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EDN584: Strategies for Effective Learning and Teaching in Secondary…

- - - - Preventative strategies - Low key responses :warning:
        
        How to deal with behaviour before it escalates :check:
        
        With-it-ness (Kounin)
        
        ability to address behaviour before it becomes a problem
        
        Scanning
        
        Overlappingness
        
        Being able to do two things at the same time
        
        Effectiveness of the ripple effect (Kounin)
        
        Bump 1
        
        Proximity
        
        Student name
        
        Gesture
        
        The look
        
        The Pause
        
        Planned Ignore
        
        Ignore behaviour that does not upset the flow of the lesson
        
        Deal with problem not the student
        
        Dealing with Allies
        
        Winning Over
        
        Getting to know students, what their hobbies and interests are -
        
        Creating emotionally safe environments where students are motivated to learn
        
        Progression through the bumps
        
        Behaviour management using minimal verbal, that will not distract the class and stop the flow of the lesson (>>>>>>>)
      - Addressing behaviour that impacts on teaching and learning.
        
        Positive reinforcement to address desired behaviour
      - Reactive strategies - Moving through the bumps :forbidden:
        
        Bump 2
        
        Squaring off
        
        Pause and stop talking, face student, minimum verbal (assertive voice) followed by thank you, acknowledge when student stops with thumps up.
        
        Bump 3
        
        The Choice
        
        Pause and stop teaching, provide student with appropriate choice, request decision, wait for response, finish with a thank you.
        
        A choice offers an opportunity for students to take responsibility and self-regulate their behaviour (McDonald, 2019)
        
        Not a punishment but a consequence
        
        Will have to be given immediately and address the behaviour
        
        Be able to follow through on
        
        Example: "When you are talking out of turn, it makes it hard for me to teach. You can either choose to be quiet unless asked, or you can sit in ? class for the remainder of the lesson."
        
        Bump 4
        
        The Implied Choice
        
        Following through with the consequence to that student
        
        Following through with other student who copies behaviour.
        
        Use positive and neutral tone.
        
        "You chose to keep talking out of turn, and will have to go to ? class."
        
        Bump 5
        
        Defusing the Power Struggle
        
        Remaining calm and not getting carried into the power struggle can be hard.
        
        Step 1: Stop teaching, pause
        
        Step 2: Square off
        
        Step 3: Make eye contact
        
        Step 4: Take deep breaths
        
        Step 5: Deal with allies
        
        Step 6: Shift locus of control
        
        Give responsibility back to student
        
        Step 7: Pause, allow student to safe face - ignore comment or minor action
        
        Step 8: Bring closure, 'Thank you'
        
        Bump 6
        
        Informal agreement/chat
        
        Shifting responsibility back to student
        
        Teacher and student working together to come up with plan on how to address behaviour
        
        Opportunity for more positive relationship
    - - A maximum of 5 rules
      - Student input to rules and expected behaviour
      - Need to be specific so they can not be misinterpreted
        
        Be explicit and written down for students to see
        
        Remind students of the rules regularly
      - Consequences for breaking rules
        
        Rules must be enforced consistently and fairly
        
        Avoid punishment but allow student to have input in consequence
        
        Will enhance students' ability to take responsibility
    - - Positive Interdependence
      - Individual Accountability
      - Group Processing
      - Interpersonal and Social skills
      - Promotive Interaction
    - - Being prepared
        
        Invisible discipline
        
        Effective teacher :
        
        Understand why students misbehave
        
        Attention
        
        Power
        
        Revenge
        
        Assumed Disability
        
        Going forward. This behaviour is not disruptive to the class. Make sure I don't give up on this student and lower my expectations. I will have to create an environment and implement strategies that make the student feel a sense of belonging and included (Bennett & Smilanich)
        
        1 more item...
        
        Actively disengaged
        
        1 more item...
        
        Do not engage in power struggle
        
        Understand that it is the behaviour that is the problem and not the student
        
        Going forward: Being able to remain calm in various stressful situations. It will be a challenge to not let the behaviour get to me and to not take it personal. I will have to be conscious of my emotional and verbal reaction
        
        Managing own emotions
        
        Critical friend for debriefing
        
        Stay calm and not taking it personally
        
        Have high expectations
        
        Proactive
  - - - Teaching and learning is a social process (Bennett & Smilanich)
    - - Having high expectations of students
        
        Pygmalion effect
        
        Student improved performance and higher self-efficacy
      - Safe Environment
        
        Allow for differentiation
        
        Considering learning style, interest and learner profile (Tomlinson)
        
        Creation of an environment that encourage students to actively engage (Killen, 2016)
        
        From effective classroom management and schoolwide discipline policies (Bennett & Smilanich, 1994)
        
        How teachers respond to students.
        
