Topic 6: Pedagogy & Assessment
How do you rationalise or theorise your approach to teaching? In
Topic 3 we learnt about the principles we should employ when designing a
learning program for media. Topic 6 introduces you to Productive Pedagogies, a
framework for teachers to consider when they plan and enact their teaching and
learning programs. Buckingham’s chapter explores some common activities and
strategies employed in the media classroom to teach about the media, media
technologies, media concepts and media products. Topic 6 also encourages you to
think about how you use assessment in your teaching and learning. Will you use
assessment tasks to measure what students have learnt (a summative assessment)?
Or will you use assessment tasks as a tool for learning (ongoing formative
assessment)? Will you use a mix of practical work and written reflection? How
can you ensure your assessments are valid? It would be worth thinking about
what assessment you will use for your media program of work (Assessment 3). On successful completion of this topic you should be able to: describe and implement the Productive Pedagogies framework; and describe some issues about the effective assessment of student work. Resources 1. Teaching media production from ViewMyTV, or view at Schools World TV: http://www.schoolsworld.tv/videos/teaching-media-media-production-in-the-classroom 2. Doing Group work assessment 3. Conducting group work 4. Student created videos and follow the links to video stories about people and communitie
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Activities This humorous clip provides a commentary on ineffective teaching and learning: Focus Questions 1. Summarise each of the four dimensions of the Productive Pedagogies framework (see resource on the left) 2. How can you integrate all or parts of the Productive Pedagogies framework into your website (Assessment 3)? 3. Watch the videos below on authentic learning. In what ways do the authentic learning approach align with the Productive Pedagogies perspective? 4. Lesson plans should contain: clearly expressed
objectives or outcomes, an introduction to the lesson (begin with an activity?), content, teaching strategies and a logical
sequence of ability-appropriate activities and resources, and a conclusion. Take note
of the key features of lesson plans from Topic 3 and sample lesson plans in your Reader. 5. Begin thinking about the two lessons you will need to write for Assignment 3. Think about your Assessment 3 website/program assignment. Reflect on
how you will – introduce your topic to your students, how you will
introduce your activities to the students, how you will link your
activities and lessons. 6. How will you assess students who complete your Media learning
program? Will you have inquiry or project work that you will assess as
the students progress, or at the end of your program? Is your assessment
task integrated into your teaching and learning program or is it an
add-on? Activities for External Students 1. Complete the above focus questions. 2. Review a range of assessment tasks and products (to be uploaded onto the website). Evaluate these according to: what the teacher might have taught to have the students produce these products, and the pedagogical effectiveness of their design. 3. By this week you should be making some progress on your website. Continue working on your website. Consider publishing what you have so far and sharing the link with other students. Workshop Activities Presenters of this topic will present next week. 2. Review a range of assessment tasks and products (to be uploaded onto the website). Evaluate these according to: what the teacher might have taught to have the students produce these products, and the pedagogical effectiveness of their design. WORKBOOK Have you updated your program ideas in the workbook? Have you checked out other people's ideas? Readings Feedback Create your free online surveys with SurveyMonkey, the world's leading questionnaire tool. |
