Title Text

Self-evaluation for differentiation – learner centred teaching
“Changing how teachers think about teaching”

PEKKA PEURA

teacher
education innovator
pekka@eduhakkerit.fi

bit.ly/lux19



REFOCUSING

CHANGING?

8.45-10.15      "The warm up" (Workshop)

 

10.15-10.45    Break

 

10.45-12.15     "The content and examples" (Lecture)

 

12.15-12.45    Break

 

12.45-14.15    "The implementation" (Workshop)

PROGRAM

 

INSTRUCTIONS

  1. Do not stop writing
  2. No self-criticism
  3. Let your thinking flow freely

 

"I learn best when..."

  • Read what you have written and circulate or underline 2-3 most important ideas/thoughts
  • Discuss and share your thoughts and ideas in small groups

"I learn best when..."

MY GOALS / LEARNING OBJECTIVES

1. Today I want to learn something from the following things (knowledge and skills):
 

2. When thinking about the previous teacher training day/event, I benefited from the following ways of working and learning:
 

3. Compared with the previous training day/event, I will try to improve the quality of my learning by focusing on the following things:

  • ​Discuss and share your learning goals and thoughts and in small groups.
  • "Steal" the best ideas / goals from others to your paper.

MY GOALS / LEARNING OBJECTIVES

FEEDBACK

ZONE OF PROXIMAL DEVELOPMENT

MOTIVATION

LEARNING

MOT

IVAT

ION

MOT

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ION

MOT

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ION

MOT

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MOT

IVAT

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MOT

IVAT

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MOT

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MOT

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MOT

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MOT

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MOT

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MOT

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MOT

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MOT

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MOT

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ION

"LEARNING STEMS FROM HARD WORK."

ZONE OF PROXIMAL DEVELOPMENT

by LEV VYGOTSKY

0 KNOWLEDGE

actual level of development

potential level of development

ZONE OF PROXIMAL DEVELOPMENT

LEARNING GAP

minimum level of knowledge what teacher expects

TEACHING

HEAVILY PERSONALIZED TEACHING

0 KNOWLEDGE

”20 % of the students under conventional instruction do about as well as the tutored students”

 

”80 % of the students do relatively poorly under conventional instruction as compared with what they might do under tutoring”

 

(Bloom 1984)

CONVENTIONAL INSTRUCTION VS. TUTORING

MASTERY LEARNING

COMPUTER-BASED SELF-ASSESSMENT IN

(Guskey 2007)

(+ Peura 2014)

© Marika Toivola

FLIPPED LEARNING

KEY THOUGHTS IN LEARNING

"LEARNING STEMS FROM HARD WORK."

KEY THOUGHTS IN LEARNING

"COGNITIVE DEVELOPMENT STEMS FROM SOCIAL INTERACTIONS."

-Lev Vygotsky

KEY THOUGHTS IN LEARNING

"DIRECT YOUR ASSESSMENT TOWARDS YOUR VALUES."

-Steven Edwards

KEY THOUGHTS IN LEARNING

"THE GREATEST EFFECTS ON STUDENTS LEARNING OCCUR, WHEN TEACHERS BECOME LEARNERS OF THEIR OWN TEACHING, AND WHEN STUDENTS BECOME THEIR OWN TEACHERS."

-John Hattie

MY MOST VALUABLE TOOLS ARE

  1. OBJECTIVES / GOALS
  2. FEEDBACK

CASE: GOOGLE SHEETS

CASE: GOOGLE SHEETS

CASE: GOOGLE SHEETS

CASE: GOOGLE SHEETS

CASE: GOOGLE SHEETS

CASE: GOOGLE SHEETS

CASE: GOOGLE SHEETS | dy.fi/t6

From: Markus Humaloja

0 KNOWLENGE

LEARNING GAP

start here

learn at your own speed with
teacher's support

WHAT CAN BE LEARNED

CAN YOU TRUST IN PUPIL'S
SELF-ASSESSMENT?

"The aim of pupil assessment is to guide and encourage learning and to develop the pupil's
capability for self-assessment
."

FINNISH BASIC EDUCATION ACT

THE IMPLEMENTATION

To be decided:

  • What topic / subject?
  • How long period? (Recommended 5 weeks or more)
  • Which tools? (Paper or computer)
  • With whom? (Alone or in a team)
  • Do you involve students in planning?
  • How often your students use the tool?
    (1-2 times a period, once a week, every class)

Title Text

Self-evaluation for differentiation – learner centred teaching
“Changing how teachers think about teaching”

PEKKA PEURA

teacher
education innovator
pekka@eduhakkerit.fi

bit.ly/lux19

Extra: "Google Sheets"

Dynaaminen itsearviointi Google Sheetsilla

Osa I - työkalun esittely ja käyttö

Osa II - työkalun rakentaminen

Osa III - humanistiset oppiaineet

Self-evaluation for differentiation – learner centred teaching “Changing how teachers think about teaching”

By Opetus.tv

Self-evaluation for differentiation – learner centred teaching “Changing how teachers think about teaching”

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