        Interconnected and intertwined
        
        Activities to use to create emotionally and safe environments - Get to know each other - consider age - lower adolescence - mid adolescence - Late adolescence
        
        Three-step Interview
        
        People Bingo
        
        Inside/outside circles
        
        Fact Finding
        
        Cartoon/concept capers
        
        Consensus building
        
        Cooperative learning
        
        Positive Interdependence (Johnsons & Johnson)
        
        School wide approach
      - Winning over
        
        Showing interest in students' personal life - inquiring how they went in particular sport or weekend activity
      - Positive cohesive bonding
        
        Encouragement of positive relationships between peers - consider cooperative grouping
        
        Increase student responsibility to help and support each other
      - Inclusiveness
        
        Insuring that all students belong - all students working together across cultural, ethnic, socio-economic and special needs diffeences
      - Students want to be seen as individuals, be respected, have their voice heard, need friends and feel emotionally safe (Bennett & Smilanich)
        
        Teachers who care, who are open, have a sense of humour and take time to explain concepts
        
        Can be done by greeting students at the door, inquire to their weekend and sports, creating opportunities for discussion where thoughts opinions and emotions are shared rather than lecturing by the teacher.
    - - Learner centred approaches
      - Getting to know students
      - Empathy, Care, unconditional positive regard
      - Maslow Hierarchy of Needs (Maslow)
  - - - Wait time
      - No hands up
      - To increase level of engagement
      - Letting students know anyone could get asked to answer - accountability with everyone
        
        Increasing critical thinking skills
        
        Incorporating Blooms Taxonomy into questioning
        
        To allow for differentiation
        
        To guarantee high level of success
        
        Evaluation
        
        Synthesis
        
        Analysis
        
        Application
        
        Comprehension
        
        Knowledge
        
        Securing active participation and increasing the level of engagement will be a challenge.. To do this it is important to know the students and how they learn - AITSL standard 1.
        
        Create safe learning environments
        
        Knowing which students can handle this - It would be wrong to set students up for public failure (Bennett & Smailanich
        
        Having high expectations
      - Think-pair-share
        
        Safe environment as only one hears answer
      - Probing
      - Scaffolding
        
        To extend answer and get deeper level of engagement
      - Feedback
        
        Specific and instant
      - Covert and Overt questioning
      - Phone a friend
      - Stretch it
    - - Effective teachers required to achieve emotional and safe environments, active participation and effective classroom and behaviour management - (Bennett & Smilanich; Killen)
        
        Content knowledge and organised
        
        Resourceful
        
        Fair, consistent and willing to help
        
        Listens and make everyone feel important
        
        Showing interest in students
        
        Compasionate
        
        Someone who likes teaching.
        
        Committed
        
        Sense of humour
        
        Enthusiastic
        
        Confident
        
        Patient, persistent and optimistic
        
        Effective communicators
        
        Curious
        
        Willing to collaborate and share
        
        Ethical
        
        Reflective
      - Extrinsic
      - Intrinsic
      - Engaging and relevant lessons
      - Attribution theory
        
        Student self-efficacy
- - - - When I want to control learning
        
        Highlight specific points
        
        For explicit teaching of concepts
        
        Can diffuse mis-conceptions
        
        Going Forward: I will need great content knowledge, enthusiasm, confidence and organisation to make this approach successful - image of the teacher (Killen 2016)
        
        I will regularly have to check for understanding to avoid misconceptions
        
        Key strategies to consider (Killen 2016) :check:
        
        Task Orientation
        
        Clear goal setting
        
        active teaching
        
        Monitoring of student progress
        
        Mastery of taks
        
        1 more item...
        
        Teacher responsibility for student learning
        
        Teaching of specific subject language
        
        Well structured and organised learning environment
        
        Pre-instructional strategies
        
        1 more item...
        
        Clear explanations
        
        Teacher Clarity
        
        What is said and how it is said
        
        Selecting and organising lesson content
        
        Learner success
        
        Students more motivated and engaged if high chance of success
        
        Guided practice
        
        Feedback
        
        Sequence tasks
        
        2 more items...
        
        Demonstrations
        
        Purposeful practice
        
        Engagement in learning
        
        Students actively engaged in the learning process
        
        Using student ideas
        
        5 more items...
        
        instructional variety
        
        Not all learning the same way.
        
