Week 17: Questioning Techniques

This week very much followed on from last weeks lesson on Assessment and Feedback. Questioning Techniques, our use of and the way we ask questions, can greatly influence our intended learning outcomes. Some of this weeks lesson was covered earlier too under Learning Outcomes.

Some of the recap this week covered Observation and Peer Feedback in Assessments:

Eg: Colour Card - Emotion Faces - Sliding Scale of Emotion

Through the art of thoughtful questioning teachers can extract not only factual information, but aid learners in: connecting concepts, making inferences, increasing awareness, encouraging creative and imaginative thought, aiding critical thinking processes, and generally helping learners explore deeper levels of knowing, thinking, and understanding. (Erickson 2007)

The Lesson contained some useful activities to engage us as learners, to see the value of questioning, as well as the wide range of techniques that we can employ. 

We started out trying to write examples of 9 different questioning techniques. The sheet looked like this:

This was the result of my sheet + annotations from the discussion after:

We then associated this with the Domains of learning:

• Cognitive
• Affective
• Psychomotor

Questioning Techniques in Practice

Using the iPads we viewed the following interactive poster which linked to video footage of question techniques:

Interesting, informative and a great use of IT in education!

Questioning Exercise:

We were given a question check-list and an exercise

Here is the question check-list:

And here is the Questioning Exercise. Which was some optional homework.

Week 15: Assessment Methods and Evidence

This weeks Lesson can be seen here and a more detailed document of assessment methods can viewed Here.

The lesson started with a bit of fun really, drawing a desert island and then swapping drawings with the peer group and assessing the drawings. It just served to illustrate the assessment didn't have any criteria, any point of reference with which to make an assessment. Therefore, all assessment was subjective. This set the lesson off to a good start. We discussed the importance of clear goals, without which, assessment cannot be constructive, with a view to offering informative and helpful feedback:

Summative Assessment

 Sometimes called Final Assessment, this aims to make a final measure of a students progress. Usually Graded: Eg: 90% or A+. Typically this form of assessment is more for the benefit of a client. For example a prospective employer can easily see what standard of education you have reached/achieved. 10 years down the line, this assessment will likely be far from a true reflection of your sum of knowledge in a given topic.
The aim may be to sum up what the candidate can do (criterion referencing). This might be done with the aid of a checklist of skills or competences, and/or by reports
or profiles. Alternatively, the aim may be to grade candidates, or place them in a
rank order (norm referencing). This is usually done by means of an examination,
designed to differentiate between candidates on the basis of the breadth and depth
of their learning.

Formative Assessment

Formative assessment is informative feedback to learners while they are still
learning the topic. But to be truly formative, this information must be used by the
learner to improve. The teacher can provide the formative assessment, but the
learners can also formatively assess themselves and each other. Research shows
that this feedback while you learn has more effect on student achievement than
any other single factor, so it’s worth getting right! Formative Assessment prepares a student for the Summative or Final Assessment. Eg; Like a Mock exam prepares you for the real thing.  
Geoff Petty. (2009). Assessment. In: Nelson Thornes Teaching Today. Cheltenham: Nelson Thornes. 479.

_____________

The main use of assessment for teachers is the ongoing or formative assessment.
This is used throughout the course to form judgements on whether, and to what
extent, learning has been successful; and to pinpoint difficulties so that remedial
action can be taken. Initial and diagnostic assessment have similar ‘formative’
roles. They are carried out at the beginning of a course.  
Geoff Petty. (2009). Assessment. In: Nelson Thornes Teaching Today. Cheltenham: Nelson Thornes. 479.

Assessment is an essential part of the learning process. It serves several vital roles in an education system, such as:

• informing teacher and learner of progress and future development needs; 

• recognition of achievement; 

• providing accountability data on the performance of teachers, departments, education organisations and even international comparisons.

Both assessment for learning and assessment of learning. Assessment for learning provides information to learners and teachers about the learners’ current levels of ability and this information guides the teaching and learning strategies that are planned and prepared by the teacher. This is known as formative assessment. Assessment of learning provides information of learners’ achievement and is usually summative rather than formative. Both methods have purpose and both recognise learners’ achievement.

Lynn Machin, Duncan Hindmarch, Sandra Murray & Tina Richardson (2013). A Complete Guide to the Level 4 Certificate in Education and Training. Nothwich: Critical Publishing. 59-73.

Norm Referencing:
As in summative assessment of GCSE, provides a graded result, compared to a peer group at a specific time. Yields an estimate of the position of the tested individual in a predefined population, with respect to the trait being measured. The estimate is derived from the analysis of test scores and possibly other relevant data.

