Beruflich Dokumente
Kultur Dokumente
Table of Contents
1. Mind Mapping
2. Group Learning
3. Questioning
4. Assessment
5. Multiple Intelligence
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Mind Map
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Mind Map
Mind mapping uses the concept of "radiant thinking" – that is, thoughts
radiate out from a single idea, often expressed as an image. Branches flow
backwards and forwards from and to the central idea.
Mind map are also sometimes referred to as knowledge maps, concept maps,
story maps, cognitive organizers, advance organizers, or concept diagrams.
Mind map are excellent tools for learning the structure of thinking skills. A
mind map provides a powerful visual picture of information and allows the
mind “to see” patterns and relationships.
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Students with very diverse levels can often collaborate meaningfully on
a mind map.
More advanced learners are often challenged by mind map because
the format gives them an opportunity to incorporate prior knowledge
and real-world applications.
Students who did not initially know the information at the
comprehension level still have the opportunity to demonstrate their
intelligence when higher-level thinking is required in completion of the
organizer.
Students with low literacy skills, limited fluency in the language of
instruction, and those with diverse learning styles can often process
information presented in this format more readily than they can
traditional text material.
Organizers are often easily modified for special needs students.
When students collaborate on a mind map, they are saying, doing, and
teaching each other.
They are also changing written or oral input to visual input that is meaningful
to them.
Notes:
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Types of Mind map
There are numerous types of organizers and each type represents a different
thinking skill. We use them everyday in our lives. The most common example
is the calendar. Using a calendar helps us to gather, sift, sort, and share
information. Mind map can be categorized by the different thinking skills
they utilize:
• Brainstorming/Associating
• Comparing/Prioritizing
• Analyzing/Comparing
• Sequencing/Visualizing
• Evaluating/Reflecting
• Story Writing
BRAINSTORMING/ASSOCIATING
Cluster Web
The center circle in a Cluster Web represents a main concept or idea. The
smaller circles connecting to the main concept represent the sub concepts;
connected to these sub concepts are sub-sub concepts. For example, the
center circle could be citizenship. The smaller connected circles are sub
concepts related to citizenship. You can use these smaller circles to explore
additional supporting concepts. An illustration might be the sub concept of
voting as a critical part of citizenship.
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COMPARING/PRIORITIZING
Venn Diagram
The overlapping circles of a Venn Diagram are most useful for comparing
and contrasting topics. The free parts of each circle contain the elements
unique to each topic. The parts of the circle that overlap contain elements
that are shared by each topic. For example, you could
compare enlisted personnel with officers.
T-Chart
The possible headings for this two column chart are limitless. Some
suggested headings are "Before and After," "Pros and Cons," or "Cause and
Effect." For example, you might use a T-Chart to brainstorm.
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Double Web
Double allows to compare the two concepts in which the differences and as
well as similarities are noted down. The differences are against the same
attribute or criteria.
N orth parts
Are rigid
ANALYZING/COMPARING
Fishbone
The structure of a Fishbone Chart can help you think of important
components of a problem to solve, an issue to explore, or a project to plan.
The head of the fish represents a problem, issue, or project. "Ribs" of the fish
represent component parts of the problem and the related elements of each
part. For example, you could explore how to prepare for an upcoming
orienteering competition. Each rib represents the critical elements of
preparation. Attached to each rib are the processes or activities that will
assist in accomplishing each key element.
Spider Map
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The Spider Map is used to describe a central idea: a thing, a process, a
concept, a proposition. The map may be used to organize ideas or
brainstorm ideas for a writing project.
SEQUENCING/VISUALIZING
Timeline
Timeline is a knowledge organizer that represents
the occurrence of events arranged in
chronological order or in sequential order. The
timeline may be used to help students make
connections and understand complex relationships and interrelationships.
The students may keep a timeline throughout the school year so that they
can put historical events in perspective, across curricular topics.
1750 – 1850
Commercial production of
steel –hence extensive usage
1850 – 1900
Specialty alloys
1955 – 1970
Continuum Scale
The continuum scale is used to describe the stages of something, the steps
in a linear procedure (how to neutralize an acid); a sequence of events (how
feudalism led to the formation of nation states); or the goals, actions, and
outcomes of a historical figure or character in a novel (the rise and fall of
Napoleon). Key frame questions: What is the object, procedure, or initiating
event? What are the stages or steps? How do they lead to one another? What
is the final outcome?
Continuum Scale
EVALUATING
KWLH
This is another four-column chart. The specific
labels for each column are "What do you
KNOW?" What do you WANT to know?" "What
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have you LEARNED?" and “HOW can you learn more”. This is useful when
you are faced with new or difficult information. For example, at the beginning
of the unit on Mammals, you might create a KWL chart for recording your
responses to "What do you KNOW about Mammals?" and "What do you WANT
to know about Mammals?" At the end of the unit, you can return to the chart
and fill in the last two columns i.e. "What have you LEARNED about
Mammals?" and “How can you learn more about mammals?”
