Page 126 - Razvoj kompetenc prihodnosti v pedagoških študijskih programih

Marjana Dolšina Delač

that providescontinuousfeedback foradjustingteachingstrategiesandcon-
sequently more effective learning. Formative assessment comprises five as-
pects that can function independently or as steps of an ongoing process:
(1) clarifying learning intentions and success criteria, (2) eliciting evidence of
learning, (3) providing feedback, (4) purposeful questions, as well as (5) peer-
and self-assessment. In the present study, the focus was primarily on provid-
ing feedback, accompanied by purposeful questions essential to humanistic
academic discourse. The educational process was structured around ques-
tions designed to progress from lower to higher cognitive levels (cf. Maren-
tič Požarnik & Plut Pregelj, 2009). Given the small group size and the value
of peer dialogue in fostering deeper understanding, questions became our
key didactic tool for both learning and assessment. The Wh-questions ask
for essential information about artworks and assess the factual knowledge,
while divergent, open-ended, the How- and Why-questions, create space for
autonomous knowledge construction via proper scaffolding, such as formal
and iconographic analysis, accompanied by contextualisation. Formative as-
sessment practices were shown to improve critical dialogue and motivation.
Students learned to formulate open-ended, analytical questions to stimu-
late discussion rather than merely elicit factual recall. This process fostered
metacognitive awareness and empowered learners to approach artworks as
evolving interpretive challenges.
The innovative teaching approach of a flipped classroom uses recorded
video lectures and exercises for students to prepare at home, while class
time is dedicated to interactive, group-based problem-solving tasks (Bishop
& Verleger, 2013). This model blends the two learning theories that were once
seen as opposing: the constructivist idea through active, problem-based
tasks with elements of behaviourist (direct instruction) practices via struc-
tured lectures (Bishop & Verleger, 2013).¹⁰ The flipped classroom approach
once again proved especially useful for school subjects with densely struc-
tured curricula that allow little room for extended discussion or divergent
questions, and at the same time prescribing learning goals at higher levels
of Bloom’s taxonomy (cf. Jdaitawi et al., 2022). This is also characteristic of
art history as an elective subject in Slovenian high schools, for which the
participating students prepared their lessons.

¹⁰ The model of flipped classroom was first implemented in engineering education where com-
puter tools are broadly incorporated in the learning process, but due to its universality it was
also experimented in other disciplines, even humanities, for example Moses (2017), Jong et al.
(2019), Jdaitawi et al. (2022) etc.

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