Figure 10 illustrates the stages involved in the pyramid pedagogical pattern. In the first phase the students work on their own to consider the problem, in the second phase they discuss their ideas and thinking in pairs. In the final phase there is a class debate, which may be followed by a voting solution. Figure 10: The pyramid pedagogical pattern The Consider C The Consider C is concerned with the ways in learners are encouraged to reflect on their learning and also demonstration of achievement of learning outcomes; i.e. the assessment component of a unit of learning. Assessment might be diagnostic, where the level of learners’ knowledge and competencies is assessed, formative assessment or summative assessment. Assessment and feedback are well known to be a key driver for learning. There are three types of assessment: tutor, peer or self-assessment. Nicol argues that: Assessment and feedback practices should be designed to enable students to become self-regulated learners, able to monitor and evaluate the quality and impact of their own work and that of others. The REAP principles The REAP project developed a set of 12 principles to promote more effective feedback and assessment: Help to clarify what good performance is (goals, criteria and standards) Encourage time and effort on challenging learning tasks Deliver high-quality feedback information that helps learners to Provide opportunities to act on feedback (to close any gap between current and desired performance) Ensure that summative assessment has a positive impact on learning Encourage interaction and dialogue around learning (peer-peer and teacher-learner) Facilitate the development of self-assessment and reflection in learning Give choice in a topic, method, criteria, weighting or timing of assessments Involve learners in decision making about assessment policy and practice Support the development of learning groups and learning communities Encourage positive motivational beliefs and self-esteem Provide information to teachers that can be used to help shape their teaching. Reflective learning Reflective learning has components: learning from experience, thoughtful deliberation, and systematic, critical and creative thinking about action with the intention of understanding its roots and processes. Schon () defines reflective practice as:
Figure 10 illustrates the stages involved in the pyramid pedagogical pattern. In the first phase the students work on their own to consider the problem, in the second phase they discuss their ideas and thinking in pairs. In the final phase there is a class debate, which may be followed by a voting solution. Figure 10: The pyramid pedagogical pattern The Consider C The Consider C is concerned with the ways in learners are encouraged to reflect on their learning and also demonstration of achievement of learning outcomes; i.e. the assessment component of a unit of learning. Assessment might be diagnostic, where the level of learners’ knowledge and competencies is assessed, formative assessment or summative assessment. Assessment and feedback are well known to be a key driver for learning. There are three types of assessment: tutor, peer or self-assessment. Nicol argues that: Assessment and feedback practices should be designed to enable students to become self-regulated learners, able to monitor and evaluate the quality and impact of their own work and that of others. The REAP principles The REAP project developed a set of 12 principles to promote more effective feedback and assessment: Help to clarify what good performance is (goals, criteria and standards) Encourage time and effort on challenging learning tasks Deliver high-quality feedback information that helps learners to Provide opportunities to act on feedback (to close any gap between current and desired performance) Ensure that summative assessment has a positive impact on learning Encourage interaction and dialogue around learning (peer-peer and teacher-learner) Facilitate the development of self-assessment and reflection in learning Give choice in a topic, method, criteria, weighting or timing of assessments Involve learners in decision making about assessment policy and practice Support the development of learning groups and learning communities Encourage positive motivational beliefs and self-esteem Provide information to teachers that can be used to help shape their teaching. Reflective learning Reflective learning has components: learning from experience, thoughtful deliberation, and systematic, critical and creative thinking about action with the intention of understanding its roots and processes. Schon () defines reflective practice as:
The-7Cs-of-Learning-Design.docx