Izvleček
V prispevku je predstavljen primer iz prakse pri pouku slovenščine v 1. razredu, kjer so učenci uprizorili pravljico. Pouk književnosti je potekal po načelih formativnega spremljanja. V uvodu smo preverili predznanje učencev o poznavanju vsebine pravljice z uporabo semaforja. Učenci so samostojno oblikovali kriterije uspešnosti za dramatizacijo pravljice, po skupinski uprizoritvi prejeli učinkovito povratno informacijo z uporabo orodja Dve zvezdici, ena želja. Glede na kriterije uspešnosti so ovrednotili svoje znanje, si zastavili cilje za izboljšanje svojega dosežka in reflektirali sošolčevo delo. V učni proces so bili vključeni vsi elementi formativnega spremljanja (od preverjanja predznanja do vrednotenja znanja), saj tako želimo učence navajati na skrb za izvajanje aktivnosti in sprejemanje odgovornosti za učenje.
Abstract
Staging of Little Red Riding Hood According to the Principles of Formative Assessment
The article presents an example from practice during Slovenian Language lessons in the 1st grade, when the pupils staged a fairy tale. Literature lessons were carried out according to the principles of formative assessment. In the introduction, the pupils’ prior knowledge of the contents of the fairy tale was tested using the “traffic light” technique. The pupils independently shaped the success criteria for the dramatisation of the fairy tale; after the group performance, they received constructive feedback by means of the “Two Stars, One Wish” tool. Based on the success criteria, they assessed their work, set goals to improve their achievement, and reflected on the work of their classmates. The learning process included all the elements of formative assessment (from testing the prior knowledge to knowledge assessment) in order to accustom the pupils to making sure that activities are implemented and to taking responsibility for their learning.