Test and Assessment are two different things although they are sometimes used interchangeably. However, here are some of the differences between the two:

• Tests are usually done at the end of a unit, semester or at the end of year whereas assessments can be done at the end of a lesson after a specific skill has been taught.
• Tests seem to be done also as a way to prove to state that a student has reached a particular level. Assessments on the other hand can be developed by a teacher informally in order to make students aware of where they need to work more.
• In terms of format, tests normally follow a general format, e.g. fill in the blanks, multiple choice questions, essay questions and so on. Assessments on the other hand (how I understand it) do not necessarily need to follow a standard format. It could also be in the form of a presentation that can check if a student has understood what has been taught or not.

There are different criteria that a good test needs to fulfill and the one the most important criteria is test validity.

When a test measures what it claims to measure, then it has fulfilled the validity criteria of a test.

There are different types of test validity:

1. Content validity (Inhaltsvalidität)

The content or items in the test cover the entire range of items that the test should cover and that individual questions vary in its topic. In addition it is important that it measures different competences, such as factual knowledge, understanding, application, transfer and so on. A violation of this criteria can be seen in the following example:

Susan prepared really well for her English exam. However, she realised that in the exam, there were questions or topics that were neither in the course book nor discussed in the class.

1. Predictive validity (Prognosevalidität)

A test fulfils this criteria if the test can give reliable prediction about the learner´s success in relevant fields in the future. Examples are career or aptitude measure tests.

2. Concurrent validity (Überstimmungsvalidität)

When a test correlates well with a measure that has previously been validated. Professional Testing Inc. (2006) gives a good example. candidates who are known to be either masters or non-masters on the content measured by the test are identified, and the test is administered to them under realistic exam conditions. Once the tests have been scored, the relationship is estimated between the candidate´s known status as either masters or non-masters and their classification as masters or non-masters (i.e., pass or fail) based on the test. This type of validity provides evidence that the test is classifying candidates correctly. The stronger the correlation is, the greater the concurrent validity of the test is.

3. Test fairness

A test  does not fulfil this criteria if the tasks or questions put some students at an advantageous situation and some at disadvantage. E.g. If at a vocational school, questions require strong mathematical knowledge even if the test subject is not Maths, then the test is not fair as those good at Maths will naturally have an advantage and vice versa.

Check out this video on test validity:

Reliability

A test is reliable if it measure the measures the performance of the candidate exactly. That means, even if the test is conducted a second time, it will depict more or less the same result. Hence reliability is mainly about the consistency of a test. A question to ask when determining the reliability of a test is (in German), “Widerspiegelt das Messergebnis der Prüfung den Wahren Leistungsstand der Lernenden, oder verfälschen Messfehler das Ergebnis?” (Caduff et al, 2009).

In order to heighten the reliability of a test, following strategies can be applied:

1. Intra-personal reliability:

In order to award a reliable point, especially in terms difficult-to-assess questions, it is advisable to assess the same test or question again after a gap.

2. Inter-personal reliability

Here the tests are corrected by different examiners.

3. Consistency:

This is done to check the reliability in the test itself. That means, there may be two or more questions that test the same thing and if the candidate answers both in similar ways, then it somehow confirms its reliability.

References:

http://www.ehow.com/info_8090151_differences-between-testing-assessment.html

http://psychology.about.com/od/researchmethods/f/validity.htm

professional Testing Inc. 2006.

Caduff, Claudia et al (2009) Unterrichten an Berufsfachschulen. Hep Verlag (117-119).

Resource Orientation in the Systems Theory

Resource orientation in pedagogy means to look at the strength of a student and to boost it.  If you are a resource orientated teacher, you will notice that the progress of students is faster and they develop more energy in their learning process.

According to the resource orientation theory, every individual possesses the capability to solve a problem but he or she has not done it so far. The capabilities are left dormant and as a teacher it is our responsibility to recognise  and activate the strengths.

In coaching pointing out the strengths and giving compliments will help learners in the learning process. However, the compliments have to be genuine and real. Otherwise, it will not be taken seriously and will end up harming the person instead of helping.

