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TEACHER TRAINING EVENT „Future Classroom”Bordeaux, France 15/11-19/11/2021
1. Future classroom –
formative assessment, peer assessment, self-reflection based on Novigado Erasmus + project
formative assessment, peer assessment, self-reflection based on Novigado Erasmus + project
Nowadays we should prepare the students for modern world and its challenges. Teacher centred learning should be replaced by student centred learning. The goal is to have an autonomous learner who can analyse, judge, think independently, in other words acquire 21st century skills.
That is why students should stop being assessed only based on tests and written assignments. They should get used to ongoing formative assessment that can be done for example during or at the end of the lesson (What have you learnt? What did you enjoy the most? What will you remember?). They should be given the aims of the lessons and activities to give some meaning to the learning process. There is also an idea of putting students in group according to their level: weaker, medium and advanced. The work to each of the groups will be differentiated, which means that weaker group will have easier task and more help from the teacher, and the most advanced will have the most to do without any help. This makes the students work equally and become active in their learning. Moreover, the weaker student given a chance to achieve at their level feel proud of they have accomplished.
We should engage students in active learning so they can create, share their ideas, discuss and develop using 4Cs skills: critical thinking, creativity, collaboration and communication.
Students should be given an opportunity for self-reflection and peer assessment because it gives them the possibility to think about their own development and take the responsibility for their own learning. This can make the students autonomous learners, which is very important in later work life.
A very interesting idea presented during the workshop was dividing classroom into different learning spaces. It was very inspiring and useful for rousing creativity in students.
That is why students should stop being assessed only based on tests and written assignments. They should get used to ongoing formative assessment that can be done for example during or at the end of the lesson (What have you learnt? What did you enjoy the most? What will you remember?). They should be given the aims of the lessons and activities to give some meaning to the learning process. There is also an idea of putting students in group according to their level: weaker, medium and advanced. The work to each of the groups will be differentiated, which means that weaker group will have easier task and more help from the teacher, and the most advanced will have the most to do without any help. This makes the students work equally and become active in their learning. Moreover, the weaker student given a chance to achieve at their level feel proud of they have accomplished.
We should engage students in active learning so they can create, share their ideas, discuss and develop using 4Cs skills: critical thinking, creativity, collaboration and communication.
Students should be given an opportunity for self-reflection and peer assessment because it gives them the possibility to think about their own development and take the responsibility for their own learning. This can make the students autonomous learners, which is very important in later work life.
A very interesting idea presented during the workshop was dividing classroom into different learning spaces. It was very inspiring and useful for rousing creativity in students.
2. Examples of best practice
Teachers discussed the methods of assessment used in different countries. Finland talked about the way their maths lessons are conducted as well as their assessment methods. France shared their method of assessing using different colours instead of grades based on percentages.
3. Discussion over the ideas of students during the activity Future classroom