Module 4 - Activity 8 – Planning an assessment strategy

What I have learnt about assessment strategies for ICT integration:

Assessment strategy for ICT integration is not any different from the strategy when the ICT integration component is not present.  Both make use of varied standards including collaborative learning, writing skills, presentation skills, thinking and processing skills, ethical use of information, asking and answering questions. 

Additionally, learners are assessed on how well “they identify, find, evaluate and process information from electronic sources”,  how they use ICT applications and integrate non ICT learning to support and achieve their learning outcome.

Module 4 - Activity 7 – Giving feedback

After the activity

What I think about the value of effective feedback:

In the teaching and learning process, there are a lot of great benefits to constructive feedback.   Constructive feedback can be negative or positive.  When giving feedback I should ensure that the feedback is:

     Timely: be given as soon after an evaluation/assessment as possible

     Specific: it is best to give concrete examples of what you are referring to.  If the job is great, explain what was done right and the impact.  If the job is disappointing state why I feel that way.                                          

     Actionable: provides useful strategies for skill improvement.  Helps the learners to improve the things that they don't do so well

     Supportive :  be given in an appropriate time and place and privately.  it is important to note that where commendation is concerned this may and should be given publicly; however unfavourable criticism should be executed in privacy.

     Encouraging: encourages the learners to keep on doing what they do well by creating an atmophere of inspiration and motivation.

When Receiving feedback I should

• Listen as the person tells me how s/he feels.  I should not be defensive.

• Keep an open mind.

• Try to learn as much as possible

• Make sure I understand the feedback that is given and take the necessary action/s

• Give feedback in return

(Optional) – Other comments

The feedback I received was quite specific, actionable and encouraging.  There are few changes I will make to my tool including the rating scale and adding a collaborative criteria.  

I supplied a timely feedback.  Instead of saying what I think should be included I asked questions to encourage my group member to analyze her work since results are better if people discover what they need to do rather than for me to tell them what to do.

Module 4- Activity 6 - Assessing Information Literacy

What I think about the effectiveness of using web resources in class:

"Information Literacy: The ability to access and use information, analyze content, work with ideas, synthesize thought, and communicate results."

Because we are always seeking information to solve problems we can conclude that research is a life skill.  It is important that different reliable sources be used to gather information, ask and answer questions when solving problems.  From this activity I observed that the students not only acquired knowledge but classroom discipline was enhanced – students participated and were enthusiastic in completing the tasks and they took responsibility of their own learning.  

Module 1 - Activity 12 – Problem-solving skills

After the activity:

My experiences with problem-solving skills in class:

With the information overload and not being able to find “what we want, when we want it, and in a form we want it so that we can use it effectively”, the Big6 is an essential skill to know and use in the information age! 

 People of all age are able to solve problems going through the following six stages:

1. Task Definition: what is expected/needs to be done/needs to be known

2. Information Seeking Strategies: where to look/who to talk to/what is the best source

3. Location and Access: where to find the sources/how to look for them/where to find the information in the source

4. Use of Information: what information is found/does it answer the question/is it reliable/how to record it
5. Synthesis: how to fit the information together and present it/list sources - bibliography

6. Evaluation: was the problem solved/was project presented in an understandable format/am I please/ was something learned

In my class we are using the Big6 strategy to solve the problem of how we can protect our endangered species.  Students are showing great enthusiasm and they are actively participating in the process.  It is such as joy seeing them assisting each other with the technology skills and during the process of searching for information.

Other comments

I see that Emil, Theo and Terry-Ann are using the brainstorming strategy and students are given the opportunity to solve problems pertaining to real life situations.  Students are encouraged to be responsible for creating a solution to the problem they were encountering, show good citizenship and to express themselves freely and to develop and express independent thoughts.