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Reflection

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Olga Pileckiene

on 14 November 2016

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Transcript of Reflection

Reflection
1. I’ve understood the meaning of the words and applied them properly -
Gerai supratau žodžių reikšmes ir mokejau tinkamai pritaikyti.

2. Partially understood the meaning of given words, phrases and partially was able to apply them –
Dalinai supratau žodžių, frazių reikšmes ir dalinai sugebėjau pritaikyti.

3. I knew nothing at all and couldn’t do any tasks –
Aš nieko nežinojau ir nieko negalėjau atlikti

4. I was afraid of asking the teacher/a classmate for help
- Bijojau paklausti mokytojos/klasioko pagalbos.

5.I wasn’t afraid of asking the teacher/a classmate for help
- Nebijojau paklausti mokytojos/klasioko pagalbos.


1. I’ve understood the RULES and applied them properly -
Gerai supratau TAISYKLES ir mokejau jas tinkamai pritaikyti.

2. Partially understood the rules and partially was able to apply them –
Dalinai supratau taisykles ir dalinai sugebėjau pritaikyti.

3
. I knew nothing at all and couldn’t do any tasks –
Aš nieko nežinojau ir nieko negalėjau atlikti

4.I was afraid of asking the teacher/a classmate for help
- Bijojau paklausti mokytojos/klasioko pagalbos.

5. I wasn’t afraid of asking the teacher/a classmate for help
- Nebijojau paklausti mokytojos/klasioko pagalbos.

1. I'm confident
.
2. I have to work more.
3. I have no knowledge
.
4. I have some questions
1.The lesson
was fine.
2.I felt bored
I have understood the theory and I am able to give my examples
I am able to do the exercises on my own.
I need some help doing exercises
I have understood the theory
I don't know how to do exercises
Group work
2.Nelabai aišku, supratau ne viską.
1. Name
2. Name
3. Name
4. Name
1.Aiškino gerai, viską supratau.
1.Name
2.Name
3.Name
4.Name
3.Aiškino prastai, beveik nieko nesupratau.
1. Name
2. Name
3. Name
4. Name

Veikla baigiama įsivertinimu, kas išmokta ir kaip sekėsi.
Galima paskatinti mokinius apmąstyti pamokoje taikyto mokymosi būdo privalumus, trūkumus, taikymo galimybes.
Durstinys

Durstinys – mokinių bendradarbiavimu grįstas mokymosi metodas.
Durstinio esmė ta, kad kiekvienas grupės narys tampa mokymosi medžiagos dalies ekspertu ir moko kitus.
Veiklos pradžioje sudaromos nedidelės grupės (po 3–4 mokinius). Jos vadinamos „namų“ grupėmis.
Kiekvienas „namų“ grupės narys gauna skirtingą medžiagą (temą, klausimą, užduotį), kurią turės išmokti pats ir išmokyti kitus grupės narius.
„Namų“ grupėje mokiniai susipažįsta su savo mokymosi medžiagos dalimi ir pasako vieni kitiems savo nagrinėjamų klausimų tematiką.
Tada mokiniai persigrupuoja: susiskirstoma į „ekspertų“ grupes. Kiekvieną grupę sudaro tą pačią mokymosi medžiagos dalį turintys mokiniai. Jie kartu nagrinėja medžiagą ir planuoja, kaip mokys „namų“ grupės draugus, kaip pateiks informaciją, kad kiti ją suprastų. Mokytojas gali pasiūlyti pasitikrinti, ar visi grupės nariai pasirengę mokyti kitus.
Atlikę šią užduotį mokiniai grįžta į „namų“ grupes ir moko vieni kitus. Grupės tikslas – kad visi gerai išmoktų visą mokymosi medžiagą.
Kad įsitikintų, ar mokiniai suprato ir įsidėmėjo svarbiausius dalykus, mokytojas gali paprašyti, kad kiekvienos temos / klausimo esmę pristatytų ne „ekspertai“, o „namų“ grupės nariai.
6. Mokiniai į(si)vertina, kaip jiems patiems ir kitiems grupės nariams pavyko pristatyti mokymosi medžiagą.
Mokytoja klausia, ką mokiniai mano apie taikytą metodą: ar jis padeda veiksmingiau mokytis, kodėl, kur ir kada tokį mokymosi ar darbo būdą dar galima pritaikyti?
Watch - think - discuss with a friend
Žiūrėk – galvok – aptark su draugu
Home groups:

1. Monika -1, Gabija Str.-2 Lijana-3,

2. Gabija Šm.-1, Samanta-2, Aldas - 2 Ignas-3,

3

Edvinas T.-1, Dangė-2, Lukrecija-3,

4. Roberta-1, Oreta-2 Paulina-3, Edvinas Š.-3
Task 1:

Monika,
Gabija Šm.,
Edvinas T.
Roberta
Task 2

Gabija Str.
Samanta
Dangė,
Oreta,
Aldas
Task 3


Lijana,
Ignas,
Lukrecija,
Paulina,
Edvinas Š.
Patchwork approach
3.Baigę skaityti mokiniai kartu nagrinėja medžiagą ir planuoja, kaip mokys savo „namų“ grupės draugus, kaip pateiks informaciją, kad kiti ją suprastų. Mokytoja konsultuoja ekspertų grupes, pataria įsitikinti, ar visi pasirengę mokyti kitus.
4.„Ekspertai“ grįžta į savo „namų“ grupes ir iš eilės moko vieni kitus. Grupės nariai žymisi svarbiausią informaciją, klausia, jei kas neaišku. Mokytoja stebi grupių darbą, padeda išsiaiškinti kilusius neaiškumus.
2. Mokiniai susirenka į „ekspertų“ grupes. Kiekvienas skaito mokymosi medžiagą individualiai, žymisi svarbiausius dalykus.
1. I was able to make all sentences.
2. I was able to make all sentences but there were some mistakes.
3. I was able to make some sentences without any mistakes.
4. I wasn't able to make any sentences.


5. I was able to say all created sentences.
6. I was able to say some created sentences without any mistakes..
7. I was able to say all sentences but there were some mistakes
8. I wasn't able to say any sentences.

Group 1
1
2
3
4
Group 2
1
2
3
4
Group 3
1
2
3
4
Group 4
1
2
3
4
Group 1
1
2
3
4
Group 2
1
2
3
4
Group 3
1
2
3
4
Group 4
1
2
3
4
Step 1
Home groupes
Step 2
Groups by numbers
Group 1
1
2
3
4
Group 2
1
2
3
4
Group 3
1
2
3
4
Group 4
1
2
3
4
Step 3
Teaching in home groups
Getting different tasks
Each member in a group has got the same task.
They train each other to teach the material.
1.Mokiniai suskirstomi grupėmis. Kiekvienas grupės narys gauna skirtingą medžiagos dalį.
5. Mokytoja demonstruoja ekrane pagrindinius klausimus, susijusius su nagrinėta medžiaga, ir prašo pasakyti esminius dalykus, kviesdama atsakinėti ne medžiagos „ekspertus“, bet kitus „namų“ grupės narius.
Kaip supratai pamokos medžiagą?
Viską supratau – žaliai
Ne viską supratau – geltonai
Nieko nesupratau – raudonai
2. Kaip sekėsi dirbti poroje ar grupėje?
Puikiai bendradarbiavome – žaliai
Dirbome kas sau – geltonai
Nesutarėme – raudonai
3. Kaip jauteisi pamokoje?
Puikiai – žaliai
Kartais gerai, kartais nelabai – geltonai
Blogai – raudonai

4. Kodėl taip įsivertinai?
Paaiškink savo atsakymus į 1-3 klausimus.
5. Ką kitą kartą reikėtų daryti kitaip, kad sektųsi geriau?
Man patiko šiandien dirbti, buvo gera ir įdomu.
Turėjau galimybę pasisakyti
Sužinojau kažką naujo, išmokau
Bendrabarbiavau grupėje (poroje)
Dirbau su mokytojos pagalba
Dirbau savarankiškai
1.Kodėl taip įsivertinau / įsivertinome?
Aš / Mes labai gerai atlikome darbą, nes...

2.Išsamiau paaiškinkite, ką ir kaip veikėte, kad atliktumėte užduotį.
Aš / Mes gerai atlikome darbą, nes ...

3.Išsamiau paaiškinkite, ką ir kaip veikėte, kad atliktumėte užduotį.
Aš / Mes nepakankamai gerai atlikome užduotį, nes ...

4.Išsamiau paaiškinkite, ką ir kaip veikėte, kad atliktumėte užduotį.
................................................................... .

1.Veiksniai / aplinkybės, kurios man padėjo atlikti užduotis
a).....
b).....
c).....

