My experience of PBL , rubrics and technology
I would like to tell the teachers all over the world about an experience that gathered the majority of our week's topics of discussion; the PBL, the rubrics or the alternative assessment and the use of technology. I have experienced some types of PBL in my classroom.
Last month we had an English day. My role was to introduce a play in English. I discussed the topic in my class. I gave them worksheet of the story of the play. The students discussed it with each other. I assigned some rubrics for those who will be chosen such as self confidence, accurate and fluent speaking. This helped me choose my play team. We worked for a week. I gave instructions, listen to their suggestions, let them evaluate each others. Two days before the play, they changed their roles according to their own opinions. They suggested using music at the beginning and the end.
For the rubrics and the alternative assessment, I would like to refer to two experiences. The first was that I was asked to be an evaluator in an English competition. It was concerned with the 4 language skills. I sit with the other colleagues to decide the criteria through which we will assess the students. We made some thing similar but not the same as what we learned in this course about rubrics. We decided that each one got a sheet for assessment, and assess the skill individually, and then we collect the marks and take the average. The second alternative assessment experience is the continuing assessment. I use it in my class. The students are assessed continually all around the year according to their action, behavior, projects or reports. They got a monthly feedback of the achieved objectives in a report of the objectives and their grades; good, very good and excellent.
I would like to tell the teachers all over the world about an experience that gathered the majority of our week's topics of discussion; the PBL, the rubrics or the alternative assessment and the use of technology. I have experienced some types of PBL in my classroom.
Last month we had an English day. My role was to introduce a play in English. I discussed the topic in my class. I gave them worksheet of the story of the play. The students discussed it with each other. I assigned some rubrics for those who will be chosen such as self confidence, accurate and fluent speaking. This helped me choose my play team. We worked for a week. I gave instructions, listen to their suggestions, let them evaluate each others. Two days before the play, they changed their roles according to their own opinions. They suggested using music at the beginning and the end.
For the rubrics and the alternative assessment, I would like to refer to two experiences. The first was that I was asked to be an evaluator in an English competition. It was concerned with the 4 language skills. I sit with the other colleagues to decide the criteria through which we will assess the students. We made some thing similar but not the same as what we learned in this course about rubrics. We decided that each one got a sheet for assessment, and assess the skill individually, and then we collect the marks and take the average. The second alternative assessment experience is the continuing assessment. I use it in my class. The students are assessed continually all around the year according to their action, behavior, projects or reports. They got a monthly feedback of the achieved objectives in a report of the objectives and their grades; good, very good and excellent.
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