1
Teaching for Impactful
Learning
2
Day 1: Teaching for Impactful Learning
‫املحتوى‬
Introduction ............................................................................................................................................................................................................... 4
Program objectives .................................................................................................................................................................................................. 4
Strategic references.................................................................................................................................................................................................. 5
Training sessions agenda ....................................................................................................................................................................................... 5
Day 1: Teaching for Impactful Learning........................................................................................................................................................ 7
How learning occurs in the brain............................................................................................................ Error! Bookmark not defined.
Enhancing students' participation in their learning by focusing on the influencing dimension ........................................13
Planning of teaching classes, learning environment, time management and availableresources:....................................18
Teacher-student interaction, including the use of dialogue and questions ................................................................................23
Applying teaching strategies that meet the needs of the students whether individually or in groups ...........................29
Teaching to develop students' critical thinking and problem solving skills, innovation and learningindependently.
.....................................................................................................................................................................................................................................29
Day 2: The Learning Orented Assessment .................................................................................................................................................34
Introduction .............................................................................................................................................................................................................35
Expected outcomes ................................................................................................................................................................................................36
The importance of evaluating students in achieving effective learning..................................................................................................37
First: Apply internal assessments consistently and use assessment information in achieving student progress. ......38
Comparing student performance with external assessments...........................................................................................................44
Utilizing assessment information in the development of teaching, curriculum and studentprogress. ...........................48
Teachers’ knowledge of their students’ learning styles and the support they provide to students ..................................56
3
Day 1: Teaching for Impactful Learning
Introduction
It is necessary to inculcate a culture of learning and acquire cognitive and life skills in the various academic
stages through compulsory education and make it a real priority to improving the outputs of the education
sector in the United Arab Emirates, providing equal opportunities for all students and equipping schools to
embrace people of determination to ensure their safety in addition to providing educational means which
suits their needs and that is a basic need and a pivot that forms the cornerstone of our educational
institutions.
Effective assessment is essential for measuring student progress and is a key pillar for planning to improve
learning and education processes, achieve effective teaching, and share information with relevant
stakeholders. This chapter describes the methods that the state uses to assess individual students. Based
on a discussion of impact, motivation and contextual developments, it discusses the governance of student
assessment systems, assessment procedures and tools, and capabilities to evaluate students effectively and
use assessment results for different purposes. The chapter concludes with a set of indicators for
policydevelopment.
Program objectives
This program aims to deepen teachers' knowledge in the standards of the school inspiction framework in
general, and the third criterion concerned with the quality of teaching processes, and to provide them
with the necessary tools to achieve all the elements of this standard at an outstanding level. Through this
training program, the teacher will be able to achieve the following learning outcomes:
• Deepen understanding of effective teaching and learning skills and link them to the school inspiction
framework.
• To conclude the practical relationship between teaching and learning practices and basic concepts
related to socialeducation.
• Plan classrooms effectively, employ learning resources, and diversify teaching methods to achieve
outstanding student learning quality.
• Apply a variety of internal assessments consistently, employing assessment information to enhance
students' strengths, address weaknesses, and achieve academic progress.
• Improving the quality of students' progress by involving them in setting their own learning goals, and
involving parents in identifying these goals
4
Day 1: Teaching for Impactful Learning
• Use assessment practices related to learning in classrooms to gain in-depth knowledge of students'
learning processes and know their needs.
Strategic references
•
School monitoring and assessment reports
•
UAE results reports on PISA, TEMSS, PIRLS international tests
•
The results of the training needs survey conducted for the school staff.
•
UAE 2071 Vision in Education.
•
The UAE 's national agenda.
Training sessions outcomes
Session
First session
-
Second session
-
Session
First session
5
-
Day 1: impactful learning
Learning outcomes
Know the importance of high expectations and link them to the
effectiveness of education through scientific and educational studies.
Enable teachers to understand the learning process and how it occurs
within the brain.
conclude of the practical relationship between teaching and learning
practices and basic concepts of emotional social education (ESL)
To suggest practical applications in harmony with models to enhance
student integration with learning
Planning for the implementation of effective education strategies
Determine the types of questions appropriate to the classroom situation
Implementing effective education strategies in line with the educational
situation and meeting the needs of the students.
Identify ways to support students' learning and improve their skills by
following innovative methods and approaches.
Day 2: Assessment oriented learning
Learning outcomes
Use student learning assessment results as a tool to improve student
performance and progress.
Apply internal assessments consistently and employ assessment
information in achieving student progress.
Day 1: Teaching for Impactful Learning
Second session
6
- Set learning goals based on assessment data collected from different
sources.
- Improving the quality of students' progress by involving them in setting
their learning goals in identifying these goals where appropriate.
- Use assessment practices related to learning in classrooms to gain in-depth
knowledge of students' learning processes and know their needs.
- Providing feedback in constructive ways helps students know what to do
to improve.
Day 1: Teaching for Impactful Learning
Day 1: Effictive Teaching
7
Day 1: Teaching for Impactful Learning
8
Day 1: Teaching for Impactful Learning
Trainin Day Activity
Topic
Session
an introduction
Session 1
Session 2
9
Time / min
20
High expectations and a stimulating environment for learning.
15
How learning takes place in the brain
15
Enhancing students' participation in their learning by focusing
on the influencing dimension
An applied activity through models that enhance the student’s
understanding and deepen his level of integration into his
learning.
Break 30 min
Planning for lessons, the learning environment, time
management and available resources
Positive learning environments
Questions and their role in creating interaction
Questions that we want and their types
Apply teaching strategies that meet the needs of individual and
group students.
Teaching to develop students' skills in critical thinking and
problem solving, innovation and independent learning
Less and more
20
20
20
10
20
20
10
10
10
Day 1: Teaching for Impactful Learning
Opening Activity
Activity No.
Activity title
1
Reflect: How can teachers support and care for students given the aspirations of the United Arab
Emirates in preparing for the next fifty years?
10 Mins
Activity duration
Think …
As stated in the The UAE Centennial Report, UAE aims to prepare a generation that carries the future flag, and has the
highest scientific and professional levels, and moral and positive values, to ensure continuity and secure a happy future
and a better life for future generations, and to raise the country's position to be the best in the world.
How can teachers support and care for students in light of the UAE's aspirations for the next fifty years?
What are the most important elements that establish the concept of quality student life and the dedication of suitable
environment that will support the students in their various educational stages?
.............................................. ......................... ..................... .............................................. .............................................. ............................
.......................................................................... .............................................. .............................................. ....... .......................................
........................................................................... ............... ............................... .............................................. ..............................................
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Day 1: Teaching for Impactful Learning
2
Activity No.
Activity name
High expectations and a stimulating environment for learning .. What does the research tell us?
Activity duration
10 min
Think....
Identify the importance of high expectations and the stimulating environment for learning
through scientific and educational studies that focus on meaningful education.
Choose one of the quotes/evidences below that focus on the relationship between
effective education and the integrated student upbringing (Cognitive, social or mental).
.............................................. .............................................. .............................................. .............................................. ............................
.......................................................................... .............................................. .............................................. ..............................................
........................................................................... .............................................. .............................................. ..............................................
Do teachers' expectations affect studentperformance?
The expectations teachers have for their students and the assumptions they make about students’ potential have a
tangible effect on student achievement. According to Bamburg (1994), research “clearly establishes that teacher
expectations do play a significant role in determining how well and how much students learn.” Students tend to
internalize the beliefs teachers have about their ability. Generally, they “rise or fall to the level of expectation of their
teachers. . . . When teachers believe in students, students believe in themselves. When those you respect think you can,
YOU think you can” (Raffini, 1993). http://ptgmedia.pearsoncmg.com/imprint_downloads/merrill_professional/pdf/rothenbergchp8.pdf
In his book ‘An Ethic of Excellence’, Ron Berger noted that the student'spersonality and achievement are shaped
according to the culture surrounding them. Regardless of their background, when students are enrolled in a culture that
involves a lot of demands and supports high-quality, personal, well-creative work, students tend to work in line with
that culture. Once they are enrolled in a school culture that advocates virtuous and strong morals, these morals become
their own personal rules, this is because this is what they know.
Ron, Berger, ethics of excellence. (Creating a Culture of Mastery of Working with Students) Plymouth, N.H. Henman,
2003)
Research on the school’s success has shown that higher productivity of teachers and student achievement are both
linked to the “positive school climate” Gondar and Hymes, the improvement of the school’s culture and climate (Arlington: American Association of School Administrators, 1993)
(Both Ellbott and Fulton refer to outputs as follows:
Of the 134 schools in England that were part of the 2004 HiV study, “The successful schools had a culture that contained
many demands, strives hard for development, fostered excellence, and held hope for every student to learn, while the
least successful schools had Less Desire for Evolution, M. Follan, Leading a Culture of Change (San Francisco: Josie Bass
2001)
11
Day 1: Teaching for Impactful Learning
Research indicates that an emphasis on social and emotional learning can enhance - not detract from - the primary
tasks of schools of supporting academic achievement and achievement (2016, al-Osher et al.).
There is a growing recognition among educators and researchers that student success does not depend only on learning
a broader set of achievement competencies in core academic subjects but also on personal and interactive learning.
Efforts to develop these competencies are often described using the term social and emotional learning (Professor JonesHarvard 2016).
And there is a main message that what achieves most success with students is the same thing that achieves most success
with teachers. This includes interest in identifying learning objectives that challenge capabilities, and with clarity about
the meaning of success, with attention to learning strategies that call for developing a theoretical understanding of the
knowledge and understanding of students and teachers. Visual teaching is about using evidence to build and act for a
model for teaching and learning. (Hattie 2003)
Asa Hillard 2019, confirms that "the ceiling of our current aspirations for students is actually much closer to where it
should be at the bottom." Many believe that there is a big difference between what youngsters can learn and what they
are currently learning (Bishop, 1989). Evidence suggests that schools can improve student learning by encouraging
teachers and students to define their own high visions. Meanwhile, Hattie (2013) suggests that teachers may be more
successful if they work to address students' low self-efficacy prior to their attempt to raise their level of achievement.
Dweck also showed how to do this by promoting a developing mental orientation in the classroom.
Brain Based Learning
‫رقم النشاط‬
Activity name
Activity duration
Activity objective
3
How does learning happen in the brain?
5 min
AlanJah delivers study materials to students in a meaningful and useful
context by identifying the learning mechanism in the brain
Scientific Enhance students' participation in their learning by knowing how the
Bulletin #1 brain learns - how does learning happen?
Video: How does learning happen in the brain? Link:
https://bit.ly/2OvCGgE
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Day 1: Teaching for Impactful Learning
The basics of how to learn the brain
The function of the neuron is to transmit information that moves in one direction from the axis of the cell (which is its
nucleus) in the direction of the neuron axis and from it to the neural branchwhere where a new neuron cell is
connected, and the flow of new information creates multiple new connections with other cells. Based on the multiplicity
of these connections, learning becomes deeper.
-
What does this mean for teachers?
Provide many opportunities to create new learning links
-
Provide the perfect environment for students to establish these connections themselves
1. Information travels from the end of the axon to the synapse which is located at the head of the nerve dendrite. There
is a space between the axon and the dendrites called the synaptic space
2. The nerve bifurcation grows because of the excitement caused when new thing gets learned by the neuron, as new
connections grow between the current learning and previous knowledge, and when there are more opportunities to
collect new information, the axons grow and become more robust, as well as the delivery channels become more
effective and thus the understanding becomes deeper.
3. Myelin is a fatty substance that forms around active nerve axons
•
Myelin contributes to the acceleration of the electrical transmission of information.
•
The myelin sheath forming process occurs when we repeat and refine previous learning.
•
The thicker the axon, the faster the electrical transmission of information.
4. Learning changes the brain because it can rewire itself at each stimulus, and our knowledge of the basics of the steps
in which learning takes place gives us useful insight into how learners learn.
After you have watched the clip; What are the most important factors that you should focus on to enhance
student learning in your opinion?
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Enhancing students' participation in their learning by focusing on the influencing dimension
Activity No.
Activity name
Activity duration
Activity objective
13
4
Student participation in their learning
10 min
Successfully communicating scientific knowledge in a meaningful and beneficial context
Be aware of the difficulty of certain concepts and the ability to simplify and clarify them through
examples to enhance students' understanding.
Day 1: Teaching for Impactful Learning
Scientific Bulletin Enhancing students' participation in their learning by focusing on the “Affective Domain”
No. 2
dimension?
The emotional domain includes the way students engage in emotional surroundings, such as feelings, values, gratitude,
enthusiasm, motivations, and attitudes. Skills in this area are referred to as emotional intelligence. Educators encourage
students not only to receive information but to find opportunities to respond to what they have learned, to appreciate it,
to perceive it, and to comprehend it. Teachers seek to find teaching strategies and methods that encourage students and
integrate them into the educational process by creating a rich and stimulating environment that provides students with
the possibility to use innovative materials, products, scientific journals, exhibition spaces, and the freedom to use the
display devices available in that environment. It is also concerned with groups learning spaces (virtual and direct) while
allowing the formation of social skills and collaborative work between learning groups and providing safe spaces for
students without the threat of punishment. Changing displays regularly to provide situations for brain arousal and
development, providing multiple materials for learning in different settings so that educational activities are easily
integrated to allow learners to carry out multiple educational activities. Flexibility and the moment of learning must be
diagnosed and emphasized.
Social and emotional learning (SEL) is the most prominent model supporting the educational process that leads to the
development of emotional intelligence - that is, the process by which we become better at understanding and managing
our emotions and learning how they affect the choices we make, the relationships we make in you and our outlook on
life. It refers to the acquisition of specific concepts and skills that are at the core of academic, personal, social and
emotional development. ”
Social and emotional learning (SEL) is an integral part of education and human development
.
Centre for Research and Reform in Education,2017
Domain
Description
It consists in recognition of feelings, a true realistic assessment of one's abilities, and a
Self-awareness
deep sense of self-confidence.
Includes dealing with emotions in a way that makes it easier to complete tasks, delaying
Self-management
gratification to achieve goals, and atrophying when defeated.
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Day 1: Teaching for Impactful Learning
Social awareness
Social relations
Make responsible
decisions
Focuses on feeling the emotions of others, adopting the views of others, appreciating the
difference between groups and interacting with them positively.
Concentrate on dealing with emotions effectively within relationships, establishing
healthy and encouraging relationships based on cooperation and negotiation to find
solutions to conflicts, and asking for help when needed.
Consists in accurately assessing risks, making decisions based on taking all factors into
consideration, as well as the consequences of experimenting with alternatives, respecting
others, and taking responsibility for the decisions taken.
In light of the above
Define your model or theory that you would adopt as a teacher contributing to a learning experience that has an impact on
the student? Do you focus on cognitive competencies - behavioral competencies - interactive competencies?
---------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Explain the relationship between the emotional social learning model and the quality of
astudent's life?
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Identify the best educational practices that enhance the student's social and emotional
aspects? Between the impact of practices supporting student progress individuals and
groups building their learning experience?
---------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Activity No.
Activity name
Activity duration
Activity objective
Scientific Bulletin No. 3
15
5
An applied activity through models that enhance the student’s understanding and deepen
his level of integration into his learning.
10 min
Being aware of the difficulty of certain concepts and the ability to simplify and clarify
them through examples to enhance students' understanding.
Identify the learning support models:
5Es- Instructional model
Gradual Release of Responsibility model
Routman's (Optimal Learning Model-(OLM)
Day 1: Teaching for Impactful Learning
The teacher who uses this incremental release of responsibility will continue to be instrumental at the beginning of a
lesson or when introducing a new learning experience. By determining the goals, objectives, and success criteria from
which the student embarks on the journey of building his learning.
First step ("I do"): Teacher to students
In this step, the teacher will provide direct instruction on a concept using a template. During this step, the teacher may
choose to "think out loud" in order to simulate his thinking. Educators can engage students by presenting a task or
providing examples. This portion of the direct instruction will set the tone for the lesson, so student involvement is
critical while the teacher is modeling. It can help to focus on students who may need additional time to process
information
Second Step ("We do"): We do (Teacher with students)
In this step, the teacher and the student participate in interactive instruction. The teacher may work directly with
students with directions or providing evidence. Students can do more than just listen; They may have the opportunity
for practical learning. The teacher can determine if additional modeling is necessary at this point. Using continuous
informal assessment can assist the teacher in determining whether support should be provided to students with more
needs. If a student misses a critical step or is weak in a particular skill, support can be immediate.
Step three ("You do"): Student with teacher (You do)
In this step, the student can work alone or work collaboratively with peers in order to train and demonstrate their
understanding. Students, in collaboration with their peers, may look to clarification, which is a form of cross-instruction,
in order to share results. At the end of this step, students will look more at themselves and their peers while relying less
on the teacher to complete the learning task.
Step 4 ("You do"): Student centered (You do)
In this last step the student is an independent learner. This teaching method follows a progression in which teachers do
less work and students gradually accept increasing responsibility for their own learning. The gradual release of
responsibility can be extended to more than a week, month, or year during which students develop the ability to be
competent and independent learners.
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Day 1: Teaching for Impactful Learning
The teacher uses his knowledge of the students and the content of the lesson (s) to define his (the teacher) role
in the learning task. Please note that the teacher is an important part of the process. It is the teacher's role that
changes.
Dependent
The teacher provides
guidance
Students focus on the
teacher
Students
They rely on the teacher
to choose and use
appropriate strategies
for the learning task
Students
They collaborate with the
teacher on learning tasks
Students
They use a variety of
strategies to support them
throughout the learning
task
Students
They independently select and use
appropriate strategies to meet the
mission objective and think critically
about their understanding and
application of the content
Teacher
The type and
objective of the
strategy used
Teacher
Cooperates with the students
and asks them to think about:
Teacher
It meets individual needs
by providing feedback
and progression that
stimulate students to
think about:
Teacher
Discusses with students:
How and why do they choose from a set
of strategies
How and why did they choose the
appropriate text / texts
How to reflect on and critique the new
content and the knowledge that has been
learned
How to use the Success Criteria for Self /
Peer Assessment to review goals
• How to use the
strategy
• The type and purpose of
the strategy used
• How to use the strategy
• The appropriate text
• The most appropriate text
• Learning Outcomes
• Learning Outcomes
• Share good
examples
• Guide them to use the
success criteria to improve
their work
• Success criteria
• Expand the use of the
strategies used most
appropriate text /
texts
• How to use the
success criteria to
improve their work
• Independent
application of new
knowledge and
content
Independence
‫اإلستقاللية‬
Teachers facilitating
The teacher facilitates
Students focus on their learning
17
Day 1: Teaching for Impactful Learning
Planning of teaching classes, learning environment, time management and
availableresources:
The lessons are planned and prepared very effectively, the objectives of the activities are clear and the
learning review process is an essential part of the lesson, the educational objectives are clearly presented
and the students have a clear view of their achievements,
Also there must be a good balance between activities given to the class students in addition to the individual
activities and the collaborative activities that require working in groups where appropriate. Time, tasks,
activities and resources, including learning techniques, are used to achieve great vitality in learning.
Teachers use the available resources optimally to diversify teaching methods and to succeed in enhancing
the quality of excellent learning among students. Teachers provide their students with a positive learning
environment, which allows them to nurture their students' sense of respect and the importance and impact
of their efforts.
Planning to understand
Activity No
Activity name
Activity duration
Activity objective
Supporting video
link
6
How can I plan to understand?
10 min
Clarify the concept and procedures for planning for understanding
Backward Design Process - YouTube
Stages of backward planning
Planning for Understanding: It is that approach of planning that relies on thinking purposefully and
accurately to help students to actively uncover what lies beneath the surface of facts and reflect on their
meaning to reach them to a deep understanding and the ability to use their understanding in different
applications and real contexts.
Reverse design (planning) stages
Phase1: Select
the desired
results
Questions asked
What are the specific
objectives?
What are the main ideas that
students would like to
understand?
What are the basic questions
that will motivate the question?
What knowledge and skills do
students need to acquire in light
of relevant content criteria?
18 ‫ما هي األسئلة ذات األهمية التي تقود الطلبة‬
‫للمهارات واملعارف املستهدفة؟‬
Phase 2: Select
an acceptable
guide
Questions asked
What is enough evidence
and
expression
of
understanding?
With the goals in mind,
what are the performance
tasks through which you
focus and consolidate the
module?
What methods and criteria
are used to evaluate work?
Does the evaluation lead to
the
detection
and
discrimination of students
who
have
gained
Phase 3: Plans for
learning and teaching
experiences
Questions asked
What teaching strategies
and learning activities do
we need to complete the
results specified in the
first phase, which also
reflect
evaluation
(‫مثال مقترح‬the
) ‫لتخطيط جيد‬
‫ مبدأ‬20
guide specified in the
second phase?
Day 1: Teaching for Impactful Learning
Activity No
Activity title
Activity duration
Activity objective
Tool link
7
Assessment of practices and their impact on students' progress in learning over time
10
Self-assessment of your possession of the 20 skills specified in the tool
https://bit.ly/3qf5KpG
It is clear that after reviewing the 20 principles proposed in the tool, the teacher must pay attention to them
in the lessons and carry out with students, in order to achieve the principle of effective teaching.
The twenty principles are:
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
19
Action
Peer assessment
Teacher's pace
Smooth transitioning
Student self-assessment
Recapping
Ratio of teacher student talk time
Effective group work
Student voice
Giving good feedback based on success criteria
Formative assessment
Setting learning objectives that are relevant to the curriculum
Setting high expectations for all students
Communicating learning outcomes
setting success criteria/with students
Regularly visit and check your learning outcomes with your students
through the flow of the lesson
Planning for and Asking effective questions
When giving instructions for tasks make them brief concise and
direct.
Instructional checking questions
Setting individual learning targets
Checking prior knowledge
Day 1: Teaching for Impactful Learning
Positive learning environments
Activity No
Activity name
Activity duration
Activity objective
Source
20
8
Analyzing the image and extracting the elements of the environment that stimulates learning and
proposing an equation that achieves students' success in optimal environments
10 min
Identify the concept and elements of positive learning environments and enhance student
integration and assume responsibility for learning through planning for a stimulating learning
environment.
The two figures shown below
Day 1: Teaching for Impactful Learning
Elements of positive learning environments and their role in effective learning classes
Many efforts combine to create an educational environment for the classroom. This environment may be
positive or negative, effective or ineffective. Much of this depends on the plans you have for dealing with
situations that affect this environment and it is important to take into account each of these forces in order
to ensure a positive learning environment for all students.
• Teacher Behaviors
Teachers set the rhythm in the classroom. If you are a teacher who tries hard to be fair with your students
and fair in enforcing the rules, you will set high expectations for your class. Among the many factors that
affect the classroom environment, your behavior is the one that you can completely control.
• Teacher characteristics
The basic characteristics of your personality also affect the classroom environment. Are you fun, can you
attract students' attention? Are you optimistic or pessimistic? All these and other personal characteristics
21
Day 1: Teaching for Impactful Learning
will shine through in your classroom and influence the learning environment. Therefore, it is important
that you evaluate your traits and make adjustments if necessary.
• Student behavior
Some students can really influence the classroom environment. It is important to have a strict discipline
policy that you apply on a daily basis. Stopping problems before they start is the key. However, it's hard
when you have one student who always seems to be initiating misbehaving in classrooms. Use all
management resources and if needed to help you keep the situation under control.
• Curriculum
What you teach will have an impact on the learning environment in the classroom. Mathematics classes
are very different from social studies classes. Usually, teachers will not hold discussions in the classroom
or use role-playing games to help with teaching math. Therefore, this will have an impact on the
expectations of the teacher and student in the classroom learning environment.
• Time
The time of day when you teach a particular class outside of your control, however, can have a major
impact on students’ attention and retention, for example, the class before the end of the day is often less
productive than the class at the beginning of the morning.
The main question: How can you reach a positive learning environment, whether you are in direct
education or in distance learning classes?
........................................................................................................ .............................................................................................................................
.....................................................................................................................................................................................................................................
.....................................................................................................................................................................................................................................
.....................................................................................................................................................................................................................................
Relating to the two figures above, make the link between planning for an environment that stimulates
learning and the concept of a student who takes responsibility for learning, then summarizes the most
important measures that will support a stimulating learning environment for all.
...................................................................................................................................................... ...............................................................................
........................................................................................................................... ..........................................................................................................
................................................................................................ .....................................................................................................................................
In your opinion, what is the concept of an environment that stimulates optimal learning?
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Day 1: Teaching for Impactful Learning
........................................................................................................ .............................................................................................................................
.....................................................................................................................................................................................................................................
.....................................................................................................................................................................................................................................
Teacher-student interaction, including the use of dialogue and questions
Teachers are highly effective in using formative assessment methods, and they are skilled in using
questioning and enhancing curiosity among students, and they encourage them to know and desire to
discover and learn more. Teachers' questions are usually characterized by an appropriate focus and
targeting specific students, and teachers adjust the pace of learning based on students’ answers, which
allows students to make excellent progress in their learning, how the distinguished level appears in it.
Activity No
Activity name
Activity duration
Activity objective
Source
9
Classroom interactions
10 min
Learn about the types of classroom interactions that occur within the lessons
The worksheet is below
In general, the fundamentals of education do not differ between what is applied in traditional education
and distance education, but there is a peculiarity that requires the teacher to take into account when
observing distance education, as follows:
1. There are three forms of didactic-learning interactions (individual,
facilitative, and cooperative)
1.