        To avoid boredom
      - Can be used in conjunction with constructivist approaches (Killen. 2016)
      - Can assist learning in students who lack prior knowledge
      - Some students are not self-directed learners and need guided learning
      - Creation of non-threatening environment
      - Use questioning as part of direct instruction to maintain student engagement
      - Present students with learning outcomes.
      - Lecturing
      - To achieve academic performance - mastery
      - Explicit instruction.
    - - Teacher source of knowledge
  - - - Authentic tasks
    - - Differentiation
  - - - Supporting learning with visual aids (Shabiralyani et. al)
        
        Benefits
        
        Motivation
        
        Content easier to understand
        
        Easier to explain
        
        Deeper learning
        
        Improving retetention
        
        used in combination with hearing
        
        Improvement of learning environment
        
        Increased interest in learning
        
        Increase vocabulary
        
        Provide direct experience
        
        Learning complex
        
        Not all learning the same way
        
        Differentiation
        
        Graphic organisers
        
        Videos
        
        Pictures
        
        Charts and illustrations
        
        Can be provided with use of ICT
  - - - Higher demands put on students than from group work
      - Working together to achieve common learning goal
        
        Concept of cooperation has to be taught
      - Johnson's 5 Basic Elements (Johnson & Johnson
        
        Positive Interdependence
        
        All responsible for completion of part of the task
        
        Task divided into parts
        
        Achieve mutual goal for success
        
        JigSaw
        
        Individual and group accountability
        
        Each member responsible for completion of individual task
        
        Group assessment mark and individual assessment mark
        
        Require teacher monitoring and observatons
        
        Interpersonal skills
        
        Listening actively
        
        Resolve conflict
        
        Showing respect
        
        Rules
        
        Direct Interaction
        
        Help, support, encourage and discuss ideas
        
        Group processing
        
        Reflective learners
        
        Reflect on how group functioned
        
        Achieving goals
        
        For successful learning
      - Benefits :check:
        
        To achieve academic success
        
        Students assisting each other
        
        Scaffolding
        
        ZPD (Vygotsky)
        
        To achieve social outcomes
        
        Increased learning
        
        Understanding of differences
        
        Increased acceptance
        
        Respect
        
        Strengths in differences
        
        Acceptance of different of opinions
        
        Promote sense of responsibility
        
        Boost
        
        Confidence
        
        self-esteem
        
        Motivation
        
        Peer relationships
        
        Understanding of own learning process
        
        Thinking
        
        Impact
        
        Value
        
        Strengt/weakness
        
        Non-threatening environment to test ideas
        
        Allow for differentiation
        
        Flexible grouping
        
        Achieve goals that students can't achieve on their own
      - Constructivist approach
        
        Learner centred
        
        Teacher as facilitator
        
        Students as active participants
      - Increased motivation
      - To be effective :star:
        
        Full participation
        
        Provide regular feedback
        
        Trust
        
        Effective communication
        
        Listening
        
        Expressing ideas
      - Implementing : :fountain_pen:
        
        Planning
        
        Safe environment
        
        Outcomes clearly stated
        
        Clear direction
        
        Decide on content
        
        relevant to students
        
        Interest
        
        Assign groups
        
        Group size
        
        Configuration
        
        Differentiation strategies
        
        Process
        
        Product
        
        Resources and timeframe
        
        Recording of student achievement
        
        Guide, monitor and support
        
        Scaffolding
        
        Prompting
        
        Set guidelines
      - Cooperative learning and ICT
        
        Can promote better achievement
        
        Same approaches as ICT and group work
    - - Clear focus question
        
        Follow up questions for guiding and prompting
      - Consideration for going forward: Can be time consuming to prepare. It can be hard to control the discussion - especially if students don't have much prior knowledge. It can be hard to engage all students - misbehaviour.
      - Extensive teacher knowledge
        
        Anticipate questions
      - Teach students how to engage in discussion
        
        Engaged
        
        Reflective
        
        Help students understand own thinking
        
        Objective thinkers
        
        Willing to listen
        
        presenting own ideas
        
        Informed thinkers
        
        Willing to admit limitations to knowledge
        
        Reflective thinkers
        
        Able to think about process and outcomes
        
        Metacognitive
        
        Help students learn
        
        Apply knowledge
      - Safe and secure learning environment
        
        All students' input valued and respected
        
        Avoid students monopolising discussion
      - Keep discussion moving
        
        Clarify points
        
        Elaborate
        
        Paraphrase
        
        Ask for examples
        
        Encourage
        
        Reflect and evaluate
        
        Seeking consensus
        
        When no single solution offered
      - Close discussion
        
        Summarise
        
        Foreshadowing
        
        Link to other learning
        
        Reflecting and Evaluating
      - Plan discussion focus
      - Set rules
      - Plan how to start discussion
    - - To explore open ended issues
      - Can achieve deeper level of understanding
    - - 5 types of learning outcomes (Killen 2016)
        
