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The evaluation is done by both the teacher and the students.
The teacher evaluates:
Each student evaluates himself (self-evaluation) and the other members of the team with regard to:
In applying the team-cooperative teaching, a multi-evaluation model is proposed which provides:
Students deliver their evaluations to the secretary, who extracts the average for each student and a final average for the whole team and hand them over to the teacher.
Anything done at school serves some pedagogical objectives and therefore needs to be evaluated.
__________ (+) Positive selection
—————- (-) Negative selection
Sociogram of a class with 13 students
The jigsaw method, which is translated in Greek as a content-sharing method, consists of dividing content and targets into smaller pieces. Each student has to be prepared for one of these pieces and teach it to the other members of his team. Many suggest that this method is used to teach natural sciences because it has the following advantages:
The teacher works as follows:
The teacher is the one who assigns the specific roles to the members of the team.
The roles change rotationally and each time each member of the team takes on a new role. What are these roles and what are the tasks arising from them?
https://www.asee.org/public/conferences/8/…/download
http://files.eric.ed.gov/fulltext/ED563985.pdf
https://globaldigitalcitizen.org/12-strategies-teaching-critical-thinking-skills
https://www.teachthought.com/project-based-learning/11-tools-for-better-project-based-learning/
http://www.aishe.org/readings/2005-2/chapter16.pdf
https://content.wisestep.com/problem-based-learning-pbl-advantages-disadvantages/
http://jason-booth.blogspot.gr/2013/02/what-are-strengths-and-weaknesses-of.html
http://integratingtech301.pbworks.com/w/page/20021591/PBL%20Strengths%20and%20Weaknesses%20%28CMJ%29
https://www.york.ac.uk/law/undergraduate/3-year-llb/pbl/
Problem-based learning needs active student learning as opposed to traditional passive learning approaches. The significant student benefits derive from PBL are:
Productive and critical thinking skills are the skills, which can sometimes be used correspondently in the definition. In fact, they have various constructs because they modify in effect of human actions. Also one of the today’s demands is that people should approach everyday obstacles by using both skills. So, one of the efficient tools for development of creativity and critical thinking skills proposed is problem-based learning settings in classrooms.
Creative thinking can be defined as the complete set of cognitive actions used by people according to a specific object, problem and circumstance, or a type of effort toward a particular issue and the difficulty based on the capacity of the people. They try to apply their creativity, knowledge, insight, and ideas when they meet to such situations. Furthermore, they try to recommend a real and modern design, make various data, solve the problem with the advice of exploring and discovering new applications whereby each understands his/her knowledge deficits. Also, each individual tries to connect this gap while getting new perspectives by looking at the problem from many aspects with the help of making proper connections and taking opportunities based on their insights to produce alternative answers approaching the obstacle or circumstance with great patience and confidence.
Creative thinking is related to critical thinking and problem-solving. There are three dimensions of productive thinking as synthesising, articulation and imagination having the following qualities
Based on the dimensions of the creative thinking, its general features can be summarized as the following.
The theory that only specific characters of people can be productive is demanded thanks to educational developments because creative thinking is not only based on art-based activities such as dance, music, drama, etc., as previously considered. In recent years, creativity has been recognized as common capability that it can be applied in everyday situations. It is interpreted as ability of human intelligence instead of a subject. Sternberg defines creativity as an imaginative action fashioned so as to produce outcomes which are both original and of value.
Furthermore, innovation is necessary rather than originality meaning that “someone’s opinion does not have to remark thinking that has never been considered before by anyone”. This thinking should be unique for that person, not necessarily for society as a whole. According to a set of abilities, creative thinking is different from analytical and practical thinking. Choices and critical evaluations, though, are made by participants and observers as a part of creative process.
That is the most accessible foray into critical thinking. What do you need to search and talk? It shouldn’t be a question that you can answer with a ‘yes’ or a ‘no.’ You need to produce essential issues here. Those are issues that motivate a quest for knowledge and problem-solving.
Learners can’t think critically if they do not have the information they need. Start any critical thinking test with a display of relevant data. That assures they can recall data pertinent to the problem. These may stem from things similar: reading tasks and other homework past activities or critical thinking practices a video or text. Use the above procedure of questioning to assure students are up to steam
Famous literary works claim challenging stories and extensive characterization. They are an excellent launch pad for critical thinking. Apply them to specific exercises on character motivation, design forecasts, and issue.
