Metoda, vlerësimi dhe prodhimi i materialeve mësimore UDHËZUES PRAKTIK Metoda, vlerësimi dhe prodhimi i materialeve mësimore

Metoda, aktivitete mwsimore dhe ide pwr klasw bashkwvepruese

NXWNIE E BAZUAR NW PROJEKTE / NW HULUMTIM Project launch Entry Event and Rubric Create a “Need to Know” Plan next steps Activities Workshops Lectures Homework Research Labs Group work Simulations Discussions Modeling Reading Interviews Quizzes Group work Creating Feedback Building Writing Preparing Drafts Group work Benchmark Benchmark PRESENT REFLECTION ON LEARNING The teacher’s role is no longer that of an information source and a lecturer, but that of a facilitator: The facilitator plans and supports the others’ work. She / he focuses on creating functional and constructive interaction while keeping a neutral approach. Plans ahead of time and guides the group through various phases of work. Encourages, enthuses the participants to present ideas, questions and opinions. Encourages discussion and brings up different points of view. Brings up questions and comments from participants ensuring equality and taking care that the topic gets treated in a multifaceted way. Solves possible conflicts and knotty situations Helps the group make joint decisions Is ready to take and give feedback Acts as secretary if necessary, takes care of preparation, takes notes and ensures the safekeeping of results Informs about the issues relating to work and gives additional information Assesses work and plans the next phases. All projects are unique and there is no “one-size-fits-all” strategy or plan. The suggested form above is only a guideline and a list of things to consider.

Interpret information Ask real questions Find resources Interpret information Report findings What do I know about this topic? What do I know about MY question? How do I know it? What do I need to know? What could the answer be? What kind of resources might help? Where do I find them? How do I know the information is valid? Who Is responsible for the info? What other info / resources is there? How is this relevant to my question? What parts of it support my answer? How does it relate to what else I know? What parts support my answer? Does it raise new questions? What is my main point? Who is my audience? What else is important? How does it connect? How do I publish my report? This is a basic chart that can be used for project work in any subject or for cross-curricular projects. This is only a guideline to support the students in the various phases of their project work. It guides them to ask relevant questions and helps them develop their research skills, their ability to propose and test models, construct hypothesis and evaluate the quality of the information from the epistemological point of view.

Managing questions SNOT S = Self Have we done this before? What do I know about this? Is it in my book, folder etc. N = Neighbor O = Other student(s) T = Teacher TRY THREE BEFORE ME B = Brain B = Book B = Buddy In a student centered classroom the students do a fair amount of work in groups or independently. They do get stuck, or are unsure of what to do next. In big classes it is important to manage the number of questions and carve out time to support students who really need help. These two techniques help the teacher manage the number of questions the students might ask. It is important that the students grow to be independent learners. ”Try three before me” = Brain + Book + Buddy and finally the teacher. Or SNOT: Self, Neighbor, Other students, Teacher Image sources: www.thebooksamaritan.com, lay.google.com, www.egusd.net, www.nlm.nih.gov

Flipped classroom In the traditional classroom setting it is the teacher who lectures and delivers the “knowledge” and the students listen and take notes and then they do exercises and their homework. When using the Flipped Classroom method the students listen, watch, read or otherwise familiarize themselves with new content or a new concept at home before the lesson. The students can be asked to write down key content or questions about what they have studied. Teachers can film or record their own teaching materials, but there is also plenty of material available on the web e.g. Khan Academy, TEDEd, YouTube etc. The students can listen to or watch the material as many times as is necessary and take notes. Text books can also be used as a source. The time in the classroom, after learning the new content online or from books at home, is used to apply and deepen the knowledge or the skill together with other students. The teacher’s role is to answer questions, help and support the students to apply and master the knowledge they have acquired. Teachers do not have to produce all the material for Flipped Classroom themselves, there is a lot of content online and the students can be tasked to do research at home. The method gives the teachers more time to spend face to face and they can better help individual students, especially those who are struggling. It helps build stronger student/teacher relationships and makes information sharing with faculty, substitute teachers, students, parents, and the community easier. If a lecture / learning content is filmed or watched on the Internet the students can “rewind” lessons as needed. There is a lot of material available on the web, especially for foreign languages. Examples: http://www.sophia.org/, https://www.khanacademy.org/, https://www.youtube.com/, https://www.edmodo.com/, http://www.bbc.co.uk/learning/, (https://www.sophia.org/tutorials/active-and-passive-voice)

Peer learning and “each one teach one” Organize learning in way that allows students to teach and support each other Study groups Buddy- system Peer assessment Reciprocal peer learning: Students within a given class or cohort. ’Students learning from and with each other in both formal and informal ways' Peer teaching should be planned into lesson plans and become a normal, daily learning activity. Studies show that teaching others is the best way to learn. Peer learning is not a single practice. It covers a wide range of different activities each of which can be combined with others in different ways. Successful peer learning involves ‘positive interdependence’, face-to-face interaction, group processing, and individual and group accountability. “Free loading” i.e students who do not pull their weight and do not do their share of the work can be a problem, but can be minimised and avoided through peer assessment and ratings to assess individual performance of team members and ‘post- testing’. There will then be two levels of accountability: the individual and the group. Peer learning can take many forms: Discussion groups : Groups of 4–5 students consider issues surrounding a topic. After about 20 minutes of discussion, one member of each sub-group presents the findings of the sub-group to the whole group. Affinity Groups: Groups of 4–5 students are each assigned particular tasks to work on outside lesson time. During the following lesson the group, or a group representative, presents the group’s findings to the whole tutorial group. Solution and Critic Groups: One sub-group is assigned a discussion topic and the other groups constitute ‘critics’ who observe, offer comments and evaluate the sub-group’s presentation. “Research indicates that peer learning activities typically result in: (a) team-building spirit and more supportive relationships; (b) greater psychological well-being, social competence, communication skills and self-esteem; and (c) higher achievement and greater productivity in terms of enhanced learning outcomes. Although peer-learning strategies are valuable tools for educators to utilise, it is obvious that simply placing students in groups and telling them to ‘work together’ is not going to automatically yield results. The teacher must consciously orchestrate the learning exercise and choose the appropriate vehicle for it. Only then will students in fact engage in peer learning and reap the benefits discussed above.” (http://goo.gl/Axfah) Sources: http://web.stanford.edu/dept/CTL/Tomprof/postings/418.html, http://www.cdtl.nus.edu.sg/success/sl37.htm