Notes:
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Guidelines for Designing Mind map (GO)
1. Discuss with students what mind map are and how they can be used.
2. Show students examples and non-examples of mind map.
3. Use a completed mind map to teach a lesson or fill in a GO while teaching a
lesson.
4. Let students help the teacher fill in a blank GO on the overhead projector.
5. Give students a partially completed GO. Teacher has the same GO on the
overhead. Teacher and students fill in together or students may fill in together
working in small groups or individually.
6. Students are given a blank GO to fill in working together in small groups or
individually.
7. Give students opportunities to create own GO. Let them design their own format.
They may work individually or in small groups.
8. Let students present their GO to class to teach a mini-lesson or to explain why
they chose a particular format
CONCLUSION
Overall, mind map allow you to visually organize concepts, ideas, data,
thoughts, and feelings. Choosing the appropriate mind map depends on the
type of elements that need organizing and analyzing. Once the organization
process is complete, understanding complex concepts, decision making, and
problem solving becomes easier.
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organizers may also be used in planning our day-to day activities- be it
traveling, health check-up or shopping. Its greatest advantage is that at a
glance we are exposed to a vast amount of organized information that
reflects the connection and relative importance of the items exhibited.
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Team up to Learn
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WHOSE CHILD IS THIS?
Author Unknown
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The Collaborative Learning
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• Each group member's efforts are required and indispensable for group
success
• Each group member has a unique contribution to make to the joint
effort because of his or her resources and/or role and task
responsibilities
2. Face-to-Face Interaction
5. Group Processing
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• Group members discuss how well they are achieving their goals and
maintaining effective working relationships
• Describe what member actions are helpful and not helpful
• Make decisions about what behaviors to continue or change
Notes:
Group Configurations
1. Random Grouping
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When the teacher wishes to group her students at random , there
are several interesting ways, which she can adopt . A teacher may
use a particular style as her distinctive grouping style or she may
use different grouping techniques , which her students look forward
to each time , with great enthusiasm.
A. Cartoons
The teacher will observe and note who goes to which sign . each
child signs the poster he selects . Each area can have signs that
address particular areas of intelligence. After the first round , the
teacher takes those signs down and shows a new set of questions
about what they would most like to do . The children are not doing
the activities , they are just reading the signs and choosing the
activity they would most like to do . This also helps the teacher
understand the child.
Give each student a colour or a number . Then ask all those with
similar hues and numerical figures to form a group.
D. Families
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Prepare cards of paper showing an initial and a surname . The
number of groups required should be the number of families listed .
The number of families member gives the number of people in the
group. Students move around whispering out their name until they
have found their families
E. Limerick Scramble
1. Jigsaw
This strategy is appropriate to use in a situation where the whole lesson can
be divided into some topics. These topics would be further studied by the
expert groups in teams
Step 1: The students firstly should be divided into EXPERT groups as shown below
Topic 1 - Expert Group 1: Student 1A, Student 1B, Student 1C, Student 1D
Topic 2 - Expert Group 2: Student 2A, Student 2B, Student 2C, Student 2D
Topic 3 - Expert Group 3: Student 3A, Student 3B, Student 3C, Student 3D
Topic 4 - Expert Group 4: Student 4A, Student 4B, Student 4C, Student 4D
Step 2: Students thereafter should be grouped into HOME group where each student will share the
mastered topic.
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Home Group A: Student 1A, Student 2A, Student 3A, Student 4A
Home Group B: Student 1B, Student 2B, Student 3B, Student 4B
Home Group C: Student 1C, Student 2C, Student 3C, Student 4C
Home Group D: Student 1D, Student 2D, Student 3D, Student 4D
Two students share ideas , explore a question or solve one problem . The
pair comes together for a brief time when each person finds an
oppourtunity to speak , listen and get a feedback on the ideas raised .The
think-pair-share structure gives all students the oppourtunity to discuss
their ideas . This is important because students start to construct their
knowledge in these discussions and also to find out what they do and do
not know. This active process is not normally available to them during
traditional lectures . This is a relatively low-risk and short collaborative
learning structure, and is ideally suited for instructors ans students who
are new to collaborative learning
• Peer editing
• Share personal experience
• Discussing complex issues raised by materials and media
• Sharing responses to field trip or museum
• Sharing stories from experiences to the lesson topic
• Teacher asks one student from each team to take out pencil and
paper.
• Teacher poses a project, question with multiple answers, a topic to
write about, or a task that has many possible solutions, steps, or
procedures.
