Assessment

Throughout my years at Brock University, I have met many people who have grown to become my friends. However, there have been some that I've lost touch with, due to that fact that they have choice to leave school. For the most part, many of them based their reasoning on that fact that they weren't satisfied with their program and did not believe that it was worth completing because they weren't learning. I don’t blame them. I wouldn't want to spend years in a program that I didn't find was satisfying to my needs or even stick around in a program that would help prepare me for a potential future due to a lack of learning.

Coming to a conclusion, that I too would leave school for the same reasons got me thinking about self-assessment.

Self-Assessment

(Retrieved From:  https://www.uaa.alaska.edu/studentaffairs/assessment/images/SA-Assessment-Header-Main2.jpg)

It is know that self-assessment is vital to the learning process, due to the fact that it is a powerful tool in determining the type of learning and even outcomes that we want to achieve (Frankland, 2007). And I think that to properly give an answer to the question about me being satisfied with my learning to date, I should make a check-list that is based on what it is I want to learn about and if it’s being fulfilled. So that I can make a better judgement about myself in relation to the program I am in.

I decided that I want to focus on our course about interweaving the curriculum and assessment into the classroom. And come to a conclusion if I am happy with the goals of the course and decided if my learning is valid to my program.

For example some points on my check-list are the following:

•      Is the content new/interesting?
•          Do the assignments achieve learning?
•          Is the learning being communicated in way that fits my needs?

    (Examples of self-assessment check-lists can be seen here.)

Assessment Connection

Now, this course appeared to be designed to take the new store of education and directly apply in within the classroom. Big concepts discussed in class were the emerging new story and how the classrooms of today are changing to incorporate collaboration in order to give students another way succeed (Drake et al., 2014). This was done through our blogging assignment and how each student was able to help add to each students work. I felt that this added an approach to education that made me interested and want to continue with the work. The content was interesting, thus being a positive mark on my check list.

As well this course was all about deep learning. And how the new pedagogy is constructivist in nature yet also project based (Drake et al., 2014). This again is reflecting the blogging assignment that factored in the development of technology and strategies that would relate to student achievement, by giving us the ability to write about anything. Again, this took into consideration of student interests and gave use power to use technology to our advantage, mainly because a majority of us are comfortable using technology to learn. This again was positive mark on my check-list because it communicated information on platforms that are familiar to me.

Most importantly to me, this course balanced assessment with motivation. As referred to our learnings, motivation increases our engagement and the way we deliver assessment, and assessment being an emotional act can affect our motivation (Drake et al., 2014). I believe that my own mindset grew by giving the chance to have assessment be student oriented and guided through my peers. Once again this is another positive factor due to that fact in being motivated I was able to learn. 

Furthermore, another major connection I found that connects this course with assessment, was the fact that the assignments where feedback driven and focused on the visible actions and work (Drake et al., 2014). In relation the blogging assignment many of my peers used this example of providing feedback that reflected self-assessment. Through the process of feedback, and how feedback an important aspect of self-assessment because it proposes questions that raise self-awareness (Merry & Yorke, 2013). I was given the chance to find and build on my unique abilities and by providing supportive feedback while communicating assessment, which allowed me to enrich my motivation to continue to work. 

Conclusion

 To conclude, am I satisfied with my teacher program? At the moment I believe that I am, however I feel that I was I could be more experienced with the classroom setting. But that will be coming soon.

Now are you satisfied?

Reference:

Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving Curriculum and Classroom

            Assessment: Engaging the 21st-Century lecturer. Canada: Oxford University Press.

Frankland, S. (2007). Enhancing teaching and learning through assessment. Dordrecht, the

Netherlands: Springer.

Merry, S., & Yorke, M. (2013)., Reconceptualising feedback in higher education.

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Teaching Preparation and the Curriculum

I think that as we are exploring this course it has become apparent of the issues that might come up as being a student-teacher. Such as the importance of  the methods to b an effective teacher, and its practices (as referred to in my previous blog). But the issues based on the importance of teacher preparation by knowing the content in being able to integrate the information from a curriculum onto different mediums is a new area.

