Micro teaching: information & preparations

Test Two - Focus on what? PRESENTATIONS 9, 10, 11, 12, 13, 14, 15, 16

Bloom’s (revised) taxonomy of cognitive levels

Teaching for understanding Conceptual change MOVING FROM KNOWING FACTS TOWARD DEEP UNDERSTANDING THROUGH CONCEPTUAL CHANGE Conceptual Changel Knowing Understanding

Assessment How do we assess? Formal Informal During learning process Formative With grades No grades Formal Informal Summative At the end of learning process

ASSESSMENT Informal Formal Formative Concept cartoons Etc Mid semester test Mid semester assigment Summative Quiz at end of course Exam

«Assessment for learning» How do we assess? «Assessment for learning» Formative Formal Informal Summative

«Assessment for learning» The results of an assessment activity form a feedback to teachers and learners Feedback may indicate that performance exceeds goal Feedback may indicate that performance reaches goal Feedback may indicate that performance falls short of goal and Feedback is used by teachers to evaluate teaching practice if needed, to adjust teaching Better learning and Feedback is used by learners to evaluate own learning process if needed, to modify learning processes

How is the feedback received by the learners?

performance exceeds goals Table 1 Possible responses to feedback interventions (Kluger & DeNisi, 1996) Respons type Feedback indicates performance exceeds goals Feedback indicates performance falls short of goal Change behaviour Exert less effort Increase effort Change goal Increase aspiration Reduce aspiration Abandon goal Decide goal is too easy Decide goal is too hard Reject feedback Feedback is ignored

How can we assess learners’ prior knowledge? And new knowledge? Dialogue Tests/quizes Concept maps Drawings Games Graphic organisers Concept Cartoons Experiments True-false statements Naylor, S. & Keogh, B. (2012). Concept Cartoons: What have we learnt? Paper presented at the Fibonacci Project European Conference, Inquiry-based science and mathematics education: bridging the gap between education research and practice. Leicester, UK, April 2012

Concept map

Concept map

Concept map

Can you draw a set of pictures that show what types of gasses a plant takes inn and gives out, and how much, during different times of the day? DAWN CO2 O2 MIDNIGHT EVENING NOON

Graphic organiser Circulatory System Parts of the system What would happen to the system if this part was missing? What is the function of this part of the system? Heart Blood would not circulate the body Arteries Carry blood back to the heart Capillaries Blood Valves Lymph vessels

COMPARING THE EGGS AND THE SEEDS Graphic organiser COMPARING THE EGGS AND THE SEEDS Main similarities Main differences The eggs The seeds

CONCEPT CARTOONS What do YOU think?

False or true? Informal assessment is without grades Formative assessment is also called «Learning for assessment» Summative assessment takes place after the learning process Bloom’s taxonomy has been revised The lowest cognitive level in Bloom’s taxonomy is Knowledge/Remembering The verb explain is used in questions/tasks when assessing learners’ understanding 7. Analyzing is a lower cognitive level than evaluating 8. Analyzing is a lower level than applying 9. Exam is an example of formal summative assessment 10. The verbs define and list are used in questions/tasks when assessing learners’ understanding 11. Assessment can only take place after the end of a course 12. All formative assessment is «Assessment for learning»

MICRO TEACHING Each student must present a biology topic Free choice of topic/subtopic 5-10 minutes presentation 2. Each student must fill in evaluation form 3. Each listening student must give at least one comment to presenting student

Comments to presenting student Only positive, constructive comments are allowed Examples: I like particullary the way you ….. It would be good if you could speak louder It would be good if you could look at us while talking …

HOW to prepare for your presentation Choose a topic that you know well, are familiar with. It may be something very simple. Think in sections. Start with an Introduction, then follow up with the sections/different parts of your presentation Introduction: My name is …… To day I will present for you …….. This is a topic normally taught in Form …. The reason why I have chosen this topic is that …… Write down notes/keywords; try to avoid reading from a manuscript

Do not worry too much about time Do not worry too much about time. The group co-ordinator will politely cut you off, in when you have used your time. You do not need to have finished your whole presentation. Look at the people around you, and use your voice. If you want to show or demonstrate something, plan to bring paper or some card board.

NOTICE: Evaluation notes on your presentation from peers will be given anonymously, your name will not be shown. Your lecturer will only check if everyone has given his/her presentation and if everyone has participated actively in the evaluation process. Please be well prepared – you do not want to spoil this chance to demonstrate your exellence in teaching, will you?

196 students Wedn 15 FEBR 08.00 – 10.00 CAMPUS B BEDSN.SC/002/2016 … BEDSN.SC/059/2016 (42) BSC.ED/ 001/2016 …….. BSC.ED/061/2016 (54) Thu 16 FEBR 12.00 - 14.00 CAMPUS B BSC.ED/062/2016 …… BSC.ED/193/2015 (100)

Groups: T1, T2, T3 ……………………………. T 17 Groups: W1, W2, W3 ……………………. W 16 Groups: T1, T2, T3 ……………………………. T 17 Groups à 6 students, incl. Group Co-ordinator Group Co-ordinator’s tasks: Link between micro-teaching group and lecturer Find a venue for micro-teaching Keep order in the group. Make sure that all …… Report to lecturer (collect evaluation forms)

Group Co-ordinator to be elected among students in group. All students must register for micro teaching,. Registering on Thursday, Friday or Monday. Register on blue card Groups W1, W2, W3 ……………………. W 16 Groups T1, T2. T3 ……………………………. T 17 Groups à 6 students, incl. Co-ordinator Group Co-ordinator’s tasks: Link between micro-teaching group and lecturer Find a venue for micro-teaching Keep order in the group. Make sure that all …… Report to lecturer (collect evaluation forms)

There is a registration form for each group

The formation of groups Wednesday-people? Thursday-people?

The formation of groups Wedn 15 FEBR 08.00 – 10.00 CAMPUS B BEDSN.SC/002/2016 … BEDSN.SC/059/2016 (42) BSC.ED/ 001/2016 …….. BSC.ED/061/2016 (54) Thu 16 FEBR 12.00 - 14.00 CAMPUS B BSC.ED/062/2016 …… BSC.ED/193/2015 (100)

Wedn 15 FEBR 08.00 – 10.00 CAMPUS B BEDSN.SC/002/2016 … BEDSN.SC/059/2016 (42) BSC.ED/ 001/2016 …….. BSC.ED/061/2016 (54)

One group = co-ordinator + 5 members Register: write your name & reg. number in Group Registration Form Choose the co-ordinator of the group

INSTRUCTIONS FOR THE GROUP CO-ORDINATORS Link between micro teaching group and lecturer Keep order in the group (time, feedback/questions/comments) Report to lecturer (collect Evaluation Forms)

INSTRUCTIONS FOR THE GROUP CO-ORDINATORS YOU must find a venue/place for the micro teaching of your group YOU decide about the order of presentations Keep the time – from start to end. 15 minutes in total per person, incl questions and comments Mention any anomalies that occur in the group in the Group Registration Form. Report on students who did not attend the session. Collect the Evaluation Forms from each one of the students in your group.