Cyprus Pedagogical Institute TtT workshop - WA3 Learning Design
ATS2020 LEARNING DESIGN
Note
The Learning Design (LD) process suggested starts with a macro-level design approach, followed by a meso-level and a
micro-level. At the macro-level the aim is to have an overview of the lesson (subject goals, skills goals, tasks to pursue
the goals and expected learning outputs). At the meso-level there is an identification of the tasks analysed into
activities, designed to pursue the goals. The micro-level suggests 7 areas (columns) to describe the unit/lesson (it is
encouraged that each teacher customises these areas according to various context needs). Activity is the general
description of students’ tasks. Learning outcomes are the goals of the activity in relation to the transversal skills. This
activity comprises several Tasks that need to be done by the students (and teacher’s activity), using appropriate Tools
and a suggestive teaching Methodology/Class Arrangement. Lastly, students’ expected Learning Outputs need to be
set, in order to maintain the accomplishment of the learning outcomes. It is expected that through the micro level an
alignment of goals, activities and outputs is achieved. At the same time the Learning design guides students to go
through My Learning cycle as part of their learning process. The LD process is a continuous cycle during which the 3
levels are expected to be revisited and edited.
A fourth level Transforming LD into a scaffolding tool for assessment is added for the needs of the ATS2020 learning
model where the LD (micro-level) transforms into a monitoring tool for formative assessment.
Introduction
Title: ePortfolio Learning Design for Art
Class: Grade B, Gymnasium
Introduction
This ePortfolio Learning Design refers to an Art lesson (8th grade), aligned to the New Curriculum reform. Although the example used here is the topic of “Impressionism – 19th century art”, this Learning Design, can be used as a template for similar Art topics.
It was created with an emphasis on the following transversal skills: Information literacy and autonomous learning. Other transversal skills are emerging such as collaboration, communication and digital skills.
It is assumed that students and their teacher are already familiar with the Mahara (or other ePortfolio platform) environment and know how to engage in basic activities (i.e. posting, commenting, uploading)
The main idea of this Learning Design is that students will use ePortfolio in three ways: as Repository/storage, workspace, showcase/product.
Summary
After introducing the topic and have an initial classroom discussion, students work in groups to search and
collect paintings (images) of famous Impressionist artists. Next, they upload the images in the Mahara
environment and they collaboratively extract the similarities of the Impressionist artwork in order to
identify their main characteristics. They post their response in the Forum and they create a rubric of
Impressionist artwork identification, in collaboration with their teacher. They will then create their own
artwork, integrating the characteristics of the Impressionist reviewed paintings and photograph/scan them
to upload their artwork in their ePortfolio page. Each student writes a reflective post in his/her journal,
addressing the way his/her creation integrates Impressionistic elements, in reference to the rubric. Peers
then review their paintings and provide feedback by writing comments based on the rubric they previously
developed. Students can edit their paintings if possible. In the meantime, students keep a weekly journal
input writing about their learning experience and their feelings while engaging in these activities. Their final
journal entry, they will reflect on their peers’ comments and their final paintings, referring to the rubric.
Overall students will do the following:
1. Collect, evaluate, create, organize and retrieve online and other resources
2. Engage in classroom and online discussions
3. Keep a journal/diary of their activity
4. Reflect on their own and peers’ work
5. Collaboratively create a rubric of the main characteristics of Impressionist Artwork
6. Upload their creations and critically evaluate them using a rubric
This Learning Design is only suggestive and can be edited accordingly.
