Izvleček
Učno uro s formativnim spremljanjem v podporo učenju zgodovine sem načrtovala tako, da so bili učenci aktivni v vseh elementih formativnega spremljanja. V učnem procesu sem jih spodbujala h kritičnemu razmišljanju o procesu osamosvajanja Slovenije. Želela sem doseči, da bi razmišljali o narodni identiteti, o pomenu pripadnosti državi, v kateri živijo, da bi si pri učenju zgodovine zastavljali osebne cilje. Navajala sem jih na delo z večperspektivnimi zgodovinskimi viri, učili so se spremljati svoj napredek glede doseganja namenov učenja, sošolcem so dajali dobre in spodbudne povratne informacije, navajali so se na prevzemanje odgovornosti za svoje delo in učne dosežke.
Abstract
Formative Assessment during History Lessons on the Example of Slovenia’s Attainment of Independence
I planned a lesson with formative assessment to support the learning of history in a way that kept the pupils active in all formative assessment elements. During the learning process I encouraged them to critically reflect on the process of Slovenia’s attainment of independence. I wanted to get them to start thinking about national identity, about the importance of affiliation with the country they are living in, and to set personal goals for learning history. I began accustoming the pupils to working with multiperspectival historical sources; the pupils were learning how to monitor their own progress in attaining the purposes of learning; they gave good and encouraging feedback to their classmates; and were getting used to taking responsibility for their work and their attainment.