How to use orality as a method/tool/support for formative assessment in station work
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Authors
Vier, Kristin Gjedrem
Bakke, Gry Gahre
Issue Date
2022
Educational Level
ISCED Level 2 Lower secondary education
Curriculum Area
Geographical Setting
Norway
Abstract
Background: The study focused on the use of stations around which students rotate as a teaching method. The teacher-researchers aimed to explore the effectiveness of this approach in promoting student oracy, engagement, self-regulation, and learning outcomes.
Aims: The primary aim was to investigate the impact of station work on student engagement, learning outcomes and the development of oral skills. They also wanted to examine the effects of different station activities, such as filming and group discussions, on student learning. They sought to understand the role of oral assessments, undertaken in the learning station environment, in promoting student competence and independence. They aimed to gather student feedback on the station work method and assess its impact on motivation and social learning.
Methods: The teacher-researchers conducted a series of research lessons using the station work method. They observed student behaviour, focussing on a group of focal students who were observed and also collected data through surveys and assessment of student work.
Findings: The study found that students expressed positive feedback and enjoyment of the station work method. They reported increased motivation and engagement when their work was assessed. Group discussions and role-playing activities were identified as the most effective stations for learning, while reading and drawing activities were perceived as less beneficial. The teacher- researchers also found that clear frameworks and preparation were crucial for effective station work. They noted the importance of incorporating oral assessments and providing external motivation for students. The study highlighted the need for ongoing reflection and adaptation of station activities to optimize learning outcomes.
Implications: The findings suggest that the station work method can be a valuable approach for promoting student engagement and learning. Teachers can benefit from incorporating oral evaluations and clear frameworks into their classroom practices. The study also emphasizes the importance of preparing students for station work and providing alternative options for those without access to specific technology. The teacher-researchers propose further exploration of orality and mid-term assessments as effective teaching strategies.
Aims: The primary aim was to investigate the impact of station work on student engagement, learning outcomes and the development of oral skills. They also wanted to examine the effects of different station activities, such as filming and group discussions, on student learning. They sought to understand the role of oral assessments, undertaken in the learning station environment, in promoting student competence and independence. They aimed to gather student feedback on the station work method and assess its impact on motivation and social learning.
Methods: The teacher-researchers conducted a series of research lessons using the station work method. They observed student behaviour, focussing on a group of focal students who were observed and also collected data through surveys and assessment of student work.
Findings: The study found that students expressed positive feedback and enjoyment of the station work method. They reported increased motivation and engagement when their work was assessed. Group discussions and role-playing activities were identified as the most effective stations for learning, while reading and drawing activities were perceived as less beneficial. The teacher- researchers also found that clear frameworks and preparation were crucial for effective station work. They noted the importance of incorporating oral assessments and providing external motivation for students. The study highlighted the need for ongoing reflection and adaptation of station activities to optimize learning outcomes.
Implications: The findings suggest that the station work method can be a valuable approach for promoting student engagement and learning. Teachers can benefit from incorporating oral evaluations and clear frameworks into their classroom practices. The study also emphasizes the importance of preparing students for station work and providing alternative options for those without access to specific technology. The teacher-researchers propose further exploration of orality and mid-term assessments as effective teaching strategies.
Description
Keywords (free text)
secondary education , social sciences , group work , learning stations , oral assessment , formative assessment