PART D: Group Work Protocols
1. Group formation and management - When deciding on how to organise groups the composition is often made with classroom management, student ability or classroom space in mind (Baines et al., 2008). However, it is important to plan where students are going to sit, who is going to be in each group, and what role or responsibility each student will have in the group. For example, a teacher could delegate responsibility to specific students from each group give out the paper, distribute equipment or collect the work at the end for the session. Teachers could encourage students to rely on other in the group rather than ask questions of the teacher (Cowley, 2006) and by doing so, students can learn to be more self-reliant
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Setting clear standards of behaviour - An active classroom will sometimes require movement and discussion when working in groups. Matching the task with acceptable degrees of both movement and volume is an important protocol so a teacher needs to decide as part of the planning what level is optimal. For example, a teacher could use a visual aid to indicate the optimal level of movement and noise on a sliding scale coloured metre; green for optimal levels, amber for escalation, and red for too loud. The metre could be adjusted during an activity so students can moderate their own voice and movement. Explicit behaviour norms for group work and discussion will provide an environment that is respectful and allows everyone to participate. However, students need opportunities to negotiate group norms in order to have ownership of them as well as be accountable to them. For example, a teacher may allow students to move around a group table, however, they must raise a hand to ask a question that the group is unable to answer rather than seeking out the teacher (Cowley, 2006). When a group is working well a teacher may identify equal participation, communication, co-operation and …show more content…
Firstly, assessment of learning occurs at the end of a activity, lesson, or series of lesson for the purpose of reporting at the end of a time period such as the school term or semester. Assessment of learning is also undertaken as part of the National Assessment Program Literacy and Numeracy [NAPLAN], Year 12 Australian Tertiary Assessment Rank [ATAR], or international monitors of student performance such as PISA surveys which provide an opportunity for students to demonstrate what can do or what they understand (Australian Curriculum and Reporting Authority [ACARA], 2016). Assessment of learning provides a teacher with evidence of student achievement at a particular point in time and is used to plan future teaching and learning, and provide all stakeholders with information about the progress students are making in and out of the classroom (Whitton et al., 2016). This evidence may be used to make judgements about student achievement against objectives or standards and identify additional support or interventions required. Stakeholders may include the student, the parent, the teacher, the principal, the school council and the Department of Education and be used for reporting to parents and record keeping accountability. The tools used for this kind of assessment may include a standardised tests or group intelligence tests which are termed norm referenced, criterion
Assessments are the way to find out if learning has actually taken place. Enabling us, as tutors, to see if objectives have been met.
2.2 The strengths and limitations of a range of assessment methods in relation to the individual learner needs:
Assessment is used to make a specific educational decision and is the process of evaluating the extent to which participants in education have developed their knowledge, understanding and skills.
Learning how to work effectively in a group situation is key to success in many professions as well as in social situations. Groups vary from each other based on the individuals that make up each group, all of us belong to various groups at one time or another. The roles that we fulfill vary from group to
Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school
The function of assessment in learning and development is to provide a measurable way of planning and supporting students’ progress. Assessment is carried out by means of checks and tests carried out throughout the course. Assessors should provide feedback throughout ensuring that learning is occurring and the learner is at the correct level. It is also important that assessor’s decisions are also consistently reviewed and internally and externally verified.
Assessing the children understanding is considered to be a good indicator of their learning and development process (Reys et al., 2012). Stiggins (2002) discussed the difference between the children’s assessment for learning and assessment of learning. Teachers need to be familiar with both. Assessment for learning (or as we call it the formative assessment) helps the students to learn more about different concepts and increase the opportunity to develop various skills. On the other side, assessment of learning (summative assessment) is to give the teacher an evidence of students’ achievements for purposes of accountability and reporting. For example, assessment for learning can include the teacher’s observations, in-class assignments,
This is why I also employ the constructivism technique of collaborative groups in my classroom to give students the opportunity to discuss ideas with their peers and make reasonable conclusions about what they are learning. My classroom is arranged with student desks placed in small groups, which allows students to direct their attention to the front of the room when needed, yet they can turn and collaborate with their peers during group work.
1.1 Assessment measures the learner’s progress towards or the completion of, the learning aim and criteria, and can be used at any point during the learning cycle. It can provide information to adapt the delivery to suit the learner’s needs and abilities; a learner may need more help or time on some aspects, or has progressed quicker than planned and requires additional goals. By standardising the assessment process this creates uniformity for all learners.
Assessment is the process of establishing the nature and quality of our students’ learning and measuring whether learning has actually taken place. Assessment is a key part of the teaching cycle because it enables us to measure achievement against set standards in order to ascertain if our trainees have acquired the skills and knowledge needed at a given stage of training, to diagnose learning needs and to select for further training. It is also the means by which we measure learning at the end of a course and certificate achievements.
Students will be working with their elbow partner at their table. Before they begin we will discuss as a class what good group work looks like.
The goal of educational assessment is to record, evaluate and enable improved student learning. The monitoring of student work, through developing understanding of key subject concepts and their achievement of syllabus objectives requires comparison against outcomes and standards. These outcomes and standards help define the criteria which is considered essential and relevant for assessment. Through correct implementation, integration, and reliability and validity, all forms of assessment should enable improved student learning when teaching is targeted towards syllabus outcomes, objectives and through highlighting gaps in student knowledge.
Tuckman proposes that groups develop via five stages; forming, storming, norming, performing and finally adjourning (Archee, Gurney, & Mohan, 2013a). The first stage, known as forming, involves clarifying the task and purpose of the group, and identifying boundaries of both the task and interpersonal behaviour (Archee et al., 2013a). For the presentation task we were randomly allocated into groups. This worried me greatly as I have struggled in the past with group members who do not contribute equally or see the task as important as other group members. To avoid this problem, the group collectively determined and agreed upon a number of ground rules. For example, we decided that all group members were expected to contribute equally to the presentation, all group members were expected to attend and contribute at all group meetings, and all group members would adhere to agreed upon deadlines. Having failed to do this in previous group assignments, this clarification stage
Edwards and Mullis report (2003), “The classroom meeting format relies heavily on the immediate feedback students receive from their peers.” The teaching of how to correctly participate and engage in a classroom meeting is a procedure that will take time and effort on the part of the teacher. Especially in younger grades, they need to be reminded and retaught how to act in a respectful way during serious, problem solving conversations. The goal of classroom meetings is every student feels that they are in a space where they can be free to express themselves with no consequences. The quicker the students are able to learn and master the procedure of a classroom meeting, the more quickly the meeting will be effective and help build a classroom community.
4. Your group will present and lead the discussion of the question(s) assigned to you. Although the group in charge will be the major discussants for the assigned question(s), it is highly recommended to have the rest of the class involved and participated in the discussion.