Reflection, self-evaluation, evaluation.

Reflection, self-evaluation, evaluation.

1. Microlearning Presentation Strengths-Based-Learning 2

2. Reflection , self-evaluation , evaluation SBL_04_ppt_EN Mieke Achtergaele, Karel Moons, Silvia Viaene

3. Content of the microlearning presentations

4. Reflection , self- evaluation , evaluation

5. The first evaluation The first evaluation is not linked to objectives! In the first evaluation we ask students to talk about their experiences during the lesson, not their experiences connected to the objectives of the lesson as provided by the teacher. Students can talk about what is important to them. This evaluation makes the relation between the teacher and the students more equal. It gives the teacher an insight into what students found important during the lesson.

6. First evaluation , no objectives . Example:

7. First evaluation, no objectives Regardless of the instruments (see resources) used this evaluation is based on the following structure: Forms use feelings, energy, positions of thumbs, emoticons, … Their simplicity (and visual presentation) ensures that understanding them does not depend on the pupils’ language level. We ask students to choose a position based on the form. After they choose a position, we ask them to connect their position to a particular moment in the lesson: When did you experience this … the most?

8. The OICO- principle I learned by looking I learned by doing as the others I discovered something new for myself I discovered something new for the others

9. Chorus of the evaluation: the OICO-principle OICO stands for: O bservation, I mitation, C reation and O riginality. When students learn a new skill, the OICO-principle explains the way to master that skill. When students master that skill, they will use all these strategies for learning. We ask students to choose one of the strategies, thereafter we ask to explain what they learned that way.

10. Example of an elaborated evaluation form for SBL See resource: SBL_17_tpt_EN Evaluation form students

11. Rubrics   based  on  the  OICO- principle Both the first evaluation as well as an evaluation based on the OICO-principle are process evaluations. Rubrics are used for the evaluation of products created by the students or mastery of skills (and knowledge). SBL starts from skills that are grouped into higher order skills. A higher order skill that gives you energy is defined as a strength. To evaluate skills and knowledge, we use rubrics based on the OICO-principle.

12. Rubrics   based  on  the  OICO- principle Resource: SBL_02_pex_Children's Rights and Creative Writing - English version Subskill Observation Imitation Creation Originality/Integration Exploring children’s rights You see how others work with the material at hand. You did not come round to doing much yourself. You work along nicely with someone else. At times you give tips or suggestions.   You can find your way around children’s rights and can translate them to situations other people have experienced. You can find your way around children’s rights and can translate them to situations you have experienced yourself. Grouping children’s rights (3Ps and ‘violated’ and ‘respected’) You monitor how others groups the situations concerning children’s rights. You group situations concerning children’s rights yourself. You come up with new situations and can place them in the correct group. You strengthen your insights in children’s rights by coming up with new situations for different categories. Talking about feelings You listen to other people talking about their feelings. To you this is a little overwhelming. You can name feelings that you have experienced that are similar to the feelings expressed in the stories. You can clarify to others the similarities and differences concerning feelings.   You manage to discuss more personal things by being able to describing your feelings well.   Experimenting with elements of a persuasive text.   You start from existing situations but are having a hard time making them persuasive. You copy elements from other material in order to make your texts more persuasive. You make a story stronger making it more persuasive. You make a story stronger by making your texts more convincing in several ways. Writing a pamphlet or a letter.   You see how others bring the material together and can say what you like and what you dislike. You take elements from existing material and place them next to one another. You make a persuasive text stronger by making solid choices for both layout as well as content (texts and images). You make a persuasive text stronger by making solid choices and interweaving personal feelings into your text.          

13. Rubrics   based  on  the  OICO- principle : Make the evaluation transparent for teachers and students. Stimulate students to follow their own pathway, based on their strengths (in self-paced learning). Students can work on a subskill connected to their strengths to bridge their weaknesses. By working on higher order skills students can gain insights into lower order skills. For each lesson a rubric is made. School teams can jointly create elaborate rubrics for a course, a curriculum, … Teachers can rely on these rubrics to construct rubrics on the level of their lessons.

14. The OICO-principle only works when students can use different learning strategies ! SBL strives to foster equality between students and teachers in all parts of the evaluation!

15. Homework : applying the OICO- principle . Explore the schemes below. Scheme 1: Assess yourself on different activities , based on the OICO- principle . Scheme 2: Describe the activity in one or two sentences . You will find the forms in SBL_05_WKS_EN_Oico-principle You don’t have to apply the OICO- principle to a specific set of activities . You can assess yourself on work activities , hobbies , activities with your children , …

16. Scheme 1: Assess yourself on different activities (or someone else ). Activity 1 2 3 4 5 6 7 8 9 Observation Imitation Creation Originality

17. Scheme 2: Describe the activity in 1 or 2 sentences . Activity Description 1 2 3 4 5 6 7 8 9

18. More information Teachmi : www.teachmi.eu Class management Evaluation (Evaluation tools), Rubrics Restorative circles based on SBL Heda :  SBL: lesson plans Self-made project, ART ECO ( not available online) Self directed projects ( creativity disc)

19. In person training: How can you make your own lesson plans ? Goals Structure of the lesson plan Subdividing assignments into following building blocks : ‘ What , How, Reflection and Feedback’ Working with the OICO- principle Building a small rubric , based on your lesson plan.

20. Thank you! [email protected] [email protected] [email protected] https://research-expertise.ucll.be/en