Indeed, this assessment succeeds in several education aims, ‘knowledge age essentials’, ‘21st Century Pedagogy’ and assessments’ types. This essay will investigate how this assessment accomplishes those (rationale).
Aims of education
The thinking hats activity achieves many of education aims. Firstly, in involves the group work by having six groups think about their own hat color to demonstrate learning regardless to collaborative work (Thornbury, 1999). Students are encouraged to work collaboratively to discuss a real issue that affect the UAE context. Therefore, discussing real problems in a collaborative way will assist the learners to achieve an advanced performance remarkably (Harmer, 2001).
It encourages Social and civic involvement, where learners are able to communicate, and explain their thought through their hat colors. As a result, it encourages them to be aware of the problems around them and evaluate the positive and negative sides of it, which mainly will motivate them to create a model of different solutions at the end. This activity supports the practical wisdom by thinking about the issue critically and applies their some practicality in designing models that match their own thinking hats.
Knowledge Age Essentials
According to the knowledge age essentials, students will think critically about a problem, which will support them to think about issues around the word and predict some solutions to face them. Moreover, creativity enhances the learners to learn by doing in term of applying a model for each group to motivate them to imply their thoughts through reality. In addition to collaborative work the activity enriches to immerse the students with a group work to benefit from in the future and work collaboratively in their jobs. Students will get the chance to reflect on some changes that might happen and rely on their selves esteem to be part of being an effective part in the society.
21st Century Pedagogy
This assessment encourages the learners to do lots of critical thinking by having the whole assessment based on thinking skills not something else. Engaging students with critical thinking classrooms will construct their own ability to handle any future problems to support their development (Berk, 2009). Creativity is one of the values that took a place in this assessment; where the learners have to produce a model depend on their thinking hat at the end of the lesson to check their learning. ICT is an essential role in our 21st Century, so the students will be able to construct their models into specific programs to establish a sufficient solutions to service the world in future generally and UAE specifically.
There is huge evidence that students get Blooms Taxonomy skills; low levels students will get the chance to think in low-order of thinking area, and continue on pushing them up to the higher ones by starting to evaluate and create a model. Higher order of thinking skills emphasizes the learning to be sufficient and service the new century with no fear of being able to handle it or not.
The crucial advantage is creativity during thinking critically about an issue, discussing and sharing ideas collaboratively, and ends with creating a model to share their thoughts and experiences (Wragg, 2001). Overall, fluency took a place which has been already enhanced by the communicative language teaching approach through having the students work collaboratively and use the language without being marked in accuracy.
Assessment
This assessment covers some types of assessments. The thinking hat assessment is a divergent assessment because the task is all about their ideas they are producing, which will not support only one correct answer (Airasian and Russell, 2008).It engages the learners with an appropriate atmosphere to do a formal formative assessment as groups and they will be assed in their team work. It illustrates the advantage of assessing each group on what they did good, and what do they need to work on next time. Giving supportive feedback will build up their personalities to encourage them to learn from their mistakes.
References
Airasian, P. W., & Russell, M. (2008). Classroom assessment: Concepts andapplications (6th ed.). New York, NY: McGraw-Hill Higher Education. Berk, L.E. (2009). Child Development. (8th ed.). Boston: Pearson Education. Harmer, J. (2001). The practice of English language teaching (3rd. ed.). London: Longman.
Thornbury, S. (1999). How to teach grammar. Harlow: Pearson Education
Limited. Wragg, E. C. (2001). Assessment and learning in the primary school (New rev.ed.). London ; New York: Routledge Falmer. ICT wiki links
Introduction
Indeed, this assessment succeeds in several education aims, ‘knowledge age essentials’, ‘21st Century Pedagogy’ and assessments’ types. This essay will investigate how this assessment accomplishes those (rationale).
Aims of education
The thinking hats activity achieves many of education aims. Firstly, in involves the group work by having six groups think about their own hat color to demonstrate learning regardless to collaborative work (Thornbury, 1999). Students are encouraged to work collaboratively to discuss a real issue that affect the UAE context. Therefore, discussing real problems in a collaborative way will assist the learners to achieve an advanced performance remarkably (Harmer, 2001).
It encourages Social and civic involvement, where learners are able to communicate, and explain their thought through their hat colors. As a result, it encourages them to be aware of the problems around them and evaluate the positive and negative sides of it, which mainly will motivate them to create a model of different solutions at the end. This activity supports the practical wisdom by thinking about the issue critically and applies their some practicality in designing models that match their own thinking hats.
Knowledge Age Essentials
According to the knowledge age essentials, students will think critically about a problem, which will support them to think about issues around the word and predict some solutions to face them. Moreover, creativity enhances the learners to learn by doing in term of applying a model for each group to motivate them to imply their thoughts through reality. In addition to collaborative work the activity enriches to immerse the students with a group work to benefit from in the future and work collaboratively in their jobs. Students will get the chance to reflect on some changes that might happen and rely on their selves esteem to be part of being an effective part in the society.
21st Century PedagogyThis assessment encourages the learners to do lots of critical thinking by having the whole assessment based on thinking skills not something else. Engaging students with critical thinking classrooms will construct their own ability to handle any future problems to support their development (Berk, 2009). Creativity is one of the values that took a place in this assessment; where the learners have to produce a model depend on their thinking hat at the end of the lesson to check their learning. ICT is an essential role in our 21st Century, so the students will be able to construct their models into specific programs to establish a sufficient solutions to service the world in future generally and UAE specifically.
There is huge evidence that students get Blooms Taxonomy skills; low levels students will get the chance to think in low-order of thinking area, and continue on pushing them up to the higher ones by starting to evaluate and create a model. Higher order of thinking skills emphasizes the learning to be sufficient and service the new century with no fear of being able to handle it or not.
The crucial advantage is creativity during thinking critically about an issue, discussing and sharing ideas collaboratively, and ends with creating a model to share their thoughts and experiences (Wragg, 2001). Overall, fluency took a place which has been already enhanced by the communicative language teaching approach through having the students work collaboratively and use the language without being marked in accuracy.
Assessment
This assessment covers some types of assessments. The thinking hat assessment is a divergent assessment because the task is all about their ideas they are producing, which will not support only one correct answer (Airasian and Russell, 2008).It engages the learners with an appropriate atmosphere to do a formal formative assessment as groups and they will be assed in their team work. It illustrates the advantage of assessing each group on what they did good, and what do they need to work on next time. Giving supportive feedback will build up their personalities to encourage them to learn from their mistakes.References
Airasian, P. W., & Russell, M. (2008). Classroom assessment: Concepts and applications (6th ed.). New York, NY: McGraw-Hill Higher Education.
Berk, L.E. (2009). Child Development. (8th ed.). Boston: Pearson Education.
Harmer, J. (2001). The practice of English language teaching (3rd. ed.). London: Longman.
Thornbury, S. (1999). How to teach grammar. Harlow: Pearson Education
Limited.
Wragg, E. C. (2001). Assessment and learning in the primary school (New rev.ed.). London ; New York: Routledge Falmer.
ICT wiki links
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