BUUURP!! Excuse me….but I want some more! This is what I feel right now. As a diner of PTC, I don’t expect that in this fine and exquisite dining of EDS 103, I will be overfilled!!
Though I was motivated to take PTC, I was quiet upset at the onset of browsing the menu. Why all of a sudden, psychology? Does it really matter? As I found psychology a study for elitist, bourgeois, and genius; study of the behaviour and mind. But to tag as Learning Specialist, not just a teacher, I had to endure the psychological analysis of teaching and learning. It is not just merely teaching the subject but inculcate the very depths of engagement. The hors d óuvre seem easy to comprehend as it’s about “What learning means?’’. It is quite easy to answer as acquiring knowledge but as you go through the studies, it deepens your understanding. It is not an instant acquisition in one setting but a process for a change. A change of what? A change of perspectives. A change of your behaviour. Therefore, learning should be dynamic and changing. Indeed, a person who wants to be an educator has to cater his mind with the components of learning. It is not how intelligent, smart or wise you are on delivering the subject but it is a matter of mastering the behaviour of your students.
Imagine, how much galloons of tea I had drunk for sleepless nights just to devour the enticing and flavourful 3.5 kilos printed materials for just one subject, but I still found myself an appetite for more. I guess, the mesmerizing results of Learning Theories. The subject itself is Learning. Thus, we don’t stop craving from learning.
‘Imran ibn Muslim reported: Umar ibn al-Khattab, may Allah be pleased with him, said, “Acquire knowledge and teach people. Learn with it dignity and tranquility, humility for those who teach you and humility for those whom you teach. Do not be tyrannical scholars and thus base your knowledge upon your ignorance.”
Oh! the entrees….the specialty of behaviourism, still lingers into my senses. The lavish unending supply and aromatic smell of cognitism, as the knowledge increased, it penetrated into my schemata. The mnemonics were delicately slice and well-presented. I slowly swallowed the new information as I comprehended the taste of its details. The beautiful plating of social cognitism, especially in our collaborative assignment captivated my eyes. The spicy taste of constructivism lingered into my whole senses. It gave the feeling of being elevated from additional work as an educator. And the sweet and delicious dessert, epistemology, was delectable!
Before I bid goodbye, I already digested and chunked the important and spicy details of theories into my long-term memory.
Burp! That was indeed a wonderful and sumptuous meal. Though the lessons were so expensive, I felt delighted and lavishly satisfied! Thanks for the expertise of your chef, Dr. Malou Juachon, for she knows how to satisfy your diners. Thanks for that grandeur cuisine. EDS 103, congrats to her!
I will surely advertise the savoury of your menu, EDS 103, the affluence and beauty of pedagogy. I will take the roasted duck not just a teacher but as a learning specialist. I will take home not just the a’ la carte but I will bring with me the menu, for soon I will add some exotic flavors of innovation as I learned that education is dynamic, changing in order to meet the luxury of learners’ different tastes. As a diner of pedagogical interest, I suspect there are more secret succulent dishes waiting for me ahead as there are two more stylish and high-class fine dining subjects before completing PTC.
Buurp! (again). Yes, I can’t deny I am overwhelmed, over-supplied, ‘’busog na busog’’….but I insist, I like more!
Bon appétit
The 3.5 kilos printed materials for EDS 103. Masha Allah.
Though I wasn’t acquainted yet with the constructivist learning theory until EDS 103, I had been practicing the constructivism. If you had been reading my previous journals, you will verify that I had been one.
As a student
My family’s financial economic distress was the main reason why I had to study very well. It had been my essential acumen to finish a course, work and have a good life. A good life not just for myself but for my generations to come because being poor is truly a struggle.
