EDUC 310/316 Formative Assessment
To start today we asked you to give Shep and I some feedback on how the course has been working for you to this point. The organizer we used was a three-columned STOP, START, & CONTINUE chart. The following questions could guide this assessment:
- What should we STOP doing that is not working?
- What should we START doing that we currently are not doing?
- What do we need to CONTINUE to do?
We will use this feedback to improve our instruction in future lessons. Also, we hoped to model the importance of getting feedback from learners and provide you with a tool to do so.
Playing with Lesson Design
The goal of this part of the lesson was to review and apply the 8 components of Lesson Design we introduced last class. As such, we were working at the remembering, understanding, and applying levels of Bloom’s Taxonomy pictured below:
To that end, here’s the shape of the day in detail:
Planning the Sandwich
As a group we collaborated on the planning of a lesson designed to teach someone how to make a peanut butter sandwich. Partnerships were assigned one of the lesson components and had to design an activity to address it. For instance, Matt and his partner found this YouTube clip that could be used as part of the Mental Set:
[youtube]https://www.youtube.com/watch?v=Z3ZAGBL6UBA[/youtube]
Also on YouTube is this clip that could be used at the Input stage. It shows (with tongue firmly in cheek) the history of the sandwich – and a few other inventions! – as interpreted by the good folks from the early days of SNL:
[youtube]https://www.youtube.com/watch?v=VJ2kfyQPfto&feature=PlayList&p=B442BB3323D996BD&playnext=1&playnext_from=PL&index=4[/youtube]
Say Something on The Chapter 6 Reading Using Sticky Notes
Next we dug deeper into LD by discussing a reading from Bennett’s Beyond Monet text assigned last class. Prior to the class you’d been asked to use Sticky Notes as a way of interacting with the text. Today, I modeled the Say Something strategy as a way of processing the material in a small group setting. After the model, the class broke out into small groups to discuss the text on their own.
Here’s are handouts on how Sticky Notes and Say Something can work:
Microteaching Planning Time
For the last 40 or so minutes of class, we asked you to apply your understanding of LD to the planning of your Microteaching task. Shep and I were available to take questions and you were free to make the best use of your time. Please click on this link to go to a previous post with more details on the Microteaching activity.
That’s all for now.
Take care,
– Lawrence