Cyprus Pedagogical Institute TtT workshop - WA3 Learning Design
ATS2020 Learning Design
CC BY-NC-SA
Author(s)/Editor(s): Anastasia Economou
(based on EUfolio Art- Impressionism LD hosted on http://mahara.eufolio.eu/group/view.php?id=9)
School: Cyprus Pedagogical Institute LD language: English
General description of the Learning Design
Subject Art / ICT
LD Title Impressionism – 19th century art
Year group Grade B (8th grade), Gymnasium
Duration 240’ (6 teaching periods)
Short description After introducing the topic and have an initial classroom discussion, students work in groups to search and collect paintings (images) of famous Impressionist artists. Next, they upload the images in the Mahara environment and they collaboratively extract the similarities of the Impressionist artwork in order to identify their main characteristics. They post their response in the Forum and they create a rubric of Impressionist artwork identification, in collaboration with their teacher. They will then create their own artwork, integrating the characteristics of the Impressionist reviewed paintings and photograph/scan them to upload their artwork in their ePortfolio page. Each student writes a reflective post in his/her journal, addressing the way his/her creation integrates Impressionistic elements, in reference to the rubric. Peers then review their paintings and provide feedback by writing comments based on the rubric they previously developed. Students can edit their paintings if needed. During the whole process students keep their learning journal and at the end they will create their ePortfolio for their learning on Impressionism. Overall students will do the following: - Collect, evaluate, create, organize and retrieve online and other resources - Engage in classroom and online discussions - Keep a journal/diary of their activity - Reflect on their own and peers’ work - Collaboratively create a rubric of the main characteristics of Impressionist Artwork - Upload their creations and critically evaluate them using a rubric
Keywords Art, ICT, impressionism, Mahara, ePortfolio, transversal skills, ATS2020
Hosted (URL) http://mahara.eufolio.eu/group/view.php?id=490 ...
Goals (subject area) (to be edited along with macro level)
- Describe what Impressionism is - Refer to major Impressionism artists and their artwork - Identify common characteristics of Impressionistic artwork - Create an artwork integrating Impressionism characteristics
Goals (transversal skills) (to be edited along with macro level)
- Search, collect, retrieve and share information (Information literacy skills) - Work with others on a common task (collaboration and communication skills) - Plan, monitor, share their learning (autonomous learning skills) - Develop criteria and apply them on specific tasks (autonomous learning skills) - Create an ePortfolio of their learning (autonomous learning skills) - Use digital technologies to support their tasks (digital skills)
Cyprus Pedagogical Institute TtT workshop - WA3 Learning Design
My Learning cycle Students, through their own My Learning journal, are expected to: - identify what they already know about impressionism - define their goals towards identification of impressionism art (characteristics,
artists, create their own art) - plan strategies to achieve these goals through collaboration and individual work - monitor their learning and redesign if needed - develop their ePortfolio on Impressionism with evidence of their learning
Material/resources for Learning Design
Description Type File name / URL Language
Material to support tasks and activities
(description of tasks/activities, rubrics, worksheets, etc.)
Impressionism activity guidelines and material
Mahara group and Collection of pages (restricted to members)
http://mahara.eufolio.eu/group/view.php?id=490
English
Students’ worksheet
Document WA2_impressionism_activity_directions.docx
English
Students’ artefacts
(products, ePortfolios, etc.)
Student A ePortfolio
ePortfolio http://mahara.eufolio.eu/view/view.php?id=10694
English
Impressionism characteristics
Group work outcomes
http://mahara.eufolio.eu/view/view.php?id=100
English
Implementation photos/videos
(as evidence of the learning taking place)
… n/a
ATS2020 LD Macro level
ATS2020 My Learning Cycle
ATS2020 LD Meso level – Task Plan
ATS2020 LD Micro-level
ATS2020 LD Transforming LD into Scaffolding tool for assessment level
ATS2020 LD Appendix 1 - Activity Description
ATS2020 LD Appendix 2 – Assessment tool (Rubric 1)
Implementation reflection/comments/suggestions (to be edited after an implementation case)
Description Reflection/comments/suggestions/
Implementation case 1
TtT workshop in Krems (12-13/11/2015)
In this implementation activities 6-9 (students creating their own artwork and ePortfolio) were not implemented as this implementation was for training purposes.