Criterion Referencing:
A criterion-referenced test would report the student's performance strictly according to whether the individual student correctly answered set questions. A norm-referenced test would report primarily whether this student correctly answered more questions compared to other students in the group.

Student Referencing:
The advantages of self-directed learning are that it strongly encourages active
learning, develops student autonomy and gives the responsibility for learning to
the student. A self-directed learning approach is widely used when teaching adults,
especially adult professionals, where it underpins the idea of the ‘reflective practitioner’.


Homework:
Prepare a 5 min presentation on assessment and feedback based on your teaching practice: Preparation can be viewed: Here (PDE)

Week 13: Talking about Teaching

07/01/2014: Talking About Teaching

This weeks lesson can viewed Here

In all it was a review of some of the main teaching points we already covered before the end of term. We discussed the following in rotating pairs:

Actually we didn't cover differentiation as it was one of our more recent topics and the discussions of 1-4 resulted in a significant coverage of it.

Active Learning:
Practical Sessions
Open Discussions that involve the students
Activities
Real Environments
Searching Questions
Self Assessment

Active learning is not something done to the students, but something students do to themselves. The opposite of an Active learner is a Passive learner (not desired). Passive learners would expect that all they need to do is sit back and soak up information.
Geoff Petty (2004). Teaching Today. 3rd ed. Cheltenham: Stanley Thornes. 55-58.

Geoff Petty also talks about: 'Giving the problem to the student'
eg:

'How do you find your lab reports, Peter?'
'Oh. OK I suppose.'
'What do you find most difficult about them?'
'The conclusion bit, Sir.'
'Yes, lots of people find conclusions hard. So what are you going to do to improve them?'

Teachers must see themselves as a learning facilitator or learning manager, and encourage students to take responsibility for their own learning.


Learning Outcomes:
Geoff Petty (2004). Teaching Today. 3rd ed. Cheltenham: Stanley Thornes. 391-403.

Were discussed in earlier sessions and can be read: Here
Learning outcomes are testable statements describing what you intend your students to learn; for example

The student should be able to use inverted commas correctly.
The student should be able to solder resistors to a circuit board.

The point is that 'Outcomes' precisely describe observable learner performance, shifting the focus on to what the student will be able to do as a result of their learning, and away from what the teacher will do. Well defined outcomes help both student and teacher. Outcomes will reflect the needs of differentiation too.


Alignment of Learning:

We must have a clear idea of what we want students to be able to do, and make sure the student knows those objectives.

Intended Learning Objectives / Learning Activities and Assessments must be aligned.

The basic premise of the whole system is that the curriculum is designed so that the learning activities and assessment tasks are aligned with the learning outcomes that are intended in the course. 

Related to Active Learning, Alignment is about getting students to take responsibility for their own learning and establishing trust between student and teacher. If students construct their own learning and this takes place inside the students' brains, where teachers cannot reach, then the real learning can only be managed by the students. All teachers can do is to create an environment which is encouraging and supportive of students engaging in the appropriate and necessary mental activity. We can do this by providing the pieces and specifications of what the students must become able to do as a result of modifying their cognitive structures, and set up or suggest activities that students can use to achieve these changes or intended learning outcomes.

We must have a clear idea of what we want students to be able to do at the end of a unit of study, and communicate these intended learning outcomes to students so they can at least share in the responsibility of achieving them. However, we know that students will inevitably tend to look at the assessment and structure their learning activities, as far as they are able, to optimise their assessment performance. We must therefore make sure that the assessment very obviously does test the learning outcomes we want students to achieve

Behaviour Management:
We gave good coverage to this here: Behaviour and Classroom Management
And our discussion in this lesson reiterated much of that earlier material.
Geoff Petty (2004). Teaching Today. 3rd ed. Cheltenham: Stanley Thornes. 101.

• Effective Lessons
• Good Organisation
• Good Rapport (teacher/student relationships)
• Effective Discipline (almost impossible unless the first three conditions are satisfied)

We had some positive reflection on this subject which sparked a lively discussion. Overall I found this whole lesson very valuable in further impressing the knowledge we had already gained.

Week 6/7 Planning to Meet the Needs of Learners

Planning to Meet the Needs of Learners

This weeks Lesson Plan

Schemes of Work:

The scheme of work will be a Long Term Plan

Eg: Term, Semester, Year....

