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Don Doehla

22 Easy Formative Assessment Techniques for Measuring Student Learning - 2 views

www.nwea.org/...for-measuring-student-learning

critical thinking education learning tools resources skills techniques assessment formative student measuring

shared by Don Doehla on 12 Jul 13 - No Cached
  • Don Doehla on 12 Jul 13
     
    "I came across Terry Heick's blog - 10 Assessments You Can Perform In 90 Seconds - at TeachThought from earlier this year and really enjoyed the formative assessment strategies that he outlined. Using formative assessment techniques in class - or "simple assessments" as Terry calls them - are easy to administer and provide the instant feedback teachers need to identify which students need more help, and then adjust their instruction and lesson plans to help them."
  • Don Doehla on 12 Jul 13
     
    Great ideas here!
Don Doehla

Digital storytelling - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Digital_storytelling

DigitalStorytelling storytelling digital_storytelling wikipedia digital storytelling digital units proficiency PBL authentic choice

shared by Don Doehla on 18 Jun 13 - Cached
  • Don Doehla on 18 Jun 13
     
    Digital storytelling refers to a short form of digital media production that allows everyday people to share aspects of their life story. "Media" may include the digital equivalent of film techniques (full-motion video with sound), animation, stills, audio only, or any of the other forms of non-physical media (material that exists only as electronic files as opposed to actual paintings or photographs on paper, sounds stored on tape or disc, movies stored on film) which individuals can use to tell a story or present an idea.
Sharin Tebo

Using texts | frenchteacher.net - 0 views

www.frenchteacher.net/...using-film

reading texts sdwwl literacy disciplinaryliteracy

shared by Sharin Tebo on 07 Jun 15 - No Cached
  • Apart from being a source of reading, structures and vocabulary, the text is a starting point for grammar practice, listening work, pronunciation and intonation practice and discussion. If you accept that comprehension is the source of all real second language acquisition, then reading texts is fundamental.
  • Texts need not be completely authentic. After all, they are primarily a tool for teaching the language, so you may need to adapt the source text to suit the group in front of you
  • Texts which relate to students’ own experience (leisure, new technologies, television, internet, shopping, school, film etc) can be good as they may well encourage students to talk more.
  • ...32 more annotations...
  • What to do with texts Here is a check-list of ways you can exploit texts together with a justification or comment for each task. You could add to these with your own.
  • Prepare the ground. To prepare students for the text they are going to read it is a good idea to ask a few questions or give a brief introduction to the topic.
  • Skim reading. This helps students develop their skills of reading quickly for gist or specific details.
  • Read the text aloud or play a recording of the text. This allows students to hear correct pronunciation and encourages them to read slowly and carefully since they have to go at the pace of the reader.
  • Get students to read aloud.
  • Practising intonation. Reading aloud allows the teacher to work on stress and intonation.
  • Vocabulary brainstorming. This could be done before the text is read or, better, at a later stage.
  • Filling in tables. You can design a grid or table
  • Jigsaw reading
  • look for ones where there is a clear development from one point to the next and where there are clear links from paragraph to paragraph.
  • Match headlines to paragraphs. To show grasp of meaning and structure
  • Match summaries with paragraphs.
  • “Find the French/Spanish/German for”. This simple task, best done in the early stages of looking at a text, simply involves getting students to pick out vocabulary via translation. It can be done orally, or perhaps better in writing as then all students are definitely involved in the task.
  • Bilingual vocabulary list completion.
  • Finding cognates.
  • Underlining parts of speech.
  • Questions in the target language. This is the most traditional activity of all, but one which should not be underrated. Good questioning technique (oral and written) allows the teacher to practise grammar points, vocabulary, comprehension and speaking skills.
  • Defining words or phrases.
  • Making up questions in the target language.
  • Give the answer, they make up the question.
  • Questions in English. Although this has the disadvantage of moving away from the target language, it should not be ignored. It does focus entirely on meaning and with harder texts it can be a way of getting into the text before other tasks in the target language are carried out. It is also an entirely authentic real-life task.
  • Give false statements.
  • Matching tasks.
  • Completing sentences.
  • Multiple-choice. This is a good for allowing students to show a fine grasp of meaning. Multiple choice tasks should give at least three options and can take the form of a question with three answers or a sentence start with three different completions. These are quite fun to design and can be adapted to the level of the class.
  • Gap-filling. You can blank out words, phrases or whole sentences from the original text
  • Summarising from memory.
  • Written summary in the target language.
  • Changing the point of view.
  • Dictation. This is a high level activity, but is easily adaptable to different levels. It works best with French, where the sound to orthography relationship is more difficult than with Spanish or German
  • Paired dictation. For this you give students a series of sentences of different lengths. One student has to read the shortest sentence to their partner. The partner has to repeat the sentence precisely out loud.
  • Texts may be entered into an online tool such as Textivate, where students can do a variety of text manipulation exercises.
  • Sharin Tebo on 07 Jun 15
     
    How to use Texts in Language Teaching--Strategies for pre, during and post reading
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