Cyprus Pedagogical Institute TtT workshop - WA3 Learning Design
ATS2020 LD Macro level
Tasks to develop these competences towards the learning outcomes - Introduction to impressionism - Search and collect impressionism paintings online (in
groups) - Identify impressionism characteristics (in their group and
then as a class) - Create impressionism artwork - Peer evaluation of students’ artwork - ePortfolio development - Completion of My learning journal -
Learning activity/Lesson/Unit: Impressionism – 19th century art Class: Grade B (8th grade), Gymnasium
Learning goals - expected leaning outcomes Body of knowledge (National curriculum) - Describe what Impressionism is - Refer to major Impressionism artists and their artwork - Identify common characteristics of Impressionistic
artwork - Create an artwork integrating Impressionism
characteristics
Leaning outputs – through all stages (assessment) - A collection (files) of impressionism artwork - Discussion forums with students communication and
collaboration on identifying common characteristics (if communication skills are under focus)
- A classroom accepted rubric with common characteristics of Impressionistic artwork
- Students’ individual impressionism artwork - Discussion forums with students peer-assessment and
feedback on their artwork (if collaboration and communication skills are under focus)
- Students’ individual ePortfolios on their learning on Impressionism
- Students’ individual My Learning journals
Skills and competences necessary to reach the expected outcomes Targeted - Search, collect, retrieve and share information
(Information literacy skills) - Work with others on a common task
(collaboration skills) - Plan, monitor, share their learning (autonomous
learning skills) - Develop criteria and apply them on specific tasks
(autonomous learning skills)
Emerging - Work with others on a common task
(collaboration and communication skills) - Create an ePortfolio of their learning
(autonomous learning skills) - Use digital technologies to support their tasks
(digital skills)
Digital Tools (affordances) ATS2020 Mahara LE - Forums - Groups - Collections/pages - My Learning (Journals)
Cyprus Pedagogical Institute TtT workshop - WA3 Learning Design
ATS2020 My Learning Cycle
Prior knowledge
What do I already know on the subject? What kind of skills do I already have?
Setting goals
What are my goals? What do I want to succeed?
Strategies
What can I do to reach my goals?
Evidence
What kind of evidence do I need to prove my learning achievement s?
Self-evaluation
Did I achieve my goals? What could I do better?
Cyprus Pedagogical Institute TtT workshop - WA3 Learning Design
ATS2020 LD Meso level
Task Plan
Tasks and activities My Learning Transversal skills to tackle
1 Activity 1: Introduction to the task. What is impressionism?
- Task 1.1: Students attend teacher presentation - Task 1.2: Students visit Mahara Impressionism Group
2 Activity 2i: Fill in My Learning journal on Mahara
- Task 2.1: Students fill in in their My Learning journal what they already know and what they would like to learn identifying their goals.
(revisit and fill in at their own needs during the whole Unit)
- Plan, monitor, share their learning (autonomous learning skills)
3 Activity 3: Search and collect impressionism paintings online
- Task 3.1: Students go online and search for impressionism artists and their paintings
- Task 3.2: Students visit their group on Mahara and create a collection of impressionism paintings for their group
- Search, collect, retrieve and share information (Information literacy skills)
- Use digital technologies to support their tasks (digital skills)
4 Activity 2ii: Fill in My Learning journal on Mahara
- Task 4.1: Students fill in in their My Learning journal their strategies to achieve their goals
(revisit and fill in at their own needs during the whole Unit)
- Plan, monitor, share their learning (autonomous learning skills)
5 Activity 5: Identify impressionism characteristics
- Task 5.1: Students identify impressionism characteristics
- Work with others on a common task (collaboration and
Cyprus Pedagogical Institute TtT workshop - WA3 Learning Design
Tasks and activities My Learning Transversal skills to tackle
within their group using Mahara forum
- Task 5.2: Students visit other groups forums and comment - Task 5.3: Students agree on a list of impressionism
characteristics, through a teacher lead discussion with the whole class
communication skills) - Develop criteria and
apply them on specific tasks (autonomous learning skills)
6 Activity 6: Create an artwork integrating Impressionism characteristics
- Task 6.1: Students plan on the art work they want to create, find the necessary material and work on it.
7 Activity 7: Peer evaluation and feedback of students’ artwork
- Task 7.1: Students upload their art work on the Mahara forum
- Task 7.2: Students visit the work of their peers on the Mahara forum and they give feedback
- Task 7.3: Students edit their work based on the feedback given and based on their own self reflections
- Plan, monitor, share their learning (autonomous learning skills)
8 Activity 2iii: Fill in My Learning journal on Mahara
- Task 8.1: Students fill in in their My Learning journal their reflection on their work and what kind of evidence they have for their learning
(revisit and fill in at their own needs during the whole Unit)
- Plan, monitor, share their learning (autonomous learning skills)
9 Activity 9: Design and development of individual ePortfolios on Impressionism learning
- Task 9.1: Students design and develop their individual ePortfolios on Mahara
- Task 9.2: Students share their individual ePortfolios and give and receive feedback
- Create an ePortfolio of their learning (autonomous learning skills)
Cyprus Pedagogical Institute TtT workshop - WA3 Learning Design
ATS2020 LD Micro-level
Activity Learning Outcomes Tasks Teacher’s activity Tools Methodology – Class Arrangement
Learning Outputs (expected)
Activity 1: Introduction to the task. What is impressionism? Activity 2i: Fill in My Learning journal on Mahara
Subject area - Describe what
Impressionism is Transversal skills - Plan their learning
(autonomous learning skills)
Task 1.1: Students attend teacher presentation Task 1.2: Students visit Mahara Impressionism Group Task 2.1: Students fill in in their My Learning journal what they already know and what they would like to learn identifying their goals.
