27839636
Beschreibung
Mindmap von Milton Victoria, aktualisiert more than 1 year ago
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Erstellt von Milton Victoria
vor mehr als 3 Jahre
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ASSESSMENT
- Measuring learning
- Summative assessment
- Guiding learning
- Formative assessment
- Information for both
teachers and
learners
- Teachers: adapt instructions.
Learners: Understand the learning
process.
- Teachers: adapt instructions.
Learners: Understand the learning
process.
- Information for both
teachers and
learners
- Formative assessment
- Guiding learning
- Summative assessment
- FORMAL ASSESSMENT
To gather information
about learner´s
achievements
- INFORMAL ASSESSMENT
Typical activities in the
classroom like
homework,
presentations, quizes,
workshop,etc
- INFORMAL ASSESSMENT
Typical activities in the
classroom like
homework,
presentations, quizes,
workshop,etc
- AUTHENTIC ASSESSMENT
More reflective of real life
- PERFORMANCE ASSESSMENT
Student´s work is evaluated and
graded.
- TEACHER ASSESSMENT
Doing the daily job
with the students
- TRADITIONAL TEACHER DEVELPMENT
Stops after the end of formal
education.
- AUTHENTIC TEACHER DEVELOPMENT
To understand what to improve in s/he
own practice .
- CONTENT-FOCUSED EXTENDED
COLLABORATIVE PART OF DAILY WORK
ONGOING COHERENT AND INTEGRATED
iNQUIRY-BASED LEARNER -DRIVEN SELF
-EVALUATION/CRIRITCAL REFLEXION
- Fifield and Kedzior (2004) Ten characteristics for
high qualyty teacher profesional develpment
Garcés , yicely, and MArtinez granada.
- A TEACHER'S REFLEXIVE MINDSET
Wallace (1993, p.48) divides the learning process in 3 steps
- 1. The pretraining stage 2.
Profesional education and
develpment 3. How to
marry both received and
experimental knowledge.
- 1. The pretraining stage 2.
Profesional education and
develpment 3. How to
marry both received and
experimental knowledge.
- Fifield and Kedzior (2004) Ten characteristics for
high qualyty teacher profesional develpment
Garcés , yicely, and MArtinez granada.
- CONTENT-FOCUSED EXTENDED
COLLABORATIVE PART OF DAILY WORK
ONGOING COHERENT AND INTEGRATED
iNQUIRY-BASED LEARNER -DRIVEN SELF
-EVALUATION/CRIRITCAL REFLEXION
- AUTHENTIC TEACHER DEVELOPMENT
To understand what to improve in s/he
own practice .
- TRADITIONAL TEACHER DEVELPMENT
Stops after the end of formal
education.
- EXPERIENTIAL LEARNING
The learner takes an
active role in s/he own
education
- It is achieved by the learner through
- Action/reflection
- Experience / abstraction
- Necessary to achieve experiential learning
- ACTIVE EXPERIMENTATION
Learning by action.
- fieldwork, projects, laboratory work, games,
dramatizations, case studies.
- fieldwork, projects, laboratory work, games,
dramatizations, case studies.
- REFLECTIVE OBSERVATION
Learning by perception
- journals, reflective essays ,
observations, questions and
discussions.
- journals, reflective essays ,
observations, questions and
discussions.
- CONCRETE EXPERIENCE
Learning by intuition.
- discussions in small groups, video films,
stories and examples.
- discussions in small groups, video films,
stories and examples.
- ABSTRACT CONCEPTUALISATION
Learning by thinking
- ACTIVE EXPERIMENTATION
Learning by action.
- Necessary to achieve experiential learning
- Experience / abstraction
- Action/reflection
- It is achieved by the learner through
- PERFORMANCE ASSESSMENT
Student´s work is evaluated and
graded.
- CRITICAL REFELXION
To analyse the
teaching objectives
inralation to the
effectiveness of
their current
teaching practice.
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