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01 AFR - The African continent (425p)
02 BIG - Big Issues of our Time (325p)
03 HIS - History of the World (225p)
04 CEU Contemporary Europe (325p)
05 FEU The Future of Europe (325p)
06 FWP - Fighting with the Poor (400p)
07 BIP Bringing It to the Public (350p)
08 LAN Mastering Languages - English (375p)
09 MW Mastering the Material World (300p)
10 T21 The Teacher and the School of the 21st Century (125p)
11 EPI Epistemology (125p)
12 PED The Pedagogy of OWU and DNS (250p)
13 DMM The Science of the Doctrine of the Modern Method (100p)
14 HOR Horticulture. Good cooking (175p)
15 LSS Lifestyle Sustainability (125p)
16 WP The World of Politics (150p)
17 WA The World of Arts (100p)
18 OF Open Future (100p)
19 TP Teaching Practice (350)
20 SSO Specialisation Social Science (225)
21 SHS Specialization History (225)
22 MON Monograph (300)
24 SNT Specialization Natural Science (225)
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PED 1S Another Kind of School
PED 2S DNS Pedagogical Principles
PED 3S Another Kind of Teacher
PED 4S Practising Our Pedagogy
PED 5S DNS Roots
PED 6S Students with Special Needs
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For Evaluation
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The task is to consider the value of measuring of results as a crucial part of teaching.
Time:
hours
Introduction:
When completing a particular job in our daily life, we have to check if the job<br /> went well or badly.<br /> <br /> After a lesson, the teacher checks if he has achieved the recommended aims by<br /> asking questions related to the theme of the lesson, which allows him to measure<br /> the results obtained during the lesson.<br /> <br /> However, we should not regard the results as a well established finding but as a<br /> working hypothesis. Therefore, measuring outcomes is a crucial part of teaching.<br /> Let us look at the example of students who sit a test at the end of a thematic unit<br /> or at the end of a period, with some of them failing. Those who have failed<br /> undergo another evaluation. Why?<br /> <br /> Another example relates to carrying out cleaning work in your School for<br /> Teachers of the Future (EPF). After work, those who participated in the activity<br /> meet to analyse how the work went; in other words, an evaluation.<br /> <br /> If we do not evaluate, it will not be easy to know if we are moving at a good<br /> pace or not and, whenever we finish a job, we have to perform an evaluation in<br /> order to progress to the next step.<br /> <br /> Evaluation is present in all aspects of our life and guides us to collective or<br /> individual decision-making. In this sense, it is important that the evaluation<br /> process serves as a tool to motivate the teaching and learning process, not to<br /> punish students who have learning difficulties.<br /> <br /> This task gives you the opportunity to deepen your experiences regarding the need to<br /> evaluate.
Directive:
1. Read the file (F1) about the importance of evaluation:<br /> evaluation as assessment and evaluation as measuring.<br /> <br /> 2. Consider the difference in future results when “evaluating”<br /> and “not evaluating”.<br /> <br /> 3. Write an essay discussing for the necessity of measuring the<br /> outcome of a certain plan considering the consequences of<br /> not evaluating.<br /> <br /> 4. Send the essay to your teacher for comments.
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