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X-WR-CALNAME:Teaching & Learning
X-ORIGINAL-URL:https://www.teachingandlearning.ie
X-WR-CALDESC:Events for Teaching & Learning
BEGIN:VEVENT
DTSTART;VALUE=DATE:20160427
DTEND;VALUE=DATE:20160427
DTSTAMP:20171103T120806
CREATED:20151028
LAST-MODIFIED:20161006
UID:18648-1461715200-1461801599@www.teachingandlearning.ie
SUMMARY:Formative Assessments Strategies to Engage Learners
DESCRIPTION:[dt_quote type="blockquote" font_size="big" animation="none" background="plain"]Click here to view the Seminar Report[/dt_quote]\n\nPresenters:\n\nPadraig Hyland – University of Limerick\nMaurice Harmon – Mary Immaculate College\n\n \n\nClickers’ (Personal Response Devices) are becoming more popular in Higher Education as an approach to formative assessment in medium to large lectures. ‘Assessment plays a pivotal role in all forms of teaching and learning\, not just in the demonstration of learner achievement but also in shaping learners’ approaches to study\, in providing emphasis\, setting standards and in facilitating a reflective\, developmental metacognition.’ (NFTL\, 2015: 61) By using ‘Clickers’ to add interactivity to lectures\, instructors can pose questions to the entire class\, collate the responses and present the results to students in real time. Questions can be focussed to prompt deeper thinking about a problem\, to spark discussion among students\, to monitor students' understanding of a concept and to provide instant feedback to the class. Students can respond individually or in groups depending on the activity and its purpose\, with the option of anonymity available at the instructor's discretion.\nThis seminar aims to explore the enhancement theme ‘Assessment FOR\, OF and AS Learning’ from a formative assessment perspective. It aims to develop how ‘formative assessment can foster student retention and success by engaging students in their own learning process and helping instructors adjust to learners' needs in real time.’ (Briggs and Keyek-Franssen\, 2010: 1)\nThis seminar will bring together practitioners from around Ireland to share how they are addressing and exploring Assessment FOR learning in their lectures. In addition it will highlight the ongoing evidence base from within the Shannon Consortium by presenting practitioner experiences where ‘Clicker’ technology has been incorporated into lectures to facilitate formative assessment.\n\n \n\nLearning Outcomes:\n\nTo share findings from clicker implementations that focus on formative assessment\nTo reflect on how findings could be applied to different teaching and learning contexts\nTo identify common success criteria for clicker implementations that engage learners\nTo develop a network of faculty and education technologists with an interest in 'Clicker' technology for formative assessment
URL:https://www.teachingandlearning.ie/event/formative-assessments-strategies-to-engage-learners/
LOCATION:University of Limerick\, Limerick\, Limerick\, Ireland
GEO:52.6685569;-8.5744815
X-APPLE-STRUCTURED-LOCATION;VALUE=URI;X-ADDRESS=University of Limerick Limerick Limerick Ireland;X-APPLE-RADIUS=500;X-TITLE=University of Limerick:geo:-8.5744815,52.6685569
CATEGORIES:National Seminar Series
ORGANIZER;CN="Padraig%20Hyland":MAILTO:padraig.hyland@ul.ie
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BEGIN:VEVENT
DTSTART;TZID=UTC+0:20160427T130000
DTEND;TZID=UTC+0:20160427T140000
DTSTAMP:20171103T120806
CREATED:20151027T221317
LAST-MODIFIED:20160408T095438
UID:18602-1461762000-1461765600@www.teachingandlearning.ie
SUMMARY:Transition from 'What if I get it wrong' to reporting Welfare and protection concerns
DESCRIPTION:Presenter:\n\nDeirdre Scott Institute of Technology Sligo\n\nThis on line lecture will address the use of:\n\n\tcase studies\n\trole play\n\treflection\n\nin helping students make the transition from being afraid of making a mistake to submitting a  welfare and protection referral.\nThe lecture will provide information on the assessment methods used in the module - role play along with completion of referral documentation.\nWhen asked \, at the beginning of the semester\, why people would hesitate in making a referral\, the majority are fearful of making a mistake in their judgement.  Through case studies throughout the semester they become aware of their role in the identification and reporting of welfare and protection concerns.  Through role play they develop the appropriate language for the sector\, along with knowledge of other professionals involved in keeping children\, older persons and people with disability safe from abuse.\nIn the assessment students complete a role play and are assessed on their knowledge of the referral system\, the social work department\, ability to convey empathy\, to question\, to provide support\, to refer to other agencies if appropriate.\nAdditional assessments concentrate on the identification of abuse along with required documentation.\n\n \n\nLearning Outcomes:\n\nLearners will be able to:\nExplain the contribution of case studies in assisting students develop knowledge  and language associated with welfare and protection concerns.\nDescribe how role play develops a student's knowledge of the sector\, the multi disciplinary team\, appropriate language and ability to discuss sensitive matters.\nDiscuss the assessment methods used to identify knowledge of the sector\, identification of welfare and protection concerns \,ability to relate to parents and professionals.\nOutline the role of reflection in developing self awareness and confidence in the area of welfare and protection.
URL:https://www.teachingandlearning.ie/event/transition-from-what-if-i-get-it-wrong-to-reporting-welfare-and-protection-concerns/
LOCATION:Limerick
CATEGORIES:National Seminar Series
ORGANIZER;CN="Deirdre%20Scott":MAILTO:scott.deirdre@itsligo.ie
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