Here in this video, the concept of resource orientation is explained in about 6 minutes.

http://www.youtube.com/watch?v=espAdIgaUYY

Solution Orientation (Lösungsorientierung) in the Systems Theory

According to Renoldner  et al (2007), people in the west are somehow used to ask the “why” questions when they confront a problem. E.g. They ask questions like “Why does he or she do that?”,  “Why do we encounter this problem now?”  “Why is it happening to me?”. However, according to the authors the questions beginning with “how come…” “What for..” (wozu)  focus more on the social system.  E.g. How come is it good that the problem has popped out at this moment?” “What kind of effect has this on whom in this system?” “What can as a teacher do to change this situation?”. Just by asking these questions that sort of dig into the potential solutions, one is a step nearer to the real solution.

The 3 basic principles of the theory seems to be the following.

1. Do not repair what is not broken.
2. Find out what works and what suits and try it more.
3. If something does not work despite a lot of effort, stop it and try something else! (Max´s blog, see reference)

Another aspect to the solution orientiert is theory is that problems need not always be something negative as they can also be possible solutions and it can help people to look at things from a completely different perspective.

In the book, “Einfach Systemisch”, there is an interesting example. Sabine, who is 12 year old and a good student suddenly did not want to go to school. Her parents think this could be because she is scared of a strict teacher or intimidated the workload at school and after discussing the issue with the school director, Sabine is allowed to stay home for a few days. Surprisingly, at home she does her school work properly and seems cheerful. However, the topic of attending school triggers the same reaction from her. Her parents, in discussion with the school authorities try a series of strategies. E.g. initially the mother takes her to school and remains with her in the classroom, then drops and picks her up and then accompanies only till the school bus. Finally, Sabine goes to school alone. On being asked by the counsellor if she is afraid of school or of going away from school, Sabine says that her grandpa died a few weeks ago and if my mother or father dies, she´d at least like to be there!

So, as we can see that something we estimate to be problematic actually lead to the goal or the solution.

Reference: Renoldner et al (2007) Einfach Systemisch. Ökotopia Verlag Münster. (p.34-35)

http://bp1112klassenblog.wordpress.com/2012/01/25/prasenzsitzung-vom-25-januar-2012/

What is a system?

According to Bertalanffy (1968), it is a set of elements standing in interrelation among themselves and with the environment. This means that every element is interdependent. If we apply this to a family system, it would mean that family members are interrelated to one another.

Galvin and Brommel relates the system theory to family system and says interaction in a family is not linear but circular. E.g. It is not only that parents affect children but parents and children affect each other.

This kind of relation ship can be seen in the following diagram.

If we apply the same theory to pedagogy, it would mean that circulatory thinking is necessary before jumping to quick conclusions or judgements  on a child´s misbehaviour. Circulatory thinking is an attempt to explain and understand behaviour and communication in a system like a closed loop control circuit. It allows a teacher to look at situation from a completely different perspective.

In addition, one also needs to understand that not only two individuals affect or influence each other but also more individuals that are in the system. E.g. A situation given in the book “Einfach Systemisch” relates a mobbing case where a 14 year old Andreas was mobbed by his peers on the old and used clothes he wears and that the fact that he is very shy. In a discussion with an external counsellor, it was found out that the mobbing is more intensive on Mondays. This could be related to the fact that some of the mobbers have problems at home with their family, which influences their action and reaction on Andrea on Mondays. So, we see that there are more agents  in connection to this and that it is not linear. It is hence required of teacher and educators to not to look at behaviour such as mobbing, aggression or shyness as facts but as a circular process.

Some examples of linear communication questions:

-Who is the offender?

-Who began the fight?

Some examples of circular questions:

-What can each of you do so that the group gets on better and nobody has to be scared of being the victim?

-What kind of support does the group needs from me as the teacher so that the mobbing stops?

– What do you think how Andreas feels about it?

Reference: Renoldner, Christa et al (2007) Einfach Systemische. Ökotopia Verlag Münster (p 16-22)
An explanation on Systems Theory in German.