Revisit and fill in at their own needs during the whole Unit
- Prepare and present a presentation, guidelines and Mahara Impressionism Group to support the activities.
- PowerPoint - Mahara Group,
Collections/pages, and My learning journal
- Plenary discussion
- Group work
Students’ individual My learning journals with identified prior knowledge and learning goals
Activity 3: Search and collect impressionism paintings online
Subject area - Refer to major
Impressionism artists and their artwork
Transversal skills - Search, collect,
retrieve and share information (Information literacy skills)
- Use digital technologies to support their tasks (digital skills)
Task 3.1: Students go online and search for impressionism artists and their paintings
Students work in groups, search online resources and collect Impressionistic artwork paintings (images). Teacher can provide key impressionist artists’ names or let students discover them online. Task 3.2: Students visit their group on Mahara and create a collection of impressionism paintings for their group
- Create Folders for each painter
- Monitor and support students’ activity
- Give feedback and assess
- Mahara folders - Search engines
- Plenary discussion
- Group work
- Impressionistic artwork uploaded under each artist’s folder
Cyprus Pedagogical Institute TtT workshop - WA3 Learning Design
Activity Learning Outcomes Tasks Teacher’s activity Tools Methodology – Class Arrangement
Learning Outputs (expected)
Students upload the pictures under each Painter’s folder
Activity 2ii: Fill in My Learning journal on Mahara
Transversal skills - Plan their learning
(autonomous learning skills)
Task 4.1: Students fill in in their My Learning journal their strategies to achieve their goals
Revisit and fill in at their own needs during the whole Unit
- Review students’ goals and coach them for their strategies
Mahara My learning journal
Individual work Students’ individual My learning journals with learning goals and strategy to achieve them
Activity 5: Identify impressionism characteristics
Subject area - Identify common
characteristics of Impressionistic artwork
Transversal skills - Work with others
on a common task (collaboration and communication skills)
- Develop criteria and apply them on specific tasks (autonomous learning skills)
- Use digital technologies to support their tasks (digital skills)
Task 5.1: Students identify impressionism characteristics within their group using Mahara forum
Students work in groups and view the collected paintings. Each group discuss the common characteristics of the paintings and then posts their response as a group under the Forum “Characteristics of Impressionism artwork” Task 5.2: Students visit other groups forums and comment
Each group to read other groups’ posts on characteristics and provide feedback Task 5.3: Students agree on a list of impressionism
- Create Group Forums
- Monitor and support students’ activity
- Monitor discussion on rubric’s development
- Publish the Rubric on Mahara
- Mahara discussion forums
- Mahara groups - Rubric tool
- Group Work - Plenary
discussion
- A classroom accepted rubric with common characteristics of Impressionistic artwork
- Each group’s list of characteristics
- Discussion forums with students communication and collaboration on identifying common characteristics
Cyprus Pedagogical Institute TtT workshop - WA3 Learning Design
Activity Learning Outcomes Tasks Teacher’s activity Tools Methodology – Class Arrangement
Learning Outputs (expected)
characteristics, through a teacher lead discussion with the whole class
Students agree on a list of characteristics (whole-class) and develop a rubric (MS Word) for identifying Impressionistic artwork, as a whole class, in collaboration with their teacher
Activity 6: Create an artwork integrating Impressionism characteristics
Subject area Create an artwork integrating Impressionism characteristics
Task 6.1: Students plan on the art work they want to create, find the necessary material and work on it.
