Izvleček
V prispevku je opisan primer poučevanja spretnosti izdelave pisne naloge. Začnemo že v 4. razredu z osnovami in potem iz leta v leto nadgrajujemo. Od osnov pisne naloge nato učenci napredujejo do izdelave seminarske naloge oz. nekateri celo do izdelave raziskovalne naloge. Pisno nalogo izdelujejo pri različnih predmetih, pri tem so učitelji mentorji vsebine, oblike pa knjižničarka. Tako se smiselno povezuje pouk vsebin KIZ-a in drugih predmetov. Za izdelavo pisne naloge morajo učenci poznati kriterije. Poznavanje oz. oblikovanje kriterijev pa je eden od elementov formativnega spremljanja, ki ga vključujemo v pouk. Kriteriji za pisno nalogo pa ne služijo samo kot opora za izdelavo same naloge, temveč kasneje tudi za dajanje povratne informacije, naj bo ta učiteljeva ali pa vrstniška (sošolcev).
Abstract
Writing Assignment – the Result of Intersubject Connection
The article focuses on teaching how to write a writing assignment. The basics are introduced in the fourth grade and are upgraded each year. Students advance from the basics of writing to writing a term paper or even a research paper. Writing assignments are written in different classes, where the teacher is the mentor with reference to the content and the librarian is the mentor regarding the form. This establishes a connection between library information skills and other classes. In order to write a writing assignment, students must follow certain criteria. Knowing or defining the criteria is one of formative assessment elements incorporated in classes. The writing assignment criteria serve not only as support in writing the assignment but also as feedback later on, whether from the teacher or peers (classmates).