That is planning for the whole program

Important to schemes:

• Cover the criteria
• Meet the Course requirements
• Clear Progression
• Assessment of Learning
• Identify resources
• Achievable Targets

Pitfalls:

• Repetition
• Getting Sidetracked

During the lesson we did a practical session on writing a Scheme of Work (SOW). We were divided in to groups and this was our group: SOW Activity

Recap on Outcomes:

SMART: Focus on learning not just doing...

'Most people have difficulty in writing objectives at first, tending to think in terms of what the teacher will do rather than what the student will learn. The crucial point is that the outcomes precisely describe observable learner performance, shifting the focus on to what the student will be able to do as a result of the learning, and away from what the teacher will do.'

See also: Aims/Outcomes

Geoff Petty (2004). Teaching Today. 3rd ed. Cheltenham: Stanley Thornes. 393-394.

Week 4: Lesson Plans, Learning Outcomes and Assessment

Lesson Plans, Learning Outcomes and Assessment

Week 4: 15/10/2013  Lesson Plan PDF

Embedding Equality and Diversity within Teaching and Learning

MASTER model by Dr Christine Rose

(M) Materials and Recources

Prompts, (visual, acoustic, books, graphs, handouts)

(A) Assesment
Improve confidence and self esteem. Feel safe to make mistakes. Constructive feedback. Variety of methods (reflect/review). Identify additional support. Reflective adjustment.

(S) Social and Emotional Aspects of Learning (SEAL)
Understand themselves and Others. Self Development. Empathy. Value Difference. Know right from wrong.

(T) Teaching and Learning Methods
Recognising, Valuing, Responding, (Individual experience/needs). Have confidence to challenge and adapt.

(E) Environment (Management of)
Room size, location.
Students (Respect, accommodate, listening)
Class/Group (Diversity, Impairment)
Tutor (Specific support, Challenging behaviour)

(R) Role Model (The Tutor as..)
Set Good Example, Agreed Understanding of diversity, Avoid stereotyping, Mutual Trust, High expectations)

Lesson Plans / Learning Outcomes and Assessment

We looked at 'Blooms Taxonomy of Educational Objectives'. Bloom split learning into a spectrum of tasks or skills which he called taxonomy. The spectrum of cognitive skills range from undemanding to complex. There are 3 main domains:

1. Cognitive domain (intellectual capability, ie., knowledge, or 'think')
2. Affective domain (feelings, emotions and behaviour, ie., attitude, or 'feel')
3. Psychomotor domain (manual and physical skills, ie., skills, or 'do')

The cognitive section here (there has been a revision, however we are dealing with the original)

Some explanation here:

A more detailed list of the verbs:

Geoff Petty (2004). Teaching Today. 3rd ed. Cheltenham: Stanley Thornes. 7-14.

We were able to see how Bloom's Taxonomy is useful in building a Lesson Plan with Outcomes and Objectives. Outcomes should precisely describe observable learner performance, shifting the focus on to what the student will be able to do as a result of their learning.

We might assess Learning Outcomes by:
Questions:

• Nominated > to a specific person
• Open > asking everyone
• Closed > Answer is Yes or No

Observation:

• Group Work
• Participation
• Quiz

Regarding Affective and Psychomotor Domains, see:

Affective Domain: Is demonstrated by behaviours indicating attitudes of Awareness, Attention, Interest, Aesthetic Appreciation, Moral, Aesthetic and other attitudes, Opinions, Feelings or Values,
(Verbs: Accepts, Attempts, Challenges, Defends, Disputes, Joins, Judges, Praises, Questions, Shares, Supports)

Psychomotor Domain: Is demonstrated by Physical skills, Sense Perception, Hand Eye Coordination, Dexterity, Manipulation.
(Verbs: Bend, Grasp, Handle, Reach, Relax, Operate, Shorten, Stretch, Write, Differentiate (by touch), Express (Facially), Perform (Skilfully)

Geoff Petty (2004). Teaching Today. 3rd ed. Cheltenham: Stanley Thornes. 395-396.
_______________________________________________________

Activity: Plan Outcomes for Mini Teach

My Mini Teach: The Water Cycle Basics

Outcomes: Learners will be able to:

1. Describe the Basic Water Cycle
2. Identify Main Aspects of the Water Cycle
3. Label a Simple Water Cycle Plan

For a copy of the Proforma lesson plan: Lesson Plan Download

• The details for my teach will include a simple and detailed view of the water cycle with time for some discussion and questioning.
• Activities will include nominated and open questioning and a labelling test.
• Outcome assessment will be through questions and test.
• Any differentiation should be manageable through the activities, though at this basic level, differentiation should not be an issue.