• In teams, students take turns passing the paper and pencil or team
project, each writing one answer or making one contribution.
VARIATIONS:
ROUND TABLE CONCENSUS: Student with the piece of paper and pencil
verbally gives an answer. Teammates must show agreement or
disagreement (thumb up or thumb down). If there is disagreement, team
discusses the answer until there is consensus. All teammates must agree
before student records answer.
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4. CIRCLE THE SAGE
• The teacher polls the class to see which students have a special
knowledge to share. For example the teacher may ask who in the class
was able to solve a difficult math homework question, who had visited
“The Sun Temple”, who knows the chemical reactions involved in how
salting the streets help dissipate snow.
• Those students (the sages) stand and spread out in the room. The
teacher then has the rest of the classmates each surround a sage,
with no two members of the same team going to the same sage.
• The sage explains what they know while the classmates listen, ask
questions, and take notes.
• All students then return to their teams. Each in turn, explains what
they learned. Because each one has gone to a different sage, they
compare notes.
• If there is disagreement, they stand up as a team.
• The disagreements are discussed as a class and resolved.
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Step 1. In group of four children first discuss the information among the
group.
Step 2: Teacher will decide One Stray member from the group
Step 5: Stray members will move to other groups to give their idea and
to receive their idea.
Step 6: Then the ideas are compiled to make a report of all ideas.
7. QAXP
After the teacher has taught a topic , each writes one question about the
topic being studied that especially interests him or her Then , using the QAXP
activity below , students form groups of four
8. TEAM PROJECT
• Teacher clearly explains project and amount of time is given & teams
have to complete it during that time period.
• Teacher assigns roles or lab jobs.
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• Teacher circulates and monitors students closely.
• Teams share their project or lab findings with class or with another team.
This may be done by creating a large graph or data table.
10. THINK-PAIR-SQUARE
Notes:
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IV. Managing Group Work
Managing group work can be really tedious for teachers in the beginning.
However with time as students get ‘use to’ of the collaborative learning the
managing part will also start coming to both teachers and students.
• Five to seven students make a group as the larger teams have difficulty
in keeping everyone involved.
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• Teacher needs to assigns groups, as students function better in such
groups than in self-assigned groups.
Class Participation Rules
LEADER CHECKER
TIMEKEEPER RECORDER
Moderates discussions. Checker needs to
Keeps the group on Monitor time. Moves Takes notes of double-check data,
task. Ensures all have group to complete task discussion. Prepares a bibliographic sources,
opportunity to in available time. written conclusion. etc. for accuracy and
participate and learn. correctness
SUMMARISER REFLECTOR
ELABORATOR
Moderates discussions. Listen to what others
Keeps the group on say and explain it Takes notes of
task. Ensures all have back, analyse
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it discussion. Prepares a
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opportunity to further with team written conclusion.
participate and learn. members
Notes:
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c. Talking stick: In this method, derived from Native American
tradition, anyone who speaks must hold a designated object, which
could literally be a stick or anything else easily visible and portable,
signifying authority. This method builds awareness of sharing the ‘air
time’.
Notes:
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“Learn from yesterday, live for
today, hope for tomorrow. The
important thing is not to stop
questioning.”
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A teacher's purpose is not to create students in
his own image, but to develop students who can
create their own image.
--Author Unknown
A Teacher Is…
Someone who is wise...
Who cares about the students and wears no
disguise.
But is honest and open and shares from the heart.
Not just lessons from books, but life where you are.
A teacher takes time to help and tutor.
With English or math or on a computer.
It's (Teacher' name) who's patient, even in stress.
Who never gives less than the very best!
Not that I was the perfect student,
But you were the perfect teacher for me!
-Author Unknown
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Questioning
Questions allow us to make sense of the world. They are the most
powerful tools we have for making decisions and solving problem .
They enable us to invent new and better ways improve our lives
as well as the lives of the others.
Questions
strategies
Gain feedback on
Create links between
teaching
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ideas
Provide challenges
Open and Closed Questions
Open Questions
Closed Questions
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Benjamin Bloom conducted a research on thousands of questions
that teachers asked , and categorized them. He noted that the
large majority of questions asked by the teachers relate to factual
recall and comprehension. Few questions were framed in a way
framed in a way that they relate to higher –order thinking skills.
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Bloom's Critical Thinking
Questioning Strategies
Key words: who, what, why, when, omit, where, which, choose, find, how,
define, label, show, spell, list, match, name, relate, tell, recall, select
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Key words: apply, build, choose, construct, demonstrate, develop, draw,
experiment with, illustrate, interview, make use of, model, organize, plan,
select, solve, utilize,
Questions:
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Level 5 - Synthesis - compiling information together in a
different way by combining elements in a new pattern or
proposing alternative solutions.
