24. Designing a Worksheet: Evaluation

13/04/2016

Designing a Worksheet: Evaluation

Following on from my post on designing a worksheet, I’d like to reflect a little in response to Karen Richardson’s questions for worksheet analysis.

How many pages does it have in total?

Three sides, plus the actual reading text, which is two sides.  The reading text, with different formatting, could easily fit onto one side, but that wouldn’t allow learners space for note-making.

Does it contain colour?

Yes, some.  But let’s get real: how often can we really copy in colour for all our learners? Maybe now and then with one to one learners or a group of two or three Business English clients, but on the whole we can’t.  It would cost the school a small fortune.  So perhaps a better question might be to do with whether it copies well, i.e.: are any visuals still ‘readable’ on generation copies?

Does it contain images, graphics or photos?

Graphics, yes, and some visuals (the maps).  Photo accompanying the text.

Does it have a reading element?

Yes

Does it have a writing element?

Note-taking / making

Does it have a listening element?

Does it have a speaking element?

I’m answering these two questions together…  Yes, in terms of partner and class discussion.

Is a key provided?

No… I designed it for classroom rather than self study use.

Are there any Teacher’s Notes or tips?

No… When I shared it with my colleagues to try out I pointed out that there were (deliberately) no teacher’s notes, as at this stage I wanted to give completely free reign as to how to use it – partly to see what emerged from the trials and partly because I know these particular colleagues’ (varying) teaching styles, and know that they’re all very skilled and competent teachers so could trust that they’d be just fine without notes.

Is there any information about timing?

No (see above)

What format is it in? (PDF, Word, …)

Word, and also converted to PDF.  Word (as it’s unpublished) makes it easier for myself and those I share it with to edit according to different groups and/or preference.

Does it reprint material sourced from elsewhere?

Yes and no: the text itself is from Adbusters.  The ‘responding to a text’ section of the worksheet is adapted from Michael Lewis’ Implementing the Lexical Approach – which is referenced on the worksheet.

Does it tell you what level it is written for?

No.  Actually I think that’s a good thing.  If it were for self-study then that would be necessary, but as it’s created for classroom use it’s not necessary, and in some circumstances could be considered detrimental.  It’s not unusual for me to tippex the level off worksheets I’m using if I’m adapting them for higher/lower levels than recommended (especially higher).

Are there interaction pattern (individual, pairwork, group work, etc) suggestions with each task?

Yes.  But there’s a lot of pairwork – could there be more variety?

Does it suggest what age group it is for?

No.

Is it for a specific number of students?

More than one.

Would you use it with your students or suggest it to a colleague?

Yes – both.


 

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