2.Veiksniai / aplinkybės, kurios man trukdė atlikti užduotis
a)......
b)......
c)......
The Patchwork approach
(durstinis)
http://www.ugdome.lt/kompetencijos5-8/pagrindinis/kompetenciju-ugdymo-praktika/aktyvaus-mokymo-ir-mokymosi-metodai-ir-ju-taikymo-pavyzdziai/aktyvaus-mokymosi-metodai/durstinys-2/
Watch a video
At the end of the lesson students finish the beginnings of the sentences:

I would like ... .
I have learnt ... .
I am able ... .
I have a question ... .
I need some more help to learn ... .
I have understood ... .
I worked (on my own / with the help of ...)
I liked ... .
I I didn't like ... .
Tasks for the reflection
8 form
be going to/ will/Present Continuous/ Time clauses
Choose the correct item:

1.The sky is clear. People are in T-shirts and shorts. It
is going to be / will be
hot and sunny.
2. It's hot here. I
am going to take/ will

take
off my jumper.
3. I promise you
are going to go/ will go/

are going
sightseeing with your classmates.
4. As soon as you
finish / will finish/ are going to finish/ are finishing
your writing, you can go outside.
5. Tomorrow we
are meeting/ will meet/ are going to meet
at a cafe at 2 o'clock.
1.The sky is clear. People are in T-shirts and shorts. It
is going to be
hot and sunny.
2. It's hot here. I
will

take
off my jumper.
3. I promise you
will go
sightseeing with your classmates.
4. As soon as you
finish
your writing, you can go outside.
5. Tomorrow we
are meeting
at a cafe at 2 o'clock.
After completion the task without using a coursebook's examples,
you'll choose the correct tense form
in 5 sentences with no more than 3 mistakes.
1. I can use
will
in a sentence
2. I can use
be going to
in a sentence
3. I can use
Present Continuous
in a sentence
4. I can use
time clauses
in a sentence
On the blackboard against each statement put
+
or
-
Points - Mark
5 -10
4 -8
3 -6
2 -4
1 -2
Self-assessment
At the beginning of the lesson
assess your knowledge
At the end of the lesson
assess your knowledge
Have you made any progress?
1. I’ve understood the RULES and applied them properly -
Gerai supratau TAISYKLES ir mokejau jas tinkamai pritaikyti.

2. Partially understood the rules and partially was able to apply them –
Dalinai supratau taisykles ir dalinai sugebėjau pritaikyti.

3
. I knew nothing at all and couldn’t do any tasks –
Aš nieko nežinojau ir nieko negalėjau atlikti

4.I was afraid of asking the teacher/a classmate for help
- Bijojau paklausti mokytojos/klasioko pagalbos.

5. I wasn’t afraid of asking the teacher/a classmate for help
- Nebijojau paklausti mokytojos/klasioko pagalbos.

1. I can use
will
in a sentence
2. I can use
be going to
in a sentence
3. I can use
Present Continuous
in a sentence
4. I can use
time clauses
in a sentence
Nesinaudodami vadovėlio pavyzdžiais, mokiniai 5 sakiniuose įrašys teisingą laiko formą, padarydami ne daugiau 3 klaidų.
Objectives:
Uždaviniai:
Mokymosi uždavinių komponentai:


atlikimas
sąlyga
kriterijus

 atlikimas (ką mokiniai gebės padaryti, - svarbiausias ketinimas);
 kokiomis sąlygomis (tinkamas kontekstas);
 kokiais kriterijais bus remiamasi vertinant (su kokiu standartu lyginti sėkmę).



1.Naudojantis nurodytomis daugiatomėmis enciklopedijomis dirbant poromis, be mokytojos pagalbos surasti ir trumpai užrašyti atsakymą bent į vieną iš 5 mokytojos pateiktų klausimų (5 kl.)