Lucky indeed, I studied in a high-standardized school where I needed to pursue the depth of studies. My teacher didn’t need to push me what were the things I had to finish. I always made sure that I submit the tasks on time. I regularly went to the library to research, did extra readings, joined several extra-curricular activities, got knowledge through observational learning, being active to any activities inside and outside the school —- without waiting from someone tell me to do so. Even though there was no adult to yell at me “Study well!”, I learned to study by myself. As much as possible, learn a lot of things – jack of all trade – from the meanest skill to a tough one. Being the owner of my learning, I made it possible through my curiosity, will power and endurance. To tell you the truth, I graduated elementary, high school and college – with no parents, family and friends beside me except that one Franciscan nun who assisted me during my baccalaureate. Remembering my struggles as a student, with my parents who were far from me – kumbaga sa tagalog, I was the kind of ‘’gumapang sa lusak’’ or ‘’hahamakin ang lahat, makamit ka lamang.”I never lose hope and surrender. Strength and perseverance were in my veins. There is only One whom I always depend on especially at the lowest point of my life – God. I just can say ‘’thanks’’ for that was my destiny. I can no longer shed a tear and sentiment at this moment, my heart had long been hurt and became strong, but I never regret anything even if it happened to me. I am now enjoying the fruits of my hardship. Whereas to be a constructivist, I just loved learning! That is the main thing!
As a teacher
In my 14 years of private tutorials and being a More Knowledgeable One, little I knew, I had been a constructivist. My main tasks are to teach them, assess if they understood the lesson, give them examinations and practices, check their school’s summative & formative assessments and evaluate their final grades – from Math, English, Science, Computer, Arabic, Social Studies – all the subjects, from zero English to Upper Level.
There are many differences of tutorials and traditional classroom teacher; there is no lesson plan, no assorted activities, no techniques and methods, not a huge class – but there is only one aim – Teach them to be learners of their own. I never spoonfeed them, I never answer their homeworks. I only give clues and guide them “how, what and when’’ to study. I do help them to become independent, active, and responsible students. I can only assist them until they reach Grade 7. From that point, they were matured and responsible enough to study by themselves. I let them go once I learned that they can fish by themselves. At the moment, most of my students are getting good marks in their respective universities. It was a pleasure learning their success. My identity as ‘’good constructivist’’ flew throughout Jeddah by referrals. For longer years, I had 45 Saudi students and currently have 9 Saudi students. After this course I do hope, I will still be a constructivist in a real classroom, in sha Allah. Thank you, EDS 103 for employing this course in me.
See these related posts:
The lavish, exuberant lifestyle nowadays has many reasons.
Allahumdulillah! (Praise be to Allah). First, enjoying the fruits of
perseverance, patience and hardwork. Second, rewarding the self from passing
the tests of life and lastly, fulfilling the insufficiency from the time I was
born. Insufficiency? Yes. In layman’s term, POVERTY.
Being persistent, efficient and an effective teacher was a task that was
assigned to me to produce responsible, excellent, and competitive students. My
purpose was to let them excel in their own madrasas – school, understand and apply what they learn, and
show a pleasing report card to their parents.
Imagine I wasn’t the nestling the emperor penguin had. I was the froglet wherein the frog let her babies find their food for their own survival without a help from adults unlike the emperor penguin who take good care of the youngsters until they know how to survive. In sculpting knowledge, I was not a penguin. I was a froglet.
At the onset of
learning, I believed that learning is not always spoon feeding. As my cognition
develops, my curiosity grows. The first time I saw bulk of books in the
library, I asked myself, “How much time my teachers need to teach me these
piles of books?” And replied murmuring: “Nah! Impossible!” My curiosity paved a
way to start browsing each books in that library.
Aside from books, the
society around me contributed a lot in my curiosity of knowledge. Movies, comics,
magazines, newspapers, neighbourhood sophisticated my learning. Also through observational
learning, I also had profound lessons from their mistakes and failures.
Autodidacticism; self-learning, a book
worm, self-reliant. Assimilation
and accommodation of the new materials increase my schemas. Materials
that maybe I understood the other way around because of its consistencies of my
previous schemas. How I had interpreted it with my own understanding because of
the absence of a constructivist mentor. I still had to make surveys and
assessments from MKO just to confirm if I understood it right.
