اصول و فنون کلی طراحی سوال

 

الف-اصولی که بايد قبل از طراحي سوال به آن توجه شود:

1-در طراحي آزمون ويژگی های دانش آموزان مدنظر باشد. تعداد سوالات ، بسته پاسخ يا باز  پاسخ بودن  آنها با توجه به دانش آموزان در نظر گرفته شود.به بودجه بندی کتاب توجه شود.

2-هدف آزمون مشخص شود وبا توجه به هدف ،نوع آزمون (مسابقه،آزمون پيشرفت تحصيلی .....)تعيين گردد.

3-اهداف آموزشي مورد نظر در جدول مشخصات درج گردد.در صورت امکان هدف نويسي توسط چند معلم و طراح انجام شود.در کل آزمون ،اهداف کم ارزش ملاک عمل قرار نگرفته وسوال پيش وپا افتاده داده نشود.

ب-اصولي که بايد هنگام طراحي سوال به آن توجه شود:

 1-سوال بايد اهداف آن درس را بسنجد بدين ترتيب سوال با هدف آموزشي منطبق بوده وبه روايي آزمون کمک ميکند.

2- بر اساس سطوح شناختي در جدول مشخصات از انواع سوالات باز پاسخ و بسته پاسخ استفاده شود.  

3- با افزايش تعداد سوالات اهداف بيشتری تحت پوشش قرار گيرد.

ادامه نوشته

Top Ten Ways To Teach Vocabulary

By Kelly Wilson

Building vocabulary is foundational at any reading level. Doesn’t matter who, where, or what

grade you teach – building vocabulary across the curriculum is a top priority.

Drilling lists of spelling and isolated content words can get monotonous. Dry. Bo-ring. But building vocabulary doesn’t have to be. Here are my top ten fun ways to help your students build a solid vocabulary foundation.

First up, some classroom systems or routines to help implement vocabulary study regardless of level:

Word Walls

Word Walls receive a prominent place in a classroom environment. They are usually front and center, large, and easy to see. These word walls are great places to put sight words and high frequency words throughout the year, adding content-rich vocabulary as you and your students explore across the curriculum.

Content Rich Words

 Kids love to learn something new, and sophisticated vocabulary gives them that opportunity. Higher level words, when connected to the physical word and a picture of what it means, gives students a way to process those words for meaning and understanding. Mine the curriculum you already teach for those higher level vocabulary words, and make lists of these words by unit in order to incorporate them as the year progresses.

Context

 The content-rich words you identified can be used in context of your curriculum and your spelling program. If students are incorporating these higher level words into their foundational vocabulary, they should know how to spell them as well. Combining word patterns and content-rich words also gives students a better grasp of easier and more difficult words, depending on where they are on the learning spectrum.

Repeated Reading

Have you ever found that, when seeing a movie or reading a book for the second or third time, you’ve gotten a lot more out of it from subsequent viewings? It’s the same for the kids in my classroom. I found that I have to use this mantra daily, especially with older kids: “Re-reading is ALWAYS OKAY.” They fight me on it, but I don’t care! In my mind, the first time reading through something doesn’t even count! Therefore, I’ve built re-reading into each reading lesson along with identifying vocabulary – the first time read-through works well for students to simply find and record important or difficult words, which we then review. Then the second time reading through a piece, understanding on a variety of levels comes easier.

Word Book/Personal Dictionary 

 In my classroom, each student possesses a composition notebook for this purpose only. At some point during the first two weeks of school, I’ll lead them through the process of labeling their pages from A to Z; the number of pages per letter depends on how many pages your notebook contains. Then as we study new, content-rich vocabulary, students record the words, definitions and sketches in their word books.

Graphic Organizers 

If you have a basal-based curriculum, then you probably have a book of some kind that is a collection of graphic organizers. Could you put any of these to use – maybe with a few changes - for vocabulary study? For example, a web would work nicely – the center is the word, then the spokes going out could be the prediction, definition, sketch, part of speech, etc. One of my favorites to use individually and with the whole group is My ABC Chart. Look through your collection to see if there are a few graphic organizers you could use for this purpose.

And now, skill-building exercises to make good use of those systems:

Prediction

Even as an adult, I find that I don’t really learn something unless I experience some discomfort. Prediction is a way to provide students with some discomfort that’s fairly secure. Every student or small group will come up with a prediction for what a vocabulary word means, but this thinking process is less threatening because everyone will probably be wrong. Record each group’s guess and compare – how many are alike? How many are different? How did each group come up with that particular guess? The message remains that “right” and “wrong” don’t matter, the thought process behind the prediction does!

 

ادامه نوشته

Teaching Noun Clauses

Today's topic is noun clauses. I have to warn you in advance that if you decided to tackle this area, my experience has been that noun clauses are complex and difficult to teach!  They are even more difficult to explain but I'll try to be as clear as possible and break them down gradually.

A noun clause is a dependent clause that works like a noun. You can find it as a subject, object or the compliment of a subject. Because of the variety of noun clauses, today I'm only going to try to discuss noun clauses as they are used as objects. Furthermore, in this article, I will confine the discussion to one aspect of object noun clauses: the 'that-clause'. I will offer an activity to teach these types of noun clauses.

To refresh your memory, a noun clause as an object might look like this:

Intro/Independent              Noun Clause/Dependent

Subject        Verb               Object

He                knows             that noun clauses are difficult.

There are three types of common noun clauses, which I'll eventually cover.

That- clauses, which are like the example above.
If/whether clauses:

I don't know whether/if my students  have studied noun clauses before.

The teacher must determine if they are ready to study noun clauses.

Wh- clauses that begin with words like who, what, how, whenever, which, etc?/font>

 I don't know which noun clauses to teach.

First you need to explain what a noun clause is.

As for punctuation, the intro clause determines whether it's a question or statement.

Now here's where it starts to get tricky to teach. How does a student know what tense to put the verb in the noun clause. Here's what I mean:

 At yesterday's meeting, the teachers all agreed that teaching noun clauses is/was a difficult problem.

I don't know about you but I have to think twice about which verb to choose. In most cases, any tense of the verb in the noun clause is grammatically acceptable, but it often changes the meaning in ways that are too subtle to teach to your students. 

The teachers agreed that teaching noun clauses is difficult implies that in general noun clauses are difficult to teach.

The teachers agreed that teaching noun clauses was difficult implies that it was a difficult at that particular time when they taught it.

That Clauses

That  clauses are made from statements and are introduced by the word that. Now we have to kick it up another level because of the indirect object problem.

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