Workshop 4: Applying strategies and ways of assessment

Report on the colour of the word, not the word itself.

(From https://www.transum.org/Software/SW/Starter_of_the_day/starter_January6.ASP)

Nine animals are arranged in three rows of three.

Download the picture from here, draw three squares to contain and separate them. Upload the final picture here.

(From https://www.transum.org/Software/SW/Starter_of_the_day/starter_January6.ASP)

Participants are presented to two student cases who refuse to attend or unwilling to learn new knowledge. Cases are retrieved from Quinones, W., & Cornwell, B. (1999). “I Can’t Learn This!” An MI route around resistance. In Focus on Basics, (Vol. 3, pp. 9-15).

“In a language arts class, Sue has just spent a half-hour or so working on homophones, modelling the letters for there, their, and they’re in Play-Doh and arranging them according to their different usages. Sue seemed to enjoy the exercise, and to gain a clear understanding of which word to use where. But later, making corrections to a letter she’s writing to the housing authority in her town, she struggles. “There,” the teacher says. “You know this; we just finished working on it. Is this the right word here?” Sue throws down her pencil and refuses to think further about the problem. She says angrily, “I can’t do this. I never can do things like this. I’m just too stupid.”

“Diane is determined to earn her adult diploma this year and has only the geography unit to complete. Punctual, enthusiastic, and diligent in most things, she is late for appointments to work on geography at the library, is sullen and unresponsive during the lessons at her home, and procrastinates in doing the work. The deadline for graduation passes with the unit still incomplete. Diane grouses in her learning log, “I asked why I would ever need geography for my life. She [the teacher] won’t answer me about geography. She is up to spring something on me that I don’t know about yet.“

Discuss the following:

• What is the main issue identified by the two students?
• Think about similar cases in your classroom. Write down a case of a student who resisted to learn. You should not use the real name of the student and the school/area he/she lives.
• Provide recommendations on how to deal with resistant students (specific instances based on post-it notes or general ones), based on the concepts of MI framework.

Watch the part of the film where the teacher John Keating (Robin Williams) teaches using an unconventional style compared to the school curriculum:

Retrieved from https://www.youtube.com/watch?v=H2xX_jf5qAI

Next, watch the part where Mr Keating tells his students that they should “seize the day” – live life, before you eventually die.

Retrieved from https://www.youtube.com/watch?v=vi0Lbjs5ECI

Answer the following questions:
Provide one activity/technique Mr Keating used that promotes the MI approach
Provide one activity/technique Mr Keating used that promotes active participation
Provide one activity/technique Mr Keating used that promotes students’ wellbeing

Watch the video about student assessment.

Retrieved from https://www.youtube.com/watch?v=sacuuqjHPXo

1.Based on your field of expertise, choose one topic to work on. Use the mind map (Appendix 4, adapted by Armstrong, 2009) and write down potential activities based on each of the intelligences relevant to your topic.

2.Propose 3 ways to assess students’ learning based on the topic described in the mind map.

3.Upload your mind map and ways of assessment in the corresponding forum.

Time for Reflection

• What is it that you experienced or learnt from this unit?
• Which key words, quotes or exercises do you remember?