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Læremiddel.dk Nationalt videncenter for læremidler Design of assignments in the subject of Danish - Opgavens stilladserende funktion Associated Professor, PhD. Marie Falkesgaard Slot

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Design of assignments in the subject of Danish - Opgavens stilladserende funktion Associated Professor, PhD. Marie Falkesgaard Slot. Measuring 21st Century Teaching and Learning. Collaboration Knowledge building Real‐world problemsolving and innovation Use of ICT for learning - PowerPoint PPT Presentation

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Page 1: Measuring 21st Century Teaching and Learning

Læremiddel.dk Nationalt videncenter for læremidler

Design of assignments in the subject of Danish- Opgavens stilladserende funktion

Associated Professor, PhD. Marie Falkesgaard Slot

Page 2: Measuring 21st Century Teaching and Learning

Læremiddel.dk Nationalt videncenter for læremidler

Measuring 21st Century Teaching and Learning

• Collaboration• Knowledge building• Real world problemsolving and innovation ‐• Use of ICT for learning• Self regulation‐

ITL-research: Linda Shear, Amy Hafter, Gloria Miller, Gucci Trinidad, SRI International2011

Page 3: Measuring 21st Century Teaching and Learning

Læremiddel.dk Nationalt videncenter for læremidler

ITL- ResearchLearning Activity – Student Work

Page 4: Measuring 21st Century Teaching and Learning

Læremiddel.dk Nationalt videncenter for læremidler

Key Questions Development of multimodal textual competence

Assignment that conceptualize, multimodal text work and collaboration

Students collaborative potential as a platform for participatory text processes

Assignments design model

Page 5: Measuring 21st Century Teaching and Learning

Læremiddel.dk Nationalt videncenter for læremidler

Opgavens stilladserende funktion

• Preconceptions to make the students get access into the understanding of subject specific knowledge,

• Comprehension of substance and opportunities to develop skills,

• Contextualize what is worth knowing in a subject,

• Instruction that supports and challenges the student individually and in cooperation.

Page 6: Measuring 21st Century Teaching and Learning

Læremiddel.dk Nationalt videncenter for læremidler

Assignments

Assignments helps to highlight a subject and flag up a taxonomy and thereby controls pupil's understanding both of what are the importance of knowledge, and in turn what they should notice and hence how the text should be read (...) Assignments provide useful signals about what is most important, and what a reader should concentrate on. (Skjelbred, 2009: 279, 280)

Page 7: Measuring 21st Century Teaching and Learning

Læremiddel.dk Nationalt videncenter for læremidler

• are often monomodal• are not directed at a conceptually intermediate• include rare skills in other subjects or domains within

and outside the school,• do not support cooperation and new knowledge

production,• participation is slightly built.

Assignments in the subjekt of Danish

Page 8: Measuring 21st Century Teaching and Learning

Læremiddel.dk Nationalt videncenter for læremidler

Give own examples of how turn-taking and opening can go wrong in ordinary conversation and on the web. Give examples of the opposite.

Give examples of network communications creates increased proximity. And give examples of network communications creates distance.Find a communication string on Facebook or on a forum (eg You Tube) and make an analysis of the spoken and written language traits. Use the chart on page 83

Discuss what it does to the dialogue that was carried on the Internet instead of face to face.Discuss how the dialogue in social media affects "real" conversations.

Assignment in the subject of Danish

Page 9: Measuring 21st Century Teaching and Learning

Læremiddel.dk Nationalt videncenter for læremidler

Page 10: Measuring 21st Century Teaching and Learning

Læremiddel.dk Nationalt videncenter for læremidler

Mono-modal

Page 11: Measuring 21st Century Teaching and Learning

Læremiddel.dk Nationalt videncenter for læremidler

Interactivity

Page 12: Measuring 21st Century Teaching and Learning

Læremiddel.dk Nationalt videncenter for læremidler

Design fokus

• Cognitive tools • Focus on real-world

problem-solving• Communicative

competences

Page 13: Measuring 21st Century Teaching and Learning

Læremiddel.dk Nationalt videncenter for læremidler

Eksampels of cognitive tools

Page 14: Measuring 21st Century Teaching and Learning

Læremiddel.dk Nationalt videncenter for læremidler

Page 15: Measuring 21st Century Teaching and Learning

Læremiddel.dk Nationalt videncenter for læremidler

Me me me target

Page 16: Measuring 21st Century Teaching and Learning

Læremiddel.dk Nationalt videncenter for læremidler

Design princippels for assignments

Page 17: Measuring 21st Century Teaching and Learning

Læremiddel.dk Nationalt videncenter for læremidler

References

Berge K.L. (red.) (1999). Å skape mening med språk. Cappelen Akademisk Forlag.Bundsgaard, J., Misfeldt, M., & Hetmar, V. (2011). Hvad skal der ske i skolen?: et bud på en prototypisk situationsorienteret curriculum-logik. Cursiv 8, skriftserie, Århus Pædagogiske Universitet.Edling, A. (2006). Abstraction and authority in textbooks. The textual paths towards specialized language, Acta Universitatis Upsaliensis, Uppsala Universitet.Falkesgaard Slot, M.: (2010). Læremidler i danskfaget. Ph.d. afhandling, SDU.Genette, Gérard, G. (1987), (2001). Paratexts Thresholds of interpretation. Cambridge University Press.Gynther, K. (Red) (2010). Web 2.0 didaktik. Akademisk Forlag.Jewitt, C. (2008). Technology, Literacy and Learning: A Multimodal Approach. London: Routledge.Rosch E. (1973). "On the Internal Structure of Perceptual and Semantic Categories." In T. Moore (ed.), Cognitive Development and the Acquisition of Language, New York: Academic Press, 1973.Saywer, K. (2005). “Introduction”, Saywer, K. (red.): The Cambridge Handbook of the Learning Sciences, - Cambridge, Cambridge University Press: 1-16.Skjelbred, D. (2009). Lesing og oppgaver i lærebøker I: Lys på lesing. Lesing av fagtekster i skolen. (Red) - Knudsen, Susanne V., Skjelbred, Dagrun, Aamotsbakken, Bente. Novus Forlag. Vygotsky, L.S. (1978). Mind in Society - The Development of Higher Psychological Prosesses. London, England, Harward University Press.


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