I think it is crucial that teachers check the accuracy of the information that students have gathered through the fieldtrip. The fieldtrip is clearly a mean of self-directed learning as students are let to roam the exhibitions on Japanese Occupation and pick up learning points that they could alternatively acquire from their textbooks. However there is a danger of students not putting in enough effort to take the lesson seriously. If this activity was to replace the entire conventional classroom teaching of the chapter, then teachers must make sure students have learned what they are expected to.
As such I personally think an assessment is in order. I strongly suggest an assessment that could check firstly, how much the students have learned from the fieldtrip, and secondly, if what they have taken away from the trip are accurate. So the assessment will have to focus on the factual aspects of the chapter such as key figures and dates as well as chronology of events. Interesting trivias that are not necessarily crucial to the final exam could be included to make the assessment more interesting. For example, we could ask about the kinds of food available for consumption during that period.
The assessment could take the form of MCQ and/or short answers. It could be conducted right after the trip or the next lesson to allow some time for the students to absorb what they have learned.
What do you guys think?
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with regards to your MCQ idea, I think we can use like what Zheng Han said, make use of Hot Potatoes. Since there are so many functions in Hot Potatoes, we can either come up with MCQ, or even close passage for one.
ReplyDeleteThe close passage would force them to use the keywords.
Lynn
I agree with giving them a close passage! Makes them think instead of allowing them to just choose randomly since it's not tested! And after that, we will reward them for their good job (:
ReplyDeleteGlenn