What’s the evidence we need? I was trying to figure out what's this. Two things first: Planning, then design. To recognize this so called evidence, or be able to, requires a lot of training and practice and an excellent planning. Even now it takes me a while to make these objectives and outcomes coincide and make them easy to be recognized. This is due to the training we received; I know that we are meant to be critical thinkers, and that we should think like assessors in this respect, yet what we received was such a structured model that got fossilized really quick; therefore, we somehow ended up imitating it. Now, this issue is questioned with the following question, which really emphasizes the problem: Does the test amount to just simplified drill out of context? or does the assessment require students to really "perform" wisely with knowledge and skill, in a problematic context of real issues, needs, constraints, and opportunities?
Based on these questions, we can only see that what we are exposed to is this set of constant drills on little tasks, usually on grammar, fill-ins and so on. I can see this type of exercises in our own books provided by the Ministry, so somehow as teachers, as well, we're perseverating with this undesired model (against the proposed in our text). Now I guess it's teachers turn to design something to overcome this issue, a backward design to improve the exercises presented in our books. Actually, I have never seen a book, which promotes this type of teaching. So certainly at this point material designers are also one of the targets that needs to be improved. Assessment of understanding is enhanced when we make greater use of oral assessments, concept webs, portfolios, and constructed response items of all types to allow students to show their work and reveal their thinking. Here I guess comes another challenge, on how to control also metacognitive skills. Do we have books in which we promote this? And do we know how to plan for these purposes?
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6 comments:
Hi my friend!
Hmmm..metacognitive skills...
Some people don't even have them or use them or think about them, or even imagine that something like this exists. Were you trained on metacognitive skills? I wasn't , and I've had to device some on my own, but thanks to some souls that came to my life to enlighten my way!Unfortunately, not all of us are that lucky.The reality our stdents are facing is one of a complete loneliness , at home and at school.Remember the chain we were discussing the other day? No money, no good teachers, no good school, no good books, no critical thinking at all, no skills....Sad but true...
Now it looks very pretty in our book but is a job for brave hearts...
So, let's be brave....
Vicky
Claudio:
As you said, controlling metacognitive skills is an issue which has to be developed in education. It is vital not only because is important in schools but throughout life. In textbooks, metamemory, metacomprehension and self- regulation are not really used in order to allow students to be aware of their own knowledge and their ability to understand, control and manipulate their own cognitive process. Teachers’ misconceptions about learning-to-learn and metacognitive strategies play a very decisive role regarding this problem. Teachers who believe that the best way to learn concepts is to repeat definitions ten times each night before going to bed are not in a position to promote successful learning.
Claudito,
Certainly planning makes a difference in the achievement of the objectives. Usually, there is a high amount of teacher talking time and little done by the students on their own.
The more time is planned into practice and even more in production will lead us to the objective.
I partially disagree with you regarding the ministry books. The ones which were provided this year were much better than the ones which were used last year. The educational reform was seen and there was little on 'drilling' and more activities like project based and explicit production in groups. Even though there is no perfect book in the world to learn a language, this is certainly a big improvement to the ones who are not able to buy a book.
Finally, letting alone the book, it is on the teacher, no matter what book or material he or she is using, to make the most of the production time which is meant to be for achieving understanding and transference, guided by effective and persuasive feedback.
xxx
L.
Dear Claudio,
As you clearly suggest, we are badly stuck on a structured model, replicating what we received as students. It's a "must" to start changing the way in which we plan and design our lessons, yet where are the texts to support our classes? It looks like a never ending story. Besides, I feel a bit betrayed when looking at the books provided by the ministry, since they should be updated in terms of helping teachers improve teaching quality, instead of pulling backwads.
Hi Claudio,
I agree with your the idea that assessment of understanding is enhanced when we make greater use of oral assessments, concept webs, portfolios, etc., instead of the usual and final written test. If we vary the evaluation samples we can certainly allow students to show their work and reveal their thinking. At first, to have numerous and varied ways of assessment may seem very time-consuming and demanding for teachers, but it is just a question of planning everything beforehand. Besides, if students are told that they are going to be evaluated through different types of tests on their first lesson, they will get the impression their teachers are very organized. And more importantly, we already have the formula to start working on our yearly planning: Backwardward Design, so let's give it try!
Hi Claudio!
I liked your comment on "the training we received". It is absolutelly true that we have been taught in a certain way, and that form, unfortunatelly has not changed much through time. In fact, if we think about all the input we have received in practice, which is not necessarily connected to the practice, then , it is difficult to think of a change. However, that change has to start somehow, somewhere, and it seem that we are the ones called to start it, though difficult it might look.
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