How does one design a country from scratch? That could be an excellent project-based learning scenario. It needs satisfactory research to find what really “makes” a country. In that process, learners discover history, geography, politics, and more.
International communication theory
Leave this responsibility open-ended over a several of days or weeks so they can really dig deep.
Section of critical thinking is to understand when to attempt and when to remove data. Learners need to learn to gather the proper knowledge to notify that thought. Receiving the appropriate value of knowledge is essential to our students’ progress in school and life. It’s about learning how to dig through information to find the most helpful and relevant facts for solving a problem. Critical thinking is very produced in the method of Information Fluency. Need help teaching the process? Learn about it in the free Information Fluency QuickStart Guide.
Digital kids grow in environments where critical thinking skills produce through teamwork and collaboration. Show children their peers are a great source of knowledge, questions, and problem-solving techniques.
Try this practice: make groups of 8-10 learners. Tell each learner to write one sentence explaining a problem on a piece of paper. The student then gives the paper to the next student. The next student will add their conclusion to the next level in a single sentence. This time, though, that student closes the paper down to hide their sentence. Now only their sentence is visible.
Each time they pass, learners can only see one sentence. They must keep adding the following step of their conclusion. That shows them to home in on a particular second in time. They learn to critically use their experience and logic to explaining themselves as clearly as possible.
So far, the meanings and characteristics of both critical and creative thinking abilities are defined. What can be said about their role in instructional designs concerning typical parts of an instructional design process?
Instructional practices regarded as learning forms including many parts in the means of supporting learning actions. Learning methods and educational theories are the recommended frames in instructional practice. Instructional methods give the framework for developing work in the productive learning environments. An instructional design process has several dimensions as explained in the following Table A.
It begins with the analysis of target learners to arrange the needs of them. Then, context is explained to be able to select particular instructional approach, process and technique. Measurable objectives settled by considering outcome of learner and the context analysis. By using these purposes, instructional strategies are developed to improve the learners’ analytical thinking.
Nevertheless, if the purpose is to encourage the learners to improve their creative thinking skills, the instructional strategy should be selected from the set of presentation, problem-based learning or role-playing activities. If it is to help them develop critical thinking skills, the instructional should be used from the collection of questioning, problem-based learning or discussion actions. Following the delivery of instruction, evaluation methods of purposes might also be one of the developmental assessment techniques so that not only produce but also prepare itself might be assessed. According to Table A, it can be highlighted that problem-based learning method can be blended into instructional strategy order to encourage both critical and creative thinking skills.
Table A.
| Instructional design | Dimensions | Reason |
| Learner Analysis | Creative thinking abilities (various answers approaching different problems) | To define the needs for which instructions is the solution |
| Critical thinking skills | ||
| Context Analysis | Designed teaching and training environment in school spirit | To select instructional strategy, method and technique |
| Organization of Instructional Objectives | As consisted of learner and context study | To address measurable aims for target instruction by considering learner and the context |
| Development of instructional Strategy | Creative thinking skills (brainstorming, problem-solving, case study, project, PBL, demonstration, role-playing | Thought development & analytical thinking |
| Implementation Process | Instructional delivery in the classroom environment | |
| Assessment Techniques | Formative by performance assessment or authentic | Multiple thinking & solution, looking at problem from different perspectives encourage higher order thinking skills |
| Does the project meet the below criteria? | Yes (☒) |
No – |
Comments |
| Essential knowledge, understanding, and success abilities
The project concentrated on teaching learners’ fundamental knowledge and understanding acquired from standards, and success techniques including critical thinking/problem solving, cooperation, and self-administration. |
|||
| Challenging problem or topic
The project focused on a significant problem to solve or a topic, at the suitable level of difficulty for learners, which is operationalized by an open-ended, engaging driving question. |
|||
| Supported questioning
This project includes an operating, in-depth method over time, in which learners create questions, find and use sources, ask extra points, and promote their answers. |
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| Authenticity
The project has a real-world context, uses original arrangements, tools, and quality criteria, makes a real result, and connected to learners’ interests, and characters. |
|||
| Learner choice
The project empowers learners to make some choices about the outcomes they create, the way they work, and how they use their knowledge, guided by the teacher. |
|||
| Reflection
The project gives chances for learners to reflect on what and how they are receiving, and on the project’s purpose and implementation. |
|||
| Analysis & improvement
The project introduces methods for learners to give and receive feedback on their work, to develop their ideas and outcomes or conduct more questioning. |
|||
| Public outcome
The project needs learners to show what they learn by producing a product that provided or offered to people beyond the classroom. |
A well-design PBL project gives students with the chance to improve abilities related to:
The purpose of a Flow Map is to practice sequencing skills through stages of an event, ordering information, and steps in a process. A Flow Map can be created horizontally or vertically. Hylerle and Yeager (2007) show “A Flow Map can also be used to show comparisons or degrees. The order of numbers, arranged from smallest to largest, can also be shown in a Flow Map” (p.56). The most common uses for a Flow Map are science, problem solving, and historic events and timelines. Flow Maps are known to increase the non-linguistic representation of their ideas (Hylerle & Yeager, 2007, p.56).
