{"id":37,"date":"2024-04-03T23:27:14","date_gmt":"2024-04-03T20:27:14","guid":{"rendered":"https:\/\/sisu.ut.ee\/6ppimisttoetavhindamine\/eel-ja-jarelhindamine\/"},"modified":"2024-04-03T23:27:34","modified_gmt":"2024-04-03T20:27:34","slug":"eel-ja-jarelhindamine","status":"publish","type":"page","link":"https:\/\/sisu.ut.ee\/6ppimisttoetavhindamine\/eel-ja-jarelhindamine\/","title":{"rendered":"Eel- ja j\u00e4relhindamine"},"content":{"rendered":"<p><span style=\"color: #888888\"><em><span style=\"font-family: book antiqua,palatino;font-size: medium\">On v\u00f5imatu hinnata \u00f5ppe tulemuslikkust, testides \u00f5pilasi vaid programmi l\u00f5pul. Kui pole infot selle kohta, mis tasemelt \u00f5ppijad alustasid, ei ole v\u00f5imalik ka m\u00e4\u00e4ratleda muudatuste ulatust. M\u00f5nel juhul on v\u00f5imalik, et \u00f5ppijad olid juba enne \u00f5ppe alustamist saavutanud suurema osa taotletavatest \u00f5pitulemustest. Teisel juhul j\u00e4lle v\u00f5isid eelteadmised ja oskused olla minimaalsed ja tehtud edasimineku saab kanda just \u00f5ppeprotsessi arvele.\u00a0<\/span><\/em><\/span><span style=\"color: #888888\"><span style=\"line-height: 115%;font-family: 'Calibri','sans-serif';font-size: medium\"><span style=\"font-family: book antiqua,palatino\">Ralph Tyler<\/span><\/span><\/span><\/p>\n<p><strong>Info kogumine erinevates \u00f5ppeprotsessi etappides on vajalik<\/strong><\/p>\n<ul>\n<li><strong>\u00f5ppe planeerimiseks<\/strong><\/li>\n<li><strong>\u00f5pilaste arengu hindamiseks<\/strong><\/li>\n<\/ul>\n<p>J\u00e4rgnev videoesitlus on eel- ja j\u00e4relhindamisest ning sisaldab n\u00e4idet nende kasutamisest I kooliastme loodusopetuses (ilma teema).<\/p>\n<p><\/p><div class=\"ratio ratio-16x9 mb-3\"><div class=\"video-placeholder-wrapper video-placeholder-wrapper--16x9\">\n\t\t\t    <div class=\"video-placeholder d-flex justify-content-center align-items-center\">\n\t\t\t        <div class=\"overlay text-white p-2 w-100 text-center d-block justify-content-center align-items-center\">\n\t\t\t            <div>Kolmandate osapoolte sisu n\u00e4gemiseks palun n\u00f5ustu k\u00fcpsistega.<\/div>\n\t\t\t            <button class=\"btn btn-secondary btn-sm mt-1 consent-change\">Muuda n\u00f5usolekut<\/button>\n\t\t\t        <\/div>\n\t\t\t    <\/div>\n\t\t\t<\/div>\n<\/div>\n<h4><\/h4>\n<h4><img loading=\"lazy\" decoding=\"async\" width=\"50\" height=\"46\" class=\"alignnone wp-image-66\" src=\"https:\/\/sisu.ut.ee\/wp-content\/uploads\/sites\/97\/m6ttemull_v.jpg\" title=\"m6ttemull_v.jpg\" alt=\"m6ttemull_v.jpg\">\u00a0\u00a0<span style=\"color: #ff6600\"><strong>\u00dclesanne\u00a0<\/strong><\/span><\/h4>\n<p style=\"padding-left: 60px\">Tooge konkreetne n\u00e4ide, kuidas olete eel- ja j\u00e4relhindamist kasutanud m\u00f5ne teema \u00f5petamisel. Kui \u00f5pite koos paarilisega v\u00f5i r\u00fchmas, jagage n\u00e4iteid kaaslastega. Milliseid eel- ja j\u00e4relhindamise meetodeid kasutasite? Kas ja kuidas need s\u00f5ltusid k\u00e4sitletavast ainest, teemast ning kooliastmest?