Being a froglet, it pushed
me to become the owner of my own learning. But I must admit, constructivist
learning is more intellectually appealing, refine and sophisticated than
autodidacticism. I had self-studied but at times (maybe) my information was
lacking, incomplete, obsolete or misguided. I wasn’t lucky enough to have this
constructivist mentor.
In my early school
years, I had traditional, dominative studies. I don’t remember when I had this
constructivist learning, except my later years. Maybe there was, but I just
didn’t notice it. But being a More Knowledgeable Other, yes I was. My teacher
formed us groups to have collaborative studies and task-making activities. Non-competent
students are being helped by MKO like us. My being persistent, active,
hardworking, intelligent and responsible froglet was been noticed by my
dominant teachers. Maybe because I advanced my learning due to my curiosity?
Learning has various
choices. Either way, constructivism or autodidacticism, the main thing is your
personality must be rooted at aiming enormous knowledge from every angle of
disciplines, skills and society’s upbringing.
Native ability without education is like a tree without fruit.
The capacity to process information gradually progresses, thus allowing learners to increasingly acquire knowledge and skills.
(Santrock, 2011)
Thanks to EDS 103. At first I was
quite upset as I browse the modules. I
just want to have a proper certificate in order to teach in a real classroom
then while all of a sudden I have to study the mind and the behaviour. Why
Psychology was involved? Little I knew, these modules granted me wider scope
and idea how to become an effective teacher (though I am) and extended my
knowledge not just mentoring one or two students but as a whole of it. Imagine
having minimum 25 different minds in one classroom, so a challenge called me
in! In this journal, consider that I am the teacher.
A teacher needs not to monopolize
the teaching engagement. It is so exciting to impart the knowledge or convey
the subject matter to the students but a teacher must put herself in the shoes
of the student. These are the things to consider based on what the teacher requires
to apply to have an effective teaching/learning engagement.
The
cognitive load of theory. Overloading materials
in one time will result to dilemma. Only important learning information needs to
convey so as to intercalate into long-term memory.
Modality
Effect. Explanation of any information has little effect to infuse into
working memory, so a teacher should use a ‘’model’’ such as pictures,
structure, videos, and alike. The visual works with the audio system effectively.
Schema.
A teacher must have an idea of the previous knowledge of the
students so as to assess whether the more complex information can be successfully
established into their minds so as to form into additional schema.
Split-Attention
Effect. A teacher should get the attention of the students by taking out
any extraneous sources that obviously splits the focus of the students.
Problem
Space. Proper schedule and proper pacing is the best solution to inject
important information to the students.
The teacher should not cram the students but break the learning into
parts.
Mnemonic.
Learning materials are enormous. The teacher must help the
students learn how chunk, priming, cluster, organize, associate, and other strategies.
Blooms
Taxonomy. The teacher should also implement the levels from lower-thinking
to higher-thinking so as to produce an effective learning. Indulging the
students into ‘’deep processing’’ will pave them into learning by their own.
These are the Cognitive Theories of
Learning essential inputs a passionate teacher must put into practice.
A very short clip about how the brain processes.
Therefore, as a teacher, let them show how immense the ocean is.Let the students drench slowly so as they learn how to swim steadily by themselves. – rowenapraxEDS103
Looking for the stars in the middle of a stormy night, finding the trail in the vast and thick forest area, analyzing the main idea of a 200 pages story is just like setting a goal to finish the course!
‘’I don’t stop learning!’’ echoes every now and then. Numerous TIDS, journals and tough assignments will not discourage my determination to pursue. The brain needs to get exercised! Cognitive abilities have to be sharpen! Work with diligence on every task. And remember: Laziness is a sickness!
Though there are times, you seem to feel surrendering –NOPE! Not a cup of my tea!
I just take
a little break, treat myself with an ice-cream and the show must go on!
