Assessment for Learning: The Cramlington Teaching and Learning Model | cramlingtonmuse. - This issue we are looking at Assessment for Learning The quote below sums up nicely how a positive learning environment should challenge and encourage young people to move forward in their learning. The following article contains many useful strategies and ideas that have direct application in all classrooms.
“There is no failure, only feedback” An Assessment for Learning classroom Looks like… 1. 2. 3. Sounds like… 1. 2. 3. Feels like… 1. 2. 3. A Safe Environment Develop a “No put down zone” in your classroom. No Hands Up Policy The idea behind a no hands up policy is to ensure all students are involved, and expect to be involved, in learning. They can ‘buy out’ of the learning process. 1) Training students to respond “I do not know yet, please come back to me later” when stuck with a question is a good starting point. 2) Sell the idea that we learn by our mistakes so that offering their ideas is better than not.
Why Feedback is Important Success Criteria • Predict a heating curve for water 1. Classroom Discussion Strategies « Engnology. Classroom Discussions play an important role in student learning. It engages students, allows them to practice important life skills and is also a form of assessment. I rely on these interactions to help me gauge student understanding of topics we are studying. The following are a few of my favorite, and more unique, discussion strategies. Many of these ideas have been borrowed and modified for my own classroom. First Things First - Establish classroom guidelines for discussions. 1. 2. 3. 4. 5. Strategies 1. . *4 chairs placed in the middle of the room, while all students form an outside circle around the center group, thus forming a “fishbowl” effect.
*The 4 students sitting in the middle are the only ones allowed to speak. *If an outside circle student wishes to speak they must “tap-out” (on the shoulder) one of the 4 people. *Students on the outside can be listening, backchanneling on a TodaysMeet, or taking notes on paper. 2. *Provide students with a list of statements. 3. Like this: Using Whiteboards in the Chemistry Classroom & Beyond. One of the most fascinating aspects of student learning is the way in which information is processed in a student's mind. Teachers, and students alike, cannot fully appreciate how a student ascertains a set of given facts, a new concept, or solves a problem. This is because thinking takes place 'behind the scenes' in the human brain.
When a student demonstrates that they have learned something, or comprehend an idea, it almost seems magical how the learning took place. It can be as if understanding suddenly appeared within a student. Some might call this an "ah-ha! " moment, but in reality understanding does not simply manifest out of thin air. Conceptual understanding, memorization of a string of facts, and recall of information for use in solving a problem are all demonstrations of student learning.
Each of these modes of making thinking visible help students to develop expert strategies for thinking about subject area content and problem solving within a subject area. Techniques. Essay on the value of intense discussion-based instruction. Established orthodoxy indicates that the ideal pedagogical method centers on small, discussion-based classes. Such a model enables "active learning" that, coupled with on-the-spot guidance from a skilled faculty member, is much more likely to change deep thought patterns than traditional lecture-based approaches.
The emphasis shifts from the assimilation of content (and its regurgitation) to learning how to learn — how to be a better reader, how to think more critically and creatively, how to collaborate with others in the task of learning. Few would doubt that this model sounds very appealing. Yet the experience of many educators inclines them to believe that it is unrealistic.
Students, it seems, are generally too unmotivated to make it work. My early experience in teaching also led me to believe that the discussion model was overhyped. What Shimer’s approach showed me is that if you’re going to do a discussion-centric model, it has to be the main event. Student-Led Discussion Manual. Faculty Focus Email. In the typical college classroom a small handful of students make the vast majority of comments. As a teacher you want to create a classroom environment that helps students of various learning styles and personalities to feel comfortable enough to contribute as well as understand the importance of class preparation and active participation. To reach this goal requires a constant balancing act of encouraging quiet, reflective students to speak up and, occasionally, asking the most active contributors to hold back from commenting in order to give others a chance.
On LinkedIn Group we asked members to share some of the strategies they use to engage students in discussion, manage the dominant talkers and the nontalkers, and steer a discussion that's gone off track. Nearly three dozen faculty members shared their techniques for prompting discussion. Below are excerpts of just a few of the strategies shared. Another day I'll pass out two or three poker chips to every student. Socratic seminars, fish bowls, and computers. October 6, 2011 by mrkaiser208 The concept of a fish bowl or Socratic seminar is not new. Just Google it and see how many hits come up. This learning method has been used for years by numerous teachers. However, this doesn’t mean that everyone knows about it. I have known about it for a while now, probably two or three years, but today was the first time I have ever used it in the classroom, and now that I have, I don’t know why I waited so long. Instead of using the typical Socratic seminar format, I decided to try the fish bowl technique that was posted several years ago on the Learning and Laptops blog.
What I want to talk about is my observations on how this worked with my classes. One of the biggest challenges that we had today was hearing the conversation in the middle of the room. The other problem with the inner circle was keeping the discussion going. Where the inner circle struggled with their discussion, the outer circle discussion flourished on the computers. Like this: