When we think of student engagement, it’s usually games and exciting activities that come to mind. No wonder why because as Barkley (2010, pp. xi-xii) puts it “competing for the attention of our students and engaging them in meaningful learning is a profound and ongoing challenge,” and games tend to always save the day. But how can we provide meaningful learning as well as an enjoyable experience? Assessment is perhaps not something you would instantly think of since most of us believe it is always teacher-focused and students simply suffer it through. But testing is not the only way to find out more about our students’ knowledge and progress. There are plenty of formative assessment techniques that are less intimidating and more informative than a simple test. Moreover, if we involve our students in the assessment and feedback process by giving them the opportunity to evaluate themselves and each other, you can lay the grounds for a more successful learning journey that engages your teenage students at the same time. In this practical workshop, I will demonstrate different formative assessment activities that can boost your students’ engagement and improve their learning competencies, such as critical thinking, learning to learn, communication, and collaboration. After each demo activity, we are going to think through which competencies the particular activity develops and how it engages students. There will also be room for further discussion on how these tasks can be tailored to your own context.
4 Steps to Develop Comprehension and Analysis Skills at HomeOxford Tutoring
The world of education centers on using new research and experience to identify what students need to learn and how teachers can present that information better. While this system has been trusted to help students reach their academic goals in the classroom, what are students and parents supposed to do if they feel that more can be done to enable students to reach their goals?
Using Continuous Improvement tools, such as mission statements, plus/deltas, and the Plan, Do, Study, Act cycle, you can engage and empower students to "get in the driver's seat" and take charge of their own learning. This presentation equips you with tools that will help improve learning results and student accountability, as well as nurture a learning environment that thrives on continuous improvement.
4 Steps to Develop Comprehension and Analysis Skills at HomeOxford Tutoring
The world of education centers on using new research and experience to identify what students need to learn and how teachers can present that information better. While this system has been trusted to help students reach their academic goals in the classroom, what are students and parents supposed to do if they feel that more can be done to enable students to reach their goals?
Using Continuous Improvement tools, such as mission statements, plus/deltas, and the Plan, Do, Study, Act cycle, you can engage and empower students to "get in the driver's seat" and take charge of their own learning. This presentation equips you with tools that will help improve learning results and student accountability, as well as nurture a learning environment that thrives on continuous improvement.
Tips to improve your english by testing yourselfJaslynn joan
English learners can improve their ability to remember and use new words by testing themselves.
Source<> http://www.edubilla.com/blog/tips-to-improve-your-english-by-testing-yourself/
Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
How'd you do that? Long Beach Presentation for ITCkfrisch
This is my powerpoint presentation from the 2012 ITC National Conference in Long Beach, CA on eLearning. The presentation was titled, "How'd You Do That? Tips and Tricks that might account for my 95% retention rate. Slides have more data on them then I'd like, but I tried to provide you with just the right amount of information to match what I talked about in the presentation itself. Thanks!
Third day in a 3 part series, K-3, focusing on quality teaching K-12, using the frameworks of UDL and BD. Sequences from physics, gr 4/5 math and language arts, gr 1 writing, gr 10 English, images into reading.
Hybrid teaching - a monster that can be tamed Jo Szoke BESIG 2022.pptxJoanna Szőke
Love it or hate it, hybrid is definitely one of the defining teaching and learning modes in the business English classroom. With the help of some demo scenarios, I’m going to show you that this monster, terrifying as it may seem, is easy to tame if we look at it as an online lesson with some offline participants rather than the other way around. We will also go through the technical setup of each scenario so that you can implement them in your lessons right away.
The online extension of face-to-face education to increase efficiency (Corvin...Joanna Szőke
Thanks to the pandemic, we now have a wide selection of applications and websites that aim to provide support for teaching and learning. However, these tools are not just a passing temporary solution, but long-lasting aids, which make the online extension of face-to-face lessons possible. This extension can happen in both directions: before the lesson in the form of a flipped classroom or after the lesson as "homework” or post-lesson work. The resulting blended structure not only leads to more meaningful engagement with classwork but it also improves such indispensible skills as learner autonomy, self-directed learning, and digital literacy together with critical thinking. In this presentation, I would like to bring practical examples for this lesson planning approach in higher education.
More Related Content
Similar to Engage with Assessment (Jo Szoke - IATEFL 2022)
Tips to improve your english by testing yourselfJaslynn joan
English learners can improve their ability to remember and use new words by testing themselves.
Source<> http://www.edubilla.com/blog/tips-to-improve-your-english-by-testing-yourself/
Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
How'd you do that? Long Beach Presentation for ITCkfrisch
This is my powerpoint presentation from the 2012 ITC National Conference in Long Beach, CA on eLearning. The presentation was titled, "How'd You Do That? Tips and Tricks that might account for my 95% retention rate. Slides have more data on them then I'd like, but I tried to provide you with just the right amount of information to match what I talked about in the presentation itself. Thanks!
Third day in a 3 part series, K-3, focusing on quality teaching K-12, using the frameworks of UDL and BD. Sequences from physics, gr 4/5 math and language arts, gr 1 writing, gr 10 English, images into reading.