NO! NO! NO! Don’t cry. Just do it! There is no room for doubt and despair. Cause soon, there will be smile!
Strong self-efficacy is already rooted in my senses. It is always a reality that life is not always a smooth road to drive on. LEARNING IS NO EXEMPTION. Just remember: correct every mistake, improve after each fail and don’t attempt to fall. Persevere and do your best. I always believed that in the end, rewards await!
Looking on the people who are the inspirations, if they can – why can’t I? Remember, the prestige? I am not talking about the recognition. I am pertaining to the prestige! A prestige of having importance! This is the highest form of your needs. Self-actualization. Oh, so good to have it!! Just imagine: Stretching your hands while on the top of the mountain looking towards the sun beneath the sky? Oh, God! What a feeling!
The success is no longer a span away. It is already
at the tip of our fingers. Together, we must finish the race.
As a young child, I see that school is like a circus. I found it with lots of fun-filled activities, adventurous trips, laughter and cheers, colorful walls, festive celebrations, and exciting gatherings. It is a best “therapy” place for a struggling child like me.
By that imagination,to become a teacher was my first fantasy, but the dream had changed because I assumed that it was just “teaching”. Apparently, though I graduated a business course, I had preferred “teaching” rather than “accounting”. I found much excitement in the former than the latter. Within the course of teaching privately, I had experienced different attitudes of the students. I thought my duties were to convey only the subject-matter, but along the process, I learnt to guide them to be independent learners. So I did help them to become responsible and efficient learners.
As I studied this course, it had been cleared to me that part of teaching is to study the behavior of the students. At first I was quite upset, why psychology became a part of the course? I didn’t plan to become a psychologist, ha ha ha. At first glance, the thickness of the modules wanted me to cry, I even stared at them for at least an hour while lying down on the bed, decided to take a nap, woke up, stared again the modules, treated myself an ice cream and started to browse the papers. As I started to immense myself in the “story about behaviorism”, I saw myself reading a love story pocketbook. I put myself in the story that caught my interest. It started me to get thrilled and amused as I continue reading them. I only spent reading and comprehending all the modules about behaviorism the whole day. I didn’t even have a chance to take a shower, ha ha ha. I shared to all my friends how lucky I was studying these stuff categorized for “genius” or “intelligent” people only. Every page of the modules gave a tingling excitement knowing another perspective about life and reality.
I suddenly realized, teaching is a “not just teaching” the subject-matter, but much of “comprehending” WHEN the subject-matter or HOW is the subject-matter will be absorbed by the learners. Behaviorism contributes a great part in the lives of the students. Through behaviorism, the teachers can identify the weaknesses and highlights of the learner’s behavior. Giving them much importance on how the learners participate or indulge in every school’s activities and learning. Compensate their work with reinforcements for becoming efficient learners and punishments for becoming otherwise. Indeed, the Law of Effect emphasized that any pleasant outcome of any activity will be certainly repeated while any unpleasant outcome will be eradicated in the future.
As a mother of four growing kids, this additional knowledge about Behaviorism Theory certainly helped me a lot how to understand their study habits, school’s participation, interest in learning and attitudes towards any activities. I can decide which reinforcements or punishments, if any, I can deal with and how I deliver them effectively in order them to become responsible learners.
Therefore, teaching is not just enthusiastically delivering the subject-matter but responsibly sculpting responsible learners. Teachers, not just parents, are also accountable for this strenuous process towards the learners.
This is a task not just juggling the balls, coloring faces, painting the walls, laughing on comedies but manufacturing GREAT MINDS!
My dearest teachers, what a wonderful world lie ahead of us! Teaching is certainly not a fantasy nor a circus. So, everyone must be ready!
EDS 103 prepared a battleground for the teachers-to-be. A battleground wherein a course designed not just to read, comprehend, discuss a lesson but to deepen the analysis and create some innovations.
