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== Материалы по сопровождению и поддержке проектной деятельности ==
 
== Материалы по сопровождению и поддержке проектной деятельности ==
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Assessment    
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      ../Images/btn_assessment_over.gif Classroom Interactions Attitude Surveys
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Objectives
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    TOPICS
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    A. Questioning Strategies
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    B. Observations and Note Taking
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    C. Conferences and Discussions
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Assignments
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 +
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A. Questioning Strategies
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Socrates is generally credited with pioneering the technique of teaching through questions.  Teachers can incorporate questions to help assess students' knowledge, reasoning, and attitudes. In an excellent article called Classroom Questioning, Kathleen Cotton lists the following reasons for asking questions in the classroom (Cotton, 2001, p. 1).
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    To develop interest and motivate students to become actively involved in lessons
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    To evaluate students' preparation and check on homework or seatwork completion
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    To develop critical thinking skills and inquiring attitudes
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    To review and summarize previous lessons
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    To nurture insights by exposing new relationships
 +
    To assess achievement of instructional goals and objectives
 +
    To stimulate students to pursue knowledge on their own
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Questions, both formal and informal, are a cornerstone of teaching and learning. Although it seems that teachers "naturally" ask questions in the classroom, there are several techniques that are worth reviewing:
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    Plan ahead -- as you outline each lesson, think about potential questions to ask.
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    Keep the questions simple, short, and easy to understand.
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    Try to address higher levels of Bloom's Taxonomy -- emphasize aspects of why and how.
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    Randomly call on ALL students -- those with raised hands and those without.
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    Allow wait time after asking a question; especially for higher level questions.
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    Be supportive in your feedback; never embarrass students.
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    Stay on track -- if you or a student goes off on a tangent, you'll lose the interest of the rest of the students.
 +
    Ask before telling -- encourage students to think through a situation, scenario, or problem before giving them the solution.  Better yet, help them derive the solution themselves!
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    Use probing techniques to encourage students to clarify their ideas and explain their reasoning.
 +
    Promote "accountable talk" by focusing on concepts related to curriculum standards and encouraging students to provide rationale for their opinions and reasoning.
 +
    Encourage students to participate and to elaborate and build on each other's ideas.
 +
    Challenge students to formulate hypotheses, based on accurate knowledge.
 +
 +
Most questioning activities in the classroom are informal; in the general course of teaching, questions are used to summarize topics, assess understanding, expand topics, and motivate students.  However, formal questioning strategies are also possible. Donna Qualters outlined a few strategies in Using Classroom Assessment Data to Improve Student Learning, including:
 +
 +
    Muddiest Part of the Lecture -- Pass out 3x5 cards to the students and ask them to write down anything in a lesson that is unclear or confusing. Collect the cards at the end of the lecture, and provide feedback (and elaboration) during the next class meeting.
 +
    Cold Calling -- Write all of the students' names on 3x5 cards.  Then, shuffle the cards. As you go through the lesson, select a card from the stack for each question.
 +
    Concept Tests -- Students learn from asking each other questions. Ask students to write their answers to a complex question on a piece of paper. Then, ask the students to confer with their neighbor to defend their answers.
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Try This
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Try one of the strategies outlined by Qualters (Muddiest Part of the Lecture, Cold Calling, or Concept Tests). 
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    How did it work in your classroom? 
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    What benefits did you note?
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 +
       
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Continue to Section B
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Home | Performance Assessment | Classroom Interactions | Attitude Surveys
 +
SITE MAP
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This course was developed in partnership between the Pinellas School
 +
District and the Florida Center for Instructional Technology at USF.
  
 
== Проекты с аналогичной тематикой ==
 
== Проекты с аналогичной тематикой ==

Версія за 19:08, 11 березня 2012

Автор проекта

Ющенко Лариса Андреевна

Тема проекта

Экскурсия в Лондон

Предмет, курс

Английский язык

Краткое описание проекта

Самостоятельное знакомство учащихся с культурой,традициями и достопримечательностями Лондона.

Вопросы, направляющие проект

Основополагающий вопрос

Могу ли я покорить Лондон?

Проблемные вопросы

Будет ли мне комфортно в англоязычной среде?

Учебные вопросы

Насколько я успешен в знании английского языка?

План проведения проекта

Ребята делятся по желанию на 5 групп. 1 группа:"Экскурсоводы"-изучают достопримечательности Лондона и знакомят детей с наиболее интересными местами Лондона 2 группа:"Финансисты"-добросовестно просчитывают все нюансы поездки,поддерживая тесную связь со всеми группами участников и доводят до сведения 

 детей и их родителей

3 группа:"Организаторы"-заказывают билеты,продумывают дополнительный досуг в связи с желанием каждого участника 4 группа"Дипломаты"-оформляют пакет документов 5 группа:"Фотокорреспонденты"-ведут фотосъемку и по прибытию выпускают газету:"Мы его покорили!"

