Izvleček
V prispevku je predstavljen primer realizacije načrtovanja in izvedbe govornih nastopov pri pouku slovenščine v 4. razredu osnovne šole. Učenci so s pomočjo miselnih vzorcev in njihovih pretvorb v besedilo opisovali sebe, svojega sorodnika in svojega vrstnika. Napisana besedila so nato v obliki govornih nastopov predstavili svojim vrstnikom. V ta vzgojno-izobraževalni proces so bili vključeni tudi elementi formativnega spremljanja znanja, s pomočjo katerih so učenci aktivno sodelovali v procesu pridobivanja znanja. S sooblikovanjem namenov učenja, kriterijev uspešnosti, podajanja povratnih informacij vrstnikom, samovrednotenjem, odločanjem za izvedbo dejavnosti, sodelovanjem pri oblikovanju točkovnika za vrednotenje uspešnosti dosege kriterijev idr. so posledično prevzemali odgovornost za svoje učenje in učne dosežke.
Abstract
Formative Monitoring Elements in the Process of Speech Planning and Performance
The article describes the implementation example of planning and carrying out speaking performances in fourth-grade Slovene lessons at the primary-school level. The students made mind maps and transformed them into texts describing themselves, their relative or their peer. Afterwards, they presented written texts in the form of speeches to their classmates. The educational process included elements of formative knowledge monitoring which helped students to actively participate in the process of knowledge acquisition. By collaboratively formulating the purpose of learning and successfulness criteria, by providing feedback to classmates, self-evaluating, deciding on activity implementation, and cooperatively developing a scoring system for the evaluation of successfulness in criteria achievement etc., they consequentially took the responsibility for their learning and learning achievements in their own hands.