Activity 8-Module 4, Reflection

I have just begun to just tip the surface, not even scratch the surface where learning to develop assessment strategies are concern. I think in the end this is THE most important aspect of this course as we seek to integrate ICT.  We are all great teachers and this course is certainly adding to our knowledge base. I wish there was a second part to this module.  I need to learn some more on the use of assessment in ICT integration.  I don't think I have hit the spot yet.  Just say when Mr. Roos.  I wish we could have given this module a Part 2(smile). Just a thought. This is really where the rubber meets the road.

Module 4- Activity 7- Reflection.

Many times we as teachers are guilty of discouraging our students under the assumption that they should know better.  However we need to rethink how we give feedback, because most times it is negative.  With the initiative to have more child friendly schools which offer support and guidance, our feedback should lend itself to just that-support and guidance.  We need to learn to be tactful in the way we draw student's attention to errors because , Yes, it is our duty to do so ; but not with the intent to make the child feel that he or she is dunce.  Sometimes there are some underlying factors that we may be failing to see that is adversely affecting the child's learn.  Hence, being discerning and sensitive coupled with an understanding of how the child learns will assist us in giving the right feedback at the right time too.  Sometimes we need to pace our comments for greatest impact(too strong a word...) or for greater results.(Yes that's better).  This is something that I will definitely encourage in my colleagues.

Activity 6-Module 4- Reflection

Experience of assigning students with projects that requires them to do research has been a challenging activity. As an administrator, I constantly hear teachers complaining about repeated cases of plagiarism.  I do plan to have sessions with the entire school of students as to how they can engage with the plethora of resources on the internet and how they can analyse the information.  The World Wide Web is like an ocean of information but if one does not have the skills to navigate through it then one will see it as a difficult task to undertake.  Such students will not become discovery learner, or the kind who are independent or explorers of knowledge. There will always be the dependency on the teacher to divulge information.  The use of ICT to aid learning is a concept that students find difficult to absorb. However with consistency, I believe understanding will become clearer.  Right now I am going to explore website that can give useful information on areas that are within the curriculum for subjects so that teachers can use these in their classes-kind of like a jump start.

Module 4, Activity 5-Reflection

Assessment tools can be used to gather feedback informally and formally. Now what my concern is , is how can we incorporate this form of assessment into the present curriculum structure. I know they will be benficial at a class and possibly school level but the system is summative based. I guess we would have to use the strategies learned in this course and show all, how valuable these tools can be and convince those involved in curriculum design that these tools are a must have in the classroom environment. I still need lots of practice in designing these tools myself though.

 

 

Module 4- Activity 4, Reflection

Lately, I have been drawn to this new concept of Project Based Learning and how it can enhance the learning experience as it seeks to develop 21 st Century Skills such as Problem Solving, Critical thinking, just to name two. Using varied methods of assessment can promote this. Self-assessment and peer assessment strategies are been advocated to assist the teacher to gather evidence of children's learning. I foresee that I will have to do lots of practice to master how to design such tools and use them to the greatest benefit. From a class perspective, our students will need to be taught how to perform the necessary skills that are required to assess themselves and others. Most students have a hard time listening to criticism and take things personal too. They will need to learn to value other people's opinions and see worth in the contributions made and see what aspects of the criticism are reflective in their learning. Once they can make the connection appreciation for what others think will be a natural outflow.

Activity 3- Module 4, Reflection

 

WHAT WE ASSESS CATERING FOR DIVERSITY.

It is quite possible that in one class setting not all students may be assessed in the same manner.  I am already seeing the level of work that assessment demands.    Assessment should                                                                                      take into consideration the learning style which means assessment tools should also reflect the same .    Ultimately , formative assessment could improve how each child negotiates summative assessment in my view.   

Activity 2-Module 4- Reflection

I like the table in activity 2 on  when we can assess learners.  I liked the exchange in the brainstorm activity and I have learned from other colleagues.  It would be great that overtime we can develop templates that will show us how to do so. Perhaps developing a set of criteria that will serve as a guide .

ACTIVITY ONE- MODULE 4, Reflection

WHY WE ASSESS LEARNERS

This question is the baseline for the design of instructional material and assessment tools.  I have mostly employed summative assessment as the main way of determining a child’s academic progress.  The use of formative assessment was heavily debated in times past and hence was not frequently used. I like the idea of formative assessment and it is something that I believe will change how we teach.  I have lots to learn in terms of how to design and create useful material that can be more child friendly, yet providing information on how children are progressing in learning.