Students create their own artwork with the instruction to integrate Impressionistic characteristics. Students refer to the rubric they created as a guidance. Students edit their strategies on their My learning journal
- Individual guidance and feedback
- Monitor and support students’ creative work
- Review students’ My learning journal entries
Mixed media Mahara My learning journal
Individual work - Students’ individual impressionism artwork
Activity 7: Peer evaluation and feedback of students’ artwork
Transversal skills - Share their
learning and use peer and teacher feedback for self-evaluation and progress so as to refine their learning and work
Task 7.1: Students upload their art work on the Mahara forum
Students photograph/scan their artwork and upload their creations in their own personal page of ePortfolio. Task 7.2: Students visit the work of their peers on the
- Review students’ artwork in Forum
- Read and review groups’ feedback in Forum
- Monitor and support students’ edit process
- Read and review students’ My
Mahara pages Mahara Forum
Individual work - Individual Student pages with their art work
- Discussion forums with students peer-assessment and feedback on their artwork
Cyprus Pedagogical Institute TtT workshop - WA3 Learning Design
Activity Learning Outcomes Tasks Teacher’s activity Tools Methodology – Class Arrangement
Learning Outputs (expected)
(autonomous learning skills)
- Use digital technologies to support their tasks (digital skills)
Mahara forum and they give feedback
Students comment on each other’s creations and teacher assigns each member of a group to assess his/her group members’ artwork referring to the rubric. This can be done in a private group forum or in the student’s Mahara Page. Task 7.3: Students edit their work based on the feedback given and based on their own self reflections
Students to read peers’ and teachers’ comments and edit their own artwork accordingly. They can take a new photo or scan their edited artwork (if possible) and share it again in their Page.
Each student to write a final journal entry reflecting on their collaboration with peers, their feelings and what and how they have learnt what they learnt
learning journal entries
- Students’ individual impressionism artwork (new version)
- Students’ individual My learning journals with self-assessment and reflection entries
Cyprus Pedagogical Institute TtT workshop - WA3 Learning Design
Activity Learning Outcomes Tasks Teacher’s activity Tools Methodology – Class Arrangement
Learning Outputs (expected)
Activity 2iii: Fill in My Learning journal on Mahara
Transversal skills
- Plan, monitor, share their learning (autonomous learning skills)
Task 8.1: Students fill in in their My Learning journal their reflection on their work and what kind of evidence they have for their learning achievements
Revisit and fill in at their own needs during the whole Unit)
- Review students’ journal and coach them for their decisions
Mahara My learning journal
Individual work - Students’ individual My Learning journals with their self-assessment and description of evidence to support their leaning achievements
Activity 9: Design and development of individual ePortfolios on Impressionism learning
Subject area - Create an
ePortfolio of their learning on Impressionism
Transversal skills - Plan, monitor,
share their learning (autonomous learning skills)
- Use digital technologies to support their tasks (digital skills)
-
Task 9.1: Students design and develop their individual ePortfolios on Mahara Task 9.2: Students share their individual ePortfolios and give and receive feedback
- Review students’ ePortfolio
Mahara Individual work - Students’ individual ePortfolios on their learning on Impressionism
Cyprus Pedagogical Institute TtT workshop - WA3 Learning Design
ATS2020 LD Transforming LD into Scaffolding tool for assessment level
Note: content still under working progress
Competence Area
Competences and skills Milestones Assessment tool
Comments
Task Self, Peer, Teacher
Autonomous learning skills
Plan their learning Task 2.1: Students fill in in their My Learning journal what they already know and what they would like to learn identifying their goals.
Teacher Rubric 1: My Learning-Goals
For individual student For all students
Task 4.1: Students fill in in their My Learning journal their strategies to achieve their goals Revisit and fill in at their own needs during the whole Unit
Teacher Rubric 2: To be developed
Plan, monitor, share their learning
Task 8.1: Students fill in in their My Learning journal their reflection on their work and what kind of evidence they have for their learning achievements Revisit and fill in at their own needs during the whole Unit)
Teacher Rubric 3: To be developed
Evaluate and gather evidence of their learning achievement s
Task 9.1: Students design and develop their individual ePortfolios on Mahara Task 9.2: Students share their individual ePortfolios and give and receive feedback
Teacher Rubric 4: To be developed
Information literacy skills
Search, collect, retrieve and share information
Task 3.1: Students go online and search for impressionism artists and their paintings Students work in groups, search online resources and collect Impressionistic artwork paintings (images). Teacher can provide key impressionist artists’ names or let students discover them online.