Assignment 1 My Emergent Theory of
Intelligence causes to sprout some new ideologies regarding learning and
intelligence. Though there is still a need for more defenses and evidences in
the innovations to make it reliable and useful, it becomes an eye opener to the
newbies.
There is still no evidence how to measure the general or over-all intelligence of a certain person. Though based from certain practices, there is only a certain factor which can be measured using the Intelligent Quotient (IQ) by Spearman. These factors includes only the cognitive ability. Passing the IQ with an average grade or even above than that, doesn’t give an assurance of the over-all ability, talents and skills of a person. However, having IQ good results shows that the person is better from the other contemporaries. There are many advantages of taking IQ examinations. It assesses if the person has mental disorders or incapacity, it challenges the person to develop which areas of studies he is weak, it recognizes the person’s strengths, among others. I just wanted to raise a voice against Spearman’s IQ purported, “People who performed well on one cognitive test tended to perform well on other test, while those who scored badly on one test tended to score badly on others.” As I had mentioned earlier, IQ tests deal only with a portion of intelligence. So, I doubt how Spearman concluded it that way.
Spearman’s idea became an opener to other theorists to spur their own understanding of intelligence with supporting evidences and examples. The users of the intelligence theories such as the school may or may not use these theories that, of course, depend on their intention and purpose. Generally, most people don’t totally agree with the results of some intelligence examinations since mostly believe that some intelligence cannot be quantified with numbers. The main concern of the person is how his intelligence is being used for the benefit of himself or for others.
Learning and intelligence correlate to each other. To sharpen any intelligence needs an efficient learning and practice. And to have an effective learning needs some sort of intelligence. Intelligence doesn’t work out only because of hereditary, but also with external factors; the environment compliments the intelligence.
Intelligence is a complex issue and still a controversy until now. It has a variety of initiatives available maybe now or maybe in the future. It doesn’t fix the understanding limited to the practiced theories of well-known theorists.
Perhaps, through a sharpen
intelligence that we have and through the continual learning that we exercise
and practice, we may able to suggest or defend a new innovative theories of
intelligence.
I don‘t dream about becoming a
theorist – but who knows, why not?
I always believe that intelligence can be acquire. First, from the formation of the brain. Second, from the genetic formation. Third, from the environment that surrounds you.
It was always been said that “Luckily are the ones who came from a family of scholars and geniuses.” The proper formation of the brain and the genetic formation contribute a great aspect on intelligence. A person who possesses the former finds no hardships in dealing with regular activities and learning. Based from researches, studies and my own observations — there is no doubt about that.
But what makes difference is when a person acquires the knowledge through his environment. More challenges lie ahead. Survival speaks the most.
I had a middle-class neighbor. I worked for him during summer days doing errands at the young age of 12. And I usually called him “Genius”. He was a teacher, became a college dean, then became a college president, then now happily retired writing novels. Lately, I had learned, he graduated Magna Cum Laude in his bachelor. He is Dr. Santos Orobia.
At the onset of the morning until early hours of the night, I always heard the click-clack of the typewriter. I curiously asked him. “You are a teacher. Is this what the teacher does? TAK-TAK-TAK everyday?” He smiled and answered, “I don’t stop studying.” I was like, “Ah!” wondering. “He is a teacher and yet still studying.”
His line, “I don’t stop studying” became my fortress. I studied as much as I could. I incredibly acquired intelligence partly from my heredity and mostly from the environment. Challenges, hard work and perseverance helped me to nourish the intelligence I had. Continuous learning satisfied my crave to learn many things as much as possible. (See my related posts – Learning: A Perspective – what I had learned for 43 years of my life)
Survival – seeing my neighbor being well-off and I had none, I challenged myself to study a lot and find ways to survive. I remembered my teacher told me, “Ikaw ang batang maparaan.” ( I asked some waste bond papers from xerox centers and made them as my notebook.) Seeing the problem and giving them a brilliant solution adds up to intelligence just to survive in any cases.
