Harnessing Pedagogical Skills

        Final Reflection

The past week was supposed to be spent analyzing and assessing instruments and methodologies used in the classroom. With an interesting spin on the sojourn, the attention was redirected to me. I was taken aback based on the gaps in my own assessment process. My level of understanding was unconsciously placed under high scrutiny. So much of the seconds in the minutes were spent in a zone of retrospection, as I envisioned what would be needed for me to develop mature or sophisticated understanding.

       As educators, one of our core responsibilities is to prepare learners to pass national standardized exams. The reality is that we are judged based on the learning output of our students. As such, students are most times prepared for exams using rote learning.  Based on the new knowledge received, I am realizing that as facilitators, one is expected to be perceptive, responsive, empathetic, tolerant, compassionate and competent if we are going to prepare our learners for more than an exam but for life- long learning.

      There were various methods, processes and research introduced that would add depth, relevance and vigor to our learning experiences. Their use or implementation however is dependent on a number of factors. Some children are born with varying innate abilities and they present unique understandings to the learning environment based on  their own perceptions, realities and expectations. Similarly, as the potter fashions different types of clay using careful hands, so are we as facilitators expected to careful select instructional / assessment tools, processes and strategies to fit the learning need and style of each learner.  But will all these yield mature understanding?

     I can vividly remember the day we watched and analyzed the movie “Finding Nemo”. I found it ludicrous to know that my boys watch this movie over and over at home but I have never stopped to look at the details. Only to realize that it possessed a wealth of so many concepts that can be transferred to so many disciplines.  I pondered, to what extent am I making connections based on nature or things unrelated to my discipline? And what am I doing to close such gaps?

     The readings were wide, numerous and the required summaries intensified with each passing day. There was one night in particular when I was convinced that the need for sleep was nothing more than a concept. Sincerely the discussions from the community and the relaxed feeling to voice suggestions aided my understanding and fostered critical thinking.  One of  Alderian’s fundamental philosophies, is that “ we flourish where our relationships with others are based on co-operation and mutual respect.” Thankfully I am flourishing, as it has been affirmed that parents and other stakeholders are looking to “me” to foster diversity, respond to changes, integrate technology, promote active learning and lead learners to a point of self actualization.

    I have glanced through my rear view mirrors and I am now switching lanes to a more fulfilled learning highway.

I am making connections

Assessment to Promote Understanding and Achievement

                                                                            Day 4

Today was a day where a lot of analysis and total reflection where various connections were made . Many theories were put into practice. I found it engaging to construct higher end questions that may be used to assess Understanding in light of the Six Facets. 

Concepts such as The Backward Design and Triangulation were brought alive in the articles read and the movie entitled “Freedom Writers” that was shown. Based on my learning style I felt enthralled to see that these concepts could become concrete.

I am hoping that the articles on data collection and analysis will remain vibrant and lasting in my cranium. It reinforces the notion that data analysis plays an integral role in planning, modification of instruction, coaching learners and making value judgments. As Hubbard (N.D.) suggested, “ the more closely you can intertwine data collection and analysis into your daily routine, the more likely you are to keep on top of it.”

 

I intend to implement many of these concepts in my teaching learning experience as they  develop levels of understanding.

Based on these experiences, some of my misconceptions have been mitigated and I can only conclude that teaching is indeed an “art”that is extremely complicated. It is my dream to master this art.

"Triangulated"

Assessment to Promote Understanding and Achievement

                                                              Day 3.

Today was a day that seemed pretty much longer than usual, as much surrounded understanding and triangulation.

I am beginning to appreciate the various facets of understanding and the way they impact mature understanding.  Based on the supporting theories, that were evidently articulated in the readings today, I am likely to implement such strategies in my teaching learning experience.

At times many of the readings were so similar and I had to think and rethink to understand the differences.  Many of the ideas, concepts and principles overlapped. Ideally triangulation became alive to me.

Even though, I had completed action research in the past, many of the concepts and knowledge were not enduring. Terms such as reliability, validity and credibility are now viewed from various perspectives.  The information on data was informative, as I was reminded that data should reflect realities, gathered and analyzed from various perspectives.

My state of ‘confusion” seems to be replaced with  a state of ‘triangulation”

Stressed and Stretched

Assessment to Promote Understanding & Achievement.

Day 2  ( Stressed and Stretched)

Today started out pretty calm but unexpectedly I found myself totally discombobulated. I didn’t imagine that it was so difficult to put theory into practice. The central focus today was on the journal Understanding by Design and applying such concepts to devise a unit template based on each learner’s discipline.

This is a backward approach to curricular design, where goals are directly linked to assessment and planning is done in the reverse in comparison to the traditional method. The readings were complex , its applications had greater complexity but in the end, though derailed,I started navigating my compass back to my intended targets.

Much of today for me was spent doing a self-assessment.  I analyzed where I am at, where I am I expected to be and  how I am going to close the gaps. 

I wonder if I have reached a point of saturation.

Thankfully,  I am remaining positive that all my confusions will be alleviated and I will engage all reading materials confidently.

Assessments Impacting Learning

Assessment to Promote Understanding & Achievement.

Day 1

After a very busy weekend and what I assumed what a successful elective on Instructional Strategies the week before, it is now  time to encounter the rigors of assessment that is facilitated by Dr Hamilton. As is customary, we begin with worship as one meditate on whomsoever their Deity is considered to be.

No later had we received the course outlines and expectations outlined. It became evident that pacing of my time and higher level thinking would become critical factors for the completion  of the electives. Emotionally I have braced myself for the challenges and reminding myself that ‘’what man has done, man can do”.

 The reading materials are vast, inter-related and much is dependent on the interpretations of the reader. Though not an avid reader and a concrete sequential learner I am being optimistic that I will be  moulded to the level of a professional reader. This was also outlined in the GWEN  (give, want, expect, need) activity that  was guided by the facilitator.

The central focus was on assessment and the way it impacts learning based on how it is used.  Assessment is sometimes misinterpreted as evaluation, however it is intimately inter-twined with learning. Three of the approaches that were of central interest were; assessment for learning, assessment of learning and assessment as learning.

As educators, sometimes too much of energies are spent  creating and implementing assessment tools, in comparison to the energies utilized to provide feedback and on-going assessments.  This means much is dependent on the diagnostic skills of us as educators to balance the assessment approaches, interpret data, make informed decisions and judgments and modify our instruction so that learners can see a reason for learning and assist in self –evaluation.

I am hoping that I would be able to implement many of these approaches  in my classes as soon as I return back to school.

Well what can I say????? A transformer has been blown and I am out of power. So like Roger Farr, I have no option but to go and start dreaming about assessment.