Questions:
What changes would you make to How could you change the plot . . . ?
solve?
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Key Words: award, choose, defend, determine, evaluate, judge, justify,
measure, compare, mark, rate, recommend, rule on, select, agree, appraise,
prioritize, support, prove, disprove, assess, influence, value
Questions:
Do you agree with the actions . . . ? with How would you rate the . . . ?
the outcomes . . . ?
Can you assess the value or importance How would you prioritize . . . ?
of . . ?
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Notes:
Wait Time
Wait Time is essential to the development of higher order thinking
skills. Mary Budd Rowe in 1972 brought forth the concept of wait
time. There are mainly 2 kinds of wait time.
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This period allows other students time to say something of their
own. If students are to interact with one another during
discussions, they must be given the time needed to consider one
another’s responses so that they can have dialogue among
themselves.
Notes:
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Handout 1 A
Rephrase the closed questions pertaining to your subject, into open questions.
Language Arts
6. What did this poem make you feel - sad, upset, angry?
Social Studies
2. What is the period from the fifth to the eleventh century called?
4. What were the two sects the Christian Church was divided into, in the
sixteenth Century?
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7. Which one is the more powerful means of communication - The radio or
the Television
Science
5. What is photosynthesis?
Math
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7. Is 36702 an even number?
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Handout 1 B
Language Arts
6. What did this poem make you feel - sad, upset, angry?
How does this poem make you feel?
Social Studies
2. What is the period from the fifth to the eleventh century called?
Why is the period from the fifth to the eleventh century called the “Dark
Ages”?
4. What were the two sects the Christian Church was divided into, in the
sixteenth Century?
Why was the Christian Church divided in the sixteenth Century?
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7. Which one is the more powerful means of communication - The radio or
the Television
Why is television a more powerful means of communication than the
radio?
Science
5. What is photosynthesis?
Explain the process of photosynthesis.
Maths
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6. Find the HCF and LCM of 15, 12 and 3. Identify three numbers whose Highest
common factor is 3 and whose least common multiple is 60. Describe how you
found the numbers.
Is 36702 an even number? List 4-digit even numbers using the digits
3,6,7,0,2. Explain why your number is even.
Notes:
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Formative Assessment
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Formative Assessment
The stakeholders of the education system-the parents, students, school
management and the public often ask - Are students well prepared to meet
the challenges of the future? Are they able to analyze, reason and
communicate their ideas effectively? Do they have the capacity to continue
learning throughout life? It is the process of assessment that provides us with
vital clues whether children have acquired some of the knowledge and skills
that are essential for full participation in society.
The word ‘assessment’ has been originated from the French word ‘assessor’,
meaning assistant judge or guide. Assessment is the systematic on-going
process of monitoring learning to determine what the learners are learning
and what we have to do to achieve the desired goals in teaching and
learning process. Assessment involves observing, describing, collecting,
recording, scoring, and interpreting information.
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• To improve instruction based on the feedback by assessing student
learning
Notes:
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Types of Assessment
Assessment
Assessment of Learning
Sadly in our country, over dependence on exams and tests has led to
teachers “teaching to test” and ensuring that adequate drill is given so
that the results are good. Since it creates pressure on students to achieve
the highest possible marks, students succumb to stress and pressure and
even unfair means.
Notes:
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learning, where they need to go and how best to get there. There are 10
principles of assessment for learning. They are listed below:
Assessment for
learning should
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It should show flexibility in responding to initial and emerging ideas
and skills
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process in areas where they have not been good. This will create a
negative attitude towards learning
Notes:
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Assessment for Learning in the classroom
Questioning is the simplest and the best way to assess the students’
learning. The teacher can use questions
The teacher can change the way in which a question is being phrased and
move away from simple recall questions and ask higher order questions. This
will reveal whether the student is merely speaking from memory or has
really understood the topic.
Example 1: State Newton’s third law. Instead of asking the question like
this, the teacher can ask in the following manner to assess the student’s
understanding and application skill.
A boy is throwing an object on the wall with the speed of 5m/sec. It rebounds
with the same speed. What is the basic principle involved in this action?
Explain the reason.
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differently so as to make an effective assessment of whether the pupil knows
the properties of prime number. The teacher can ask, ‘why is 5 a prime
number?’ This question helps the student to recall the properties of a prime
number. The answer to the question is, Prime numbers have only two factors.
Number 5 is also having two factors that is why it is a prime number.
Observe that in this type of question, the question requires the student to
explain their understanding of prime numbers and apply the knowledge to
justify their reasoning. It makes the assessment part easy and effective
without asking supplementary questions.
♦ Feedback should confirm to the students that they are on the right
track. It is important that feedback leads to correction of the work.
