Categoría: level 4

2º ciclo, level 4, level 4, Surveys

World Mission 2: A TV interest survey

María Abilleira Pomar

World Mission 2 is completed in Level 4.

In this new mission, students found out about TV interest in their class and wrote a short report.To do so, they had to beat different levels:

  • Level 1: Write a questionare
  • Level 2: Interview a friend
Level 2: Interview
mission-2-presentacion-4oDescarga\t
  • Level 5: Give an oral presentation

CLICK HERE TO DONWLOAD WORLD MISSION 2 RESOURCE

2º ciclo, level 4, WORLD MISSION

World Mission 1 in Grade 4

María Abilleira Pomar

World Mission 1 in Grade 4 is over.

The last part of World Mission 1 involves presenting students’ works and analizing them. It “allows students to develop a deeper insight into the quality of their own work through the assessment of peers’ work. Students take responsibility for assessing the work of their peers using the assessment criteria.”

What are the pros?

  • students take responsibility for making assessment judgments and learn how to evaluate work by their peers
  • students develop the skills to reflect on and evaluate their own work
  • students learn from formulating feedback to their peers
  • students receive a broader range of feedback from multiple peer assessors, who are working on a similar task, and are at a similar stage in learning
  • students are motivated to engage with the assessment task, and to engage in dialogue about feedback

    Excerpt from the article “Peer assessment” published by Learning and Teaching Hub @Bath

    A derradeira parte da misión consiste en presentar os traballos e analizalos. Isto permite ao alumnado desenvolver unha visión máis profunda da calidade do seu propio traballo a través da avaliación do traballo dos seus compañeiros. Os estudantes asumen a responsabilidade de avaliar o traballo dos seus compañeiros utilizando os criterios de avaliación.

    Cales son as vantaxes?

    • Os estudantes asumen a responsabilidade de emitir xuízos de avaliación e aprenden a avaliar o traballo dos seus compañeiros.
    • Os estudantes asumen a responsabilidade de emitir xuízos de avaliación e aprenden a avaliar o traballo dos seus compañeiros.
    • Os estudantes aprenden formulando retroalimentación aos seus compañeiros.
    • Os estudantes reciben unha gama máis ampla de comentarios de múltiples pares avaliadores, que están a traballar nunha tarefa similar e atópanse nunha etapa similar de aprendizaxe.
    • Os estudantes están motivados para participar na tarefa de avaliación e establecer un diálogo sobre a retroalimentación.

    Estracto do artículo “Peer assessment” publicado por Learning and Teaching Hub @Bath

    Here you have the missions