Module 4: Activity 7: Giving feedback

As I progress through this activity, this question came to my mind, "How many of us as educators really give quality feedback to our students on a  regular basis?"

Feedback plays an important role in the our teaching/learning lives. We should be tactful with the way in which we give feedback since more harm than good could be done if it is not done correctly. We must remember that start any feedback we should say something good, then progress to saying what is wrong and how it can be solved.

I think that one should not give feedback if one does not have a solution to the problem.

Module 4: Activity 6: Assessing Information Literacy

For years and up to present time people have the incorrect definition of information literacy. This term has a deeper meaning than what is given. According to http://www.businessdictionary.com/definition/information-literacy.html, it means, Ability to define problems in terms of their information needs, and to apply a systematic approach to search, locate, apply, and synthesize the information and evaluate the entire process in terms of effectiveness and efficiency. This meaning encompasses all the levels of Bloom's Taxonomy of cognitive development.

Module 4: Activity 5: How we assess evidence - assessment tools

If we as educators are to collect evidence of learning we have to put the correct assessment tools in place. These tools include but not limited to - rubrics, concept maps, oral presentations, peer reviews, portfolios and knowledge surveys. All assessment tools have a some things in common; " the learner's name,
a description of what is being assessed e.g. contribution to group discussion, a list of criteria that are being assessed, and a place of the level of assessment (a mark or a comment or a tick) to be added."

The authenticity of the tool is also a valuable component. We are reminded to create assessment tools that reduce biases. In my opinion and from experience, I have seen the positive effects of using assessment tools since they make my life easier with respect to acquiring information about learners' progress and understanding of concepts taught.

Module 4: Activity 4: How we assess - assessment methods

Assessment methods come in many forms. Some of these are:-

• self assessment
• portfolio assessment
• teacher observation
• concept mapping
• questioning

We are encouraged to vary the types of assessment methods that we use in our classroom. Also to ensure that these methods are appropriate for the students and they meet the requirements of the objectives. We should also remember the needs of the learners and make ICT integration an integral part of the activities.

Module 4: Activity 3: What we assess - catering for diversity

My knowledge of diversity, my view of teaching, learning and assessment has been positively influenced. Since my students are racially, culturally, academically, intellectually, ethnically and socially mixed, I have structure my teaching/learning styles to suit the majority. This being done has helped to improve the overall experience and result from the day to day interactions.

Module 4: Activity 2: What we assess?

From this activity, I learnt the following about what we assess:

• how students collaborate with various activities
• how students make use of ICT tools to produce create graphs, patterns for clothes etc
• how students make use of ICT tools during their presentations on specific topics
• how students show their understanding of concepts through role play

We as educators need to be decide before hand what we will assess and create the appropriate rubrics for these assessments.

Module 1 - Activity 12: Problem-solving skills

This activity was a real opener because I realize that the way in which one approaches a problem will be the determinate factor for it's failure or success. We as educators need to use the correct approaches if our efforts are to be successful. We should also remember to involve our students in the process of problem solving because they are full of ideas that can help.

Here is a quick reminder of some of the strategies for problem solving:-

• brainstorming
• concept mapping
• big six
• define, design and select
• make a list
• draw a diagram
• divide and conquer

Module 1- Activity 11 - Encouraging learners to ask questions

I have gained a lot from this activity since it has given me a new approach to teaching. It also showed me that students are capable of defending their opinions and backing with facts and even practices that occur on a daily basis in their lives.

As educators, we are encouraged to use this type of teaching method to help our students think critically which would also provide opportunities for them to ask thought-provoking, deep-thinking questions.

1 - Activity 10: Promoting discussion

It was quite fascinating and informative when I read the postings from my colleagues. If educators take time to properly plan, organize and execute discussion strategies, learners will gain a wealth of knowledge from them.

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

Having completed the assigned activity, I realize that not all questions that we as educators or even our examination bodies ask are questions but just instructions. We therefore need to be careful as to the way that we phrase our questions. Educators are also reminded that our questioning techniques should encourage learners to use HOTS-(higher order thinking skills) since basic recall does not challenge nor help them.