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Amy: I taught my dog to whistle.
Betty: Let’s hear it then.
Amy: He can’t whistle.
Betty: I thought you said you taught him to whistle!
Amy: I did. He just didn’t learn it
Peanuts cartoon
As this Peanuts cartoon brilliantly illustrates, teaching is not the same as learning.
So what has most impact on learning? Smart presentations? Well thought out activities?
Surprisingly none of these. Research by Black and Wiliam in 2003 found that constructive feedback has the biggest impact.
Formative assessment - checking learning during a course and giving feedback - turns teaching into learning.
Some informal formative assessment methods
Some informal formative assessment methods
Most learning at City Lit is non accredited, so we need to check student learning but do this with a 'light touch'. The following are some typical ways of doing this. Which ones could you use?
asking questions (Q and A) to a group, or to individuals (directed questioning)
monitoring group discussion/tasks
student practicals where you are able to circulate/observe and give one to one feedback
exercises and worksheets - you/student check the answers
quizzes – fun learning checks of facts
case studies - students discuss a scenario/problem and you monitor the discussion
student presentations - students present something to the group and get feedback from all.
student projects - longer creative tasks where learners choose the topic. Usually involving research by the student. You give support and feedback.
peer assessment – where students are asked to give each other feedback eg with a checksheet
self assessment – students review their own skills or knowledge
homework/assignments –reviewed by you/or by other learners
tutorials – available on accredited courses or some longer courses
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