The document describes a problem-based learning (PBL) activity for a module. Students will work in small groups to investigate issues related to a trigger presented by the facilitator. The trigger describes a lecturer who is frustrated by students' poor performance on an essay assignment they have used for 10 years. Students will apply the 5 stages of the Mills PBL model to identify problems, learning outcomes, research the issues, and present their findings to another group. They will be assigned roles like chair, reader, and scribe. The facilitator will help get them started and direct them to online PBL resources.
A 2 day seminar with 17 rural schools in Manitoba considering a systems look at reading growth. Day one the discussion focused on the what and why of our assessments while day two moved toward how to use the data we collect as part of our planning and instruction.
A 2 day seminar with 17 rural schools in Manitoba considering a systems look at reading growth. Day one the discussion focused on the what and why of our assessments while day two moved toward how to use the data we collect as part of our planning and instruction.
Department of Nursing Science: Writing Week January 2022debbieholley1
Our Faculty have three writing weeks each year, when we focus on our writing. In our department, we facilitate the week with a mix of writing slots, expert sessions and a daily short writing sprint, based on the work of Peter Elbow on freewriting. This presentation has the daily writing 'sprint' tasks - please feel free to re-use and share - just credit where appropriate (all credits at end of slidedeck)
Department of Nursing Science: Writing Week January 2022debbieholley1
Our Faculty have three writing weeks each year, when we focus on our writing. In our department, we facilitate the week with a mix of writing slots, expert sessions and a daily short writing sprint, based on the work of Peter Elbow on freewriting. This presentation has the daily writing 'sprint' tasks - please feel free to re-use and share - just credit where appropriate (all credits at end of slidedeck)
EDU 650 Exceptional Education / snaptutorial.com donaldzs112
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EDU 650 Week 1 Journal No Excuses University Culture of Universal Achievement
EDU 650 Week 1 Assignment Education Philosophy
Using the learning cycle to engage students in ILMarcia Rapchak
A 2008 article found in Psychological Science in the Public Interest by Pashler, McDaniel, Rohrer, and Bjork titled “Learning Styles: Concepts and Evidence” shows that tailoring instruction to match a student’s learning style preference does not result in better acquisition of the ideas presented (p. 112). The implications of this claim for the Fleming VAK (visual, auditory, and kinesthetic) Model, along with other learning style models, must be considered for library instruction. Instead of trying to identify and teach to specific learning styles, we can work to integrate a variety of learning preferences to create engaging lesson plans that employ active learning. One way to do this is to use experiential learning, and, more specifically, David Kolb’s Learning Cycle in instruction. This method allows instructors to provide students with a variety of learning activities within a class without focusing on one single learning style.
Similar to LTHE Assessment and Feedback using PBL (20)
The Role of a Learning Technologist in Transforming Digital Learning Practice...Chrissi Nerantzi
18 January 2018, London, invited contribution to the Inside Government event Embracing Technology Enhance Learning in Higher Education
https://chrissinerantzi.wordpress.com/2018/01/20/inside-government-event-18-1-18/
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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
2. • to participate and collaborate in small group PBL
with an assessment and feedback theme
• to identify and critically analyse issues linked to
the given PBL trigger
• to present findings to another team and provide
feedback
2
5. Mills, D (2006) Problem-based learning: An overview, available at
http://www.c-sap.bham.ac.uk/resources/project_reports/ShowOverview.asp?id=4
6. (part 1) “Just finished marking 150 essays, the one and only assignment for this challenging module. Can’t
understand why students don’t do well! Is one essay too much? I have been using this essay title for the last 10
years – I love it! – and students just don’t seem to engage with it, not even the brighter ones, which is really
strange!
I have given the students an extensive reading list and during the lectures I always tell them that they can ask me
if they don’t understand something. Not sure what I am doing wrong… Students have never complained about
anything and the module evaluation is always positive.
They had a whole month to write the essay… but I know that many just do it a few days before the handing in
date. At least they hand it in I guess.
(part 2) Writing feedback is hard work too! I don’t know these people. I see them 2h a week over 10 weeks and
there are 150 of them in the lecture theatre, well they are usually not all there. I find it really time consuming to
write feedback on their assignments. I tend to write loads and tell them what they did wrong. That should be
useful for them! But I am actually not sure if they read it. Most of them just see the mark and don’t bother
collecting the feedback. Am I wasting my time?”