        Subject matter mastery
        
        Problem solving
        
        Moral development
        
        Attitude change and development
        
        Communication skills
    - - Can lead to any where
    - - Conclusion pre-determined
        
        guided
    - - Greater student participation
      - Deeper level of engagement
        
        Thinking time
      - Flexibility with time and place
      - Promote collaboration
      - Less intimidating
      - No student monopolise discussion
      - Ability to consider and address earlier contributions
      - Improving writing skills
      - Develop research skills
      - Teacher can more easily monitor students who need help
    - - Direct instruction
      - Group work
      - Cooperative learning
      - Problem solving
      - Student Inquiry
    - - Benefits :check:
        
        Less intimidating than whole class discussion
        
        Students who lack confidence
        
        Improve verbal communication
        
        Increased active participation
        
        Not as easy to hide
        
        Encourage students to participate
        
        Active listening
        
        Encourage cooperation
        
        Differentiate learning
        
        Flexible grouping
        
        Assisting struggling students
        
        Easier to check for understanding
        
        Implementing :fountain_pen:
        
        Guide, monitor and support
        
        Prompt
        
        Scaffold
        
        Inform of outcomes
        
        Teaching strategies similar to cooperative learning
        
        Used as strategy to teach cooperative learning
        
        Structure learning environment
        
        Clear instructions
        
        Bring to conclusion
        
        ICT and Group work
        
        Online collaboration
        
        Platforms
        
        Sharing ideas
        
        Clear instructions on use of ICT
        
        Assess learning outcomes
        
        Extension of E-discussion
        
        Promotes increased sense of responsibility in students (Killen)
        
        Increase productivity
        
        Student centred
        
        Improve problem solving
        
        Deeper thinking
        
        Paired work
        
        dyads
        
        Precursor to larger group work
        
        To solve a problem
  - - - Teaching Strategy
        
        To acquire knowledge
        
        New knowledge and skills
        
        Skills of problem solving is not the goal
    - - Authentic
      - Personal needs as driver
    - - Based around the curriculum
        
        Long term process
        
        Not easy to plan
        
        Extensive preparation
    - - Engaging
      - Independent learners
      - Improve metacognition
      - Students need to identify what they do know to understand what they need to know
      - Critical Thinking
      - Creative Thinking
      - Purposeful Thinking
    - - Research and access to material
      - Word processor
      - Database
      - Spreadsheet
      - Drawing programs
      - Presentation programs
        
        Graphic Organisers
      - Specific software use from real life
      - Online cooperation
        
        Other countries
      - Contact Experts
  - - - Need to be able to work in group
    - - Subject specific content
    - - Transfer skills to other areas
    - - Curiosity driven
    - - Need to be independent learner
    - - Dependent on student
        
        Prior knowledge
        
        Experience
        
        Complexity of issue
    - - Create new interpretation
    - - Active participants
        
        Ask questions
        
        Seek Answers
        
        Investigate and Discover
      - Promotes Metacognition
      - Integrate and connect knowledge with real world
      - Challenge motivate and engage
      - Critical thinking
      - Develop skills
        
        Communication
        
        Reading
        
        Writing
        
        Notetaking
        
        Organisational
        
        Time management
      - To think like and expert
      - Utilise sources
      - How to use ICT as learning tool
      - Motivating and engaging
      - Teacher to gain insight into how student learn
      - Getting parents involved
    - - Plan outcome
      - Develop question
      - Consider student prior knowledge
      - Structure to build on knowledge
      - Monitoring of student progress
        
        Observation
        
        Assessing
        
        Process
        
        Product
        
        Marking Key
      - Access to resources
      - State learning intentions/success criteria
      - Provide clear explanations
        