♦ The teacher should give only suggestions for improvement and should
not tell the complete solution when they are stuck. The students should
be given as much help, as they need to use their knowledge.
The students have to understand the learning objectives of the lesson. The
teacher has to make sure that the learners can differentiate what they have
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to do from what they will learn. The teacher has to involve students fully in
learning by:
♦ Helping the students to understand what they have done well and what
they have to improve
Gives students a clear idea of what they are aspiring to, so they are more likely to
achieve
Makes the task clearer for students, so they may carry it out more successfully
Helps students to focus on the purpose of the learning, rather than merely on the
completion of the activity
Helps students to stay on task and refine their work so that this matches the
objectives more closely
Helps teachers review progress and gives them a clearer focus for their marking
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4. Peer and Self –Assessment
Research has shown that when students are engaged in their own learning
process, they will achieve a high degree of success. This means that they
need to know what they are learning and why they are learning it. They must
also be given the opportunity to assess their own understanding, analyse the
gaps and identify areas that they need to improve upon.
? ? ? ?? !!!!!
Gap
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5. Classroom Assessment Techniques
The primary purpose of CATs is to aid both the teacher as well as the
students to improve the quality of the learning process.
Notes:
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The characteristics of CATs are:
1. Learner-Oriented
Classroom assessment is primarily focuses on the improvement of
learning. It emphasizes on how to observe and improve learning rather
than on how to improve teaching.
2. Teacher-Directed
Classroom assessment respects the professional judgment, experience
and wisdom of the teacher. It provides the teacher autonomy to decide on
what to assess, how to assess and what remedial steps to take on the
information gained.
3. Symbiotic Process
4. Non-evaluative
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5.Situation Specific
6. Communication Loop
Simple CATs, that are easy and quick to use provide the teachers with the
feedback from the students on their learning. The teacher completes the
loop as she provides feedback to the students on the assessment results
and suggestions on how to improve learning. To find out if the suggestion
has worked or not, the same CATs are used again, resulting in a
communication loop between the teacher and the students as well as
between the learning and teaching process.
7. Synthesis
Step1: Planning
• Select a technique that is easy and quick. Ensure that is does not
require more than five minutes.
• Try it out only in one class.
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Step2: Implementing
• Explain explicitly to the students what you are doing and what purpose
it will serve.
• Ensure that the students have clearly understood the procedure and
what you are expecting out of them.
• Collect the responses.
• Analyze them at your earliest.
Step 3: Responding
• Ensure to close the feedback loop- tell the students what information
you have gained from the feedback and what difference it will make to
their learning. Stress on the suggestions about how to improve the
learning process.
Notes:
Some CATs:
The one- minute paper is a quick and easy strategy to collect written
feedback on student learning. In this procedure, the teacher gives the
students about three minutes to write briefly their answers to three
questions on a rough sheet of paper. The questions are:
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1. What did you learn in today’ s lesson?
2. What did you like and dislike in the lesson?
3. What points were not clear to you?
Procedure
Example: After teaching the lesson ‘How living things adapt themselves’ ask
the students to write in one minute what was the most important thing that
they learnt from this lesson and what they liked and disliked about the lesson
and what they haven’t understood.
Procedure
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• Ask students to generate questions and model answers in the same
format as that of course examinations
• Read through the topics they have specified and the questions and
model answers
• Evaluate and select the relevant questions and answers on important
specified topics
• Revise the same questions in the class
• Use the questions in the forthcoming examination
Application Cards
This technique requires the students to write down a minimum of one real
world application for the principle/ theory/procedure that they have learnt.
This helps the teacher to assess how well students can transfer their
learning.
Procedure
• Ask the students to write down one real world application of the
principle/ theory/ procedure that they have learnt
• Read through all the responses and categorize them based on their
quality
• Present as many as relevant real world applications from the students
responses to the class
Example: After teaching the students about simple machines, ask the
students to state at least one functional simple machine used in daily life
based on the principle they have learnt like- Screw Jack to change tyres,
scissors, screw etc.
For Assessing Skills In Analysis:
This assessment technique requires the students to list the pros and cons of
an issue. It gives a feedback on the students’ ability to analyze and capacity
for objectivity.
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Procedure
• Select the topic on which you would like to carry out the assessment.
Ensure that you pick up a topic that is debatable.
• Tell the students explicitly what is expected out of them- like list the
pros and cons in two separate column on the given issue
• Allocate a time limit.
• Tell the students to provide their answer in a rough sheet of paper.
• Collect the response sheets.
• Respond to the students’ responses in the next class.
