|7407 – Stage 1
||Tuesday, 08 October 2002
Re-cap from last week
Aim – not measurable
Kirsten’s Aims: To introduce the concept of evaluation
To provide an opportunity for practical teaching
Outcomes – measurable (Objectives)
Kirsten’s Outcomes: List key features of evaluation
Differentiate between qualitative & quantitative questions
Critically evaluate the use of questions in teaching
Main points covered this week
Using questions effectively to teach
This week in detail
We are going to look at putting together self-evaluation questions. After break you are going to teach something using questions.
We briefly covered in more detail what is needed for Unit 102.
For task 102 – You need to have:
4 hours of evaluated lesson plans including…
1 hour of lesson observed and evaluated by Kirsten
1 hour of lesson observed and evaluated by Mentor
16 hours of lesson plans – signed off by a peer or line manager
- To highlight any improvement opportunities.
- Have we achieved our outcomes?
- Met learners needs
- Monitor progress (or lack of)
- Familiar with content
- At the end of every session.
- At break times
- On site (for learners)
- At home (self)
- On the bus (self)
- Anonymous feedback
- Observation – Attitude
- Observation – Happiness
- Observation – Were barriers to learning addressed?
- Observation – Were basic skills needs of learners addressed?
Assessment is not evaluation. Assessment is something that we would pin unto individuals. Have they learned anything? Assessment is attaching Learnt, learn, learning. Evaluation is something that is a lot more than Assessment.
Learning (was it effective)
Effectiveness of resources
Effectiveness of external resources
..things that are out of your control
NEXT WEEK KIRSTEN IS GOING TO EVALUATE OUR PERSONAL DEVELOPMENT JOURNALS
Think about all the areas that you have to evaluate. Make a questionnaire for your peers to answer about how you are doing. Questions for yourself or Questions for your learners.
Evaluation of lessons
Peers (Leo, Julia, Richard)
Did I communicate effectively with my learners?
Well Could Be Better Poorly
Through use of Visual Aids
Through verbal instruction
Through practical demonstration
Did I achieve all the outcomes on my lesson plan? Yes No
Did I take into account the needs of my learners?
Yes Could Be Better No
Basic Skills Needs
Was the level of my lesson at an attainable level for my learners?
Had I done enough preparation of materials for the lesson? Yes No
Learners: (Jill, Mary, Mohamed)
Did you find the handout useful?
What parts of the lesson did you enjoy?
How did you like the classroom?
What was your favourite activity?
What did you learn from todays lesson?
Did you understand the lesson?
Any other comments?
How did you rate the classroom?
How did you rate the contents of the course?
How did you rate the tutors knowledge of the subject?
How did you rate the quality of the material provided?
How did you rate the facilities provided?
Any other comments?
What content of session V Good, Good, Fair, Poor
Did I tell you what you were going to do? Yes No
Quality of handouts V Good, Good, Fair, Poor
Were handouts clear? Yes No
Could you hear the tutor? Yes No
Was there any area of the session you didn’t understand? Yes No
Self (Hina, Shanaz, Sylvia)
Did I manage to identify my learners needs? Yes No
Did I spend enough time planning and designing my lesson time Yes No
Did I deliver within the time scale? Yes No
Did I meet my objectives? Yes No
Learner (Hina, Shanaz, Sylvia)
Did you learning anything and understand the lesson plan today? Yes No
Did you like the different varieties of teaching styles? Yes No
Was the pace of delivery comfortable? Yes No
Were you happy with the feedback questions? Yes No
Peers (Hina, Shanaz, Sylvia)
Did I identify my learners needs? Yes No
Were the objectives clear? Yes No
Did I Incorporate enough methods in my lesson? Yes No
Was the Information clear and to your understanding? Yes No
Record with a tick in the appropriate column the comments which come closest to your opinion of your performance in each of the following areas:
How well did I ……?
1. link this session to other sessions ____ ____ ____ ____ ____
2. introduce this session ____ ____ ____ ____ ____
3. make the aims clear to the students ____ ____ ____ ____ ____
4. move clearly from stage to stage ____ ____ ____ ____ ____
5. emphasise key points ____ ____ ____ ____ ____
6. summarise the session ____ ____ ____ ____ ____
7. maintain an appropriate pace ____ ____ ____ ____ ____
8. capture the students’ interest ____ ____ ____ ____ ____
9. maintain students’ interest ____ ____ ____ ____ ____
10. handle problems of inattention ____ ____ ____ ____ ____
11. ask questions ____ ____ ____ ____ ____
12. handle student questions and responses ____ ____ ____ ____ ____
13. direct student tasks ____ ____ ____ ____ ____
14. cope with the range of ability ____ ____ ____ ____ ____
15. monitor student activity ____ ____ ____ ____ ____
16. use aids as illustrations ____ ____ ____ ____ ____
17. make contact with all class members ____ ____ ____ ____ ____
18. cope with individual difficulties ____ ____ ____ ____ ____
19. keep the material relevant ____ ____ ____ ____ ____
20. use my voice and body movements ____ ____ ____ ____ ____
21. check on student learning ____ ____ ____ ____ ____
22. build up student confidence ____ ____ ____ ____ ____
23. convey my enthusiasm ____ ____ ____ ____ ____
24. provide a model of good practice ____ ____ ____ ____ ____
What do questions do?
Questions force learners to:
- Dig Deeper – Make learners thing
- Change thinking – they can change they way that we think
- Check out assumptions – a question may be posed to check the way in which they have made their assumptions. Explore this from questions…
- Relate new information to other ideas – Think about posing a question that is going to link information.
- Form theories – research questions help to form queries
- Evaluate concepts
There are many ways of helping learners to develop better, fuller and more confident answers. Some of these techniques are listed below.
Now ask yourself if you use any of these techniques. Do you:
- Prompt – even when asking open questions you can hint at the kind of answer you are looking for by supplementary questions, e.g. “what about…?”, “Had you thought of…?”.
- Pause – giving time to learners to assemble their responses.
- Seek clarification. If an answer is unclear ask more questions, designed to help the learner work out what they think and why, e.g. “Do you mean…?”, “You seem to be saying…”, “Is that right?”, “What do the rest of you think?”.
- Refocus. If the answer leads away from the point you are discussing, there are ways of leading the group back, e.g. “That was worth bringing up. Now, what about…?”.
- Accept – never reject an answer out of hand. Treat every response as if it has some value, and say something encouraging before going on to clarify, or to seek other answers.
Preparing written questions
You should check that all written questions you prepare:
- Are relevant to the learners’ needs, and the topic you are teaching.
- Tell learners clearly and unambiguously what you want them to do.
- Are directed towards specific learning outcomes.
- Give learners scope to think creatively.
Using questioning during a lesson
For your answer to the above activity you could have noted the reasons suggested below:
In the introduction:
Questioning is a good way of recapping on earlier sessions. You can:
- Discover how much learners know about a new topic.
- Remind learners what they should know.
- Encourage learners to want to learn something new.
During the development of the session:
Questioning throughout a session helps learners to learn by thinking for themselves rather than just absorbing what you tell them. You can also find out at each stage if:
- All learners remember what you have covered.
- The stage needs to be taught again.
- You are pacing your teaching appropriately.
- Your teaching methods suit the class and the topic.
- Any learners are having problems with their learning.
After the conclusion of a session:
Questions are the conclusion of a session could:
- Help to remind learners what they have covered in the session.
- Tell you how much revision you will need to do before you move on.