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|−|You have to follow a specific curriculum and need students to reach certain learning outcomes until the end of a learning period (eg. end of semester). You limited time in class to support them reaching these learning outcomes but also want them to develop the following transversal skills: |+|
to and the learning .
of in :
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|−|You want to find a way how to manage that students learn both: The subject in line with the curriculum and transversal skills. |+|
to a to the and . and at the same time. a a is a , and
and , and the of the to , , it . , , , , .
|−|Therefore, use the [[EPORTFOLIO]]-approach in class, as it allows both, developing skills in the subject area and the transversal skills described above at the same time. Furthermore, ensure that your lessons are learner-centred and that you as a teacher develop to be a mentor, who is advising students during their learning process. Students define their own learning outcomes at the start of the learning cycle - support them in doing so. Develop a learning strategy how to reach the desired outcomes together with the students and give them space and time for learning through collecting information, collaborating and creating. Ensure that learning evidence is collected and that feedback is given to this evidence during the learning process, in the form of peer feedback and of feedback by the teacher. At the end of the learning cycle the student uses self assessment to check if the defined learning outcomes were reached. | |
|−|===Context=== | |
|−|Students learn to be autonomous learners through defining their own learning outcomes, developing learning strategies, collecting learning evidence and reflecting on it. The learn how to cope with feedback from peer and teachers as well as how to use it for their personal learning pathway. Furthermore, through giving and receiving feedback, they develop collaboration and communication skills. Students develop creativity and innovation skills through creating their portfolios and making selections of learning evidence. Students design their own learning pathways and implement them, so their information literacy is needed and developed over time. Through working on ePortfolios also digital literacy is enhanced as a cross-over-effect. | |
|−|Students develop and make constant use of these transversal skills while learning within a certain subject area in accordance with the curriculum. The teacher needs to be aware of the standards, which needs to be fulfilled according to the curriculum and within this framework, students can define their own learning outcomes in line with their personal prior learning. | |
|−|===Examples=== | |
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|−|In the ATS2020 project a learning model was piloted, which helps teachers to design lessons in a way, transversal skills are supported. In the patterns community, experienced members help one another improve papers (such as this one), using a structured process that always first speaks about what is best in the paper (that which should not be changed in a revision). <br /> |+|
, which in , . the , , . and , . of the in .
|−|This is followed by a period of constructive advice to the authors and is closed with additional positive comments. These sessions feel like sharing, not like attacks, even though some of the participants have high levels of ego. <br /> | |
|−|This pattern is quite abstract, most of the other patterns in this language refine, extend, and implement this one. | |
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|−|=Related Patterns= |+|
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Latest revision as of 20:09, 19 June 2017
Welcome to the Wiki for Feedback and Assessment Patterns!
The aim of this wiki is to collect and connect different pedagogical patterns for feedback and assessment, suitable for the ATS2020 learning model.
The ATS2020 learning model is based on a learner-centred ePortfolio-approach, supporting the development of competences in five areas:
- Information literacy
- Autonomous Learning
- Collaboration and Communication
- Creativity and Innovation
- Digital Literacy
What is a pattern?
The main idea was to describe a situation (“pattern”) as a three-part rule. They used the limited ability of language to express configurations by focussing on the relation between (1) a certain context, (2) a formulated problem and (3) a proposed solution. A pattern is a description and an instruction at the same time. The main advantage of a pattern language (a collection of interrelated patterns) is that a pattern can communicate relations between problem, context and solution:
Each pattern describes a problem which occurs over and over again in our environment, and then describes the core of the solution to that problem, in such a way that you can use this solution a million times over, without ever doing it the same way twice. (Alexander, Ishikawa, & Silverstein, 1977a, p. x)
Also teachers rely on these kinds of patterns, which are reusable in manifold ways, highly flexible and practicable. Each pattern consists of the same components: The problem, the solution, context and forces. The Pedagogical Patterns Project developed manifold patterns for teaching and learning, also patterns for assessment. We want to make use of these patterns within the ATS2020 project and benefit from successful experiences for feedback in educational settings.
A pattern language
We do not only aim at collecting unrelated patterns, but rather pointing out the connection between patterns. A wiki, with its hyperlinking function and collaboration-opportunities, is a convenient tool to collect and connect patterns.
The starting point for our pattern language is a basic pattern called SUPPORTING TRANSVERSAL SKILLS. This pattern leads us to further sub-patterns, showing us different solutions for pedagogical problems, which keep to occur over and over again.
List of patterns