The three map is used for classifying and grouping. This map is used to sort things or ideas, categories or gro
ups. New categories can also be created. There are many sites on the web that can give guidance as to the many uses of how to use the tree map.
These are some examples of how some grade levels used the tree map for different subjects.
The purpose of a Brace Map is to evaluate the parts of a topic. This is conducted through identifying the relationship of the concept as a whole. Hylerle and Yeager (2007) explain “The Brace Map must be used with concrete objects in order to identify the physical parts of the whole object” (p.50). Most of the time Brace Maps are used with nouns (unless when used in math like the picture above). Using Brace Maps in math allows students to visualize the place value of a number. Brace Maps can be used for vocabulary development to break down the word.
Use a Double Bubble map to compare and contrast for example the games of team handball and floor hockey. The Double Bubble examines similar and different qualities.
Circle Maps are tools used to help define a thing or idea. It is used to brainstorm ideas and for showing prior knowledge about a topic. In the centre of the circle, use words, numbers, pictures, or any other sign or symbol to represent the object, person, or idea you are trying to understand or define. In the outside circle, write or draw any information that puts this thing in context. Thinking Map software makes it easy to create a Circle Map. There is no limit to the number of items a student can add to his circle. Students can also create a Circle Map using Kid Pix. Beginning writers can stamp images in the circle.
The Thinking Maps are a common visual language based on FUNDAMENTAL COGNITIVE PROCESS that is transferable across disciplines and among grade levels. Administrators, parents, teachers and students use this toolkit to facilitate content learning, reading comprehension, decision-making, problem-solving, written and verbal communication and knowledge creation. Used together as a language, whole schools apply these graphically and cognitively consistent, flexible tools to support students’ continuous cognitive development through their entire schooling career and to promote the development of a collaborative professional learning community.
Student Successes with Thinking Maps presents eight powerful visual models that boost all learners’ metacognitive and critical thinking skills. Thinking Maps also shows how as this methodology serve as valuable assessment tools. This learning methodology helps students to:
– Organize thoughts
– Examine relationships
– Enhance reasoning skills
– Create connections between subjects
– Engage with content
The visual nature of Thinking Maps helps level the playing field and is ideal for inclusive settings. Additionally, educators have found that using Thinking Maps for professional development can improve teacher performance, build leadership skills, and raise students’ scores on high-stakes tests. If your goal is to transform your school’s culture, Thinking Maps will put you on the road to success.
For students:
Mind mapping helps students to understand and absorb information. Research shows that the use of mind maps increases critical thinking and memory skills, particularly for students who are visual learners.
Mind mapping is a beneficial learning tool to help students brainstorm any topic and think creatively. Mind maps are particularly helpful in the writing process and provide students with a natural way of thinking and building thoughts on a story plot or theme.
For teachers:
In our data-saturated society, the ability to handle large amounts of complex information is extremely important. Visual mapping enables you to manipulate ideas and concepts with great ease and flexibility, helping you represent available information visually in a comprehensive and clear manner. Properly organizing information allows you to easily understand and evaluate existing knowledge and opens the door for effective application of your knowledge. Although the benefits listed in the diagram below focus on teaching and learning, they span far beyond education and include uses in business, meetings, project management, and problem solving.
Mind maps also provide teachers with insight into their students’ thought process regarding a specific topic. By asking students to create mind maps demonstrating their comprehension of a concept, teachers are able to understand what a student’s prior knowledge was and how well the student understands the assignment or the material being taught. This is a very effective way of evaluating students’ understanding.
It is commonly thinking maps used in presentations, critical thinking, brainstorming, decision making and project management.