Definition

According to definition (see reference link below) frame, or frame of reference is “a complex schema of  beliefs, values and so on that we use when inferring meaning.  If any part of that frame is changed (hence ‘reframing’), then the meaning that is inferred may change”.  I understand it as when you reframe you basically analyse what has been said or done earlier and look at it from another angle or frame. Understand the unspoken assumptions, including beliefs and schema that are being used. For example, you can reframe (1):

• A problem as an opportunity
• A weakness as a strength
• An impossibility as a distant possibility
• A distant possibility as a near possibility
• Unkindness as lack of understand

Reframing has become an increasingly popular teaching focus in organizational and management education (e.g., Bolman and Deal, 1984 and 1991; Frost et.al., 1991; Morgan, 1986; Quinn, 1988).

Advantage of Reframing in Teaching: Reframing is such a simple concept yet with an immense impact one´s private and professional life. Russel and Manby (1991) have studied the relationship between experience and the development of professional knowledge. They studied two cases of experienced teachers confronted with a puzzle, such as how to handle parental care or how to handle classroom routines that work. They found that through reframing, they learned to see the situations in a new and a different way. They were able to handle the problems and extend their professional knowledge. Therefore, reframing is discussed as possible mode for developing professional knowledge.

In another study by Ellis and Seligman reframing negative perceptions positively and teaching students to do the same has been listed as important features of developing positive focus in the classroom.

Check this seminar on reframing:

References:

(1) http://changingminds.org/techniques/general/reframing.htm

Barnes, Bob (1999  ).Positive Teaching, Positive Learning. Libary of Congress Cataloging. p.29

Ben-Peretz, Learning from Experience (1995). New York State University Press. p128.

Introduction
In Swiss dual VET programmes, trainees spend one or two days a week at a vocational school (school-based learning) and three to four days a week at a host company (work-based learning). In such VET programmes, vocational schools constitute the main learning location where VET students gain access to various resources: mediation and healthcare services, remedial courses in different branches, counselling, social workers. Vocational schools are also the place where apprentices can meet each other, exchange information and impressions about what they are experiencing and learning at host companies and integrate a community of practice.

Roughly two- thirds of all young people coming out of lower-secondary school in Switzerland choose to enrol in a VET programme (64% of young women, 80% of young men and 74% of foreign nationals [OFFT, 2008]). The choice to enrol in a VET programme is therefore not simply a “fallback option” that young people chose when they have no better options. In fact, Vocational education and training (VET) enables young people to enter the labour market and ensures that there are enough specialists and managers in the future. Hence, career scope after finishing the study is very high.

Looking at the cultural diversity in the VET schools I think  essential for teachers to develop intercultural competencies. With regard to the possible philosophical and educational options, certain authors provide interesting global observations. Allemann-Ghionda (2000) identifies four main paradigms:
•    the assimilationism paradigm, which is based on the hypothesis of deficit,

•    the multiculturalism paradigm, which is based on the hypothesis of difference,

•    the critique of multiculturalism paradigm, which is based on the hypothesis of equality,

•    the pluralism and acceptance of heterogeneity paradigm, which is based on the hypothesis of diversity.

Within the context of VET programmes, vocational school teachers must not only enable VET students to acquire the knowledge and competencies needed for the occupation, but they must also contribute to teaching VET students to assume their future role as citizens. I think teachers should incoporate methods such as cooperative learning and group work as part of the learning curriculum. In doing so, they should also make sure that the groups are culturally hetergenous. I think this is easier said than done, but taking the initiative to form such groups as a teacher is also not impossible. Alongside these educational instruments, institutional measures may also be introduced by the schools themselves. These measures include such things as language support classes, mediation services, counselling services, possible mentoring, etc.

source: http://www.iffp-suisse.ch

What educational and organisational arrangements have been made to facilitate the integration of migrants?
When it comes to welcoming and integrating migrants in vocational schools, two things need to be considered: the vocational schools themselves and the resources that each vocational school sets aside for VET students regardless of their cultural origins. There has been a case study that analyses these requirementsa and found out that in all the vocational schools studied, no services or structures were in place to specifically help migrant VET students beyond the integration classes that all newcomers receive. The existing mediation, health and counselling services are available for all VET students and do not propose a specific approach for young people from immigrant families. For more information, see www.iffp-suisse.ch

References:

• http://www.iffp-suisse.ch

• Allemann-Ghionda C. 2000. La pluralité, dimension sous-estimée mais constitutive du curriculum de l’éducation générale, In : Dasen P., Perregaux Ch. (eds). Pourquoi des approches interculturelles en sciences de l’éducation ? Bruxelles : De Boeck Université, Raisons éducatives no 3, 2000/1-2, pp.163-180.
• Gomolla M. 2006. Tackling underachievement of learners from ethnic minorities : A comparison of recent policies of
  school improvement in Germany, England and Switzerland, Current Issues in Comparative Education, vol. 9 (1),
  pp. 46-59.

During our BP session on the 12th January, we were introduced to the “System Theory” and I found the method of introduction to the topic quite interesting. I first thought it´s called “placement method” but later found out it is called “placemat method” (or do both the names refer to the same concept? ) Anyways, I thought it was an interesting and a useful teaching method. Here´s how it works:

At first you briefly introduce the topic. For example, during the BP session, we got ourselves in groups of four, took a flipchart which we  spread in the middle of each group. We drew a rectangle in the middle of the chart and lines in the middle of the length and breadths of the rectangle (check the illustration ).

We then watched short video clips on “system method” but before watching, we were instructed to write our questions and doubts on the concept while watching. Each of us did so on our side of the flipchart. After the video clip, we discussed the questions in our groups. That way, instead of everyone asking questions to the instructor we clarified our doubts within groups. We only wrote the unanswered questions or the common group question in the middle of the placemat which we discussed with the instructor. I think this is a good way of collaborative and peer teaching. Besides, it creates a kind of comfort zone where we can solve individual problems without having to bring it in front of the whole class, and of course we also had more fun!

implementation in language teaching:

I can imagine using this method in the following ways:

• In order to introduce or revise a topic just like we did in the BP session. For example, I can also imagine using this method to teach or revise grammar.
• In content based teaching where students discuss on a specific topic using English as the medium of discussion.
• This method can also be good for having the students (indirectly) practice on formulating questions.
•  It could also be a good method for having the students brainstorm on an idea. For example: If groups have to think of an idea for a project. They could first work on it individually by writing the ideas on their part of the sheet and then discuss with their group. Finally then they can put the best idea/s in the middle. I think this also give opportunity for everyone to think, and hence prevents only one stronger or dominant student taking over.

Drawbacks:

Like any other method, I think this method isn´t also without downsides. For example, during the BP session we noticed that while our instructor was busy coaching and monitoring on group, other groups which had finished their discussion had nothing else to do and hence talked about other things. So, in a language classroom I think the students will definitely start chatting in their native language which might then be a waste of valuable classroom time  (especially if they have only few lessons a week for the target language).

To sum up, this activity includes a good combination of individual and group work. Those are supposed to achieve some of the following aims:

• advancement of individuality
• advancement of cooperative learning
• advancement of communicative competence
• advancement of social learning strategies

Check out this video on modelling effective teaching strategies.

References:

http://de.wikipedia.org/wiki/Placemat_Activity

http://cooperativelearningwiki.wikispaces.com/Placemat+method

I found the BP session on the 11th January very interesting and engaging. We were introduced (well at least I was) to the System Theory. We got into groups of four, listened to some video clips on this theory and wrote down our questions on a flipchart (Check my posting on placement method) at first individually on the sides, which we discussed together as a group and then wrote the unanswered group question at the centre.

(a placement method chart)

After this session, we went outside (of course in the cold) and did some activities such as moving around to see how change in position of person will affect the positions of others related to him/her. I would say a kinesthetic way of experiencing what the theory means and following are some information and thoughts on this concept.

Before going any further, I think we need to think about how we understand the term “system”. To me, it can be anything from an abstract concept to something that can be seen and understood. For example a school system, basically how the school works or functions. There is also an interesting definition that I found in a paper where it is defined as an ensemble of interacting parts, the sum of which exhibits behaviour not localised in its constituent parts. (That is, “the whole is more than the sum of the parts” (Chen 1993, 448). The definition of Renolder et al (2007:12), “Ein System ist das, was jemand als System beschreibt” does make sense but it doesn´t help further in understanding more about it. Anyways, what I am more interested in is the “System Theory” and its pedagogical significance in the school and especially in language learning.

Systems theory is defined as the interdisciplinary study of systems in general, with the goal of elucidating principles that can be applied to all types of systems at all nesting levels in all fields of research.

The basic tenet to this theory seems to have been laid by Aristotle who talked about the whole being more than the sum of the parts. This emphasis on synthesis was eventually displaced by an analytic approach. Galileo’s mathematical conception of the world replaced Aristotle’s descriptive-metaphysical approach and paved the way for what has become modern scientific analysis.  Anyways, throughout the years different scholars have interpreted this concept in their own ways in different fields.

More recently, the availability and increased power of the computer enabled Jay Forrester of M.I.T. to show that “the same principles of cause, effect and feedback underlying various weapon systems were applicable to explaining the dynamic behavior of governments, business systems, and human General System Theory behavior.”

Based on the definitions, I think a system can be understood in terms of your body. For example. If you have a problem with you stomach, you don´t feel fit to do anything and you might start having problems with other parts of your body if the problem is not treated. In Tibetan Buddhism, this is called interdependence, meaning everything and everyone is dependent on one another. I also found a good video on this concept on the internet (check below)

Well, the question is, what is the implication of this concept in pedagogy?

• The first relevance is on how you see a problem. As stated in the video clip, “to see a problem using this theory means to see it as one part of its many different systems. Just like the movement we did during the BP session, if one person moves, it creates disturbances in the whole group like a domino effect. Hence, in a pedagogical sense, if you look at an individual as a system, I think you would be more sensitive to looking at the causes and effect and also his or her surrounding. For example, if a learner is creating problems at school, looking at it with this theory would also mean thinking and reflecting more in-depth on his problem. You might consider questions like, “Why is he behaving like this? Is something wrong at home” Is it due to my way of teaching?” and so on.

• You will be more open to finding solutions rather than brooding over problems. For example, during the activity at BP, we also noticed that changing position of one person also brings about changes in the position of others. Hence, changing something in the way you teach or deal with the students (if you have a problem) might bring a solution. It might not, but then you can try another strategy.

• In short, changing from system to system will allow you to look at the problem from different perspectives and as teachers we will be more empathetic to students´ problems. I think this is the first step to creating a positive relationship with your students.

check out this video: An introduction to the system theory with simple examples.

references:

• Renolder, Christa et al (2007). Einfach Systematisch! Ökotopia Verlag (41-76)
• Chen, David and Walter Stroup (1993) General System Theory: Toward a Conceptual Framework for Science and Technology Education for All. Journal of Science (447-458)
• Wikipedia.com

Bildungszentrum Technik (BZT)

The “Bildungszentrum Technik” or BZT is an education centre for Technology located in Frauenfeld in canton Thurgau. There are over 1200 trainees who attend one or two days of instruction a week. There are day and evening courses in “Technology”, “Computer Science”, “languages” and “other courses” as well as special courses and seminars for companies and associations. The institution provides high quality professional education for trainees in the field of different technical occupations. The classes are held in two divisions:

Technology education section
Vocational education and leisure courses and refresher courses for apprentices in occupations such as polytechnics, production mechanic, engineer, electronics, electrician, installation electrician, plant and equipment builders, metal workers, plumbers, plumbing mechanic and bricklayer, and the certificate courses building services practitioners and metal practitioners

General education section
General education and physical education are for all vocational classes where they also get education in languages such as French and English. For example, the following observations are made at “Berufmatura” (BMS) classes. They had already done their apprenticeship in different fields such as Electrical engineering, carpentry, mechanics and so on. Hence, in the general education section, they have subjects like Economics or languages like English or French. For example, two classes in preparation for the FCE examination in March 2012 (Weiterführendes Englisch) are optional subjects. However, they could choose it only as an alternative to Economics. The other class in English (Normales Englisch) is a compulsory subject and the students attend this double lesson twice a week. That means, they have 4 lessons in English per week.

I have written briefly about few observations which I found were interesting.

General Observation:

• Motivation of the classes

Most of the students showed willingness to learn by actively participating in the group discussions, asking questions and by interacting among themselves and with the teacher without any prompts. These reactions indicate a high motivation in learning the language.

