Co-author of Time for Business, Joe Stafford has previously written about teaching learning outcome 1.1. In this latest blog post he discusses assessment and reflection.
Assessment and Reflection.
As already indicated in a previous blog post I made use of the traffic light self-assessment activity at the end of the Student Activity Book chapter and it was a useful and worthwhile exercise for both myself and the students. Many students were familiar with this type of formative assessment and they had no difficulty carrying out the task. There were no red lights amongst the group, which was pleasing! The most common orange lights related to Statement 7: I am able to make choices to make the best use of resources, and also Statement 9: I am able to understand the effect of my use of resources on other people’s lives.
Based on the feedback I briefly revisited these issues and was able to clarify most of the misunderstanding through the use of further examples. I am also conscious that future chapters should improve understanding and abilities in these areas. Yet more layering!
Students also reviewed the questions in the anticipation guide and there were some changes of opinion which reflected increased knowledge and understanding. Since this was my first interaction with the new teaching resources I felt it was necessary to try everything out. This was especially true of the mind map for which an exemplar is provided on page 7 of the activity book. For subsequent chapters, students are encouraged to create their own mind maps, so I think it’s a good idea to look at the exemplar in this chapter. My co-author, Siobhan O'Sullivan has previously written a blog post which shows the evolution of the mind-map for Chapter 1. This would be really useful to demonstrate to students how a mind map can be constructed.
Mind maps can be drawn by hand or by making use of the websites listed on pg. xix of the Teacher Resource Book (TRB). Creating effective mind maps is a skill and takes time to develop and perfect; it won’t necessarily suit all students or teachers but some will find it very beneficial. At least half of my students had created mind maps in primary school and were familiar with the process.
I also utilised the 'end of chapter reflection' on P9 of the Activity Book. If you intend to use this regularly there is a photocopiable template in Appendix 2 of the TRB. The only formative assessment tool which I didn’t make use of on this occasion was the exit ticket. That I will happily save for a rainy day!
All in all I spent 7 class periods on the chapter and maybe that was a little too long. Perhaps it could have been quicker if we had textbooks available from the outset and I hadn't been so willing to listen to students…. but I assumed that this was necessary if honouring my commitment to student-centred lessons. Perhaps only time will tell if this was the right thing to do.
Co-author of Time for Business Joe Stafford teaches Junior Cycle Business Studies in a mixed ability setting in a co-educational school with four 40 minute classes per week.
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