To create mind map you need very simple things: sheet of paper, coloured pen and pencils, your minds and creativity. The best way to create good mind map is to use different colour for each branch, to use key words and key fraises, use emblems and try to make mind maps attractive.
Many free and proprietary visual mapping programs are available. The most popular free visual mapping programs are XMind, FreeMind, Mind42, and CmapTools. They offer robust feature menus and are compatible with other mapping programs. The most popular propriety programs are Mindjet MindManager, iMindMap, Comapping, MindMapper, and NovaMind. Note that most propriety programs offer a free, 30-day trial period, and often provide reduced purchase prices and special semester-long trial arrangement for teachers and students. For a compilation of all major visual mapping programs, resources, and galleries, visit http://pearltrees.com/conciselearning/1424071.
Platforms: Web, Chrome. Very simple mind map tool. Coggle saves your work in the browser just as well. You can get Coggle in 3 version: – Free, Awesome, and Organization. The free version allows you to create unlimited maps, so it should be good enough for your needs. The commercial versions come with features like presentation modes and unlimited private mind maps.
Platforms: Windows, Mac, iOS, Android, online – free.
iMindQ Online is a web application that offers an extraordinary collaborative experience through the use of interactive HTML mind maps, which can be opened, edited and saved within any browser. This gives freedom to team members to respond and share their ideas especially if they do not have the software installed. Brainstorm, organize and present ideas with just one click and save your work on the world’s most popular cloud storage services: Google Drive, OneDrive, DropBox, Box & Yandex.Disk.
Platforms: Windows, Mac, iOS
Mindmaple has free version and commercial version. This mind map tool allows use of pictures and clip-art. Select any topic on your mind map and use the Clip Art library to add appropriate graphics.
Platforms: cross platform. You can find free version. NovaMind starts introducing the basic concepts. A demo mind map is built as the tutorial progresses. The application has a useful layout engine that helps you design quickly as the topics are not allowed to overlap on top of each other. A unique user-friendly “dial” holds all the mind mapping commands.
Web. Free online application. Not necessary to log in, but in that case, your mind map do not be saved. Easy-to-use drag’n drop interface.
Embed mind maps on any website or blog.
Collaborate on maps with friends or co-workers.
Download and save maps as images, PDF document, or FreeMind file.
Import and export mind map files from FreeMind.
More examples of Mind maps: www.biggerplate.com
Essays require students to choose, adapt and combine material on a given topic. They also test writing skill and the ability to develop an argument and use evidence to defend it. Essays may vary from a single page to larger assignments of ten pages.
|
PROS |
CONS |
| Helps students to develop writing skills | May not sample a wide range of content |
| Can reveal errors in understanding or misconceptions | Questions may not be well thought out |
| Takes less time to set than short form questions such as multiple choice | Hand written responses may be graded on factors other than the content, such as legibility |
| Requiring students to write can improve understanding of a topic | Time consuming to grade |
| Helps students to develop information literacy skills | Consistency in assigning marks is difficult to maintain |
| Subjectivity may affect fair grading |
Example:
Compare summative and formative assessment concerning assessing higher order learning as defined by Bloom’s taxonomy for the cognitive domain.
Performance tests include either a hands-on activity, such as using a microscope or exercising an evolution of butterfly, historical event or the development of products, such as developing a building design or a software package.
| PROS | CONS |
| Encourages students to take ownership of the learning process | May be time consuming to set, present and assess |
| Replicates real world conditions or contexts | Can be difficult to determine assessment criteria |
| Students have the opportunity to demonstrate mastery of what they have learned | Can prompt performance anxiety in students |
| Can assess a range of skills or outcomes including generic skills | May require additional resources |
| Allows for a variety of tasks | Makes comparison between students difficult since the products may be very different |
| Encourages active learning | Subjectivity may affect fair grading |
Hints for using performance evaluation:
The report is a common way of showing information and recommendation or outcomes related to a specific purpose. Reports are often used as evaluation task because well-developed report writing skills are essential in many professional contexts. Reports are written based on collecting and analysing information using a discipline-specific methodology and format. They can be used to assess laboratory, field work or case studies.