Challenge – he became rich because of his hard work. I instilled hard work and passion in every tasks I had to do so that in the end, I will become rich. And I can testify, “that is true!” Hard work pays off.
Being Poor doesn’t mean you are Dumb – The economic family status became a ground to persevere and became wise. The situation forced me to handle works out of my league but, perhaps, the good thing was — it taught me to become wise.
Continual – after I learned a thing, I study a new thing. “I DON’T STOP LEARNING.” It made me bored when I just sit on my couch, sip a cup of coffee, watch film, then sleep. My life doesn’t make sense if I just it let become lousy.
Self-actualization and self-gratification as I can describe, is the peak of my success. I hate learning things and owning it my own. I need to share it to others. At least, I am imparting knowledge and becoming a responsible human being. The shares I made pushed me to get refresh again.
Without further ado, I therefore conclude, most intelligence can be acquired outside our biological aspect. The environment around you contributes massively to the development of your intelligence.
So don’t get dismay, as long as you can identify the correct colors, count until 100’s, name yourself, practically no brain damages – anyone can be intelligent – JUST KEEP ON LEARNING!
Before you READ my dear classmates, please SING with me.
When times like bidding goodbye, I have to sing this even to myself.
It is just teaching
Before graduating elementary, our teacher asked us, “What do you want to be when you finished studying?” I excitedly exclaimed, “I want to be a teacher.” (OMG! I started to shed a tear while I’m pressing the keys.) But when I reached intermediate, it suddenly changed. I said to myself, “Ah, I don’t like to be a teacher – it is just teaching. Reading the book, make blah-blah in the class, gives grade, and that is all!” I took BS Accountancy because I found it challenging, more on analysis and look you smarter. So, I did. But my self-assessment was repugnantly hateful. I wasted five years in course which I felt boredom in my work. Lately, I realized that teaching is my cup of tea. I always thanked Allah ( اللة ) for giving me a chance to restore my first desire. It is not because I am always in the middle of the audience, but because I sense that I am helping someone in need of knowledge that soon will diversify.
What is this stuff all about?
Assessment, in my personal view was an evaluation, a need of correction, a need to
test and a need to reprimand. But in educational terminology, it means a
process and tools that measure what the students know and can do. To assess
means to stipulate the conditions by which the behaviour specified in an
objective maybe ascertain.
Why is there a need of assessment?
It is an integral part in
educational process that has various purposes for the different users. The main
objective of assessment is to gather information and evidences from both the
teachers and the students to improve the pedagogy. The reason why assessment is
cyclical, the improvements or adjustments designed from the gathered
evidences are being catered not only for contemporary beneficiaries but also
for future use. Therefore, gathered evidences in assessment should be valid,
reliable and useful.
Who are the assessment users?
Different users of the assessment are being introduced. Mainly, the students in formative assessment dealt with student-centered theory which concentrate more on gathering information that is useful to adhere the student’s needs. Formative assessment is design to develop process that gives an impact to students’ learning. This helps the teacher guide the learning process. This includes reformation in teaching approaches, revisions on instructions to become effective, or discarding any ineffective methods. The students are provided with data which they can use to determine whether they are on the right track to achieve the set goals. Therefore, feedback should be delivered timely and objectively. Formative assessment is on-going, has explicit connections to the unit of instructions, the interconnection of the student to the teacher and also among the students. Any ‘’gaps’’ are given special attention and remedy. Formative can be either informal assessment like checklist, observation and portfolio or formal assessment like standardized tests, achievement tests and criterion referenced tests which simplified as high-stakes assessments. High-stakes because the results of the test constitute some consequences. Another users are the teachers, educational institution, the curriculum designers, the political members, the parents, and among others. They are interested with the summative assessment which happens after every course, unit of instructions or even after a school year. The results from such assessments are interpreted as the over-all knowledge of the student that doesn’t necessarily shows the real score of the student’s skills and ability. This is used primarily for promotion, graduation or identifying the student’s status. The students don’t get much benefit from this summative assessment because its feedback is delayed simply means, any misunderstanding or mistakes are not properly corrected or adjusted on time. All summative assessments are formal but not all formal assessments are summative. Summative assessments are high-stakes assessments which bear a great accountability and risks.