2. Naudodamiesi vadovėlio pavyzdžiais, dirbant individualiai, be mokytojos pagalbos mokiniai bent trijuose iš penkių sakinių įrašys teisingą laiko formą (8b)


3. Nesinaudodami vadovėlio pavyzdžiais, dirbant individualiai, be mokytojos pagalbos mokiniai 5 sakiniuose įrašys teisingą laiko formą, padarydami ne daugiau 2 klaidas (8c)


7 form
Uždaviniai:
Pagal vadovėlio pavyzdžius, jūs papasakosite apie eismo įvykius, kurie yra rodomi vietinės televizijos realybės šou, panaudojant ne mažiau kaip

10 sakinių
15 iš 30 naujų žodžių;
4 iš 11 judėjimo prielinksnių

ir padarysite ne daugiau kaip

8 gramatinių ir tarimo klaidų
6 form
5 form
Conditionals Types 0,1,2
Naudojantis pratybų sąsiuvinio gramatikos banku, dirbant individualiai, be mokytojos pagalbos
- surasti, atsakyti (ne mažiau kaip 1 iš visu pateiktu) ir trumpai užrašyti atsakymą į mokytojos pateiktus klausimus;
- nustatysite bent 3 iš visų šalutinių sąlyginio tipo sakinių .

Using the grammar bank in your WB, working individually, you'll :
- answer the suggested questions(at least 1 out 5) and shortly write the answers in your grammar theory notebook;
- identify the type of Conditionals in at least 3 sentences out of all suggested
Explain the rule applied to these sentences:

1.If you heat ice, it melts.
2.Ice melts if you heat it.

3.When you heat ice, it melts.
4.Ice melts when you heat it.

5.If it rains, the grass gets wet.
6.The grass gets wet if it rains.

7.When it rains, the grass gets wet.
8.The grass gets wet when it rains.

9. If you want to come, call me before 5:00.
10.Meet me here if we get separated.

The zero conditional is also often used to give instructions, using the imperative in the main clause.
1.If Bill phones, tell him to meet me at the cinema.
2.Ask Pete if you're not sure what to do.

Identify the type of Conditional sentences

1.If you don't hurry, you will miss the train.
2.If it rains today, you will get wet.
3.If you went to bed earlier, you would not be so tired.
4.If it rained, you would get wet.
1. I can identify Conditional Type 0 in a sentence
2. I can identify Conditional Type 1 in a sentence
3. I can identify Conditional Type
2
in a sentence

On the blackboard against each statement put
+
or
-
Self-assessment
At the beginning of the lesson
assess your knowledge
At the end of the lesson
assess your knowledge
Have you made any progress?
1. I’ve understood the RULES and applied them properly -
Gerai supratau TAISYKLES ir mokejau jas tinkamai pritaikyti.

2. Partially understood the rules and partially was able to apply them –
Dalinai supratau taisykles ir dalinai sugebėjau pritaikyti.

3
. I knew nothing at all and couldn’t do any tasks –
Aš nieko nežinojau ir nieko negalėjau atlikti

4.I was afraid of asking the teacher/a classmate for help
- Bijojau paklausti mokytojos/klasioko pagalbos.

5. I wasn’t afraid of asking the teacher/a classmate for help
- Nebijojau paklausti mokytojos/klasioko pagalbos.

1. I can identify Conditional Type 0 in a sentence
2. I can identify Conditional Type 1 in a sentence
3. I can identify Conditional Type
2
in a sentence

Additional rule to the theory
Objectives:
According to the example in your SB,
you'll tell about the road crime in your town
featured in a reality show on a local TV and
you will:

use at least 10 sentences:
15 out of 30 new words;
4 out of 11 prepositions of movement
make no more than 8 grammar and pronunciation mistakes
The police video footage of the road crime in Mazeikiai
Po namų darbų patikrinimo, nesinaudodami vadovėlio pavyzdžiais, dirbdami individualiai, mokiniai 8 sakiniuose įrašys teisingą laiko formą, padarydami ne daugiau nei 5 klaidas.
After checking your HW and completion the task, without using a coursebook's examples, working individually,
you'll write the correct tense form in 8 sentences with no more than 5 mistakes.
Task 2
Write the correct form of the verbs in brackets:

1. If I (be) the Queen of England, I (give) everyone a chicken. (But I am not the Queen.)
2. If public transport (be) efficient, people stop using their cars.
3. If you don't leave, I (call) the police.
4.If my husband (have) a cold, I usually catch it.
5. If you drop that glass, it (break).
6.Plants (die) if they (not get) enough water.
7. If you really (love) me, you would buy me a diamond ring.
8.If you (mix) red and blue, you (get) purple.


Task 1.

