graphic organisers ireland - newcastle...
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StudentsasAssessors:UsingGraphicOrganisers FaSMEd
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Subject: Maths/ScienceAgeofstudents: 12-13yearsHardware: iPads/SurfacesSoftware: PoppletFunctionalities: SendinganddisplayingTime:Two40minuteclassesFaSMEdpartner: MaynoothUniversityShortAbstract: Studentsdevelopgraphicorganisersonatopicand thensharedthemwiththeclass.Thesewerethen peerassessedusingsuccesscriteriadevelopedbythe group.
FaSMEdRaisingAchievementthroughFormativeAssessmentinScienceandMathematicsEducation
StudentsasAssessors:UsingGraphicOrganisers
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1. ContentInthisexamplethecontentwaschosenbythestudents.
2. Activity2.1 AimsLearningOutcomes:Process:
• Studentswilldevelopselfandpeerassessmentskills• Studentswilldevelopskillsinhowtocriticallyanalysethequalityofwork
Skills:
• Informationprocessing-recording,presentinginformation.• Communicating• Workingwithothers
2.2 Structure/MethodologyQuestionsduringActivity(optional):
• Whatdidyouthinkaboutthispieceofwork?• Whatdidyouthinkofthemethodstheychose?• Whichmethoddidyoulikebest?Whywasthis?• Didyoufindanymistakesintheirwork?• Doyouagreewiththeirconclusions?• Whatadvicewouldyougivetothestudenttoimprovetheirwork
Introduction:Thislessonunitisstructuredinthefollowingway:Class1:
• Studentswillbedividedintogroupsandtheteacherwillexplaintherulesofgroupwork.
• StudentswillworkingroupscreatingagraphicorganisereitherontheiriPadorSurfaceoronhardcopy
• Studentswillselfassesstheirroleingroupworkusingthetemplateprovided• Teacherwillanalysestudentresponsestothistaskanduseittoplanforclass2.
Class2:
• Studentswillbedividedintotheirgroupsoncemore• Studentswillpeerassessgraphicorganisers• Teacherwillanalysestudentresponsestothetask.• Studentswillonceagainselfassesstheirroleingroupwork
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BeforetheLesson:
• Ensurethatyouhavetheappsrequiredforthisactivityinstalledonthetabletswellinadvancetoavoidtechnicaldifficultiesinclass(optional).
• Familiariseyourselfwiththetechnologybeforeintroducingittotheclass.• Printhandouts.• Organisegroupssothatthereisarangeofabilitiesineachgroup.• Decideonwhattopicsyouwantthestudentstorevise.
Class1outline:
• BegintheclassbyexplainingtothestudentsthatthisisaFaSMEdclassandtheyaregoingtobeworkingasassessorsforthenext2clas-ses.
• Explaintostudentshowgraphicorganisersworkandshowexamples.
• Explainthecriteriaforsuccess• Givestudentstimetoaskquestionsregarding
theactivity.• Organisethestudentsintogroupsandassignarevisionto-
pictoeachgroup.• Studentswillworkoncompletingtheirgraphicorganisersintheirgroups.• Teacherwillaidthisprocessbyaskingprobingquestionswhilethestudentsare
working.• StudentwillsubmitthegraphicorganiserstotheteachereitherviaSchoologyorin
hardcopy.• Students’willselfassesshowtheyworkedduringtheactivity.• Teacherwillreflectonthisclassandplanforthenextclassusingtheworkthestu-
dentssubmitted.Class2outline:
• Begintheclassbyinformingstudentsthatthisisthesecondclassinthestudentsasassessorstask.
Askstudentstoreflectonwhattheywroteontheirself-assessmenthandoutsandtellthemtotrytoimproveonthisduringtoday’sgroupwork.
• Teacherwillhandoutgraphicorganisersfortheotherscience/mathsclassorfromdifferentgroupsintheclass.Teachersreportedthattheyfeltitwasimportanttokeepthegraphicorganisersanonymous.
• Studentswillworkonpeerassessingthispieceofwork.Itisimportantastheteacherheretogetthestudentstocriticallyanalysethework,theques-tionsatthebeginningofthislessonplanshouldhelpyouandthestudentstocarryoutpeer-assessmenteffectively.
• Teacherwillaidthisprocessbyaskingprobingquestionswhilethestudentsareworking.
