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Сабақтың мақсаты

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Сабақтың мақсаты

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Оқушыларға ертегілердің тәрбиелік мәнін түсіндіру.

Тыңдалым, айтылым, жазылым дағдыларын дамыту.

Оқушыларды шығармашылық жұмысқа тарту.

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Ұйымдастыру кезеңі

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Ұйымдастыру кезеңі

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Оқушыларды сәлемдесу. Психологиялық тренинг: «Ертегілер әлемі» — әр оқушы өзіне ұнайтын ертегінің атын айтады.

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Мұғалім ютуб платформасынан Алдар көсенің ертегісін қосып тыңдатады. Сұрақтар:

Ертегінің негізгі кейіпкерлері кім?

Оқиғаның дамуы қандай?

Ертегінің тәрбиелік мәні неде?

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Famous Fairy Tale Audiobooks | Read & Listen for Free | 5-10 Min

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Fabulous fairy tales including Cinderella, Jack And The Beanstalk, Goldilocks, Hansel & Gretel and many more. “Simply superb!!” ⭐️⭐️⭐️⭐️⭐️

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Оқушылар топтарға бөлінеді. Әр топ өздері таңдаған ертегі бойынша қысқаша әңгімелейді. Басқа топтар сұрақтар қойып, пікір алмасады.

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Оқушыларға тапсырма: таңдаған ертегілері туралы шағын эссе жазу. Эссе құрылымы: Ертегінің аты, авторы, негізгі оқиға желісі, тәрбиелік мәні.

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Формативті бағалау

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Формативті бағалау

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Сабақ барысында білімділігі, белсенділігі арқылы оқушыларды бағалау. Әр топтың айтқан ойлары, эссе сапасы бойынша бағаланады.

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Examples of Formative and Summative Assessments

Both forms of assessment can vary across several dimensions (Trumbull and Lash, 2013):

Informal / formal

Immediate / delayed feedback

Embedded in lesson plan / stand-alone

Spontaneous / planned

Individual / group

Verbal / nonverbal

Oral / written

Graded / ungraded

Open-ended response / closed/constrained response

Teacher initiated/controlled / student initiated/controlled

Teacher and student(s) / peers

Process-oriented / product-oriented

Brief / extended

Scaffolded (teacher supported) / independently performed

Recommendations

Formative Assessment Ideally, formative assessment strategies improve teaching and learning simultaneously. Instructors can help students grow as learners by actively encouraging them to self-assess their own skills and knowledge retention, and by giving clear instructions and feedback. Seven principles (adapted from Nicol and Macfarlane-Dick, 2007 with additions) can guide instructor strategies:

Keep clear criteria for what defines good performance - Instructors can explain criteria for A-F graded papers, and encourage student discussion and reflection about these criteria (this can be accomplished though office hours, rubrics, post-grade peer review, or exam / assignment wrappers). Instructors may also hold class-wide conversations on performance criteria at strategic moments throughout a term.

Encourage students' self-reflection - Instructors can ask students to utilize course criteria to evaluate their own or a peer's work, and to share what kinds of feedback they find most valuable. In addition, instructors can ask students to describe the qualities of their best work, either through writing or group discussion.

Give students detailed, actionable feedback - Instructors can consistently provide specific feedback tied to predefined criteria, with opportunities to revise or apply feedback before final submission. Feedback may be corrective and forward-looking, rather than just evaluative. Examples include comments on multiple paper drafts, criterion discussions during 1-on-1 conferences, and regular online quizzes.

Encourage teacher and peer dialogue around learning - Instructors can invite students to discuss the formative learning process together. This practice primarily revolves around mid-semester feedback and small group feedback sessions, where students reflect on the course and instructors respond to student concerns. Students can also identify examples of feedback comments they found useful and explain how they helped. A particularly useful strategy, instructors can invite students to discuss learning goals and assignment criteria, and weave student hopes into the syllabus.

Promote positive motivational beliefs and self-esteem - Students will be more motivated and engaged when they are assured that an instructor cares for their development. Instructors can allow for rewrites/resubmissions to signal that an assignment is designed to promote development of learning. These rewrites might utilize low-stakes assessments, or even automated online testing that is anonymous, and (if appropriate) allows for unlimited resubmissions.

Provide opportunities to close the gap between current and desired performance - Related to the above, instructors can improve student motivation and engagement by making visible any opportunities to close gaps between current and desired performance. Examples include opportunities for resubmission, specific action points for writing or task-based assignments, and sharing study or process strategies that an instructor would use in order to succeed.

Collect information which can be used to help shape teaching - Instructors can feel free to collect useful information from students in order to provide targeted feedback and instruction. Students can identify where they are having difficulties, either on an assignment or test, or in written submissions. This approach also promotes metacognition, as students are asked to think about their own learning. Poorvu Center staff can also perform a classroom observation or conduct a small group feedback session that can provide instructors with potential student struggles.

