Evaluating hands on work In pairs look back at the activities you wrote about

Evaluating hands on work in pairs look back at the

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Evaluating hands on work
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* In pairs, look back at the activities you wrote about at the start. * Complete the ‘evaluation form’ you have just invented to evaluate each of your hands-on activities. Task
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What questions did you write down?
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Evaluating Hands-On Work
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Would students learn more if they spent less time doing hands-on work?
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Popular With Students? They may be popular with students because they are less demanding than theory lessons
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Popular With Students? Teachers often say that students are motivated or enthused by hands-on work But when asked which approaches are "most useful and effective in helping them to understand the top approach was "having a discussion/debate in class“.
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Popular With Teachers? It's easier to check that a child has done something correctly, than it is to check that he or she has fully understood. It's easier to teach a child how to do something, than it is to teach for understanding.
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The purpose of hands-on work is to help pupils make links between two domains of knowledge: Hands on minds on 'We need to increase the 'minds on' aspects of [hands-on] work, if we want to make it more effective.‘ (Miller and Abrahams 2009) Why? objects and observables objects and observables ideas ideas Hands-on work
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What we ask them to do What they actually do Did pupils do what they were intended to do (and see the things they were meant to see)?
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What we ask them to do What they actually do Why did we ask them to do that? Did it help?
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A. Developer's objectives what the pupils are intended to learn B. Task specification what the pupils are intended to do D. Learning outcomes what the pupils actually learn C. Classroom events what the pupils actually do Effectiveness at Level 1 Did pupils do what they
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  • Spring '16
  • Ali

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