<\/p>\n\n<p><strong>Eelhindamine<\/strong>\u00a0aitab aru saada, kui palju \u00f5pilased juba antud teema kohta teavad ning millest nad on huvitatud. \u00d5pilaste eelteadmiste v\u00e4ljaselgitamine on oluline ka selleks, et teada saada, millised on nende v\u00e4\u00e4rteadmised ja -arusaamad antud teema kohta.<\/p>\n<p><strong>J<\/strong><strong>\u00e4relhindamine<\/strong> on koosk\u00f5las \u00f5ppe eelhindamisega. J\u00e4relhindamist on vaja esiteks selleks, et j\u00e4lgida, kui palju on \u00f5pilased \u00fche teema, \u00f5ppemooduli vm \u00f5ppe\u00fchiku jooksul \u00f5ppinud ehk\u00a0\u00f5pilaste edasimineku ja arengu hindamiseks \u00f5ppeprotsessi jooksul.<\/p>\n<p>N\u00e4iteks on v\u00f5imalik alustada suuremat \u00f5ppeteemat v\u00f5i -moodulit k\u00fcsimusega, mida \u00f5pilased antud teema kohta teavad ja mida nad sooviksid selle kohta \u00f5ppida. Teema v\u00f5i ts\u00fckli l\u00f5pus k\u00fcsitakse neilt sama k\u00fcsimus uuesti, mis annab \u00f5petajale v\u00f5imaluse hinnata, kui palju \u00f5pilased on \u00f5ppets\u00fckli jooksul \u00f5ppinud. \u00d5pilaste eelteadmiste v\u00e4ljaselgitamine on oluline ka selleks, et teada saada, millised on nende v\u00e4\u00e4rarusaamad antud teema kohta.<\/p>\n<p><\/p><div class=\"accordion mb-3\">\n        <div class=\"accordion-item accordion-item--white\">\n        <h2 class=\"accordion-header\" id=\"accordion-69de3508d7858-heading\">\n            <button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#accordion-69de3508d7858-collapse\" aria-expanded=\"true\" aria-controls=\"accordion-69de3508d7858-collapse\">N\u00e4ide eel- ja j\u00e4relhindamisest I kooliastme loodusopetuses. Ilma teema <\/button>\n        <\/h2>\n        <div id=\"accordion-69de3508d7858-collapse\" class=\"accordion-collapse collapse\" aria-labelledby=\"accordion-69de3508d7858-heading\">\n            <div class=\"accordion-body\">Esimeses kooliastmes k\u00e4sitletakse pikemaajalise \u00f5ppemoodulina n\u00e4iteks teemat \u201eIlm\u201c. Teema algab \u00f5pilaste eelteadmiste v\u00e4ljaselgitamisega ajur\u00fcnnakuna, \u00f5pilastele antakse \u00fclesanne kirjeldada selle p\u00e4eva ilma ning koos arutatakse, mida selga panna. Selleks esitab \u00f5petaja \u00f5pilastele k\u00fcsimuse: \u201eMilline on t\u00e4nane ilm?\u201c. K\u00f5igepealt arutavad \u00f5pilased paarides, seej\u00e4rel kirjutatakse tulemused paberile \u00fcles, nii on lihtne \u00f5pilaste vastuseid alles hoida. J\u00e4rgmisena korraldatakse klassis arutelu, et aru saada, kuidas \u00f5pilased otsustavad, mida kooli selga panna. Vajaduse korral suunab \u00f5petaja \u00f5pilasi m\u00f5tlema selle peale, miks nad otsustasid selga panna just need riided, mida nad kannavad. Ka selle arutelu vastused kirjutatakse tabelisse ja s\u00e4ilitatakse j\u00e4relhindamiseks. <\/div>\n        <\/div>\n        <\/div>\n    <\/div>\n<p><\/p><div class=\"accordion mb-3\">\n        <div class=\"accordion-item accordion-item--white\">\n        <h2 class=\"accordion-header\" id=\"accordion-69de3508d786c-heading\">\n            <button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#accordion-69de3508d786c-collapse\" aria-expanded=\"true\" aria-controls=\"accordion-69de3508d786c-collapse\">Miks eel- ja j\u00e4relhindamine on vajalik?