Write the correct form of the verbs in brackets:

1.If I knew where she lived, I (go) and see her.
2. Nobody will notice if you (make) a mistake.
3 If you (not drop) the gun, I'll shoot!
4. If I have time, I (finish) that letter.
5. What will you do if you (miss) the plane?
6. If the weather (not be) so bad, we would go to the park. (But the weather is bad so we can't go.)
Check your answers:

1.If I
knew
where she lived, I
would go
and see her.
2.Nobody
will notice
if you
make
a mistake.
3 If you
don't drop
the gun, I'
ll shoot
!
4.If I
have
time, I'
ll finish
that letter.
5. What
will
you
do
if you
miss
the plane?
6. If the weather
wasn't
so bad, we
would go
to the park. (But the weather is bad so we can't go.)
1. If I
were
the Queen of England, I
would give
everyone a chicken. (But I am not the Queen.)
2.If public transport
is
efficient, people
stop
using their cars.
3.If you
don't leave
, I
will call
the police.
4. If my husband
has
a cold, I usually
catch
it.
5.If you
drop
that glass, it
will break
.
6.Plants
die
if they
don't get
enough water.
7.If you really
loved
me, you
would buy
me a diamond ring.
8.If you
mix
red and blue, you
get
purple.
At the beginning of the lesson
assess your knowledge
I can
differ
Conditionals 0,1,2 in sentences and
apply
the correct form of the verb.
On the blackboard put
+ ...
or
- ...
At the end of the lesson
assess your knowledge
Have you made any progress?
1. I’ve understood the RULES and applied them properly -
Gerai supratau TAISYKLES ir mokejau jas tinkamai pritaikyti.

2. Partially understood the rules and partially was able to apply them –
Dalinai supratau taisykles ir dalinai sugebėjau pritaikyti.

3
. I knew nothing at all and couldn’t do any tasks –
Aš nieko nežinojau ir nieko negalėjau atlikti

4.I was afraid of asking the teacher/a classmate for help
- Bijojau paklausti mokytojos/klasioko pagalbos.

5. I wasn’t afraid of asking the teacher/a classmate for help
- Nebijojau paklausti mokytojos/klasioko pagalbos.

Checking HW - WB, p.80-81, ex.6-10
Compare the factual result with your assessment.

Points

Mark
31-32 points - 10
28 - 30 - 9
24 - 27 - 8
21 - 23 - 7
18 - 20 - 6
15- 17 - 5
14 - 12 - 4
11 - ... - 3

Assess yourself and compare

Points Mark
6 10
5 8
4 7
3 4
2 3
Assess yourself and compare

Points Mark
8 10
7 9
6 8
5 6
4 5
3 4
2 3

I can
differ
Conditionals 0,1,2 in sentences and
apply
the correct form of the verb.
Po namų darbų patikrinimo (WB, p.4; SB- VB1),

naudodamiesi vadovėlio pavyzdžiais (SB, p.10), dirbant individualiai, be mokytojos pagalbos mokiniai parašis bent 4 iš 9-ų sakinių su naujais žodžiais, kurie vardina veiklas ir vietas. (
žodybėlio 1b
)

Checking HW - WB, p.4, ex.1-3
Compare the factual result with your assessment.

Points Mark
32-33 points - 10
29 - 31 - 9
25 - 28 - 8
22 - 24 - 7
18 - 21 - 6
15- 17 - 5
14 - 12 - 4
11 - ... - 3

The aim:
To present new vocabulary for places and activities.
Objectives:
After analysis of your HW (WB, p.4; SB- VB1),

using the examples given in your coursebook (SB, p.10),
working in pairs, you'll make and write at least 4 sentences out of 9 with new vocabulary for
places
and
activities (module 1b).
Places & activities
Points Marks
Points Mark
32-33 points 10
29 - 31 9
25 - 28 8
22 - 24 7
18 - 21 6
15- 17 5
14 - 12 4
11 - ... 3

Points - Mark
5 -10
4 -8
3 -6
2 -4
1 -2


Points Mark
8 10
7 9
6 8
5 6
4 5
3 4
2 3

Points Mark
6 10
5 8
4 7
3 4
2 3

Points Mark
7 10
6 9
5 7
4 6
3 4
2 3

Points Mark
9 10
8 9
7 8
6 7
5 6
4 4
3 3

Points Mark
10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 3

Points Mark
11 10
10 9
9 8
8 7
7 6
6-5 5
4 4
3 3

http://rubistar.4teachers.org/index.php?screen=NewRubric&section_id=1#01
THE WEBSITE WHERE YOU CAN GENERATE THE CRITERIA FOR DIFFERENT TYPES OF TASKS
Clearly map out for your students what you do to help them learn so that when you do it, they know what you are doing and why, and they will be more willing to help.
For each learning activity, I explain the standards of performance, as well as the limits of behavior. For example:

