhaps but not the texture. We need to roll them this thin
next time.
P3: And we need to think about the thickness of the veg
too. That one is too roughly chopped. It doesn’t look good.
Getting the slices thin and more the same … more
uniform… will help the appearance and the feel of it in your
mouth. 29
P1: So that’s two thickness things we need to write down.
30. Self- and Peer-Assessment
• Criteria must be understood by students so they can apply
them : modelling exercises are needed where these are
abstract
• Students must be taught to collaborate in peer-assessment,
for this helps develop objectivity for self-assessment and is of
intrinsic value
• Students should be taught to assess their progress as they
proceed keeping the aims and criteria in mind - so as to
become independent learners
30
31. Rules for Effective Group Work
• All students must contribute:
no one member say too much or too little
• Every contribution treated with respect:
listen thoughtfully
• Group must achieve consensus:
work at resolving differences
• Every suggestion/assertion has to be justified:
arguments must include reasons
31
32. Mercer at al.
Indicator words used by pupils
• Word Pre-intervention Post-intervention
• because 13 50
• I think 35 120
• would 18 39
• could 1 6
• ____________________________________________________
• TOTALS 67 215
32
33. SPRING project
www.spring-project.org.uk
Engagement
SPRinG groups more fully engaged.
Control groups some actively disengaged.
Socio-affective aspects
Control groups were more likely to block group effort
Discourse topic
SPRinG groups sustain the topic
Control groups change the topic
Type of talk
SPRinG groups: high level collaborative discussion,
Control groups: procedural, disputational. off task talk. 33
34. Aspects of formative assessment
Wiliam 2006
Teacher Clarify learning Elicit evidence Provide feedback
intentions promote discussion to help learning
Peer Understand Activate students as learning resources
learning for one another
intentions and
success criteria
Learner Understand Activate students as owners of
learning their own learning
intentions and
success criteria
34
35. Self-regulated learning
Three components
•Mastery
Concerned with learning: motivated and steered by personal interest,
values, and expected satisfaction and rewards
•Well-being
Concerned with maintaining or restoring positive feelings when threats
arise.
•Volitional strategies
Keeping on mastery track or getting on to it from the well-being track
•Boekaerts, M. & Corno, L. (2005) Applied Psychology, 54(2), 199-231 35
36. Learning Principles-2
Motivation and Self-esteem
• Feedback given as rewards or grades enhances ego rather than
task involvement (Butler, 1987).
• With ego-involvement, both high and low attainers are reluctant
to take risks and react badly to new challenges, and failures
simply damage self-esteem
• With task-involvement, learners believe that they can improve by
their own effort, are willing to take on new challenges and to
learn from failure.
• (see “Self-Theories” by Carol Dweck, 2000)
36
37. Contact details
• e-mail : paul.black@kcl.ac.uk
• Web-site: www.kcl.ac.uk/education/research/kal.html
• Assessment for learning : Putting it into practice.
Black, Harrison, Lee, Marshall & Wiliam 2003 Open University Press
The Black Box Series ; all published by GLAssessment
• Inside the Black Box Black and Wiliam
• Working Inside the Black Box. Black, Harrison, Lee, Marshall & Wiliam
• Science Inside the Black Box Black & Harrison
• Maths Inside the Black Box Hodgen & Wiliam
• English Inside the Black Box Marshall & Wiliam
• Geography Inside the Black box Weeden & Lambert
• I.C.T. Inside the Black Box Webb and Cox
• M.F.L Inside the Black Box J. Jones and Wiliam
• D & T Inside the Black Box D.Barlex and A.Jones 37
39. Where next?
• We are all a product of our training and experience
• To change how we operate in the classroom requires a
conscious effort
• Try out a new idea, then embed it by regular use until it
becomes second nature
How many dancers in the video?Correct What are they doing in the video and why?What evidence do you have for your answer?Good – what did you find difficult about that activity?
Ask the group to write a short refection on how they used questioning in phase 1.Could further development of questioning support other areas of their professional development – e.g. Q standards?
1: Linking learning to objectives2: Questioning techniques3: Putting theory into practice in a personal way (?)So I’ll be sharing my lesson plan with you at the end of the session
Session aim and learning:
Cushion cover example: Where will the cushion be used?What safety aspects do you need to consider?If we’re using a natural fiber for the stuffing - how will we ensure that the cushion can be cleaned?
Have a go at answering the questions and then with your partner have a go at analyzing why this is a good question?