        Check for understanding
      - Set time frame
        
        Deadlines
      - Safe learning environment
      - Guide, monitor and support
        
        Prompting
        
        Scaffolding
      - How to present findings
        
        Flexible
      - ICT and Inquiry
        
        Web-based research
        
        WebQuest
        
        Abundance of sources
        
        Misconceptions
        
        Suitability
        
        Less control of conclusion
        
        Credibility
        
        Many perspectives
        
        Access to experts
        
        Global interaction
        
        Participate in real life projects
        
        Publish information
        
        Social networking
        
        Sharing of information
    - - Process
      - Product
- - - - Formative
        
        Informal
        
        Teacher making judgements on progress and learning
        
        Questioning
        
        Observations
        
        To plan for learning
        
        Diagnostic
        
        Identify misconceptions
        
        Exit tickets
        
        Provide timely feedback
        
        Future development
        
        Used on daily basis
        
        Formal
        
        Summative
        
        Used to determine progress
        
        Report to parents and community
        
        Evidence of learning
        
        Individual student progress/assessment
        
        Teacher devised test
        
        Multiple Choice
        
        True-False
        
        Short answer test
        
        Cloze test
        
        Interpretive tests
        
        Graphic organisers
        
        Essays/Extended writing
        
        Interviews/conferences
        
        All tests have benefits and limitations and should be applied according to what needs to be tested
        
        Applying Bloom's revised taxonomy when creating assessments
        
        Important they address 21st century skills
        
        General capabilities
        
        To improve learning
  - - - End of unit of work/term
      - To gather evidence of student learning
      - Grade awarded
        
        Providing assessment/success criteria
        
        Rubrics/marking keys
        
        Understanding what success looks like
        
        Bloom's Taxonomy
        
        Level of achievement
        
        Moderation
        
        Consistency in marking
        
        Comparable across school/state
        
        Accuracy according to Judging Standards/ATAR
        
        Going Forward: Gaining more information and experience in creating valid, reliable and fair assessments and rubrics. I don't feel confident at this stage to create these. I can start by having a look at the exemplars provided by SCSA. I can also seek advise and assistance with experienced teachers and look into some professional development
        
        Not confident in marking. Will need a fair bit of support.
        
        https://www.aitsl.edu.au/tools-resources/resource/assessment-design-criteria-illustration-of-practice
      - High stakes
        
        ATAR
        
        Determining future pathway
        
        Large scale
        
        Ranking students
    - - External assessment
        
        NAPLAN
        
        Cohort assessment
        
        Multiple choice
        
        ICT/Online
        
        Objective
        
        To inform policy
        
        Social, economic and political context
        
        Large scale
        
        Standardised test
        
        PISA
        
        Sample assessment
        
        Compare performance of countries and not individual students
        
        Public debate and questioning of performance of Australian schools
  - - - Using ICT in learning
        
        ICT to support student learning :check:
        
        Problems with ICT
        
        ICT literacy
        
        Equal access by all students
        
        Source: https://www.teachthought.com/technology/using-technology-can/
        
        Assessment tasks
        
        Differentiation
        
        Process
        
        Product
        
        Content
        
        To work collaboratively
        
        Use of ICT to manipulate learning, explore ideas and construct knowledge (Killen)
        
        A tool for scaffolding
        
        Learning with/through technology
        
        To create
        
        SAMR Model
        
        Enhancement
        
        Substitution
        
        Different mode
        
        Augmentation
        
        Improvement
        
        Transformation
        
        Modification
        
        Redesign
        
        Redefinition
        
        New creation
        
        More efficient learning
        
        Framework for technology
        
        Deeper engagement in task
        
        Bloom's in technology
        
        What, why and how of learning
        
        Maximising student success
        
        Technology a fundamental part of teaching
        
        TPACK
        
        https://www.youtube.com/watch?v=0wGpSaTzW58
        
        Technological Pedagogical Content Knowledge
        
        Ability to use software
        
        What to teach
        
        How to teach
        
        Supporting teaching
        
        Different context
        
        1 more item...
        
        Have a lot to learn of how to use and implement ICT. Many platforms of learning are unfamiliar.
        
        Further learning and ICT
        
        https://sites.google.com/site/technologytoolboxforeducators/home
        
        Keeping up to date with the Education Department and Connect for any courses
        
        Consult The Technology Integration Matrix (TIM) https://fcit.usf.edu/matrix/matrix/
      - Learning from meaningful experiences connecting old knowledge with new learning (Killen)
      - Creating learning environment where students actively engage in hands on experiences
      - Relevant
      - Meaningful
      - Engaging
        
        Visuals
      - Considering Sociocultural aspects of student background
        
        Social constructivist approach
      - Multiple assessment strategies
      - Real world experiences
      - Challenging tasks
      - Process of learning
        