You have 15 minutes, and you will be working with your partner on designing a structure out of newspaper that will reach the ceiling. You may use inside voices to quietly discuss your plans with your partner. If you have questions, please put the red cup on your desk, and I will come and help you as soon as possible. Meanwhile, keep working on other things until I get there.
Tips for a teacher
A. Characteristics of a collaborative problem-solving tasks

1. The task must involve a solvable problem which will require two or more people to reach a solution. There should be multiple ways to work through the problem.

2. The materials and other resources necessary to solve the problem should be listed by the teacher.

3. Different materials and resources should be allocated to the students engaged in solving the problem. Each student should be given a unique set of materials and resources and there should be no overlap between what the students receive. Different information and resources are controlled by different collaborators;

4. At some point during the problem solution process one or more of the students should be able to identify a general principle or rule that needs to be shared among the partners in or-der to collaboratively solve the problem;

5. The problem can be based in a curriculum area of learning or be curriculum-free.
B. Description of the puzzle challenge to carry out with your students

Most collaborative problems that need to be solved by two or more people are like jigsaw puzzles.
Follow the instructions below to try this challenge out with your students!
If you want to try it out with more than one group at a time, you will need several puzzles!

- Find a small, readily solveable jigsaw puzzle to use with your students
- Divide the jigsaw pieces amongst two, three or four students. Each student should receive some pieces but not necessarily the same number of pieces. Encourage students to make notes of the steps they are doing to solve the problem, while it is being carried out, as after they solve the puzzle, they will need to create a ‘student log’ by answering questions about the process they used to solve the puzzle.
- The students should not know at the beginning what the picture, pattern or final jigsaw puzzle would look like. This is something that they should discover during the process. It is at this point that planning and hypothesis testing would emerge in the process.
- Observe the students while they carry out the challenge but do not necessarily try to assess each individual.
- Collect the student logs and analyze them by referring to any of the developmental progressions provided in Professor Patrick Griffin’s paper available
https://padlet.com/olga_pileckiene/urnltlwmmjqi
C. A list of questions students can answer after they have solved the puzzle to create a student log
Please note that the questions listed below are indicative only. The teacher should adapt them as appropriate to suit the age group they are teaching and their students’ level of learning.
1. Describe the way you participated in this exercise. Just make a few notes about the kind of action that you took.
2. List three ways that you interacted with the other people helping to solve this problem.
3. Did you feel like giving up? Were you determined to see this through to the end of the problem solution? Did you start to hope that your partners would solve the problem for you? Did you take the lead and be determined to solve the problem? List three ways in which you showed that determination.
4. How did you respond to your partner’s suggestions during the process of solving the problem? Make a couple of notes to illustrate how you responded.

5. Describe two ways in which you allowed your partner to help solve the problem.
6. Did you and your partners have any different ways of solving the problem? How did you resolve these different ways so that you could use a united approach?
7. Describe your best contribution to this problem solution. Describe some of the mistakes that you made in solving the problem.
8. Describe your partner’s best contribution to the problem solution. Now describe some of the mistakes that your partner made in solving the problem.
9. Make a few notes about how you took responsibility and took the lead at some points in this process of solving the problem.

10. When you first got your information about the problem to be solved (in this case a set of jigsaw pieces) what was your first action in identifying what you had and more importantly what you did not have that would help solve the problem?
11. Apart from solving the overall problem, what was the first step that you thought you had to take in order to begin the process of problem solving? Were there other things that you also thought you would have to do in order to solve the problem? If so give a short description.
12. Were you able to organise the materials (in this case the jigsaw puzzle pieces) you had to help the process of solving the problem?
13. Did you find sometimes that you were unsure of how to proceed? What did you do to find a way forward in working with your partner and clarifying the steps that you needed to take?

14. When you organised the materials that you had (in this case the jigsaw puzzle pieces) what other information did you think you needed in order to finalise and solve the problem with your partner? Make a few notes about the sorts of information you had to find.
15. How would you describe the way you went about this? Did you try ideas and find out what worked and what did not work? Describe this process. Were you able to organise the steps that you needed to take and the steps that your partner needed to take? Make a few notes to describe how you went about this.
16. Did you identify the way in which some of the materials (in this case the jigsaw puzzle pieces) were similar? Describe the way you were able to organise the pieces to make it easier to work on the problem.

