For this task I decided to involve my students from two separate classes. The one class would help me write the safety quiz questions and the other class would take the test.
After explaining the tasks to the students, I had them breakup into groups of 3 and write two questions per group with (4) possible answers relating to kitchen health & safety.
Once the students completed this task we discussed these questions and as a class made a decision to which question we would present to the second class to answer.
In doing this I felt I contributed to student-centred learning by:
· encouraging the students to take responsibility for their (and their peers) own learning
· giving students a choice
· making the task meaningful
Dimensions of Learning (Marzano & Pickering, 2006)
I took these question and turned them into a PowerPoint presentation for my second class to take. The process of putting this quiz together was enjoyable and straightforward due to having recently worked with PowerPoint and by following simple instructions (within PowerPoint). If time was not a factor in this activity I would have also liked the students to put together the PowerPoint presentation.
Salomon and Perkins (1998, as cited in McInerney & McInerney, 2006) stated that a tool is used to extend the learners capability to achieve a desired result and to act as a cognitive scaffold.
See how you go with this quiz: http://www.mediafire.com/file/ttdce3k2vdo/Safety
I will keep you up to date with how the second class went with the quiz.
Marzano, R, J., & Pickering, D, J. (2006). Dimensions of learning: Teacher’s manual. Heatherton, Vic, Australia: Hawker Brownlow Education.
Mclnerney, D. M, & Mclnerney, V. (2006). Educational psychology constructing learning. Frenchs Forest, NSW, Australia: Pearsons Education Australia.
Photo: Retrieved August 23, 2009, from www.freedigitalphotos.net