Example: While teaching Civics, the teacher can ask students to list the pros
and cons if the voting age is lowered from 18 years to 16 years
Categorizing grid:
Description
Procedure
• Select the module on which you would like to carry out the assessment
• Tell the students explicitly what is expected out of them- classify the
given information into separate categories
• Allocate a time limit
• Tell the students to provide their answer in a rough sheet of paper.
• Collect the response sheets
• Respond to the students’ response in the next class
Example: After dealing with the Mughal period, the teacher can ask the
students to categorize events systematically, which took place during the
reign of each Mughal emperor. Or,
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The Math teacher can give a range of Polynomials and ask the students to
categorize them under binomials and trinomials.
Procedure
• Mathematics CATs
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Here we are going to discuss two strategies, which are most relevant to the
classroom situation.
Instructions
♦ Ask the student to read carefully the ‘Fault finding and fixing’ tasks and
arrive with their own solutions
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This task can be applied to the classroom in two ways:
♦ Ask the students to do ‘proofs’ and differentiate the right from the
wrong statement.
Instructions:
♦ Ask the student to understand the ‘ convincing and proving’ task and
identify the type, which they are going to use
♦ Sate the goals for ‘Convincing and Proving’. Ask the student to give
appropriate examples to support their answer like ‘ always, sometimes,
never true ‘. For the second task they have to prove the statement,
through which identify flaws in someone else’s reasoning
♦ Ask the student to present their tasks in the written form. Discuss the
result and clarify the doubts
For Example:
It is easy to tell it is not being ‘always true’. Demanding the student to tell
‘sometimes true’, they have to find the possibilities. Thus, all students,
regardless of background and ability level, can be challenged.
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For the second task:
Proof:
Hence the statement is been proved. Ask the students to choose the
appropriate example to prove this statement and ask them to explain with
reason.
The teacher assesses the following points:Are they able to identify the
correct proof and explain their reasoning?
• Are they able to identify the correct proof and explain their
reasoning?
6. Rubrics
A rubric is a scoring guide that includes clear and well-defined criteria to
evaluate students’ performance. It can be used to evaluate a broad range of
subjects and activities. For teacher and students it is an excellent
assessment tool and working guide.
Rubrics simplify teacher’s assessment of student work and provide students,
parents, and administrators with an answer to the age-old question “Why did
you give this grade?"Rubrics also provide students with standards and
expectations they can use to evaluate their performance while completing
the assignment.
Why Use Rubric
• Rubrics examine students in the actual process of learning, clearly
showing them how their work is being evaluated.
• Rubrics help teachers clarify exactly what students need to achieve in
content and performance standards
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• Since rubrics set forth precise criteria, teachers are better able to assess
skills that otherwise not evaluated traditional testing
• It is a powerful motivational tool
• Rubrics help students to focus on current and future performance
Notes:
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Guide in Rubric Development
• Identify important criteria based on learning objectives
• Keep rubric short and simple with 4 to 8 brief statements or phrases
• Each rubric item should focus on different skills and knowledge area
• Rubric should be easy to understand and use
• Should provide all students with an opportunity to succeed at some level
• Focus on how students develop and express their learning
• Criteria should be specific and descriptive (avoid vague descriptions like
"clear," "organized," and "interesting")
• Evaluate only measurable criteria
• Include space for comments either within or at the conclusion of the rubric
• The entire rubric should fit in one sheet
• It is better to have a few meaningful score categories
• Re-evaluate the rubric to ensure it provides useful information to both
instructor and student
Checklist for Effective Rubrics:
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A Sample Rubric
Description:
The purpose of story writing for the 7th Grade students is to read some
masterpiece stories and apply creative thinking skills to the written work in
language. After guiding them in reading some well-known stories, the
teacher discusses couple of descriptive narrations of some stories, offer
opportunities to the students to analyse characters, use of words, phrases,
punctuation and flow of story-line. Two weeks to be given to complete their
work and the teacher assess their work based on the following ‘rubric’.
Category 4 3 2 1
The story
contains little
The story The story
creative There is very
contains many contains a few
details and little evidence
creative details creative details
descriptions, of creativity in
Contribut and descriptions and descriptions
which hardly the story. The
ion that give joy in that give joy in
contribute to use of
reading. reading.
the flow of the imagination is
Excellent use of Imagination is
story. Very absent.
imagination well used.
little use of
imagination
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The story is
The story is little difficult to
Organiza The story is very Significant
pretty well follow. Lacks
tion well organized. errors in form
organized. continuation of
ideas
Conclusion
The time has come for us to sincerely rethink about the role of assessment.
In effective schools, where “effective” means maximizing learning for ALL the
students, we need to use the process of assessment to enable the child to
improve his performance by providing him regular feedback, helping him to
reflect and create opportunities for his friends and peers to guide him. We
need to think how best we can use assessment in the service of student
learning and well-being.