| PROS | CONS |
| Replicates real world activity | May encourage students to fabricate data to make the report ‘look good’ |
| Marking for grading using a template is relatively fast | Inconsistent marking between multiple markers can arise |
| Gives students practice in writing using a standard format | Can prompt performance anxiety in students |
| Can assess generic skills such as information and computer literacy | Marks allocated may not reflect time and effort needed to complete the task |
| Allows for a range topics and foci | Producing a report as an assessment task may not align with the intended learning outcomes |
| May encourage reflection and problem solving | Subjectivity may affect fair grading |
Hints for using written reports:
Projects are an extensive piece of work involving inquiry-based activities. A project may be small or large, undertaken by one person or groups and have outcomes such as a report, artwork, working product etc.
| PROS | CONS |
| Allows for greater student involvement in and responsibility for learning | May be time consuming to develop and mark |
| Assesses in-context student learning | Can be difficult to determine assessment criteria |
| Encourages initiative, independence and problem solving | Subjectivity may affect fair grading |
| Can assess a wide range of skills or outcomes including generic skills particularly time and task management | May require additional resources |
| Provides an opportunity to showcase skills and achievements | Makes comparison between students difficult since the projects may be very different |
| Is comprehensive, multidimensional and flexible | Allows students to explore a topic in depth |
Hints for using projects:
Presentations are usually made verbally to a class on a prepared subject and may include the use of presentation tools such as PowerPoint handouts or audio-visuals. This evaluation method may be undertaken individually or as a group. Presentations may take different forms such as a role plays, promoting group activities, debating, introducing a product, question and answer session, and formal speeches.
| PROS | CONS |
| Can assess a range of skills or outcomes including generic skills | Can be very time consuming of limited class meetings |
| Marking using criteria is relatively fast and reliable | Subjectivity may affect fair grading |
| Allows for immediate feedback to the student | Can prompt performance anxiety in students |
| Allows for a variety of topics | Provides an opportunity to display argument and originality |
Hints for using presentation tasks:
A poster is a visual illustration of a topic or the outcomes of learning activity. They can use different means, including online technology, and can be produced individually or in groups.
| PROS | CONS |
| Provides an opportunity to display creativity and originality | Can focus unduly on presentation rather than content or understanding |
| Can assess a range of skills or outcomes including generic skills | May require additional resources |
| Marking using criteria is relatively fast and reliable | Makes comparison between students difficult since the posters may be very different |
| Allows for a variety of topics | Subjectivity may affect fair grading |
| Has potential for peer assessment | |
| Encourages active learning |
Hints for using poster presentations:
Journals (also called learning logs or learning diaries) are written by students over a period of time, such as a semester, in order to record and reflect on their personal learning experiences and outcomes. They provide an opportunity for students to express their feelings, thoughts and beliefs about the content and process of learning and themselves as learners using an informal writing style and structure.
| PROS | CONS |
| Allows for greater student involvement in and responsibility for learning | May be time consuming to develop and assess |
| Encourages self-assessment and reflection | Can be difficult to determine assessment criteria |
| Provides valuable insight into student feelings, thoughts and beliefs | Subjectivity may affect fair grading |
| Is comprehensive, multidimensional and flexible | Requires time to establish the required high-trust, low risk environment |
| Encourages regular and extended writing | May raise issues of privacy and confidentiality |
| Students may resist undertaking regular writing and fabricate or sanitise journal entries |
Hints for using journals:
A portfolio is “a purposeful collection of student work that exhibits the student’s efforts, progress and achievements in on or more areas. The collection must include student participation in selecting contents, the criteria for judging merit and evidence of student self-reflection” (Paulson, Paulson & Meyer, 1991, p60)
| PROS | CONS |
| Allows for greater student involvement in and responsibility for learning | May be time consuming to develop and assess |
| Assesses in-context student learning | Can be difficult to determine assessment criteria |
| Encourages self-assessment and reflection | Subjectivity may affect fair grading |
| Can assess a range of skills or outcomes including generic skills | May require additional resources |
| Provides an opportunity to showcase skills and achievements | Makes comparison between students difficult since the portfolios may be very different |
| Comprehensive, multidimensional and flexible |
Hints for using portfolios:
Ugdymo plėtotės centras, Vilnius, Lithuania |
|
EPIMORFOTIKI KILKIS, Kilkis, Greece |
 |
CREF EDUCATION (Centro de Recursos Educativos e Formação), Sesimbra, Portugal, Portugal |
 |
DIDE KILKIS, Greece |
 |
Centro Autonomico de Formacion e innovacion, Santiago de Compostela, Spain |
 |
Amsterdam University, Netherlands |
 |