Jigsaw method How to use the Jigsaw method: Divide students into 5- or 6-person jigsaw groups. Appoint one student from each group as the leader Divide the day's lesson into 5-6 segments. Assign each student to learn one segment. Form temporary "expert groups" by having one student from each jigsaw group join other students assigned to the same segment. Give students in these expert groups time to discuss the main points of their segment. Bring the students back into their jigsaw groups Ask each student to present her or his segment to the group. In a computer classroom with one computer attached to the projector it is easier to let the temporary expert groups present directly to the entire group. After each presentation the participants get a chance to try the tools, start to create materials. The expert group members function as facilitators. At the end of the project the participants fill out a feedback form. More information (in English) https://www.jigsaw.org/ Image sources: acrucialweek.blogspot.com, www.myread.org, serc.carleton.edu

Diamond 9 A ranking tool for collaborative exploration of issues. The group chooses, discusses and prioritises them by arranging into a diamond shape with the most important at the top. This is a tool to rank preferences or opinions. This can be used by the students doing group work or the teachers. Through discussion the group agrees what the top priority is (top square), the row below has the (3) issues that are high priority, the following row has (4) issues that are ”middle priority” and the one below ”rather low priority, then low and the last one has ”very low priority”.

Fishbowl discussion Arrange chairs in a circle in the middle of the floor. One of the chairs has to be empty all the time. Observers can sit or stand around the inner circle. The participants sitting in the middle debate / discuss an issue. The observers listen, take notes. When an observer wants to participate, he/she sits down in the empty chair and one of the speakers has to leave to keep a chair free. Speakers cannot be interrupted.

Think, pair, share 1. Take a moment to think about the issue/ question/problem by yourself 2. Pair: Discuss your thoughts/answers/solutions or questions with your partner. 3. Decide which comments or what you want to share with the rest of the group. A method for gathering answers/solutions or questions and concerns.

Methods / activities / ideas

Drama and role plays For quick and easy “drama” use small figurines or toys that the students use as their characters. These short team drama’s are performed on desks. Drama and role plays are powerful tools for learning subject content and for developing a variety of competencies. Writing, planning, creativity, collaborative skills, presentation skills, acting, oral communication are all developed. These activities can be short and easy or they can be longer cross-curricular projects. Role plays can be created to illustrate controversial issues as they tend to create more discussion. It is also easy to include all students in the production, everyone can have an important role in producing the play. If the students are shy and unwilling to perform in front of the class they can create role plays using toys, dolls or Lego figurines. Example: In collaboration with the history teacher you can re-create historical events as role plays. Fairytales on stage: Rewrite a well-known fairytale and create a simple play for the class or the entire school. Learning goals: Collaboration skills, planning, oral communication, (writing) Example: Short play using puppets or Lego figurines Form groups of 4 or 5. Students write a small play. Use hand puppets or Lego or other plastic figurines as actors. The desk, covered with a table cloth is the stage. The topic can be anything that is connected to the theme or the vocabulary the students are currently learning. Discussions that are slightly controversial or present a moral dilemma are best for this activity. The dialogue can be written on paper but it is not necessary. Image sources: imgkid.com, fulstonmanor.kent.sch.uk

Debate Debates are a good way to train the students’ ability to argue their point of view, to structure the arguments, speaking skills, reading, research- and writing skills. Controversial issues work best, for example: should mothers of young children stay at home or return to work?. Students research the topic in advance and prepare their arguments. A exercise in speaking skills, both in mother tongue and in foreign languages.

Thinking together collaborative discussions The ability to conduct constructive conversations benefits the learner in school and outside school. Communicating well in a group and learning to conduct constructive conversations is a skill that benefits students in school and their studies and also outside school. Activities, especially in mother tongue, can support development of conversational skills. These activities focus partly on the topic and the subject matter (for example literature, an article etc) and partly on the way students conduct the conversation. Issues to focus on are: linking to others’ ideas, maintaining a balanced tone, paying attention to body language and the ability to express own views in a balanced way. “Thinking together” is a method that highlights the differences between different types of discussions and helps students aim for “Exploratory talk” and a better way of thinking together. Disputational Talk which is characterised by disagreement and individualised decision making. There are few attempts to pool resources, to offer constructive criticism or make suggestions. Disputational talk also has some characteristic discourse features – short exchanges consisting of assertions and challenges or counter assertions (‘Yes, it is.’ ‘No it’s not!’). Cumulative Talk in which speakers build positively but uncritically on what the others have said. Partners use talk to construct ‘common knowledge’ by accumulation. Cumulative discourse is characterised by repetitions, confirmations and elaborations. Exploratory Talk in which partners engage critically but constructively with each other’s ideas. Statements and suggestions are offered for joint consideration. These may be challenged and counter-challenged, but challenges are justified and alternative hypotheses are offered. Partners all actively participate, and opinions are sought and considered before decisions are jointly made. Compared with the other two types, in Exploratory Talk knowledge is made more publicly accountable and reasoning is more visible in the talk. Image source: www.theexamresults.com, aptaujucentrs.com