• Student-Teacher Relationship 

It may sound quite intimidating to teach classes of about 14 students where the majority are young men. However, the students were extremely well behaved and mature. For example, they asked permission to either go to the restroom or even take an important phone call. I could observe a positive learning atmosphere in the classroom and there was also a room for humour and laughter. The teacher used second names to address the students, thus maintaining the professional relationship between the teacher and the students. However, she incorporated her wit and humour to establish a friendly relationship with her students. For instance, she often conversed with them during breaks and also their way of behaving towards her indicated a relationship of mutual trust. I think such a relationship is favourable to learning.

• Social organisation

The students have varying levels in the English language. Teaching such a heterogeneous group could be quite challenging and hence it is important to know the class is organised for different tasks. Therefore, I observed the social organisation in the classes such as group formation, seating arrangement and task distribution. The teacher used different forms of social organisation depending on the purpose and the form of task. For example, during reading and grammar exercise sessions, the students sat in their regular row and column seating. I found the arrangement effective for this kind of activity as they could read out a text or an exercise turn by turn without the teacher having to call each name. During group discussions with the whole class, the students formed a semi-circle with the teacher forming the other half of the circle. This created a kind of a comfort zone and I noticed that the students were more relaxed and also more open to talk. As for shorter discussions, they were asked to get in pairs and talk to their partners. I think the advantage of this arrangement was that it saved times and the communication became less restricted. What I found particularly useful in terms of group formation is the method of using coloured papers. Students picked up sheets (with exercises and activities) that had about 4 different colours and those with the same colour grouped together. This method was a good change to the regular group formation and it also saved a lot of time.

• Use of material

“Less is more” is the concept I could observe in the lessons. The teacher brought in, for example, only few handouts or texts and made judicious use of them in the class. For example, if she brought a sample of a “report”, students got enough time to discuss that piece of writing and to analyse how the linking words were used and also how the writing was structured. They then did a similar writing at home and later as a writing test. She also encouraged the use of linking words discussed previously in exams by having them refer to the list. I think this way of scaffolding proved productive as I later noticed that they had used those phrases and expressions in their writings.

More than two-thirds of 16-21 year-olds opt for vocational training, which combines practice and theory(1).

The vast majority of such courses last 3 or 4 years, depending on the chosen field, and operate under the day release system. This means the trainee spends most of his or her time working for an approved company but attends a vocational school for 1 – 2 days per week. Students have a choice of about 300 recognised apprenticeship categories such as retail employee, commercial employee, health care worker, social care worker, Cook, electrician, mechanical engineer, IT worker, hairdresser, Automobile mechanic, retail assistant,  gardener, brick layer, farmer, carpenter, painter, draughtsman.

When the law on vocational training came into force in 1934, only 11% of women followed a course that led to a recognised vocational certificate. In 2004 the proportion had risen to 52%. They account for over 40% of all apprentices. The proportion of men following such courses rose from 38% to 67% in the last 70 years (2).

According to the Swiss Educational post (see reference below), there are the following advantages of Vocational Education Training (VET):

1. Practical In-company training
With the dual-track approach to learning, students attend courses at VET schools on a part-time basis. The remaining time is spent doing an apprenticeship at a host company where they are taught the practical skills needed for their chosen occupation. This good balance of theory and practice prepares students really well for their future job. It also gives them the option of pursuing further education in the future.

2. In-school education
VET schools provide in-school education. This consists of vocational instruction and general academic subjects. For example, they get the opportunity to learn languages so that they can keep their options open and also increase their chances of getting jobs.

3. Advantage for individual students:

Employment chances Earning levels Work satisfaction
Drop out less likely from vocational than general courses (US data). As a long-term benefit, Flexibility and mobility
Lifelong learning (more likely to receive training and upgrade skills later in life)

4.  Advantage for employer:

Higher productivity from well-trained workforce. It also saves costs of recruiting external skilled workers (incl. time for integration and risk of hiring a person not known to the company). Besides,there is no need for re- training new workers.

5. Benefit for the society

Saved expenses for social benefits (unemployment as consequence of failed transition from education to work) and in the long run, it increases productivity due to better education and also tax income due to higher earnings.