(Retrieved At: http://www.teachingquality.org/sites/default/files/users/user212/ComplexContext.jpg)

The ability to evaluate and integrate the curriculum into the classroom that works for students is a major problem that we need consider as student-teachers, so that we come to enter the profession, we would be able to learn and grow as educators.

 I found a site that best summarizes the importance of  teaching preparation in relation to quality teaching.

Knowing Your Curriculum

Over the years and learning about the foundations of education, and ethics of teaching that are meant to be the foundations of our theory and even practices in the future. I have come to understand the importance in learning about the curriculum.

Knowing your curriculum is a major starting point in becoming prepared to teach. This is because the need to review the introductory material for different subject matters can help you understand just what exactly students are expected to learn. As well it helps teachers to not only identify the material required  to develop a mastery of information. But, to help challenge and develop a way for teacher to match the strategies to teach the curriculum that meets individual student requirements (Hunt, Wiseman & Touzel, 2009).

Here are some steps that can help you to know your curriculum:

1. In going through a curriculum document students also to analysis how a subject can cross connect with other grade levels such as K-12. This is done in order to know the curriculum big ideas for a better insight into the content (Drake, Kolohon & Reid, 2014).

 2. Looking at a curriculum's KDB components (The Know, Do and Be) Being able to identify the systems and structures that connect with communication, inquiry and they overlap with other subjects, for examples the art. This is an interest aspect of teaching preparation that can be looked a further here.

The ideals of communication in regards to the arts curriculum focus more on the ability to create. The end product of what a student produces in the art class acts as a form of communication (Drake, et al, 2014).

Here is video that explains how a subject matter acts a type of medium that expresses other subject components by integrating other subjects.

 (Retrieved At: https://youtu.be/YPaRmEzz-Gs)

3. Knowing your students. It is needed to be mindful of the multiple intelligences and learning preferences that exists in a classroom. By adding different assessments, feedback and activities into the classroom, students learning desire and preference may be learnt. Ultimately, it is the goal of the teacher to move one set of student understanding and move them forward to other interest and skills sets (Darling-Hammond & Brandford, 2005.  By knowing your students you can help aid this goal.

Final Note:

I see that in that once I have transition into my first year of teaching I will be reminded of the importance of being prepared based on content information as well I will be aware of the need to deal with a variety students. And I have come to understand how important it is to see the differences of the KDB components by learning how they overlap. And how they can be used in a similar manner for other subjects to better get information across to students by being prepared on not one singular course material. 

Further more being prepared and making cross subject connections can be used to evaluate a student’s needs and be able to make accommodations. Also by drawing on connections from other subjects is can help to promote critical thinking development and collaboration in the classroom which can help in getting to know how your students learn.

Reference:

Darling-Hammond, L. & Brandford, J. (2005). Preparing Teachers for a Changing World. San 
  
              Francisco, CA: Jossey-Bass.

Drake, S., Kolohon, W., & Reid, J., (2014). Interweaving curriculum and classroom assessment.

Hunt, G., Wiseman, D., & Touzel. (2009). Effective Teaching, Springfield: Charles C Thomas

            Publisher, LTD.

A Foundation for Effective Teaching

A Foundation for Effective Teaching:

Part One

Teaching students to be are learning the ways to enhance learning based on the constructivist theory, where the idea that individuals are capable in the construction of their own knowledge and understanding, by experiences and reflection. Being a constructivist teacher connects with the idea that effective teaching is achieved as a process, where traditional teaching methods are mixed with modern day practices of teaching. This is so that when dealing with students as individuals, specific changes can be made within in the curriculum to fit the differences in each students needs. Teachers today are using this theory to enhance student learning by opening up their classrooms to the world (Drake, Kolohon & Reid, n.d.)

 Here’s a look at between the traditional theory and the constructivist theory:

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In allowing a classroom to be adaptable to students, teachers are thus able to collaborate and develop their own professional development that will enrich their growth in effective teaching.

As a student learning to become a teacher, I believe that the beginnings should first reflect on these fundamental goals of effective teaching. And how the goals of effective teaching are based on the ideas that involve relevancy and accountability, and how they come connect to our reading about planning, curriculum and the classroom.

