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Форум » МАСТЕР-КЛАССЫ » СЕМИНАР «A.B.C.D. model for writing learning outcomes» » Day 3 activities
Day 3 activities
mukeykДата: Воскресенье, 07.02.2016, 08:35 | Сообщение # 16
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Assessments, learning objectives and instructional strategies should be aligned if the teachers want to see the obvious results of their own work. If a student got bad mark, it means that the teacher explained not enough the definite theme and the student did not understand. That`s why every teacher should know these three basic elements of teaching process. The master should choose the suitable type of learning objectives. Yesterday we got some information about Bloom’s Taxonomy and levels which help us in teaching. And they are tightly connected with each other. We must estimate students`knowledge, not effort.


Мукей Карлыга Аманжоловна
Саумалкольская казахская средняя школа
Айыртауский район Северо-Казахстанская область


Сообщение отредактировал mukeyk - Воскресенье, 07.02.2016, 08:39
 
missДата: Воскресенье, 07.02.2016, 09:44 | Сообщение # 17
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It is important that the assessments you create are aligned with the course objectives. If your assessments are not aligned to your objectives and instructional strategies it can actually undermine both student motivation and learning. For instance, if students spend a great deal of time learning and developing analytical skills and then are only given multiple choice tests, that only test memorization, they could easily become frustrated. Carefully written objectives that identify not only what is to be learned, but to the degree it should be learned, will lead to the development of assessments that truly are aligned to overall goals of the course and will provide evidence that the objectives are being met.

It is important to remember that assessments are not just quizzes and tests. Assessments are our way to validate that students are truly learning something. One thing that often isn’t incorporated into teaching (well everywhere that I’ve been educated) is a consistent emphasis on the student progress. A lot of teachers simply fire information at you in a way that best suits them without giving much thought into the consequences. Once you’ve created a list of objectives, you need to verify their usefulness. The following questions can help keep your learning objectives based in reality: 
What should the students learn? 
What’s worth learning?
The best way to meet pupils’ different learning needs is to deliver the curriculum in a number of different ways; to differentiate the way skills, knowledge and concepts are delivered, as well as by presenting a range of tasks designed to support learning. I often usy such techniques as 
Fill-in the Blank
Multiple Choice items with question stems such as, “what is a…”, or
“which of the following is the definition of”
Labelling diagrams
Reciting (orally, musically, or in writing)


Мисник Татьяна Владимировна
 
DnataДата: Воскресенье, 07.02.2016, 10:10 | Сообщение # 18
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It is important to understand that in the process of learning object evaluation is the student to achieve the learning objectives. Consequently, the development of learning objectives is the basis of all kinds of evaluation and assessments. The goal of the training is the main part of the lesson, and all activities of teachers and students aimed at achieving this goal. Learning objective defines the process of the lesson, methods and means of teaching and assessment. This approach allows us to eliminate the negative aspects in training, contributes to the individualization of the learning process, increase learning motivation and learner independence in young people. The student is aware a greater degree of responsibility for their education. It also allows the teacher to track the progress of students toward the goals of their teaching and helps to improve the learning process at an early stage, to plan follow-up not only his, but also students.

Наталья Николаевна Драгон

Сообщение отредактировал Dnata - Воскресенье, 07.02.2016, 10:13
 
missveraДата: Воскресенье, 07.02.2016, 11:37 | Сообщение # 19
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After reading your document about aligning Assessments with Objectives, I‘ve found the another information about ASCD in the book “Never Work Harder Than Your Students & Other Principles of Great Teaching” by Robyn R. Jackson (http://www.ascd.org/publications/books/109001/chapters/Know-Where-Your-Students-Are-Going.aspx). The author reveals the essential matters of the theme of discussion in a fascinating way. As for “Chapter 2. Know Where Your Students Are Going” I agree with the fact that teachers should communicate the objectives to students. But, few teachers go beyond posting their objectives each day. In school they teach us how to write objectives, but the emphasis is often more on how the objectives are worded than on the quality of the objective itself.  We all know that objectives are important, but how to create objectives and how to determine whether or not our students have achieved these objectives remains for many of us a fuzzy science. We all have activities that we want to use with students and these activities should match your learning goals, you have to consider carefully whether you can afford to spend time on them rather than on those activities that will best help your students meet the standards of your course or your grade level. Master teachers spend more time unpacking standards and objectives than they do planning learning activities because they understand that clear learning goals will drive everything else they do. But...the most teachers say that they don't have time to unpack the standards: they are too busy trying to get their students ready for the big test. My response is “Yes, but... teaching to the final test misses all the steps in between”. What’s more, in designing appropriate assessments there are two things to consider. The first is whether the assessment gives you an accurate picture of how close the students are to mastery. The second is how well the assessment will allow you to provide students with the feedback they will need in order to improve. In other words, you have to consider how well the assessment is going to give you feedback and how well it will allow you to give feedback to your students. P.S.  I’ve noticed some resemblance with our the Russian Standards of the GEF. 

