1. Micro teaching: information & preparations

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

3. Bloom’s (revised) taxonomy of cognitive levels

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

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

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

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

8. «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

9. How is the feedback received by the learners?

10. 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

11. 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

12. Concept map

13. Concept map

14. Concept map

15. 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

16. 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

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

18. CONCEPT CARTOONS
What do YOU think?

19. 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»

20. 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

23. 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 …

24. 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

25. 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.

26. 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?

27. 196 students
Wedn 15 FEBR – CAMPUS B
BEDSN.SC/002/2016 … BEDSN.SC/059/ (42)
BSC.ED/ 001/2016 …….. BSC.ED/061/ (54)
Thu 16 FEBR CAMPUS B
BSC.ED/062/2016 …… BSC.ED/193/2015 (100)

28. 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)

29. 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)

30. There is a registration form
for each group

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

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

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

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

36. 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)

37. 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.