How does the assessment look like?
Assessment designs should be aligned
in every objective. The three main components: curriculum, instructions and
assessments should be linked and bound together when setting the goals.
The Blooms Taxonomy model is being injected – knowledge-based goals,
skill-based goals and affective based goals – as part in designing the assessments.
In a specific application, the unit of instructions should be connected to
every activity the teacher wants to apply so as to reach the learning
objective. Without sticking to the rule, the classroom interaction would be
useless. Also, there is a need to value the reliability and validity in every
assessment design to make it effective.
Who benefit the assessment?
The educational enterprises fundamental
purpose is to provide educational services to all end-user, the
students. It was emphasized that this provision should give great weight to learner-centered
instructions rather than on teacher-centered instructions.
Many advantages of Assessment for learning were pointed in this
course. The reason why giving much emphasis on the purpose of improving
learning and achievement. The evidence gathered are used to adjust any ‘’gaps’’
between the teaching and the learning. With its immediate feedback, the students
learn to correct any mistakes earlier before proceeding to another instructions.
Another thing to highlight is the Assessment as learning helps
the students to be responsible of their own learning. In every collaborative engagement, the teacher
serves as the ‘’proctor, guide, facilitator’’ while the students are the
‘’owners’’ of their own learning. It helps students to build self-esteem,
confidence, self-efficacy, and become autonomous. In these sense, formative
assessment is given more emphasis on every classroom interactions. Assessment
of learning points out the summation of student’s learning. This is to
evaluate the total knowledge of the student at the end of a term, school year
or unit of instructions. But, the results of summative tests don’t seem to show
the ‘’real’’ competency, skills and ability of the test-taker. Though it is
valid, reliable and objective, it doesn’t picture the real showcase of the
student. Before I forgot, self-assessment guides the user to
remind him of ‘’where is he now?’’, ‘’which way he will go?’’, ‘’what else he
needs to do?’’, “Is he going to the right direction?’’.
What are some elements to consider?
Part of designing the assessment is taking
into consideration important points – grading, feedback and rubrics. I would
like to highlight that grading in descriptive form is highly
recommended than grade in quantitative form. Though it takes another job for
the teacher, the acknowledgement is satisfying. Positive, fair, unbiased, immediate
and specific feedback will give positive results on the student’s
learning process. The feedback gives an impression of personal inter-connection
for both parties. In every performance assessment,
a need of rubrics should be prepared to align the student’s performance
into learning objectives. It is a stimulant to the students so as they
know what is the best thing to do to comply with the criteria, likewise a guide
to the teacher what he wants to purport with.
The above apercu nourished my understanding about assessment. Its essential factors, the beneficiaries, importance and benefits yield an important element in the life of pedagogy.
Where am I now?
It is NOT just
teaching.
After all learning them, I will not
just buckle and sit. I must admit it takes a lot of challenges and painstaking
effort for being a teacher but I will always remember that I will be a part of
someone’s success. I am well motivated
to apply and share what I had learned to my constituents – my adult students, my
tutorials, my children, my future students and my colleagues. I made a point to
share my experiences about not gambling your career. I will tell the young ones
to take a course that will make them satisfied and happy. That self-assessment
should be well-crafted.
After all the sleepless and no movie nights,
it was all worthy. I am well-pleased that I belong with the privileged – privileged
of learning all this stuff. It is a privilege to be a part of teaching-learning
engagement. I know, it is not yet too late.
So, it is not yet goodbye EDS 113. We
will meet over and over again. You are the assessment. I am in
the assessment. This is me, I belong here.
Salam. (Peace)
Not just in my dreams, but in reality In sha Allah (If Allah’s Will)
LIFE'S PURPOSE 