This activity can be found in Pretty et al, (1995) - University of ...
This activity can be found in Pretty et al, (1995) - University of ...
This activity can be found in Pretty et al, (1995) - University of ...
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06 MTF5What task types and m<strong>et</strong>hods <strong>of</strong> feedback are <strong>be</strong><strong>in</strong>g used?ObjectiveParticipants will <strong>be</strong> able to identify a range <strong>of</strong> task types and m<strong>et</strong>hods <strong>of</strong> feedback, andev<strong>al</strong>uate the relationship <strong>be</strong>tween content, task type and m<strong>et</strong>hod <strong>of</strong> feedback.Time45 m<strong>in</strong>utesMateri<strong>al</strong>sHO 06 MTF5.1 – description <strong>of</strong> 6 sessionsTask & OrganisationInput for task: read<strong>in</strong>g materi<strong>al</strong>s and questionsExpla<strong>in</strong> to participants that they are go<strong>in</strong>g to read a session plan <strong>in</strong> order to identify th<strong>et</strong>ask type and feedback approach used., each group will look at a different session. The<strong>activity</strong> should <strong>be</strong> done as homework and they will share their f<strong>in</strong>d<strong>in</strong>gs the follow<strong>in</strong>g day.5.1 (Homework - 6 groups) Divide the participants <strong>in</strong>to 6 groups <strong>of</strong> equ<strong>al</strong> size. Giveeach group a different one <strong>of</strong> the six session plans (HO 06 MTF5.1) e.g. group 1 –session 1; group 2 - session 2; and so on. They should identify and record (<strong>al</strong>lparticipants need to record this <strong>in</strong>formation as they will <strong>al</strong>l <strong>be</strong> asked to share it thefollow<strong>in</strong>g day):(a) the task type used(b) the m<strong>et</strong>hod <strong>of</strong> feedback(c) how well did the task and feedback approach fit the content?(d) what made the match suitable / unsuitable?(e) What other tasks / feedback approaches would have <strong>be</strong>en possible us<strong>in</strong>g thesame content(f) What ‘literacy’, ‘maths’ or ‘cont<strong>in</strong>uous assessment’ content could have <strong>be</strong>enused with the same task / feedback approach?OutputAn an<strong>al</strong>ysis and ev<strong>al</strong>uation <strong>of</strong> tasks and m<strong>et</strong>hods <strong>of</strong> feedback <strong>in</strong> relation to content <strong>in</strong> aseries <strong>of</strong> sessions.Feedback(30 m<strong>in</strong>utes – mixed groups) Form the participants <strong>in</strong>to new groups and ensure thatthere is at least one person from each <strong>of</strong> the six groups <strong>in</strong> the new group. Each groupshould have a timekeeper and a motivator. The timekeeper should ensure that eachparticipant takes no longer than 5 m<strong>in</strong>utes to present their f<strong>in</strong>d<strong>in</strong>gs. The motivatorshould ensure that everyone stays on task and that everyone takes a turn. Participantsdiscuss their f<strong>in</strong>d<strong>in</strong>gs about each session they looked at.(10 m<strong>in</strong>utes – plenary) Allow participants to raise any comments/questions on thecontent <strong>of</strong> the sessions.70 Jamaica All Age Schools Project: Facilitator Tra<strong>in</strong><strong>in</strong>g for School Based Resource Teachers
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