• Awholegroupdiscussionwillallowforreflectionontheactivity.
StudentworkingwithPopplet
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• Teacherwillhandouttheself-assessmenthandoutstothestudentsoncemore.• Theteacherwillcollectthissetofself-assessmenthandouts.
Afterthelesson:Theteachershouldanalysetheresponsestothesecondself-assessmenthandoutsandmakenoteofwhatworkedwellandwhatdidnotworkwellintheFaSMEdclasses.SampleGraphicOrganiser(createdonPopplet):
2.3 Technology
• iPads/Surfaces(optional)withPoppletapplication• GraphicOrganisers(hardcopyorPowerPoint)• Schoologyforuploadinggraphicorganisers(optional)
Schoologyisanonlinelearningenvironmentthatallowsteacherstocreateandmanageacademiccoursesfortheirstudents.Itprovidesteacherswithamethodofmanagingles-sons,engagingstudents,sharingcontent,andconnectingwithothereducators.FormoreinformationseetheBeginnersGuidetoUsingSchoology.2.4 AspectsofFormativeAssessmentThroughusingco-operativelearningtechniquesinthisclass,theabilitytoactivatestudentsasinstructionalresourcesforoneanotherwasheightened.ThisfitsintotheFAframeworkwherebythetechnologyfunctionedinsendinganddisplayingandprovidingstudentswithaninteractiveenvironmentinwhichtowork.
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3. FurtherInformationTwoforty-minuteclasseswererequiredforthislesson.Itwasimportantthattherewasabreakbetweentheclassesinorderforstudentstohavetimetoreflectonthefirstclassbe-foreattemptingthesecondactivity.TheiPadapplicationPoppletwasessentialinthisactivi-tyasitallowedforstudentstocreategraphicorganisers(ormindmaps)ontheiriPads.Thishelpedthemtothinkandlearnvisually,allwhileorganisingtheirthoughtsandcreatingrela-tionshipsbetweendifferentsciencetopics.Thisallowedstudentstorepresenttheirlearningpictorially.Studentscouldmakeuseofimagesandvideoswithinthisapplicationthatwouldnothavebeenpossiblewithapenandpapergraphicorganiser.ThepoppletscreatedbythestudentswereuploadedtotheclassSchoologypage(orwhenthiswasnotapossibility,emailedtotheteachertoupload)wheretheyweretobepeerassessedbyotherstudentsintheclass.Thisdemonstratedthesendinganddisplayingfunctionalityofthetechnologyinthisactivity.Fieldnotesgatheredfromthelessondirectlyprecedingtheactivitydemonstra-tehowstudentswereprovidedwiththeopportunitytorethinkanswersthatmayhavebeenincorrect.Theteacherfacilitatedthisbyprovidingthestudentswiththinkingtimeinclassandusinghigherorderquestioningtoprobeforunderstanding.StudentsmadeuseofSchoo-logy,aninteractivewebbasedlearningenvironment.Thistechnologyprovidesteachersandstudentswithasafeplacetointeractandconnectbothinandoutofschool.Thefunctionali-tyofthistechnologywasincreatingininteractivelearningenvironmentforstudentstoworkon.ItsstructureissimilartoFacebookwherebythoseenrolledinaclasscanpostcommentsandresourcesontheclasswall.Thereisalsothefacilitywherebytheteachercanuploaddifferentresourcesincludingmarkingrubrics,assessmentsandvideolinks,forthestudentstomakeuseof.StudentshadaccesstotheirSchoologyaccountsviatheclasssetofiPads.Inthislessonwherestudentswereusinggraphicorganiserstoassessboththemselvesandeachother,fieldnotesillustratedthattheteacherwasmakinguseofquestioningrepeatedlytogivefeedbackonanswersandtoscaffoldstudentstoproblemsolveandfindthesolution.Scaffoldingisespeciallyimportantforlowachieversasitallowsforthemtobuildontheirpreviousknowledgeandnotbecomeoverwhelmedbyproblemsolving.Throughusingco-operativelearningtechniquesinthisclass,theabilitytoactivatestudentsasinstructionalresourcesforoneanotherwasheightened.ThisfitsintotheFAframeworkwherebythetechnologyfunctionedinsendinganddisplayingandprovidingstudentswithaninteractiveenvironmentinwhichtowork.Duringtheprojecttheteacherimprovedherco-operativelearningpracticesandnotonlyaccomplishedthestudentsworkingasteams,butusedthisgroupworktopromotepeerassessmentwithinclass.Duringlessonswheretheteacherwasworkingonpromotingstu-dentsasassessors,theteachermadeuseoftechnologicallyenhancedco-operativelearningtodevelopstudent’steamworkandpeerassessmentskills.TheteachermadeuseoftheiPadapplicationPopplettoincorporatetechnologyinthelesson,thecompletedpoppletsweresharedanddisplayedamongstudentssothattheycouldpeerassesseachother’sworkonSchoology.Priortothelesson,theteacherhadorganisedthestudentsintomixedabilitygroups.Atthebeginningoftheclassthestudentswereassignedgrouproles,howevertheteacherdidnottellthemwhattheseroleswereandtheyhadtoassignthemselvesaletter,A,B,CorD.Thistackledtheissueofstudentschoosingrolesbasedontheirabilitylevels,forexample,stron-gerstudentsbeingthereporterandweakerstudentsbeingthetimekeeper.Thismethodofgroupdesignhadnotbeenexploredduringsessionswithteachersanddemonstratesthe
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teachertakingtheinitiativetopushherco-operativelearningplanningtoahigherlevelandbeingparticularlymindfuloflow-achievingstudents.Videoanalysisofthisclassillustratedstudentengagementintheactivitythroughoutthelesson.Thisengagementwassupportedbytheteacherwhowasseentobeconstantlymoni-toringgroupwork,probingstudentsforunderstandingthroughquestioningandengagingindiscussionswithstudentsabouttheirwork.Theteacherwasseentokeepthestudentsontaskduringgroupworkbyprovidingthemwiththecriteriaforsuccessforthegraphicorgai-seratthebeginningofthelesson.Duringtheco-operativelearningactivityitwasoservedthattheteacherrepeatedlyreferredbacktothesuccesscriteriaformakingthegraphicoga-nisers.Itwasnoticeablethatthishelpedtokeepthestudentsfocusedontheirgrouptaskandtoselfapplysuccesscriteriatoit.Oncestudentshadcompletedtheirgraphicorganisersingroups,theyweretouploadthemtotheclassSchoologypageforthemtobepeerassessedinthenextlesson.Thisallowedforthesendinganddisplayingfunctionalityofthetechnologywherebythegraphicorganiserscouldbesharedamongallthestudentsinthefollowinglesson.Duringthesubsequentles-sontheclassmadeuseofthesuccesscriteriauploadedonSchoologyforpeerassessmentoftheirgraphicorganisers.Teacherreflectionsgatheredafterthelessonexplainedhowthestudentsenjoyedthislesson.Inparticularthyenjoyedbothgivingadvicetoandreceivingfeedbackfromtheirpeers.Theteacheralsonotedhowthetechnologyhadanimpactonthelessonasthestudentscommunicatedtoherthattheywishedtousetheapplicationinothersubjectsinschool.
Figure3:SampleSchoologypage
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3.1 SampleGraphicOrganizers
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4. References
PleaseInsertlinkstotheusedtechnology(howto/wheretogetthetechnology)
Bell,B.,&Cowie,B.(2001).Thecharacteristicsofformativeassessmentinscienceeduca-tion.ScienceEducation,85(5),536-533.
Black,P.,&Wiliam,D.(1998).Assessmentandclassroomlearning.Assessmentineducation,5(1),7-74.
Poppletwww.popplet.com
Anydevicewithamodernwebbrowser–smartphones,tablets,PC’s,laptopsetc.(availableasaniPadapp)
Allowsstudenttocreategraphicor-ganisers(ormindmaps).Thishelpsthemtothinkandlearnvisually,allwhileorganisingtheirthoughtsandcreatingrelationshipsbetweendiffer-enttopics.
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StudentSelf-AssessmentandReflections
Giveabriefdescriptionoftheactivi-tyyouhavecompleted.
Whatdidyoulikeaboutthisactivity?Whatwereyouabletodowell?
Whatdidyounotlikeaboutthisacti-vity?Whatproblemsdidyouhave?Why?
Whatdidyoulearnaboutyourself?Strengths,interests,preferences,andneeds.