Борисова Вера Васильевна

Сообщение отредактировал missvera - Воскресенье, 07.02.2016, 11:39
 
Kotenok778889999Дата: Воскресенье, 07.02.2016, 12:58 | Сообщение # 20
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Assessments should reveal how well students have learned what we want them to learn while instruction ensures that they learn it. For this to occur, assessments, learning objectives, and instructional strategies need to be closely aligned so that they reinforce one another.

Жукова Елена Валерьевна
 
antareslcfДата: Воскресенье, 07.02.2016, 13:33 | Сообщение # 21
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Educational strategy, though consist generally of habitual skills which part the developed ways of information processing are, of an assessment, control and regulation of own activity, nevertheless can change habitual structure (to expand, replace these or those operations and actions, their sequence), keeping thus a support on an ultimate goal. Process of their formation begins at elementary school and proceeds during the entire period of training: different educational actions and algorithms form interrelations and steady combinations (complexes of actions), automatically joining in educational activity when performing this or that task. Over time the person starts realizing the numerous and various receptions allowing to achieve in the best way the set educational objects (to remember, understand, apply etc.). There is a generalization and formation of various combinations of educational receptions.

Дубаева Зульфира Борисовна
 
irinacsДата: Воскресенье, 07.02.2016, 19:52 | Сообщение # 22
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1.  As learning objectives, instructionalstrategies and assessments are three components of the learning process, it
goes without saying that they need to be closely aligned.Otherwise we won’t be able togive our students the opportunity to learn or practice the skills that will be
assessed and the exam at the end of our course will not measure what our
students learned. I also agree that   when assessments and objectives are aligned,“good grades” are more likely to translate into “good learning”. 2. If we want the students toremember then we can use  Fill-in theBlank or Multiple Choice activities. If wewant them to understand they summarize a text, compare some events, find
examples of a concept.


Игнатова Ирина Николаевна
 
s_irina_pДата: Воскресенье, 07.02.2016, 20:53 | Сообщение # 23
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So, it is not a secret that we want to achieve good results at every lesson. But to do it successfully we should know what/how to do. In this respect we set some specific objectives according to the topic,level of students,their age, etc. Then making the analysis it is easy to check if we acheived nesessary results. Also we should be careful with all the activities we suggest to be done. Instructions should be short and clear for better understanding. Students should know the objectives and the degree of assessment. they should understand that every task is important. there are a lot of activities and ways to assess them. it's better to use different kinds of activities so that students have multiple ways to practice and demonstrate their knowledge and skills. according to the Bloom they are Fill-in the gaps, discussions, mind mapping, essays, some interesting group projects, etc.

Савицкая Ирина Петровна
ЧУ "Костанайский инженерно-экономический университет им. М.Дулатова", г.Костанай, Казахстан
 
sonyaДата: Воскресенье, 07.02.2016, 21:15 | Сообщение # 24
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If these three components are not congruent then students become discouraged and unhappy and make the assumption the objectives cannot be trusted and they will stop paying attention to them. Instructional strategies are the techniques or methods that a teacher can adopt to meet the various learning objectives. They equip teachers to make learning fun and help students to awaken their desire to learn. Learning objectives help in the identification of appropriate teaching and assessment and can guide students in managing their studies. Assessment should measure the student’s accomplishment of the learning objectives.
As for me, I use a great variety of tasks to assess different kinds oflearning and skills. Objective assessments require students to choose a response.They include multiple choice, true/false, or matching questions. Subjective assessments require students to construct a response. They include essays, short and long answer questions, case studies, projects, or demonstrations.