Self Test 1: To be developed
Create, retrieve, choose tools, share information
Task 9.1: Students design and develop their individual ePortfolios on Mahara Task 9.2: Students share their individual ePortfolios and give and receive feedback
Self Peer Teacher
Rubric 5: To be developed
Cyprus Pedagogical Institute TtT workshop - WA3 Learning Design
Competence Area
Competences and skills Milestones Assessment tool
Comments
Task Self, Peer, Teacher
Collaboration and communication skills
Work with others on a common task
Task 5.1: Students identify impressionism characteristics within their group using Mahara forum Students work in groups and view the collected paintings. Each group discuss the common characteristics of the paintings and then posts their response as a group under the Forum “Characteristics of Impressionism artwork” Task 5.2: Students visit other groups forums and comment Each group to read other groups’ posts on characteristics and provide feedback Task 5.3: Students agree on a list of impressionism characteristics, through a teacher lead discussion with the whole class Students agree on a list of characteristics (whole-class) and develop a rubric (MS Word) for identifying Impressionistic artwork, as a whole class, in collaboration with their teacher
Peer (how they consider their peers contribution to the common task)
Rubric 6: -
Digital skills Use digital technologies to support their tasks - Download and
manage/organise information (in folders)
Task 3.2: Students visit their group on Mahara and create a collection of impressionism paintings for their group Students upload the pictures under each Painter’s folder
Self Rubric 7: To be developed
- Create digital work - Share work online - Retrieve and edit work - Use discussion forums to
initiate a discussion and contribute to a discussion
Task 7.1: Students upload their art work on the Mahara forum Students photograph/scan their artwork and upload their creations in their own personal page of ePortfolio. Task 7.2: Students visit the work of their peers on the Mahara forum and they give feedback Students comment on each other’s creations and
Self Rubric 8: To be developed
Cyprus Pedagogical Institute TtT workshop - WA3 Learning Design
Competence Area
Competences and skills Milestones Assessment tool
Comments
Task Self, Peer, Teacher
teacher assigns each member of a group to assess his/her group members’ artwork referring to the rubric. This can be done in a private group forum or in the student’s Mahara Page. Task 7.3: Students edit their work based on the feedback given and based on their own self reflections Students to read peers’ and teachers’ comments and edit their own artwork accordingly. They can take a new photo or scan their edited artwork (if possible) and share it again in their Page. Each student to write a final journal entry reflecting on their collaboration with peers, their feelings and what and how they have learnt what they learnt
- Create, retrieve, choose tools, design, share information
Task 9.1: Students design and develop their individual ePortfolios on Mahara Task 9.2: Students share their individual ePortfolios and give and receive feedback
Self - Rubric 9: To be developed
Cyprus Pedagogical Institute TtT workshop - WA3 Learning Design TtT workshop - WA3 Learning Design
ATS2020 LD Appendix 1 - Activity Description
Note: Recommended to develop this directly on Mahara environment)
TASK 1 - SEARCH AND COLLECT IMPRESSIONISM PAINTINGS ONLINE
1. Go to the Files of this group and click on the Impressionist Artists folder. There, you will find famous impressionist artists' names.
2. Open an internet browser and search for paintings (image search / google search / wikipedia search etc) of those impressionists. Save the images on your desktop using the name of the painting and the artist (i.e. Monet_Impression_Sunrise) and then upload the paintings in the appropriate folder in the Files. (You may create additional folders if you want to upload paintings of other impressionists)
Note: Make sure that the painting you want to upload is not already uploaded by someone else. Be careful not to upload the same pictures twice.
TASK 2 - IDENTIFYING IMPRESSIONISM CHARACTERISTICS
Now that we have gathered the impressionist artists' paintings, we need to go through their characteristics. (Please arrange yourselves into three Groups). In this activity you will create a page where you will list the characteristics that your group has identified.
1. As a group choose one painting from each artist. To do so: ONE of you will need to visit your Group's page and click on Edit page (top right corner of the screen). Then Click on the "configuration" icon of the Group Chosen paintings (next to the X button - right side). Then click on the Files (pictures) you have chosen and then click save. Lastly, click "Done" (bottom of the page)
2. Now, all group members enter your Groups' Discussion Forum. In the Forum each one of you start posting the characteristics that you have identified as common characteristics/techniques regarding the chosen paintings (that you can find in your Group's page). Please refer to: painting techniques, colours and painting theme.
