Re-Designing Old Worksheets
Re-designing worksheets might sometimes be a good idea. I present a re-designed worksheet for practicing conditionals. In addition to the pictures of the worksheets, this page also contains the worksheets as a file you can download.
The worksheet dealing with conditional clauses (cf. fig. 1) can be improved in various respects. At first sight, the handwriting is striking. A typed version will ensure the readability of the worksheet. Additionally, the head of the page should be redesigned giving the most important information about the worksheet.
The worksheet dealing with conditional clauses (cf. fig. 1) can be improved in various respects. At first sight, the handwriting is striking. A typed version will ensure the readability of the worksheet. Additionally, the head of the page should be redesigned giving the most important information about the worksheet.
Fig. 1. Old Worksheet
Reading the head of the page of the new worksheet (cf. fig. 2), the pupil already knows that the material is about two types of conditional sentences. The pupil also knows on which day he or she worked with the worksheet, and in which class or course he or she was at that time.
Furthermore, it is absolutely necessary to add a concrete task on the worksheet which is missing on the old version of the worksheet. The formulation of the tasks is appropriate for a student-orientated approach in that way that the pupils are able to deal with the worksheet without any further explanations. Thus, they can work independently. For this reason, it was an essential aim to maintain the simple and clear structure of the worksheet (cf. File "Structure of the Old Worksheet"). Apart from this change, the inclusion of a picture was meant to improve the visual quality of the worksheet.
The re-design of the old worksheet is in accordance with the so-called Golden Rules of Good Design. These rules are presented on the page informing on the handout about Marburg.
Furthermore, it is absolutely necessary to add a concrete task on the worksheet which is missing on the old version of the worksheet. The formulation of the tasks is appropriate for a student-orientated approach in that way that the pupils are able to deal with the worksheet without any further explanations. Thus, they can work independently. For this reason, it was an essential aim to maintain the simple and clear structure of the worksheet (cf. File "Structure of the Old Worksheet"). Apart from this change, the inclusion of a picture was meant to improve the visual quality of the worksheet.
The re-design of the old worksheet is in accordance with the so-called Golden Rules of Good Design. These rules are presented on the page informing on the handout about Marburg.
Fig. 2. New Worksheet
As regards content and practice, we aimed at increasing the value of the worksheet. The old worksheet only contains six sentences for the purpose of practice. The exercise is a simple gap text which is in line with behaviorist teaching principles. The exercise belongs to drill exercises as pupils are merely supposed to repeat grammatical language patterns. Yet, I’m convinced that such exercises can be useful in order to interiorize essential language patterns like conditional clauses. For this reason, the exercise remains a central part of the new worksheet.
However, pupils should also be able to use the foreign language more creatively. Therefore, another two tasks are added on the new worksheet. The teaching aim of the second task is that pupils practice to write down complete sentences. Furthermore, they have to keep in mind to design their sentences as an exercise for their partners. By doing these exercises (cf. task 2 and task 3), pupils will considerably enhance their language skills and competences as the learning approach is in line with the principles of constructivist learning approaches. The learner’s activity is increased enormously. Moreover, pupils can deepen their social competences as the tasks are based on the concept of collaborative learning; the pupils can only do the exercise in pairs and they have to do a peer evaluation.
However, pupils should also be able to use the foreign language more creatively. Therefore, another two tasks are added on the new worksheet. The teaching aim of the second task is that pupils practice to write down complete sentences. Furthermore, they have to keep in mind to design their sentences as an exercise for their partners. By doing these exercises (cf. task 2 and task 3), pupils will considerably enhance their language skills and competences as the learning approach is in line with the principles of constructivist learning approaches. The learner’s activity is increased enormously. Moreover, pupils can deepen their social competences as the tasks are based on the concept of collaborative learning; the pupils can only do the exercise in pairs and they have to do a peer evaluation.
Download of the old and new version
oldworksheet.pdf | |
File Size: | 36 kb |
File Type: |
newworksheet.pdf | |
File Size: | 191 kb |
File Type: |
structureoldworksheet.pdf | |
File Size: | 167 kb |
File Type: |