Implementing

1
Implementing assessing with Mindtools
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Objectives

• Discuss roles of learners in working with
  mindtools
• Consider challenges to teachers of working with
  mindtools
• Discuss some issues in assessing learning with
  mindtools

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Constructive roles for learners

• Why do learners not achieve their potential?
• Limited repertoire of learning strategies
• Poor motivation lowered expectations
• Reliance on simple solutions rather than
  effortful reasoning
• Learners need to
• Approach learning mindfully
• Regulate intentional processes for learning
• Mindtools can help

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Mindful learning

• Mindfulness is required for meaningful learning
• Characterised by
• Suppressing initial responses
• Gathering examining information
• Connecting to existing knowledge
• Concentrated effort
• Reflection
• Mindtools support mindfulness but it depends upon
  learner willingness interest

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Self-regulated learners

• Learners should be active not passive
• Determine goals, plan prepare
• Engage in monitor learning
• Maintain motivation purpose
• Key to self-regulation is intentionality
• Deciding to learn
• Articulate goals and reflect on achievement

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Challenges to teachers

• Learners are not mindful self-regulated because
  that has not been required
• Teaching has been viewed as telling
• Mindful and self-regulated learning is different
• Teachers are challenged to work differently

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General

• Philosophy
• Mindtools assume a constructivist approach
• Project or problem based
• Centred on learner rather than teacher
• Authority
• Teachers need to relinquish some authority
• Power-related intellectual
• It is not necessary to know everything
• Accept different perspectives interpretations
• Assist learners to create meaning

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Skills

• Technology skills
• Need to be able to use mindtools
• Need to be able to model, coach scaffold
  learning
• Teaching skills
• Change
• From provider of knowledge
• To instigator, promoter, coach, guide, model
• Asking questions rather than giving answers
• Watching learners struggle

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Support

• Administrative support
• School culture needs to be receptive to changes
• Engagement is difficult in short classes
• Technology support
• Need access to computers software
• Computer per 3 to 4 learners
• Parental understanding support
• Parents may resist changes
• Need to explain and demonstrate learner
  achievement

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Assessment issues with Mindtools

• Teaching learning are driven by assessment
• Do tests assignments match stated goals?
• If mindtools are to engage complex thinking
• Assessment much match those outcomes
• Traditional assessment
• Decontextualises learning
• Favours reproductive learning outcomes
• Makes evaluation artificial stressful
• Mindtools products should have relevant evidence
• Use multiple mindtools opportunities

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Assessing knowledge construction

• Important to assess kind extent of knowledge
  construction
• Not regurgitation of ideas
• Intellectual performance is highly personalised
• Learners constructions of meaning will vary
• Encourage self-assessment first

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Assessing self-regulation

• Assessment is not for judging learners
• Enable learners to direct own learning
• Self-assessment is key to self-regulation of
  learning
• Mindtools assessment should support
  self-assessment

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Assessing collaboration

• Collaborative use increases mindtools
  effectiveness
• Collaborative use does not match individual
  assessment
• Collaborative assessment is more authentic for
  such use

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Assessing critical thinking

• Critical thinking is context-dependent
• Assess mindtool products in context of use
• Critical thinking skills are stabel
• Changes will require time and multiple uses of
  mindtools