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Self-evaluation for differentiation – learner centred teaching
“Changing how teachers think about teaching”
PEKKA PEURA
teacher
education innovator
pekka@eduhakkerit.fi
bit.ly/lux19
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)
INSTRUCTIONS
"I learn best when..."
"I learn best when..."
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:
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)
MASTERY LEARNING
COMPUTER-BASED SELF-ASSESSMENT IN
(Guskey 2007)
(+ Peura 2014)
© Marika Toivola
-Lev Vygotsky
-Steven Edwards
-John Hattie
From: Markus Humaloja
0 KNOWLENGE
LEARNING GAP
start here
learn at your own speed with
teacher's support
WHAT CAN BE LEARNED
"The aim of pupil assessment is to guide and encourage learning and to develop the pupil's
capability for self-assessment."
To be decided:
Self-evaluation for differentiation – learner centred teaching
“Changing how teachers think about teaching”
PEKKA PEURA
teacher
education innovator
pekka@eduhakkerit.fi
bit.ly/lux19
Dynaaminen itsearviointi Google Sheetsilla
Osa I - työkalun esittely ja käyttö
Osa II - työkalun rakentaminen
Osa III - humanistiset oppiaineet
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