Due the success of this dual education system, India is also incorporating this system in the Indian education system. Check out this video!

references:

(1) Wettstein, Emil und Philipp Gonon (2009) “Berufsbildung in der Schweiz” HEP .Verlag (14-27)

(2) http://www.swissworld.org/en/education/post_compulsory_schooling/vocational_training/

http://www.google.ch/search?um=1&hl=de&q=benefits%20of%20vocational%20training%20in%20switzerland&gs_sm=e&gs_upl=1728577l1749097l0l1749362l50l49l3l33l35l0l3289l5540l0.7.4.1.9-1l13l0&bav=on.2,or.r_gc.r_pw.,cf.osb&biw=1280&bih=563&ie=UTF-8&sa=N&tab=iw

I find wiki fascinating when it comes to communicating, learning and producing something together without actually having to meet up face to face. The challenge is, how can a teacher who hasn´t really used wiki herself encourage the students to use it and guide them through. However, like everything else in life, there is always a beginning and to start on, I did some internet research on how wiki can be used in teaching.  In the process, I selected several things that I can imagine using in the classroom myself.

1. Wiki Study guides

• Study guides made by student groups for themselves and peers: each group prepares the guide for one aspect of the unit or responsibility rotates: one unit guide per semester.
• Vocabulary lists and examples of the words in use, contributed by students (ongoing throughout the year).

2.  Glossary: Get the class to create a glossary of terms they use and learn about in new units, adding definitions and images. For example, if I am teaching a particular unit, let´s say, on ´Our Changing World´, I could ask students to collect words related to this topic in a glossary. They could also add images etc.

3. Lesson Summaries: I found this idea from a blog (coolcat teacher). After completing a lesson, students post “their lesson” to the wiki. This includes vocabulary but also concepts that are part of the lesson. This is a collaborative effort after the initial information is posted. The advantage of this lesson summary is that students can access it from everywhere and can also use it when preparing for exams.

Student Portfolios – A wiki makes an easy shell for electronic portfolios where students can display and discuss their work with others. It would also be an excellent forum for peer editing and peer feedback to help students improve their writing skills.

Fan Club: Start fan clubs for your students’ favourite figures from history or their favourite actors, sportsman etc and ask them to contribute quotes, photos, and other tidbits together. I can imagine this wiki activity being a success among students (especially teenagers) because they are naturally passionate about their stars and idols.

Literature Circles: Host a book club on your wiki where students are required to read the same book, then discuss it on the wiki. Another possibility would be to ask students to list their favourite book and write a short review on it. As a teacher, you could also list some interesting books.

Track Participation: Assign a wiki page to a group project, and then individual pages for each student to show their participation. I think this is a cool idea to work together on a group project. Here is a link to a wiki supported group project:http://b22geotopias.wetpaint.com/

What are the softwares available for wiki? Here goes my little research:

1.Wetpaint: Wetpaint headquarters is located in Seattle, Washington, USA. Incorporated in Delaware, Wetpaint was originally named Wikisphere.^[1] Wetpaint was founded in October 2005. Here is the link: http://wikisineducation.wetpaint.com/
Check out this youtube video on wetpaint wiki in plain English. Very creatively explained.

2. Mediawiki

Mediawiki is a popular free web-based wiki software application. Developed by the Wikimedia Foundation, it is used to run all of its projects, including Wikipedia, Wiktionary and Wikinews. Numerous other wiki around the world also use it to power their websites. It is written in the PHP programming language and uses a backend database. Here´s a link on how to create a wiki using mediawiki. http://www.ehow.com/how_4730968_own-wiki-using-mediawiki.html

3. ReachBeat: This is an already existing wiki.

Check out this video on how to create your Wiki in ReachBeat.

Well, after doing this e-research on wiki, I am so excited to start my own WIKI! So, I´m off to do that!

References:

http://wik.ed.uiuc.edu/index.php/Wiki_in_a_K-12_classroom

http://www.smartteaching.org/blog/2008/08/50-ways-to-use-wikis-for-a-more-collaborative-and-interactive-classroom/

http://en.wikipedia.org/wiki/Wetpaint

http://reachbeat.wikispaces.com/