        Differentiation
      - Performance assessment
        
        Assessing product
        
        Portfolios
        
        Assessing outcomes
        
        Evidence of learning
        
        Growth
        
        Summative
        
        Exhibitions
        
        Projects
        
        Assessing process
        
        Observations
        
        Anecdotal records
        
        Checklists
        
        Rating Scales
        
        Checking for understanding
        
        Formative
        
        Skills
        
        Behaviour/engagement in learning process
      - Going forward: Select assessment tasks that will demonstrate the learning outcomes, knowledge and skills as specified by the curriculum. Students need to be able to demonstrate what they know, so allow for differentiation. The process is an important part of this. Consider the skill they use to create the product. Give students access to learning outcomes and success criteria through rubrics or checklists. Provide scaffolding and regular feedback
      - Subjective Assessment
      - Learning while doing
      - Spontaneous tasks (Herrington)
      - 9 Principles of Authentic Learning (Herrington)
        
        Collaborative construction of knowledge
        
        Promote reflection
        
        Multiple perspectives and roles
        
        Promote articulation
        
        Expert performance
        
        How would experts solve this
        
        Coaching and scaffolding
        
        Provide authentic activities/tasks
        
        Authentic assessment
        
        Provide authentic context
        
        Real life experience
        
        Authentic learning and ICT
        
        Meaningful learning framework
        
        Active
        
        Collaborative
        
        Constructive
        
        Authentic
        
        Intentional/goal directed
        
        more meaningful and real life experience
  - - - Provide feedback for students
        
        The importance of feedback (Hattie)
        
        immediate feedback
      - To collect evidence of learning
      - To improve student performance
        
        Provide opportunity for feedback and reflection
      - Based on how students learn
        
        Using a range of strategies
        
        Provide opportunities for collaborative learning
      - Aligned with curriculum and learning outcomes
        
        Content descriptors
      - Provides useful information for reporting
      - Assessment methods = valid, reliable and consistent
      - Attention to outcomes and processes
      - Ongoing
      - Provide opportunity differentiation strategies
      - Consider diverse learners
    - - Higher level of thinking
        
        Bloom's taxonomy
        
        Level of questioning.
        
        Using questioning as teaching method
        
        Framing questions
        
        Questions that prompt thinking
        
        Bloom's taxonomy
        
        1 more item...
        
        5W's&H
        
        Increase level of questioning
        
        4 more items...
        
        Socratic questioning
        
        1 more item...
        
        Complexity of questions
        
        1 more item...
        
        To promote learning and develop thinking
      - Restricted response
      - Extended response
      - No single correct answer
        
        Deeper evaluation on correct answer
        
        Marking key/rubric
    - - Valid
        
        Does it address what was taught?
        
        Will it provide me with correct information of student learning
      - Reliable
        
        Will test provide a consistent result?
        
        Moderation
        
        Collaboration with colleagues
      - Fair
        
        Do all students have same opportunity for success?
      - Recording Results
        
        Help provide details is assessment is valid, reliable and fair
        
        To plan for improvements
        
        Data of student progress
        
        Benchmark
        
        To inform teaching
        
        Reflection on assessment practice
        
        Informal
        
        Anecdotal records
        
        Portfolios
        
        Formal
        
        Checklist
        
        Behaviours
        
        Skills
        
        Attitudes
        
        Rating scale
        
        Summative
    - - Providing opportunities for students to show evidence of learning by differentiating product based on readiness, interest and learning profile (Tomlinson & Moon 2013)
    - - Self assessment
        
        Develop insight into own learning
        
        Constructing knowledge (Vygotsky)
        
        Social-constructivist view
        
        Socially and culturally constructed
        
        Teacher gaining insight into student learning
        
        Critical self-reflections
        
        Enhance meta-cognition
        
        Promotes and fosters learning
        
        Understanding of assessment criteria
      - Peer assessment
        
        Ownership of assessment
        
        By assessing others' work - reflecting on own
        
        Comparing
        
        Improving work
        
        polishing off
        
        Increase collaborative skills
        
        Communication
        
        Interaction
        
        Increase deep learning
        
        Less authoritative than teacher input
        
        Less threatening
      - Going Forward: When implementing peer-assessment I will have to be careful of personal issues between students that could cause judgement and teasing. Students will have to learn the correct procedures in engaging with peer-assessments. I will have to create a supportive learning environment. I will also have to be weary of mis-conceptions in which students could lead each other astray.
    - - Multiple choice
      - Quiz
      - Single correct answer
        
        All graded same way