ACTIVITY 12- PROBLEM SOLVING

I have never really used this strategy in a class room setting because many times it is I the teacher who has been brainstorming to find strategies to help solve problems in the classroom.  I am going to try this strategy in the new term. I have a few issues that need to be addressed and I do believe that students can have the most amazing ideas.  We may sift these ideas through and see if any works.  That's a challenge for me next term.

ACTIVITY 11- USING CONTRAST TO STIMULATE DISCUSSION

Anomalies in a lesson can help students think critically.  They will ask questions such as
"How come..." or make statements that begin with
"  I don't think that...."
"It should be that..."

When students use such words it tells the teacher that they understand how things should be and therefore they are finding a solution to the problem so that the situation can represent the ideal.   even though they may not know how something should be , in another instance,  their personal experiences can help to guide them into drawing an accurate conclusion....  Again it calls on the teacher to know the subject well enough to present incongrunecies  for the sake of leading students to arriving at the appropriate conclusion.

ACTIVITY 10- PROMOTING DISCUSSION

After observing the lesson which involved the use of discussion, I was encouraged by how persons can hold misconceptions and by discussion can receive clarity on things they perceived inaccurately.  I noted though that teachers must be au fait will the subject matter.  This calls for alot of reading on the teacher's part since there may just be that odd questions that catches one unaware.  I found that out recently in a class discussion and students left the class with enlightenment.  Students themselves were able to answer the very questions that arose from the class discussion.  Usually I find that these questions are not necessarily enshrined in the lesson plan but do many times connect to the lesson content.  This tells me that learning and knowledge is quite vast and there is no way a teacher can tap into all it entails in 35 or 40 minute period.  Discussions should be encouraged.

ACTIVITY 9- WHAT QUESTIONS DO I ASK AND WHY?

In times past, the purpose for asking questions was generally ignored for most disciplines. It was only applicable if teaching comprehension skills in English where one is required to ask literal, inferential questions or questions that required some form of evaluation.  However I am coming to recognize that this skill is not secluded to Language Based subjects but should transverse across all other disciplines. 

I think that my weakness is encouraging students to ask more questions not only to me as the teacher but also to other colleagues. The value of this practice will not only raise the confidence levels of students but will foster critical thinking as they develop collaborative skills.  That way students do not feel compelled to absorb everything one says but is at liberty to question  things whether for  clarity, justification or for more information.

ACTIVITY 8- Piaget's Influence

The implications of Piaget's theory must be noted with great importance.  A student's cognitive level must be determined before a task is assigned. It cannot be assumed that since a child is a particular age that a particular task is appropriate. Another implication of this fact though, is that there needs to be instruments that can assess the level of students especially when they are entering into a new school so that correct placement can be determined. This is a serious exercise and must be diagnosed carefully in each child.  Summative testing may not be accurate either in determining a child's cognitive ability.  Formative assessment will certainly play a vital role in all of this.   Ok, then. I believe that whilst standard instruments may not be available, the teacher can prepare formative assessment tools to ascertain a child's level of ability in the areas to be tested and judged against Piaget's theory.

ACTIVITY 7- Collaborative Learning

This I have proven to be very rewarding especially when I had large classes.  I usually practice heterogeneous grouping which involved  students of various learning abilities. The idea was to allow the high achievers to assist low achievers.  This  encouraged peer tutoring , sharing and above all the learner understanding the lesson in a manner that they will reproduce it later on.   This made the learning environment students centred and also alleviated the teacher from alot of one on one tutorials.  At the end of any collaborative exercise students were generally encouraged to excel and had a greater level of confidence even when tasks were done independently. 

I need to explore the various methods of collaborative learning that can be applicable for secondary school settings and share them with colleagues.

ACTIVITY 6

I personally have found that when one speaks to himself or herself, when you hear yourself verbalise things out loud you stand a better chance of understanding things alot better.  In simply engaging in a reading activity sometimes something looks odd when you try to decipher it in silent reading but when it is read outloud, a light suddenly turns on and clarity is received. 

It is very important for children to hear themselves reason outloud and exchange their thoughts with others.  They learn to appreciate the thoughts of others while at the same time receiving much needed information or clarity or even supporting views that supports their own views.   This action then must be reciprocated between teacher and student, student and teacher and student and student. The teacher must think on his or her feet at all times to ensure that this takes place.  In my learning context, this skill will have to be taught in mini-lessons on discussion and expression of views and then it will become a natural feature in regular class sessions.

I must encourage myself and other colleagues to make verbalizing and dialogue a crucial component in their daily lessons. We must remember that the learning exercise is catered for the learner and getting them involved in the process will allow us to achieve our objectives  with more productive and meaningful results.