Module 4 Activity 8 - Planning an assessment strategy

A carefully planned and executed assessment strategy is important to the teaching learning process.  As teachers plan the assessment strategy it needs to be remembered that this ought to be aligned to the learning outcomes.  Assessment strategies provide students with a wide range of learning experiences which integrate ICT and which allow students to function outside of the mundane classrooms of chalk and talk and exercise books.  These strategies as well, allow for the integration of other subject areas thereby improving on students competencies across the board.
As teachers employ assessment strategies they open avenues for students to acquire additional skills which they would not have received in regular lessons.  These include cooperative and group dynamic skills, critical thinking skills and improved active listening skills.
I have found this activity to be challenging but rewarding as here on our island, assessment strategies are not written in this great detail.  Further, assessment tools are not usually those which feature rubrics and checklists and this would be a welcomed addition into the curriculum at my school.

Module 4 Activity 7 - Giving feedback

In any learning environment , feedback plays an important role as it describes the areas for improvement, strengths and weaknesses and avenues to take to advance future learning.  As feedback is given, it ought to be done constructively and in a spirit of co-operation and support.  The inividual providing the feedback ought not to be swayed to providing all negative comments but should marry negative comments with the positive comments as well.
When receiving comments, individuals are called to listen without interrupting and to keep an open mind since the information given seeks to improve learning and behaviour.
This might be a bit challenging for some as when persons are confronted with areas that they need to improve on become rather defensive and turned off from the issues which try to improve and not hurt.

Module 4 activity 6A Using reference resources

Using reference resources in lessons require much planning if one expects the lessons to go well. Also, writing a rubric for a formative assessment of the lesson can be a challenge if teachers are unaccustomed to preparing such documents.  One has to be very careful in the amount of resources the students are expected to go through in search of answers. Hence, the age of students, reading ability, ICT literacy skills and time required to complete task need to be taken into account.

Module 1 Activity 12 Problem-solving skills

Students, no matter how young, are able to solve problems once they are provided with the necessary guidance.  When students are confronted with problems/issues which they have created for themselves, they are most times, willing to provide solutions to correct the negative behaviour and would also ensure that others do not repeat this behaviour.

Some teachers believe that the age of students restrict problem solving skills but if these skills are not developed from an early age, then students will be deficient in this area and that of analysis and critical thinking skiils when they are older.

Teachers too need to be aware of problems which may develop within the problem-solving activity and be efficient and effective in defusing the situation.  Hence, problem-solving activities demand careful planning before execution. 

Module 1 Activity 11 Encouraging learners to ask questions

It becomes common place for teachers to ask questions and get responses from the students but seldom do teachers encourage students to ask questions.  Teachers limit the involvement of students in this area as they (the teachers) do not want to be caught off guard not knowing the answers to the questions asked.  Encouraging students to ask questions will provide them with information and a deeper understanding of the issues.  The answers given encourage them to think critically and analytically.  It even helps if the teachers allow students to ask questions among themselves.

Module 1 - Activity 10 - Promoting discussion

The way questions are structured will create meaningful discussion between teacher and students.  Questions stimulate thought and in order to have students responding, it becomes necessary to have the students feel comfortable with expressing their ideas. 
In the think-ink-pair-share strategy, students were encouraged to work in pairs, thereby making it easier for discussion and sharing to take place.  I particularly liked this strategy, as the questions posed steered the discussion and became the platform for total participation of the students.  In a whole class setting, some students would be left out of the discussion as they would feel uncomfortable if they provided off-base responses. Creating a comfortable learning environment for our students and providing them with questions that would cause them to respond positively becomes most important.

Module 1 Activity 9: What questions do I ask and why?

Questions are used to determine what students know or do not know.  It is critical that a variety and levels of questioning are utilized not anly to tap knowledge but to stimulate thought and to develop critical thinking.  It requires teachers to become knowledgeable and comfortable asking these types of questions so that they can direct the discussions in their classes.  To often, teachers stick to the recall questions because of their knowledge base.  The world has become a village and if our students are to compete then there has to be a shift from mere recall to higher order thinking.  I have begun to do this in my practice.

Module 4 Activity 4 - How we assess- Assessment methods

Assessmennt is a necessary ingredient in the teaching learning environment and ought to provide the feedback required by students so that they and the teacher could monitor the progress going forward.  It also indicates to teachers whether desired learning outcomes were achieved.

As teachers structure the assessment process, it is done using elements of self-assessment, peer assessment and group assessment.  It would be quite beneficial if teachers could be exposed to these alternative ways of assessing students as this would tap the diversity in the classroom and add to the richness of the learning environment.

Module 4 Activity 3 "Diversity" - what we assess

As we assess, one must remember that it is necessary to cater to the needs of all students and their diversity.  Further, our teaching should always be geared to the students and what they can do bearing in mind that we assist them to acquire the skills needed to move to the next level.

Module 1 - Activity 8 Piaget's Theory of Cognitive Development

Piaget's 4 stages of cognitive development have brought a fresh perspective to what we teachers do in the classroom.  This course has brought into focus the things which we need to change in our practice in respect of the diversity found among students within the classroom and also highlights that the pace and rate of learning differ.  It encourages us as teachers to move away from the teacher-centered classrooms to that which encourages us to create more student-centered environments, utilizing more collaborative strategies, experiences, discovery and hands-on approaches to teaching and learning with the individual student's development as our guide.

However, although Piaget's theory has merit one cannot not reflect on the present education system which focuses mainly on the completion of a curriculum and having students pass exams. 