Part Two

How can you start effective teaching? In order to begin being an effective teacher, education students must start the process of developing a variety of perspectives and strategies that are flexible to change in order to fulfil the diverse needs of the students they will have in their future.  To aid in this, education students are looking at how teachers of today are striving to develop the skills of effective teaching by the choosing effective practices when dealing with students.

Now, what are these characteristics of effective teaching?

Today’s educators aim towards effective teaching by these following guiding characteristics (Santrock, Woloshyn, Gallagaher, Di Petta & Marini, 2007) :

•       Having a sense of humor.
•       Able to make the classroom interesting to students.
•       Are knowledgeable about the subject matter.
•       Are clear in their explanation of content.
•       Spend time with their students.
•       Are fair and treat students with dignity.
•       Treats students as individuals.
•       Relate well to their students.
•       Are considerate.
•       Do not show favouritism.

Other characteristics can be seen here.

These are fairly basic characteristic of teachers; however this characteristic lists focuses on the aspect of effective practises of teaching, which with further placement practice can help you learn to become an effective teacher.

Effective Practices:

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Effective teaching practices such as teachers involving social and ethical issues by understanding the importance of decision making when referring to students, and how to properly group students together that will benefit their learning. Students will have different levels of intellectual ability, personalities, interests, incomes, motivation, goals, family and religion (Santrock, Woloshyn, Gallagaher, Di Petta & Marini, 2007).  For effective teaching to occur, a teacher will want to try to reach and teach each student effectively by meeting their learning needs.

Effective teachers should know their subject matter. As well should be able to present good instructions to their students that are supported by planning and efficient classroom management. They should demonstrate good communication and social skills while also are aware of the uses that technology can play in a classroom (Santrock, Woloshyn, Gallagaher, Di Petta & Marini, 2007).

Other examples of effective practice skills include:

•      Assessment to gather data about students.
•       Reflect on your teachings practices (self-assessment).
•       Provide feedback to students/ peer assessment.
•       Allow students to use feedback to improve their work before a grade is assigned
•       Makes adjustments for work for when student learning needs happen.

In addition to this list I have another link that provides information about effective teaching that is based on the strategies that can be done before, after, and even out of the classroom. Which promotes both effective practice and teaching can be found here.

A Final Note

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I believe that as a final note it is important for teachers to be, to understand that the classroom and its students are ever changing, and that the educational theory learnt, may not work in the classroom.

Yet it is the characteristics of effective teaching and its foundation in theory that acts as a guideline in the desire for wanting to connect with students and contribute to their learning process. You must remember  that effective teaching is not just a lot of big things teachers do right but a matter of small things that over time contribute to student achievement (Muijs & Reynolds, 2005).

Furthermore, effective teachers must adapt to their students to provide them with the help they need. This sometimes can only be done by combining traditional practices with those of modern day practices (Santrock, Woloshyn, Gallagaher, Di Petta & Marini, 2007).  However I believe that is it still important to have a primary goal when leaning about educational theory and a goal to strive to achieve during placements in the classroom. For me, trying to learn the reasoning behind the teaching methods of today allows me to develop a sense of self awareness in the process of teacher education.

Reference:

Drake, S., Kolohon, W., & Reid, J. Interweaving curriculum and classroom assessment.

Muijs, D., & Renyolds, D, (2005). Effective Teaching. London: SAGE Publications.

Santrock, J., Woloshyn, V., Gallagaher, T., Di Petta, T., & Marini, Z. (2007). Educational

Psychology (2nd ed., pp. 6-11). U.S.A: The Mc Graw-Hill Companies.

Blog Introduction

Hello, my name is Nicola Ciaramella.

Right now, I'm a student at Brock University who’s in their last undergrad year of the Concurrent Education program.

 I would like to start my blog off by explaining what education is to me. For me, education is a complex word to summarize, as I believe it holds a tremendous about of value.

The overall context of education is more than just the act of learning but the start of a creative approach to learning about oneself. 

I would also like to mention that I am looking forward to EDUC 4P19 and the opportunity to experience this class further through the blogging platform.

Thank you.

-Nicola