17. Were you able to say that in some cases particular materials (in this case the jigsaw puzzle pieces) that you had could be classified into groups that had similar properties? What were those properties? Describe how this was a specific approach that you needed to take.
18. If you were presented with another similar problem would you know exactly what the steps are that you would need to take in order to solve it? What would those steps be? List the steps and explain why each step is important.
19. Did you and your partner solve the problem? Who do you think contributed most to the solution? Was anyone able to do nothing and still have the problem solved? Was anyone more important than anyone else in solving the problem? If so, why would you say this and describe why these differences in contribution were important to solving the problem.
20. Was the way you solved the problem the best of all possible ways to do it? Did you consider exploring another way? What changes would you make to the procedures in order to find another solution?

D. Instructions on how to interpret the student logs
- Please refer to Patrick Griffin’s paper, available under video talk 3.3.3 (and in the Module 3 library) and choose a developmental progression to use as a reference to interpret the student logs.

https://padlet.com/olga_pileckiene/urnltlwmmjqi

Points Mark
12 10
11 9
10-9 8
8 7
7 6
6 5
5 4
4 3

Points Mark
13 10
12-11 9
10 8
9 7
8 6
7-6 5
5 4
4 3

Points Mark
14 10
13-12 9
11 8
10 7
9-8 6
7 5
6-5 4
4 3

Points Mark
15 10
14-13 9
12 8
11 -10 7
9 6
8- 7 5
6 4
5 3

Points Mark
16 10
15-14 9
13-12 8
11 7
10 -9 6
8 5
7 -6 4
5 3

Points Mark
17 10
16-15 9
14-13 8
12 7
11-10 6
9-8 5
7 -6 4
5 3

Points Mark
19 10
18-17 9
16-15 8
14-13 7
12-11 6
10-9 5
8-7 4
6-5 3

Points Mark
18 10
17-16 9
15-14 8
13-12 7
11-10 6
9 5
8-7 4
6-5 3

Points Mark
20-19 10
18-17 9
16-15 8
14-13 7
12-11 6
10-9 5
8-7 4
6-5 3

Points Mark
21-20 10
19-18 9
17-16 8
15-14 7
13-12 6
11-10 5
9-8 4
7-6 3

Points Mark
22-21 10
20-19 9
18-17 8
16-15 7
14-13 6
12-10 5
9-8 4
7-6 3

Points Mark
23-22 10
21-20 9
19-18 8
17-16 7
15-13 6
12-11 5
10-9 4
8-6 3

Points Mark
24-23 10
22-21 9
20-19 8
18-17 7
16-14 6
13-11 5
9 4
8-6 3

Points Mark
25-24 10
23-22 9
21-19 8
18-17 7
16-14 6
13-12 5
11-9 4
8-7 3

Points Mark
25-24 10
23-22 9
21-19 8
18-17 7
16-14 6
13-12 5
11-9 4
8-7 3

Points Mark
35-34 10
33 - 30 9
29 - 27 8
26 - 23 7
22 - 20 6
19- 16 5
15 - 13 4
12 – 9 3

Points Mark
34-33 10
32 - 29 9
28 - 26 8
25 - 23 7
22 - 19 6
18- 16 5
15 - 12 4
11 – 9 3

Points Mark
33-32 10
31 - 29 9
28 - 25 8
24 - 22 7
21 - 19 6
18- 15 5
14 - 12 4
11 – 9 3

Points Mark
26-25 10
24-23 9
22-20 8
19-17 7
16-15 6
14-12 5
11-10 4
9-7 3

Points Mark
27-26 10
25-23 9
22-21 8
20-18 7
17-15 6
14-13 5
12-10 4
9-7 3

Points Mark
28-27 10
26-24 9
23-21 8
20-19 7
18-16 6
15-13 5
12-10 4
9-7 3

Points Mark
29-28 10
27-25 9
24-22 8
21-19 7
18-16 6
15-14 5
13-11 4
10-8 3

Points Mark
30-29 10
28-26 9
25-23 8
21-20 7
19-17 6
16-14 5
13-11 4
10-8 3

Points Mark
31-30 10
29-27 9
26-24 8
23-21 7
20-18 6
17-14 5
13-11 4
10-8 3
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