Participants feedbackand surveysconfirm thebenefits

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: ng transactions in various scenarios. Explanation; Reading; Practice with feedback. Understand This is an example of the second lowest level of the Cognitive Process Dimension. Case Studies; Exposure to Real‐life worked‐ examples and processes; Modelling by instructors; Practices with feedback. Case Studies; Exposure to Real‐life worked‐ examples and processes; Modelling by instructors; Scaffolded exercises; Practices with feedback. Explanations; Case Studies; Exposure to Real‐life worked‐ examples and processes; Modelling by instructors; Scaffolded exercises; Repeated practices with feedback. Apply and Analyse This is an example of the mid‐level of the Cognitive Process Dimension. Recognising rules, analytical reasoning to be able to discriminate between different processes in various scenarios; Developing meta‐ cognitive, self diagnosed strategies. Evaluate This is an example of the second highest level of the Cognitive Process Dimension. Create This is an example of the highest level of the Cognitive Process Dimension. Tran also employed self‐assessment techniques. Participants’ feedback and surveys confirm the benefits listed by Falchikov and Thompson (2008) in involving students in assessment. Empowering learners: Participants actively engaged in learning during the three hour workshop. Active learning with technology had positive effects on student learning; real‐world application of the materials heightened students’ interest and enhance their learning abilities (Ragan et al. 2006). 267 Hien Minh Thi Tran and Farshid Anvari Encouraging attention: Through one‐minute papers we encouraged participants to raise queries and provided constructive and practical feedback. By involving participants, we were able to empower them, encourage dialogue and attract attention. Creating partnerships: Through expectation forms and one‐minute papers we encouraged participants to raise questions that would not otherwise have been raised in the class. Fostering proactive strategies in teachers and students: One‐minute papers and surveys helped to identify...
View Full Document

Ask a homework question - tutors are online