Recommendations Following Group Assessment: Computerized Report
Mediate for meaning: link the current lesson to previous lessons, and present the purpose of the lesson. Later, after making the connection to the previous material, ask students to identify the goal of the lesson. For example: “If, in the previous lessons we dealt with… what do you think will be the goal this time?”
Emphasize key words: Draw attention to words that appear again and again, and ask what these words mean (active input).
Build a glossary of the words and concepts that were learned, and ensure that these words and concepts are used accurately in class.
Develop a language of thinking: repeat the phrase “data collection” as a starting point for any discussion or performance of a task. For example, say: “Let’s be precise”.
Cultivate active input: integrate input into processing by asking appropriate questions to search for meaning for the data collected later on in the process. For example, ask: “Why does this word appear differently elsewhere?” (inclusion).
Provide data collection strategies from a simple list that summarizes different tables with meaningful subtitles, comparison tables, classification, pros / cons, causes / factors, results, content flow charts and chronological order of events. For example: in the language arts, classify verbs according to tense and roots. In mathematics, collect the data into equations that suit the subject of the problem. And, in the sciences: begin with a given situation / data hypothesis → results → analysis of results and conclusions. Texts should be analyzed according to their structure: opening, body, summary. Only afterward should the mediator begin to help the student understand the content.
Present data in different contexts and forms to develop the understanding that changing context does not necessarily change meaning. For example, a square remains a square even if it stands on the vertex. (The teacher should present this lesson on the board, in worksheets, and various test situations.)
For words that appear in different forms or in different parts of a sentence, look for a root that repeats itself in order to understand the meaning.
Mediate for feelings of competence: Formulate goals, design a “roadmap,” perform the task, and analyze the result. For example: ask, “How did you succeed?” “What needs improvement?” “What lessons did you learn?”
Dedicate time to defining a task after reading instructions or collecting data. Ask: “What’s the problem here? What do they want from us? What exactly is required? How did we get here? Add a section with these sorts of questions to worksheets and tests. Examine the links between the different elements that make up the task.
Introduce the idea of comparison and discuss the purpose of comparison → Identify relevant criteria → Summarize the results according to the identified goal. Evaluate the worksheets and tests.
Practice asking questions that arise from a given text. Ask questions that have clear answers, as well as ones where the answers are not obvious and conclusions must be drawn.
Work on solution planning that fits the given task. You can present our problem-solving model, and, using this, write up a list of strategies that can be used to solve problems.
Make connections by engaging in hypothetical thinking, search for logical evidence for the results, and summarize the stages in the thinking process using the points of reference that we identified in the work plan. For example: What happens if one item is replaced by another? What do we do then? How do you know you’re on the right track? What are your points of reference? These questions are suitable for solving problems in mathematics, conducting a laboratory experiment, planning a trip, making up a schedule, describing a series of events that took place within a story, and so on.
Integrate within the lesson error-correction tasks. Thus, we have to: 1) know the correct answer, 2) identify the imbalance that caused the problem/error, 3)explain why the answer was not correct, 4) fix the imbalance, and 5) check to see if the answer is now correct.
Mediate for transcendence: ask, for example: “Where do you think you can use this method/strategy/principle in other cases?
Provide tasks that require students to find connections by drawing a line between related things. For example: concept and explanation, cause and effect, image of the event to what it is related to, a natural phenomenon and its results. Link questions with the appropriate answers.
Offer sentence completion tasks: students will fill in words according to the context and structure of sentences.
Encourage planning behavior of future long-term goals and the means required to achieve them. For example: plan the order of operations before solving a mathematical problem.
Mediate for the meaning of the need to convey output that will be clear to someone else, and not just to the speaker.
Just as in the input stage we built data collection schemas, in the output stage it is useful to build schemes and models for providing the required answers according to the relevant tasks. These models should be practiced on worksheets and tests.
Encourage students to use the glossary of concepts that was compiled while studying the subject, and ensure that terms are used correctly.
Strengthen the connection between input, elaboration and output, and encourage awareness of the importance of clarity and precision in the output phase.