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Multiple Intelligence
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number; diagram and pictures; active listening/music/rhyme; working with others
and independent working. Encouraging learners to make choices about how they
explore the learning through the option of different activities further encourage
independent learning and motivation. The human inclination to learn, to know and
understand the world and experience in these diverse ways is referred to as Multiple
Intelligence.
Notes:
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Logical-mathematical intelligence ("number/reasoning smart")
According to Gardner all human beings have multiple intelligences. All human
beings possess all eight intelligences in varying amounts. These intelligences are
located in different areas of the brain and can work independently or together.
These multiple intelligences can be nurtured and strengthened OR ignored and
weakened.
Dr. Gardner says that linguistic and logical-mathematical intelligences are the most
valued and esteemed. However, he says that people who are other wise intelligent
like the artists, architects, musicians, naturalists, designers, dancers, therapists,
entrepreneurs are more than important to enrich the world we live in. Hence, we
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should also place equal attention on individuals who are gifted differently.
Unfortunately, many children who have these gifts don’t receive much
reinforcement in a school set up, as the schools are not ready to change the ways to
accommodate and encourage these gifted lot. Many of these kids, in fact, end up
being labeled as slow learners or simply underachievers.
Well-developed skills in this intelligence will be: Solve problems, balance check
books, make and keep schedules, budgeting money, categorization, classification,
inference, generalization, and hypothesis testing are their fortes.
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Each individual has a different musical ability; there are even people who are totally
musical, yet continue to have very normal and successful lives, like—M.S
Subhalakshmi, Amzad Ali Khan, A.R Rehman, Lata Mangeshkar etc
The charisma of Winston Churchill, Indira Gandhi and Pandit Nehru is still
remembered today.
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dreams, relationships with others, and strengths and weaknesses. They possess the
gift to be self-aware and in tune with their inner feelings, values, beliefs and
thinking processes, which are the salient features of this intelligence. They generally
like to keep a personal journal, enjoy reading alone, and study to answer personal
questions about life. People such as philosophers, religious gurus possess this
intelligence.
It is the ability to recognize and classify various flora and fauna and
our knowledge of and communion with the natural world.
The innate interest in ecological thinking, care for the environment, the admiration
for nature and bond that one expresses is the characteristics of this intelligence.
These people like to collect wildflower specimens, enjoy hunting expeditions and
follow an animal's footprints. People such as farmers, ranchers, hunters, gardeners
and animal handlers may exhibit developed naturalistic intelligence.
Notes:
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Implications of Multiple Intelligences in Education:
“Intelligence is not singular: intelligences are multiple. Every person is a unique
blend of dynamic intelligences.”
Everyone is born with the eight intelligences. Students come to classroom with
different sets of developed intelligences. Some are strong and some are weak.
These combinations of intelligences determine how easy or difficult it is for a
student to learn information when it is presented in a particular manner. This is
referred to as a learning style. Many learning styles can be found within one
classroom. Therefore a teacher cannot accommodate every lesson to all the
learning styles found within the classroom. Yet, the teacher can show students how
to use their more developed intelligences in the understanding of a subject, which
normally employs their weaker intelligences.
Vikram Seth who is writing the “Suitable Boy” sequel on scraps of paper.
Rehman who is in the last bench softly hums the tune to ‘Ma tujheh salaam’
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Hussain who has drawn a brilliant horse on your blackboard.
Maneka who has yet again brought an injured dog into school.
The next time you have a chance to reflect on your class, imagine your students as
individuals who have fully realized and developed their intelligences.
Eight kinds of intelligence would allow eight ways to teach, rather than one.
All eight intelligences are needed to live life well. Teachers need to cater to all the
intelligences not just the linguistic and mathematical intelligences, which have been
their traditional concern. Students must have extended
to work on a topic. Teachers must seek to assess their students’ learning in ways
that will give an accurate overview of their strengths and weaknesses.
Word Self-reflection
Nature
Physical Experience
A social
Numbers Pictures
Music experienc
e
Notes:
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Ask the Right Questions!
Musical
Mathematical
Verbal-Linguistic
Visual-Spatial Interpersonal
Likes to: do experiments, figure things out, work with numbers, ask questions and
explore patterns and relationships.
LIKES TO: sing, hum tunes, listen to music, play an instrument and respond to
music.
LIKES TO: move around, touch and talk and use body language.
LEARNS BEST BY: touching, moving, interacting with space and processing
knowledge through bodily sensations
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Someone with a high Inter-personal Intelligence
LIKES TO: have lots of friends, talk to people and join groups
LEARNS BEST BY: working alone, individualized projects, self-paced instruction and
having own space.
LIKES TO: draw, build, design and create things, daydream, look at pictures/slides,
watch movies and play with machines.
