Page 30 - Striving for Tesla_Neat

Task 4: Basic description
Divide students into pairs (think-pair-share)

Phase 1: Each pair design a case study with various variables to consider for the design of an exercise programme. Students to include evaluation / assessment criteria for
the design of their case study (using previous knowledge gained in creating criteria for strength programmes). Case studies to be uploaded onto a WIKI or online database
tool accompanied with assessment criteria.
Phase 2: Case studies and assessment criteria to be allocated to a pair. Student to design a strength programme and self-assess their programme using the pre-scribed
criteria. Students also to comment on criteria for assessment as provided by the different pairs of students, who developed the case study and provide suggestions for
improvements.
Phase 3: Students to peer review each other’s designed strength training programmes.
Instructor to provide general audio feedback using the rubric, highlighting the good areas, addressing the areas for improvement.
Phase 4: Students to reflect on the task and provide suggestions for future improvements.

Reasons for this activity:

1. Students thinks individually about the task and have peer to share ideas with.
2. It builds oral communication skills.
3. It helps students to engage and focus at the task at hand.
4. It also assists building confidence when collaborating in a small group.
5. Students shows a more “cognitive process of understand” when using peer review and peer tutoring (Wang et al., 2017).
6. It assists students to think more critically how to design exercise programmes, when providing own scenarios and data, it makes the learning more authentic.
7. This is a formative assessment evaluating student learning.
8. The use of screencast feedback is sometimes more preferred by students because of its efficiency, clarity and ease of use which increases understanding. Students
takes less time revising work using screencasts (Cunningham, 2019)

Suggested tool: Google docs and screencast-o-matic

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