<\/button>\n        <\/h2>\n        <div id=\"accordion-69de3508d786c-collapse\" class=\"accordion-collapse collapse\" aria-labelledby=\"accordion-69de3508d786c-heading\">\n            <div class=\"accordion-body\">Ilm m\u00f5jutab meid, ka v\u00e4ikeseid lapsi, peaaegu iga p\u00e4ev. Esimese kooliastme \u00f5pilased, kes on vaadelnud loodust iseseisvalt, omavad juba arusaama ilmast. \u00d5ppemooduli eelne hindamine v\u00f5imaldab teada saada, kuidas \u00f5pilased m\u00f5istavad ilma \u00f5ppemooduli algul, millele p\u00f6\u00f6ravad ilmavaatlusel t\u00e4helepanu ning mille alusel teevad otsuseid. Samuti on vaja hinnata \u00f5pilaste k\u00fcsimustele vastamise ja paaris t\u00f6\u00f6tamise oskust. \u201eIlma\u201c teema kokkuv\u00f5ttena toimub \u00f5ppemooduli j\u00e4rgne hindamine, kus lapsed peavad j\u00e4lle kirjeldama antud p\u00e4eva ilma, kasutades selleks juba k\u00f5iki \u00f5ppemooduli jooksul \u00f5pitud teadmisi ja oskusi. \u00d5pilaste eelhindamise ja j\u00e4relhindamise tulemuste v\u00f5rdlemine n\u00e4itab, kui palju on \u00f5pilased antud teema kohta uusi teadmisi ja oskusi omandanud. Lisaks vaatlusoskuse hindamisele on oluline hinnata ka otsuste tegemise, k\u00fcsimustele vastamise ja paaris t\u00f6\u00f6tamise oskust.<\/div>\n        <\/div>\n        <\/div>\n    <\/div>\n<h4><\/h4>\n","protected":false},"excerpt":{"rendered":"<p>On v\u00f5imatu hinnata \u00f5ppe tulemuslikkust, testides \u00f5pilasi vaid programmi l\u00f5pul. Kui pole infot selle kohta, mis tasemelt \u00f5ppijad alustasid, ei ole v\u00f5imalik ka m\u00e4\u00e4ratleda muudatuste ulatust. M\u00f5nel juhul on v\u00f5imalik, et \u00f5ppijad olid juba enne \u00f5ppe alustamist saavutanud suurema osa &#8230;<\/p>\n","protected":false},"author":36,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"class_list":["post-37","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sisu.ut.ee\/6ppimisttoetavhindamine\/wp-json\/wp\/v2\/pages\/37","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sisu.ut.ee\/6ppimisttoetavhindamine\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sisu.ut.ee\/6ppimisttoetavhindamine\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/6ppimisttoetavhindamine\/wp-json\/wp\/v2\/users\/36"}],"replies":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/6ppimisttoetavhindamine\/wp-json\/wp\/v2\/comments?post=37"}],"version-history":[{"count":1,"href":"https:\/\/sisu.ut.ee\/6ppimisttoetavhindamine\/wp-json\/wp\/v2\/pages\/37\/revisions"}],"predecessor-version":[{"id":149,"href":"https:\/\/sisu.ut.ee\/6ppimisttoetavhindamine\/wp-json\/wp\/v2\/pages\/37\/revisions\/149"}],"wp:attachment":[{"href":"https:\/\/sisu.ut.ee\/6ppimisttoetavhindamine\/wp-json\/wp\/v2\/media?parent=37"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}