The video speaks for itself. Teach your students how to assess each other responsibly.
Austin's Butterfly: Building Excellence in Student Work from EL Education on Vimeo.
Ron Berger from EL Education demonstrates the transformational power of models, critique, and descriptive feedback to improve student work. Here he tells the story of Austin's Butterfly. First-grade students at ANSER Charter School in Boise, ID, helped Austin take a scientific illustration of a butterfly through multiple drafts toward a high-quality final product.
This video accompanies the book Leaders of Their Own Learning: Transforming Schools through Student-Engaged Assessment.
These are great videos to begin to understand the peer and self assessment process. Yes, again all part of the formative assessment process. Enjoy. There are other videos to post, but the internet connection is unstable now.
Bismillah wa salaatu wa salaam 'ala rassolulah . . .
In sha Allah, I'll be posting videos, links and other information about Formative assessment. Choose those that interest you. Even try those that don't interest you. You or your students may enjoy them. So many unlimited options. You may even create your own or just modify those you read about.
The goal of formative
assessment is to monitor student learning to
provide ongoing feedback that can be used by instructors to improve their
teaching and by students to improve their learning.More
specifically, formative assessments:·help students identify their
strengths and weaknesses and target areas that need work ·help faculty recognize where
students are struggling and address problems immediately Formative assessments are
generally low stakes, which means that they
have low or no point value.
Direct Instruction
We do a lot of this:
It is an effective teaching strategy, but we must begin to implement new methods, in sha Allah,
So, this is the first of many posts to help you and me learn something new.
Appointment Clock Buddies
Students are assigned a buddy for each hour on the clock. When the teacher chooses an hour, the students discuss higher order thinking questions with his/her buddy. The teacher circulates throughout the classroom to listen to the discussions. This method is an excellent way to check for understanding during the lesson.
Students are always blurting out answers in your classroom. Use this technique as an option to have students reflect on a concept before responding.
Think - Students are provoked to think about a prompt, question or concept for a few minutes. (Students may write down their original ideas to avoid forgetting their idea when it's time to share.) Pair - Students discuss in pairs (with a clock buddy or another method) Share - Students can be called on round robin to share their ideas
This method (developed by Frank Lyman and his colleagues in Maryland) is often helpful for students who are shy to share in the group. The shy students tend to feel comfortable sharing their ideas with a partner, The more vocal student may, then share the ideas of the pair with the class.
Students love multiply choice questions. This throws some kinetic action into your classroom. The teacher may use a controversial topic. Students can choose either A, B, C, or D ( Strongly Agree, Agree, Disagree or Strongly Disagree) . Each corner of the classroom is labelled with A, B, C and D. Students then move to the corner of their response. While in the corner, students may discuss the reasons why they choose their responses. A spokesperson is chosen to present the group's sentiments to the entire class.
I would love to vary this for younger students who have so much energy. I would try it as above or ask questions or give problems in which the process has to be shown in writing. Then, once the students chose their answers. One of the students from the group with the RIGHT answer would show the class on the board how he find the answer.
Be sure to prepare your questions before the class begins.
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Answer these questions in the comments section:
Have you used any of the methods above ? How did it work for you ?
What variations do you suggest ?
I'll be back soon with something new, in sha Allah.