Визитная карточка проекта

       Welcome to London
    СОШ №26 им.Е.М.Бакуниной
     48-81-03,г.Севастополь
         ул.Бакуниной,5

Публикация учителя

Файл:Публикация2-1.jpg Файл:Публикация2-2.jpg

Пример продукта проектной деятельности учащихся

Вики-статья ученика "Город моей мечты"

Полезные ресурсы

Другие документы

Презентация учителя для выявления представлений и интересов учащихся

Материалы по формирующему и итоговому оцениванию

Заголовок : Контрольный список определения и описания проблем Описание : Контрольный список используется учителями для оценки того, как ученики средних классов могут выявить и описать проблемы. Он может быть изменен и использован учащимися для взаимной самооценки и обеспечения обратной связи. Ключевые слова : Анализ, логика, решение, сложность Инструкции : Применяйте этот контрольный лист для контроля и отметок умений учеников выявлять и описывать проблемы в ходе выполнения заданий и реализации проекта. Категории Grade Level : средний Subject : английский Тип оценки : 

	OK	Комментарий

Ученики анализируют сложные процесссы, чтобы выявлять проблемы и избегать их. Ученики обдумывают проблемы различными способами, чтобы находить проблемы и решать их. Ученики используют логическое мышление и наблюдение для быстрого определения проблем, когда сталкиваются с трудностями в проекте. Ученики внимательно обдумывают проблемы до начала их решения. Ученики вырабатывают различные возможные решения и прогнозируют последствия каждого из них.

Материалы по сопровождению и поддержке проектной деятельности

Assessment 

 	  	  	../Images/btn_assessment_over.gif 	Classroom Interactions 	Attitude Surveys







Objectives 

   TOPICS
   A. Questioning Strategies
   B. Observations and Note Taking
   C. Conferences and Discussions

Assignments



A. Questioning Strategies

Socrates is generally credited with pioneering the technique of teaching through questions. Teachers can incorporate questions to help assess students' knowledge, reasoning, and attitudes. In an excellent article called Classroom Questioning, Kathleen Cotton lists the following reasons for asking questions in the classroom (Cotton, 2001, p. 1). 

   To develop interest and motivate students to become actively involved in lessons
   To evaluate students' preparation and check on homework or seatwork completion
   To develop critical thinking skills and inquiring attitudes
   To review and summarize previous lessons
   To nurture insights by exposing new relationships
   To assess achievement of instructional goals and objectives
   To stimulate students to pursue knowledge on their own

Questions, both formal and informal, are a cornerstone of teaching and learning. Although it seems that teachers "naturally" ask questions in the classroom, there are several techniques that are worth reviewing: 

   Plan ahead -- as you outline each lesson, think about potential questions to ask.
   Keep the questions simple, short, and easy to understand. 
   Try to address higher levels of Bloom's Taxonomy -- emphasize aspects of why and how.
   Randomly call on ALL students -- those with raised hands and those without.
   Allow wait time after asking a question; especially for higher level questions.
   Be supportive in your feedback; never embarrass students.
   Stay on track -- if you or a student goes off on a tangent, you'll lose the interest of the rest of the students.
   Ask before telling -- encourage students to think through a situation, scenario, or problem before giving them the solution.  Better yet, help them derive the solution themselves!
   Use probing techniques to encourage students to clarify their ideas and explain their reasoning.
   Promote "accountable talk" by focusing on concepts related to curriculum standards and encouraging students to provide rationale for their opinions and reasoning.
   Encourage students to participate and to elaborate and build on each other's ideas.
   Challenge students to formulate hypotheses, based on accurate knowledge.

Most questioning activities in the classroom are informal; in the general course of teaching, questions are used to summarize topics, assess understanding, expand topics, and motivate students. However, formal questioning strategies are also possible. Donna Qualters outlined a few strategies in Using Classroom Assessment Data to Improve Student Learning, including: 

   Muddiest Part of the Lecture -- Pass out 3x5 cards to the students and ask them to write down anything in a lesson that is unclear or confusing. Collect the cards at the end of the lecture, and provide feedback (and elaboration) during the next class meeting.
   Cold Calling -- Write all of the students' names on 3x5 cards.  Then, shuffle the cards. As you go through the lesson, select a card from the stack for each question.
   Concept Tests -- Students learn from asking each other questions. Ask students to write their answers to a complex question on a piece of paper. Then, ask the students to confer with their neighbor to defend their answers.




Try This

Try one of the strategies outlined by Qualters (Muddiest Part of the Lecture, Cold Calling, or Concept Tests). 

   How did it work in your classroom?  
   What benefits did you note?



Continue to Section B Home | Performance Assessment | Classroom Interactions | Attitude Surveys SITE MAP This course was developed in partnership between the Pinellas School District and the Florida Center for Instructional Technology at USF.

Проекты с аналогичной тематикой

Другие документы

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