3. Once you have discussed the characteristics, please one of you visit your Groups' page again, click "edit this page" (top right corner) and then click on the "configuration" icon for Group's Impressionism characteristics (it should be under the images you have previously uploaded). Then copy and paste in bullets the characteristics that your group has identified.
TASK 3 - PEER ASSESSMENT / FEEDBACK
Now that all groups have created their pages with the characteristics they have identified, it is time to hear what others have to say about it!
1. Each one of you will visit the Group pages of the other groups and place feedback at the bottom of the page.
Cyprus Pedagogical Institute TtT workshop - WA3 Learning Design TtT workshop - WA3 Learning Design
ATS2020 LD Appendix 2 – Assessment tool (Rubric 1) Note: content still under working progress
Rubric 1: My Learning-Goals
Reference to ATS2020 framework
- Competence Area Autonomous Learning
- Competence and Skills 1 and 2
Student name:
Task:
Date:
Competence 1 Proficiency level 1 Proficiency level 2 Proficiency level 3 1. Identify significant needs for learning based
on their prior knowledge They identify their existing knowledge and skills within the learning context.
They identify their existing knowledge and skills within the learning context and describe new learning needs.
They identify their existing knowledge and skills within the learning context and describe new learning needs. They are creative and innovative towards new learning paths.
Skill no yes exceptional Evidence / examples
1. Document their existing knowledge and skills in a way to help them identify their needs
Write down existing knowledge and skills related to the topic
Use reference (eg the teacher goals for the unit) to document learning gaps
My learning
2. Apply self-assessment technics and /or tools in order to identify their existing learning status
Developed a tool (eg a table) where they write what they know and what is related to the topic
Refer to experiences they have that lead them into learning needs and use reference to document learning gaps
My learning (They went online Mahara created for the unit)
3. Question what they already know and review it
Write down questionings on what they already know
Explain their questionings in reference to contradicting information
Eg. I heard about Monet and Manet. Are they same person? I need to distinguish the two.
4. Explore what is there to learn in the context given and beyond
Describe and document what is there to learn
Refer to relevant possible resources
I heard that in Paris there are plenty of museums….
5. Are curious and open to new learning paths
Refer to what they already know in correlation with learning expectations other than the teachers’
Can capture ideas of learning experiences outside their immediate context and environment
My learning
Cyprus Pedagogical Institute TtT workshop - WA3 Learning Design TtT workshop - WA3 Learning Design
Competence 2 Proficiency level 1 Proficiency level 2 Proficiency level 3 2. Define goals to achieve and develop a
strategy to achieve them They define goals for their learning to achieve.
They define goals for their learning to achieve. They develop a strategy to achieve these goals.
They define goals for their learning to achieve. They develop a strategy to achieve these goals. They can evaluate and update their strategy when necessary.
Skill no yes exceptional Evidence / examples
1. Articulate their goals
To be developed To be developed
2. Revisit their goals and redefine them in the light of new information
To be developed To be developed
3. Set goals that are achievable
To be developed To be developed
4. Set goals that will lead them to their maximum of their “zone of proximal development”
To be developed To be developed
5. Are aware of different digital tools and environments that can support their strategy
To be developed To be developed
6. Understand the importance of strategic planning
To be developed To be developed
7. Are realistic about their action plans
To be developed To be developed
8. Describe their strategy within a timeframe
To be developed To be developed
9. Align strategy with goals and expected outcomes
To be developed To be developed
10. Match their strategic plans with respect to their social context
To be developed To be developed
11. Understand that a strategy is their guidance to achieve their goals
To be developed To be developed
12. Value the continuous monitoring of their strategy
To be developed To be developed
13. Have flexibility to readjust their strategy in the light of new needs
To be developed To be developed
14. Identify opportunities of improvement
To be developed To be developed
15. Adjust their strategy or elements of their strategy if needed
To be developed To be developed
16. Analyse their strategy into tasks, goals, expected outcomes, roles, resources, timeframe etc
To be developed To be developed
17. Identify scaffolding tools to make their strategy explicit
To be developed To be developed