IS GOOD AT: imagining things, sensing changes, mazes/puzzles and reading maps,
charts.
LEARNS BEST BY: visualizing, dreaming, using the mind's eye and working with
colors/pictures.
LIKES TO: sing, hum tunes, listen to music, play an instrument and respond to
music.
LIKES TO: Likes to work in the garden, read plants and animals, read nature
magazines, go hiking, walk outside
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IS GOOD AT: Knows the names of rocks, flowers, birds and animals.
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Use seven steps planning process given below
Select the specific expectation for learning (skill, knowledge, and theme).
Ask how you can use the elements suggested in the chart below (e.g. the
Linguistic Intelligence).
Consider possible methods and materials.
Brainstorm as many teaching approaches as possible for each intelligence.
Brainstorming with colleagues may stimulate more ideas.
Select and circle appropriate activities.
Use the selected approaches to design a lesson plan or a unit around a
specific objective.
Implement the plan. Gather the required materials; select an appropriate
time frame (e.g. the plan might incorporate all seven
Notes:
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.
Subject: English Topic: The Tiger In The Tunnel (Class 10 ICSE) By
Ruskin Bond
Naturalistic Visual Intelligence
Subject: Social Studies, Topics: Ashoka Class:6 (CBSE):
Intelligence
Go to library and look for
Class trip to any By Ruskin Bond pictures of other endangered
national park/zoo. species of India. Make a
scrapbook of the same with
Verbal-Linguistic pictures and sketches
Interpersonal Intelligence Mathematical
Analysis of edicts. Spatial Intelligence
Bodily-Kinesthetic
Debate/play on topics Timeline of Ashoka in
Role play: Ashoka meeting Compare and contrast to the From a map of Indiatohighlight
relation Buddha
pertaining to wild life A Lesson
Buddha after the war of present day based on an tiger habitats
Kalinga. By:
imaginary interview
The Tiger in Create a poster on
Logic/Problem-Solving Ruskin conservation of endangered
The
BondTunnel animals
Have students’ list 5 to 10
possible reasons for the Linguistic Intelligence
decline of species
Write a poem/story
detailing tiger’s journey
Visual-Spatial
Mathematical Intelligence through theNaturalist
tunnel
Creation of models of Think of a tree that
Collect data from Internet and graph
edicts, Ashoka's pillar could be named
after a great
using clay, out the decline of a specific endangered
species over the past 100 years. person
thermocol/computer
Find out more about
the Ashoka tree
Analyse the data in the form of %ages
and charts.
Musical
Repeat the Buddhist
chant – Budham
Intrapersonal Sharanam Gachami
List out at least 5 Compose a chant of
events that have your own on peace
caused pain and and harmony
hardship to the Interpersonal Create an edict for the
Indians future
Which policy of Ashoka Group Activity
could be followed
today to prevent
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Subject: Geography Topics: Rocks Class 8 (CBSE):
Interpersonal
Intelligence
H
Subject: Science, Topic: Photosynthesis, Senior Class-All Board
Linguistic O Logical-Mathematical
Write a 500-word essay describing all T Outline the stages of photosynthesis, using
phases of photosynthesis scientific principles, laws or theorem
Interpersonal
O Bodily- Kinesthetic
Interview an expert on the relevance of
photosynthesis to environmental S Create a pantomime or tableau to
management illustrate photosynthesis
Musical
Y Spatial
At first, incorporating all 8 intelligences into your lessons may seem discouraging.
But once you are comfortable with your comprehension of MI, you will feel more
comfortable teaching with MI strategies.
Don’t always try to teach every lesson in all 8 different ways. You will burn
out, your students will burn out, and MI will end up being another teaching
strategy thrown out the window.
Teach every lesson relating to few intelligences like say two different ways
-- maybe linguistically and musically -- just concentrate on those two
ways. For the next lesson, incorporate two other intelligences.
Inform your students about the intelligence you are using and design the
themes, activities based on them and let them also focus on those.
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Measure the students’ intelligences and ensure to develop the recessive
intelligences in the students.
Keep the activities short and simple.
Encourage the students to find ways to learn and understand better using
the intelligences.
The teacher could use the multiple intelligences while the groups are
presenting their learning to the larger group.
Another way of incorporating MI into lessons is to change the focus of
intelligences weekly. Ask students to do their homework musically for one week and
visually the next. Have musical reviews and design shows during the week so
students can ‘turn in’ homework. Then one week have students pick what kind of
intelligence they would like to use to do their homework.
Once the lesson is taught incorporating some of the multiple intelligences, the
teacher can assess the lesson plan using the following strategy.
So, it’s ideal to use multiple intelligences theory to help children succeed on their
own terms instead of the standard I.Q. meaning of genius.
Notes:
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