Instructors can find a variety of other formative assessment techniques through Angelo and Cross (1993), Classroom Assessment Techniques (list of techniques available here).

Summative Assessment Because summative assessments are usually higher-stakes than formative assessments, it is especially important to ensure that the assessment aligns with the goals and expected outcomes of the instruction.

Use a Rubric or Table of Specifications - Instructors can use a rubric to lay out expected performance criteria for a range of grades. Rubrics will describe what an ideal assignment looks like, and "summarize" expected performance at the beginning of term, providing students with a trajectory and sense of completion.

Design Clear, Effective Questions - If designing essay questions, instructors can ensure that questions meet criteria while allowing students freedom to express their knowledge creatively and in ways that honor how they digested, constructed, or mastered meaning. Instructors can read about ways to design effective multiple choice questions.

Assess Comprehensiveness - Effective summative assessments provide an opportunity for students to consider the totality of a course's content, making broad connections, demonstrating synthesized skills, and exploring deeper concepts that drive or found a course's ideas and content.

Make Parameters Clear - When approaching a final assessment, instructors can ensure that parameters are well defined (length of assessment, depth of response, time and date, grading standards); knowledge assessed relates clearly to content covered in course; and students with disabilities are provided required space and support.

Consider Blind Grading - Instructors may wish to know whose work they grade, in order to provide feedback that speaks to a student's term-long trajectory. If instructors wish to provide truly unbiased summative assessment, they can also consider a variety of blind grading techniques.

Considerations for Online Assessments

Effectively implementing assessments in an online teaching environment can be particularly challenging. The Poorvu Center shares these recommendations.

References

Nicol, D.J. and Macfarlane-Dick, D. (2006) Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 31(2): 2-19.

Theall, M. and Franklin J.L. (2010). Assessing Teaching Practices and Effectiveness for Formative Purposes. In: A Guide to Faculty Development. KJ Gillespie and DL Robertson (Eds). Jossey Bass: San Francisco, CA.

Trumbull, E., & Lash, A. (2013). Understanding formative assessment: Insights from learning theory and measurement theory. San Francisco: WestEd.

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Examples of Formative and Summative Assessments Examples of Formative and Summative Assessments Formative Summative In-class discussions Instructor-created exams Clicker questions Standardized tests Low-stakes group work Final projects

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Ойын: "Кейіпкерді таны"

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Ойын: "Кейіпкерді таны"

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Мұғалім белгілі бір ертегі кейіпкерінің сипаттамасын айтады, оқушылар сол кейіпкерді табуға тырысады. Мысалы: Сипаттама 1: "Бұл адам өте ақылды, өткір әрі тапқыр. Ол әрқашан қиын жағдайлардан шығудың жолын табады." Жауабы Алдар көсе

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Akinator can read your mind and tell you what character you are thinking of, as if by magic. Think of a real or fictional character, answer few questions, and Akinator will try to guess who it is. Will you dare challenge the genie?

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Суммативті бағалау

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Суммативті бағалау

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Сабақ соңында кішігірім тест: Ертегілердің тәрбиелік мәні туралы сұрақтар болуы мүмкін.

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Make Online Quizzes in Minutes - Quiz Maker

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Make an amazing and fully customized online quiz in minutes, start for free. The webs easiest quiz maker. More than 15 milllion quizzes completed over 10 years

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Сабақты қорыту

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Сабақты қорыту

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Оқушылар топтарымен бірге ертегілердің негізгі мәнін талқылайды және өздерінің түсініктерін талдайды. Пікір алмасу арқылы қандай өмірлік сабақ алғандарын айтады.

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Оқушылардың алған әсерлері мен жаңа нәрселерді үйренгендері жайлы сыныпқа баяндама жасауы. Мұғалім әр оқушының пікірін тыңдап, қорытынды жасайды.

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Алдар Косе. Мультфильм. Күтпеген қонақ. Незваный гость.

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Шығармашылық жазба

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Шығармашылық жазба

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Үйде әр оқушы өздерінің ата-аналары немесе үлкенмен бір ертегіні тыңдап, сол туралы эссе жазу. Эсседе ертегінің негізгі тұжырымдамалары мен тәрбиелік мәніне тоқталу.

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Free Essays from Bartleby | Fairy tales are something that everyone has read or seen, they all seem to have important lessons at the end of each one to teach…

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Интернеттегі кейбір ертегілерді оқып, олардың тәрбиелік мәнін анасына немесе әпкесіне айтып беру.

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Classic fairy tales by Hans Christian Andersen, The Brothers Grimm, Charles Perrault, Aesop and others. This is where frogs chat to princesses, wolves huff and puff, and gingerbread men run away.

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Listen to FREE audio fairytales by Hans Christian Andersen, The Brothers Grimm, Charles Perrault, Aesop and Oscar Wilde. This is where frogs are kissed by princesses, wolves huff and puff, and gingerbread men run away.