Please investigate the above carefully. Identify possible problems, then define your learning outcomes. Carry out
research to resolve the issues identified. You will be asked to present your findings to another group and engage
in a conversation about these.
Please work together and apply the Mills 5-stage PBL model in your investigation. Please remember that you will
be working together. Co-ordinate team activities and assign roles, such as chair, reader, scribe and timekeeper.
A PBL facilitator will help you to get started. Please also access the online PBL resources to familiarise yourself
further with PBL. Ask your facilitator if you are unsure about something.
You are welcome to use some of the resources made available and identify further ones for your research.
6
7.
8. • … a portrait of the
person sitting next to
you
• Show portrait to the
person you created
• Person on the portrait to
provide feedback to the
artist
8
9. “Solange arrives at her English university. She is a keen student and wants to do
well. After a few weeks, she is asked to write an assignment. When she sits at her
computer, she finds that she can only think of the complex ideas she has grappled
with on the course in her mother tongue, which is not English. It is an enormous
strain to write these ideas and she cannot think directly in English. She has to
translate her thoughts one by one. When she gets the essay back, she is extremely
disappointed with her mark. She is used to excellent results. Some of the feedback
relates to her use of English and is very discouraging. Her tutor has written:
‘There are hints of some interesting ideas in this essay but they are often difficult to
understand because you do not express them clearly. Please check your English
carefully before you hand in your work There are too many errors here.’” (Duhs,
2010, 6)
Discuss the feedback. Try to redraft it so that it feeds forward
and helps Solange to feel less apprehensive about her next
essay.
9
10. Access an e-portfolio
Pick a reflection
Use the assessment criteria and
attainment descriptors (see the module
guide)
Provide feedback (insert your comments
directly to the e-portfolio)
10
11. What are the 3 things you are taking away
today?
11
12. Biggs, J. (1999) Teaching for Quality Learning at University SRHE/OUP
Bloom, B.S. et al, Taxonomy of Educational Objectives: Cognitive Domain New York: McKay
Bloxham, S. & Boyd, P. (2007) Developing Effective Assessment in Higher Education, Open
University Press: Maidenhead
Boud (2010) Keynote, University of Salford Assessment and Feedback Good Practice event, 6 July
2010
Brown, S., Race, P. and Smith, B. (1996) 500 Tips on Assessment. London: Kogan Page
Butcher et al (2006) Designing Learning. From module outline to effective teaching, Oxon: Routledge
Duhs, R. (2010) ‘Please, no exam”’ Assessment strategies for international students, in: SEDA
Educational Developments, Issue 11.4, Dec, pp. 3-6
Earl, L.M. (2003) Assessment as Learning, Thousand Oaks: Corwin Press.
Gibbs, G. and Simpson, C. (2004) Conditions under which assessment supports students’ learning.
Learning and Teaching in Higher Education, vol. 1. pp.1-31
Irons, A. (2008) Enhancing Learning through formative assessment and feedback, Oxon: Routledge.
12
13. Juwah, C. et.al (2004) Enhancing student learning through
effective formative feedback. HEA. At
http://www.heacademy.ac.uk/assets/York/documents/resources/reso
Knight, P. T. (2002) Summative assessment and higher
education: practices in disarray, in: Studies in Higher Education,
27, 3, pp. 275-286.
Price (2007) ‘Should we be giving less written feedback?’ in
Centre for Biosciences Bulletin Autumn 2007, HEA
Schofield, M. (2010) “Taking the ‘ass’ out of assessment”
[keynote], First level assessment project conference, 16th June
2010, LeedsMet university
13
Editor's Notes
Half will work together to identify why we access, The other half of the class will go out and ask students use 2 different colour cards and markers
to print, also include the PBL model to be used!!! see Blackboard part 1 up to the break! However, if groups are making good progress let them continue with part 2 (differentiation strategy!)
Activity: everybody gets a piece of paper and is asked to draw somebody. Then they are asked to provide feedback (NOT say write/talk about the portrait) She if everybody provides verbal feedback. This is what usually happens. This way it is demonstrated that it is more natural to provide verbal feedback. Then link to digital if verbal not possible, the closest it gets. Verbal > digital