Кирсанова Наталья Николаевна
 
s_irina_pДата: Воскресенье, 07.02.2016, 21:20 | Сообщение # 25
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HELEN22, подскажите, пожалуйста каким образом можно правильно оформить профиль свой на этом сайте? Никак не выходит найти самостоятельно. ведь для получения сертификата нужно указать определенные данные.

Савицкая Ирина Петровна
ЧУ "Костанайский инженерно-экономический университет им. М.Дулатова", г.Костанай, Казахстан
 
mamontenok2030Дата: Воскресенье, 07.02.2016, 23:04 | Сообщение # 26
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s_irina_p, здесь описание как оформить правильно профиль http://englishmylife.ucoz.ru/index/poluchit_sertifikat/0-5  

Касенова Альбина Бакытбековна

Сообщение отредактировал mamontenok2030 - Воскресенье, 07.02.2016, 23:05
 
natДата: Воскресенье, 07.02.2016, 23:09 | Сообщение # 27
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I think that assessments, learning objectives andinstructional strategies play an important role in the process o teaching and
studying as well. I think that the main problem in learning foreign languages
is the students’ fear to speak. We, teachers must find such methods and such
assessment strategies which can help our students in the process of learning.Notto be afraid of speaking I ask and students to speak, I try to correct their
mistake but I do it carefully. We work together.


Наталья Владимировна
 
alhatowaДата: Воскресенье, 07.02.2016, 23:17 | Сообщение # 28
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Why should assessments, learning objectives, andinstructional strategies be aligned? 
If assessments are misaligned with learning objectives or instructional
strategies, it can undermine both student motivation and learning. Assessment
is a valuable tool. It can motivate students to learn better because they will
know how to achieve the goals following the instructions. How do we know
for certain students are making progress? By using assessment, of course. Recently
I have taken part in a training organized by my colleague who has finished the
first level course in Petropavlovsk. It was about goal-setting. She taught us to
write “one aim - one lesson” and its expectable result. Following different
activities at the lesson we should try to achieve it. It was said that
everything depends on objectives.
 What kinds of activities can we use to assessdifferent types of learning objectives?There are many different types ofactivities that can be used to assess students’ proficiency. We can use different kinds of activitiesso that students have multiple ways to practice and demonstrate their knowledge
and skills. In my practice I widely use the strategies of developing
critical thinking by using criterial assessment.


Алхатова Махаббат Серикпаевна

Сообщение отредактировал alhatowa - Воскресенье, 07.02.2016, 23:21
 
ДеваняДата: Понедельник, 08.02.2016, 01:35 | Сообщение # 29
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There are some various definitions of assessment, the main of them are:1) assessment is the process of gathering and discussing
information from multiple and diverse sources in order to develop a deep
understanding of what students know, understand, and can do with their
knowledge as a result of their educational experiences; 2) assessment is the
systematic basis for making inferences about the learning and development of
students.  It is the process of defining, selecting, analyzing,
interpreting, and using information to increase students’ learning.
One kind of assessment procedure is testing. In elementary and secondary
schools, tests are given routinely to measure the extent to which we profit
from instruction. We may have taken intelligence, aptitude, interest,
personality tests or any number of other kinds of tests. Testing means
presenting a person with a set of questions or tasks in order to obtain a
measure of performance often represented by a score.
 
ГалинаДата: Понедельник, 08.02.2016, 12:54 | Сообщение # 30
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In determining the types of educational-cognitive activity, we must proceed from ideas about complexity, General complexity of the subject activity. A subject of educational-cognitive activity of students is not knowledge, skill, personality. Knowledge, skills, quality is the result, that is the purpose of this activity. The main types of educational-cognitive activity of students in the classroom are observation, experiment, book, systematization of knowledge, etc these activities are not isolated from each other. Consequently, the types of educational-cognitive activity are linked. The objective basis of this relationship is that in all cases we obtain objective knowledge about reality.

Дашкеева Галина Степановна
 
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