Module 4 - Activity 2 - What we assess

Assessment is very important to the teaching learning process as it allows for growth of learning and teaching through reflection, planning, feedback and self-assessment.  It is necessary that assessment procedures and practices are structured to the types of learners in the classroom and not the one size fits all that we teachers tend to utilize.  Teachers are to have set criteria and standards by which to fairly assess students, remembering the ultimate goal is to ensure that each student achieve some measure of success.

Module 1 Activity 7 - "Cooperative_Learning"

Cooperative learning can be a very effective strategy once used correctly.  This student-centered strategy has seen success in the positive independence of students, individual accountability, improvement of social skills and an equal opportunity for success.  Educators are to ensure that proper planning is done in this strategy as an effective outcome which is self-assessment is also realized.
Further, it is observed and a recognized fact that students understand the work much better when it is explained by their peers.  It becomes necessary to ensure that the strategy is utilized where practicable.

Module 1 - Activity 5 - "Developmental_psychology" caring for others.

Teachers come face to face daily with diversity in their classrooms and have to deal with this in a realistic way in order to get to the point where every learner succeeds.  One realizes that students are affected by many issues and situations which place them at risk or resilient to the effects.  To meet the deficiencies and to assist others with their coping skills our practice ought to change.  The change must be seen in our classroom management strategies, delivery of instruction, assessment practices, parental interaction and social interaction with the very clients in our classrooms.

Module 1 - Activity 4 "Behaviourism-new_strategy"

There is a local saying which states that all horses do not run alike, and so true when we examine our classrooms and observe the diversity which exists.  It says to us as teachers that we ought to change the way in which we operate in our classrooms if we are to have every learner succeed.  Teachers need to:
1.  Motivate students constantly and provide on-time feedback.
2.  Provide students with expectations or desired behaviours.
3.  Let students know consequences for undesired behaviours.
4.  Give praise at all times and encourage students to do likewise.
5.  Utilize the class diversity to the advantage of all.
6.  Structure class work to meet learners' needs.
7.  Model the type of behaviour required.

Module 1 Activity 3

This was a very powerful and thought provoking activity with many lessons to be learned.  My thoughts reflected on my past students and caused me to also conduct introspection on my practice.  Highlighted in this was that the right conditions ought to be created to get our students learning and that teachers behaviours are critical in the teaching learning experience. Teachers are the model agents of change utilizing many skills, strategies and tactics to get students to where they ought to be.  Our task is a huge one bearing in mind that teachers and schools by their very nature shape societies.

Module 1-1 Activity 1

A good teacher does not teach the class as a single entity but ensures that the needs of all students are taken into account.  Every child brings values, potentials and individual experiences to the class which adds to its uniqueness and diversity.  Through motivation, constant interaction and feedback and ensuring that all these factors in the learning environment are taken into account, the teacher ensures that every learner succeeds and does this successfully by applying different strategies and methodologies.

Theoline Croft 2A 4 Activity 11 - Creating a PLN

Creating a PLN proves to be an important activity, if we are expected to become a learning community.  Even though it was a tedious exercise, I see myself benefiting considerably from this exercise, as many persons will be providing expertise and best practices to issues which each of us may encounter.
My school and practice should improve if best practices and good advice are employed.

Theoline Croft Module 1B 3 Activity 9 school_readiness

I have come to realize that for schools to ready themselves for ICT integration, that it takes much persuasion, buy-in and political will to complete this essential undertaking.  While schools realize the potential of this integration, it remains the business of stakeholders; the principal, teachers, parents, the Ministry of Education and cooperate Antigua and Barbuda to see this through.
In these times of economic challenges, what little schools can do to ensure that the integration takes place will be the energizer to the programme.  However, the Ministry of Education needs to 'take the bull by the horns' and ensure that policies to govern ICT is completed.  Further, the training of teachers will be welcomed as well, to encourage the use of ICT in all spheres of the school.

Theoline Croft Module 1B-3 Activities 8a and 8b "Teaching Spaces" and "Why Wait".

Times have changed and as practioners, we ought to move with the times.  Our students are depending on us to provide them with the best environment for teaching and learning, but are we ready for the change?  Ready or not, change is here!
The transition begins with us, teachers and principals, and we are expected to motivate and encourage the various stakeholders to embrace the vision for education and understand that a new thinking need to be encouraged.  The clients who are our students need from all stakeholders the investment of time, finance, creativity, dexterity, technology, and most of all the political will to achieve the desired outcomes.
Ready or not, here it comes and can we do it?  Yes, we can!

Theoline Croft -1B-3 - Activity 5 Myth of computer literacy

I have gained further insight into the integrated appraoach and realize that it requires ICT in order to complete tasks.  In my reflections, teachers play a pivitol role in ensuring that their classrooms are child-centred and inclusive and that what ever skill is required for a task that students are exposed to it then.

In one of my earlier posts, I commented that I was not able to retain a skill in ICT since I was just required to learn it for an assignment.  I can now relate it to the just-in-time strategy since one cannot be overloaded with learning all skills and may not be required to use them until some time in the future.

Theoline Croft - Module 1B-3 Activy 4A & 4B - Is there a need for teachers?

Vygotsky and Dr. Mitra seem to be singing from the same hymn sheet.  Their conclusions say to educators that in order for students to develop and seek knowledge, it is important to provide the appropriate stimili.  Further, at some point in the learning, the facilitator makes contact in order to ensure that students are on target.