Today I've uploaded a video in which I discuss 3 types of assessments that people may be exposed to in a learning environment. My hope is that it generates interest in the learning process itself and reduces the pressure that learners often put on themselves to achieve perfect marks.
When learners have only 6 weeks instead of an entire semester (comparing an apprenticeship to a diploma course), the content for each subject quite condensed and can cause undue stress. By frontloading the learning environment with this video, in addition to the previous one about fostering a learner's mindset, I hope to put the spotlight on the content and activities, rather than the outcomes.
I hope that you gain some insight if you watch the video and I welcome any questions or comments.
Post-secondary horticulture programs attract a variety of people who want to learn more for a
new career, career advancement, or personal interest.The students come with a vast array of
educational experiences and personal mindsets. Each learner will bring with them different expectations and beliefs around what learning looks like, and how success will be evaluated.
I think it is important for an instructor to provide clear expectations from the start in order to reduce the learner's stress and minimize confusion.Part of that introduction may include the instructor's learning philosophy, assessments types, and examples of marking rubrics or other grading methods.This year, in the apprenticeship course on
Work Planning, I am also including a video that I have prepared about the learner's mindset. We will discuss it during the first class.
One way to introduce a new topic is to employ a pre-assessment activity that will establish a baseline. I sometimes use
an interactive survey where learners can use their phone, tablet, or computer
to respond. This time I am using Mentimeter
to ask the learners what their motivation is for being in this class. There is a list of options and learners may choose their top 1-3 answers.
The responses show up in live time and create a great opportunity to discuss internal and external motivations. From there, one can segue to a discussion about fixed vs growth mindsets.. As a bonus, the information also informs the instructor if any changes to the learning environment are required based on the demographics.
In
addition to this discussion, the
learner’s mindset should be encouraged throughout the course.
There may be additional resources on the course website that will have more
information about applying the learner’s mindset
There
are formative assessments that will help learners identify what content they
understand and where they need to spend some more time.
The
summative assessments all have concise grading rubrics that allow the learners to assess the work before submission.
There is an option for students to send in drafts and receive feedforward with
enough time to make changes before submission.
Finally,
the learner’s mindset is imbedded in the course content as learners are asked
to evaluate various landscape materials and task through different lenses. So, all of that information simply to provide some context for the video below. Please take a look and let me know what you think!
