Product and Assessing my Learning Process
Assessing my Learning Process Checklist
Questionnaire Do the following activities:
Use the checklist to evaluate your questionnaire. Ask students to reflect on each of the items and to check the ones they think they accomplished. Self-evaluation 1. Work in small groups. Take turns to explain how to create a questionnaire. Give examples where you can. Organize students in pairs. Read the instructions out loud. Monitor and provide support as needed. Regroup students into groups of four and ask them to discuss their responses. Give students a minute to reflect on how successfully they completed the activity. Elicit reflections from the different groups. 2. Look back through the lessons and check what you have learned to learn, to know, and to do. After that, you can go to page 119 again and check. Tell students to go to page 119 to check the themes presented in the Appendix so they can recall what they learned. 3. In your notebook, write what you think was difficult to achieve. Check the tips given at the end of each lesson and explain how they may help you to improve. Invite students to reread the tips given at the end of each lesson and reflect on how these tips may help them to improve. Have them write their conclusions in their notebook. Make sure to record which students need help so that you may design strategies to support them. How can you find things out about others? Finally, organize the class into small groups and read the title of the unit aloud: How can you find things out about others? Give them a few minutes to discuss their answers while you walk around and monitor, making notes. Summarize what has been said; try to include everyone’s ideas using your notes.
• Have all your cards with useful expressions, cards with selected information, and list of questions ready. • Work in small groups. • Compare the expressions, cards with selected information, and list of questions you wrote. • Choose your topic. Look for and select information that is relevant to your topic that you can use to create a questionnaire. • Write at least ve di erent questions. Use di erent question types. • Check your spelling and punctuation. • Work with another group. Ask them to answer your questionnaire. Assessing my Learning Process Checklist
Use the checklist to evaluate your questionnaire. We searched for information about our topic. We selected relevant information. We wrote di erent types of questions. Our questions are written correctly. We checked our spelling and punctuation.
Self-evaluation 1 Work in small groups. Take turns to explain how to create a questionnaire. Give examples where you can. 2 Look back through the lessons and check what you have learned to learn, to know, and to do. Then look at page 119 and check again. 3 In your notebook, write what you think was di cult to achieve. Check the tips given at the end of each lesson and explain how they may help you improve.
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Questionnaire
In this session, students will create their own questionnaire. Put students into groups. Encourage them to use all the language in their portfolio to help them with the task. Tell them to pool together all the expressions, selected information, and list of questions they wrote and decide together which ones to use (or write new ones) to create a questionnaire. Let students produce their final questionnaire. You can ask them to check their own spelling and punctuation, or to edit and swap their work. Then ask students to work together with another group to take turns to interview each other using their questionnaire. If there is time, they can interview more than one other group to collect information about the class. Remember you always have the option to adapt the product to your class’s needs and interests. If students are not confident enough to come to the front of the class, first put them into pairs and ask them to practice. You can then regroup and ask them to practice again and again, until they feel more confident.
Unit 9 • Activity Book p. 94
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