Module 1 - Activity 11 - Encouraging learners to ask questions

My experiences with encouraging learners to ask questions in class:

I have to create a question-friendly environment where students are not afraid to ask questions, students do not laugh at each other when they ask questions, I present items that stimulate students to ask question and I am receptive to being questioned.  I should also model and teach how I want students to ask questions, and encourage them to ask and answer questions.  Although I did not use a picture or photograph (in my opinion I think I used an idea), during the activity, based on the questions the students asked, I noted that they were curious and they were thinking about ideas presented by their peers and they linked these to their experiences.  The questions students asked gave me an understanding of what and how they were thinking and how I should present my instruction. 

Module 1 - Activity 10 – Promoting discussion

My thoughts on my experiences with discussion during lessons:

      As educators, we should encourage our learners to verbalize their opinions in classroom discussions. In addition to allowing students to express their ideas and opinions; discussions assist them in discovering the ideas and opinions of their peers and let them see things from the perspectives of others.  During the activity of think-ink-share with a grade 2 class, discussing the similarities and differences of kites and birds, one child said that kites and birds were alike because they were nouns. At first the others did not see but when she explained that kite is the name of thing and bird is the name of an animal the other members of the group agreed with her and added it to their lists of similarities.  Class discussions prepare students for real life experiences, giving them opportunities to be tolerant of the varied and opposing points of view of others.  Students are also given opportunities to respect each other.  During the activity, as one person shared, the others listened.  They were quite comfortable and everyone contributed to the discussion. They had diverse information but no one put down the other.  Some interesting and imaginative answers came out (showed that there were some critical thinking) and it was quite interesting to note how the students got aha moments and how they accepted points of views from other students that they did not see initially.  I think that this type collaborative learning enriches and enhances the whole learning experience.

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

Questioning is an essential tool for success in learning and Bloom’s Taxonomy is a tool which aids in creating higher order questions. Educators should help students to think critically and should therefore require students to ask and answer 

•        Questions which require one to THINK!

•        Questions that have MORE than one answer!

•        Questions that are not quickly answered!

•        Questions that help one LEARN!

The graphic below, created by Nicole Rohmeyer at Teachers Pay Teachers summarizes Bloom taxonomy.  

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

From reading and the self activity I have discovered that rubrics serve different purposes and they can be used to objectively evaluate both teaching and learning. When creating rubrics, the following may be included -  criteria should be clear and distinct with each level progressing in a logical order, scores  should be clearly described and well allocated, the rubric should be shared with the students. Learners should be allowed to use the rubric.  A comment field should be included.

Module 4 Activity 4 - How we assess - assessment methods

When students are involved in the assessment process, learning increases.   "It is important that learning experiences in the classroom be assessed in an authentic manner….. continuous assessment should mirror instruction ….”  Saskatchewan Education. (1997).   When  assessment is continuous, it focuses on both process and product, providing students the opportunity to demonstrate that they learn from their mistakes and giving them the opportunity to revise their work and improve their learning.  In addition, assessment should be collaborative. It gives students the opportunity to be responsible for their own learning and helps them to develop a positive attitude toward the use of technology in meaningful, real-world situations. It gives them the feeling of competence and success in using technology to asses themselves and their peers.

Assessment should meet the varied learning needs of learners.  It gives them the opportunity to demonstrate their ICT proficiency and help them to transfer this proficiency across subjects.

Assessment should include clear criteria for success. One way of doing this is to provide students with rubric since rubrics make grading quicker, clearer, and more objective.

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

How knowledge of diversity has influenced my view of teaching, learning and assessment:

Recognizing that my students do not all learn in the same way, and that they all have different leaning styles and recognizing that I should monitor students’ progress; I try to teach differently – incorporating the multiple intelligences and I generally use varied assessment methods to cater for the varied abilities, strengths and weakness and learning styles of my students.