Hybrid teaching - a monster that can be tamed Jo Szoke BESIG 2022.pptxJoanna Szőke
Love it or hate it, hybrid is definitely one of the defining teaching and learning modes in the business English classroom. With the help of some demo scenarios, I’m going to show you that this monster, terrifying as it may seem, is easy to tame if we look at it as an online lesson with some offline participants rather than the other way around. We will also go through the technical setup of each scenario so that you can implement them in your lessons right away.
The online extension of face-to-face education to increase efficiency (Corvin...Joanna Szőke
Thanks to the pandemic, we now have a wide selection of applications and websites that aim to provide support for teaching and learning. However, these tools are not just a passing temporary solution, but long-lasting aids, which make the online extension of face-to-face lessons possible. This extension can happen in both directions: before the lesson in the form of a flipped classroom or after the lesson as "homework” or post-lesson work. The resulting blended structure not only leads to more meaningful engagement with classwork but it also improves such indispensible skills as learner autonomy, self-directed learning, and digital literacy together with critical thinking. In this presentation, I would like to bring practical examples for this lesson planning approach in higher education.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. Introducing today’s speaker
2
Jo has been teaching English for more than 10
years in Hungary, Poland, and in the UK. Having
finished her DELTA, she became actively involved
in teacher training. Her main interests include the
methodology of all forms of online teaching and
assessment & feedback.
Joanna Szoke
Assistant lecturer at Karoli Gaspar University, Hungary
Freelance trainer and content developer for CUP
3. 3
Prepare your mind!
Think of 1 question about anything related to English Language
Teaching OR Belfast with somebody around you!
Image credits: Areadne Lifelong Learning Centre, Kayak
4. 4
I’d like you to discuss these three questions with some people
around you!
1. What did we do exactly? What were the steps?
2. Which aspects of it would a teenager find engaging? Any
adaptation ideas?
3. Which competencies do you think it involves/improves?
A. Writing our own test - Reflection
5. 5
1. What did we do exactly? What were the steps?
• You prepared mentally and chose a topic you were comfortable with
• You worked in pairs or groups to feel safe and promote collaboration
• You sent in your questions with the answers using an online tool
• I created an enjoyable interactive quiz with some additional questions
2. Which aspects of it would a teenager find engaging? Any
adaptation ideas?
competition, SS can choose & be in charge, T can still add own Qs
1. Which competencies do you think it involves/improves?
communication, collaboration, learning to learn, digital literacy
A. Writing our own test - Reflection
6. 6
What does this have to do with me?
Image credit: Jeremy Bezanger
7. 7
How did I do? I like this part
because…
What did you
mean when you
said…? I don’t really
think this works
because…
Perhaps next
time you could
…?
8. 8
I’d like you to discuss these three questions with some people
around you!
1. What did we do exactly? What were the steps?
2. Which aspects of it would a teenager find engaging? Any
adaptation ideas?
3. Which competencies do you think it involves/improves?
B. Assessing each other - Reflection
9. 9
1. What did we do exactly? What were the steps?
• You got familiar with the topic with the help of prediction
• You then watched/listened to “a student” tell the story
• Then you had to evaluate the student using given sentence heads
2. Which aspects of it would a teenager find engaging? Any
adaptation ideas?
seeing a different model is motivating, emotional development too
1. Which competencies do you think it involves/improves?
critical thinking, communication, collaboration, emotional development
B. Assessing each other - Reflection
10. 10
What do you think this is?
Image credit: Andy McCandlish
11. 11
• Imagine you want to send a email to the local council inquiring
about this appalling situation
• Think about what matters when writing such an email!
Work together!
informal formal
straight to the point beating about the bush
call for action leaving it open
just ending it there signing off correctly
12. 12
Let’s turn this into a self-checking list!
Guiding questions
Examples: What am I going to do?
Have I used formal language?
Have I been straight to the point/direct?
Did I ask anyone to do anything?
Did I include a polite sign-off?
13. Or let’s evaluate our own efforts
13
How difficult was
this task for me?
How well do I think
I did on this task?
One thing I learned
during this task
How much time did
I spend on this
task?
14. 14
I’d like you to discuss these three questions with some people
around you!
1. What did we do exactly? What were the steps?
2. Which aspects of it would a teenager find engaging? Any
adaptation ideas?
3. Which competencies do you think it involves/improves?
C. What have I managed to do? - Reflection
15. 15
1. What did we do exactly? What were the steps?
• You got familiar with the context, the basic situation, the problem
• Some main elements of the task were elicited
• These were used as guides for the self-evaluation questionnaire
2. Which aspects of it would a teenager find engaging? Any
adaptation ideas?
they write their own list, collaborative, improves goal-setting
1. Which competencies do you think it involves/improves?
learning to learn, critical thinking
C. What have I managed to do? - Reflection
16. 16
How well do you
think you did in this
whole workshop?
Image credit: Class Dojo
17. References and useful links
17
• Getting Started with Assessment for Learning.
https://cambridge-community.org.uk/professional-
development/gswafl/index.html
• Selivan, L. 2021. Activities for Alternative Assessment.
DELTA Publishing.
• Szoke, J. 2020. Has Time Come to Finally Revolutionise
Assessment and Feedback? https://www.gile-
edu.org/articles/education-science/has-time-come-to-
finally-revolutionise-assessment-and-feedback/