Individual form: through instructions and reflective activities or self-assessment tasks based
on clear criteria and criteria for the learner, the direction of interaction from a learner and from
teacher to learner.
Learner
Teacher
2.
Facilitative form: The form of educational tasks is rich in instructions and directions that help
the learner to reach the correct answer and then complete the tasks in an easy manner, and the
facilitation is either written or on oral instructions and is between the teacher and a group of
learners.
All learners
Group of learners
23
Teacher
Teacher
Day 1: Teaching for Impactful Learning
3.
The cooperative form: applying a chosen method of cooperative education methods (tasks,
roles and responsibilities that require learning collectively and providing the required product).
Learner
Learners
Teacher
Learner
Learner
Learner
Questions and their role in creating interaction
If we look at a classroom session for one of the school subjects, we will find that most of the communication
between individuals in it is considered answers to mutual questions. As the questions are a tool used for
communication, learning, as well as assessment . Individuals find it difficult to communicate with anyone
without using questions!!
Questions allow students to understand their world and provide the opportunity to make the right decision
and break the daily routine when students use them to understand complex issues and problems. They also
help them solve problems, but how do you ask questions that lead to learning?
There are many types of questions that can be used in the classroom, and you, dear teacher, have to choose
the questions that are most appropriate for your students, your goals, and your academic subject, and you
must remember to address the higher levels of thinking.
Questions that address the levels
of thinking
- List the properties ...
- Mention the factors ...
- What are the stages ...
- Identify the steps …
Questions addressing the higher levels
of thinking
- Inductive reasoning and deductive reasoning
- Apply concepts and principles
- Comparison and find relationships between
cause and effect
- Problem solving
Ask questions that stimulate higher thinkingskills... How?
Analyze
24
What do you think...? What do you conclude...? How
do you classify...? How do you arrange...? Do you see
any patterns....?
Day 1: Teaching for Impactful Learning
Evaluate
Create
What do you think of....? Would it be better if...? Ills...?
How do you compare...? Why choose {Name} ....? How
do you prove that....? Who has a different idea...?
How can you change....? What happens if...? Can you
do something different from the same material? Can
you rearrange that..? Can you think of an alternative
way to do that?
Expand students' responsiveness to the development of their ability. How?
Expanding students'
response to develop
their capabilities
Can you say more on this ...? Why do you think so..? Can you explain the
method? Why? Why did you decide to start this way? Do it that way? How
did you arrive at that answer? what if...? Can you put it another way? Who
can offer another point of view?
Encouraging students
to ask good questions
to develop their
abilities
Students can be given opportunities to ask questions through a range of
activities
• 20 Question: Guess the contents of the bag / What's behind the screen?
• Students place test questions for other students
• Interview: One student takes a character from a book or play and others
ask him questions.
• Ask the question "What if...?" which stimulates creative thinking
• Drafting a question for an answer, for example: the answer is 100, what
is the question?
Questions that we need to ask and their types
Sometimes we need to ask questions that require recalling information that the student had previously
learned and stored in his memory. It does not require the use of higher levels of thinking when answering.
For each question, there is only one correct answer, it is the closed questions ...
As for the other type, they are open questions, which require answers to the use of higher levels of
thinking (such as analysis, synthesis, and assessment ). It encourages the student to research, investigate
and conclude. And help the student to build his knowledge of himself.
25
Day 1: Teaching for Impactful Learning
Answering them requires summoning the student's opinion, past and new experiences. Among the types
of open-ended questions: differentiated thinking questions, clarifying probing questions, corrective
questions, and Socratic questions.
Please read the table below and write a number of questions according to the types specified in it.
Differentiated thinking
questions
• It develops the
capacities of learners
to find solution to
problems when there
is insufficient
information regarding
the problem under
consideration .
• It is possible to reach
through this type of
questions to several
solutions to one
problem.
• There are no right or
wrong answers but
rather unleash creative
thinking.
Examples:
.......................................................
.......................................................
.......................................................
.......................................................
Explanatory probing questions
Assessment questions
The teacher directs the
question to the learner, and
then the next question is
derived by answering the
previous question, and this
process continues until the
knowledge to be learned is
completed over the course of
the session.
Questions that build on the
student's previous knowledge
in order to arrive at new
judgments.
Examples:
.......................................................
.......................................................
.......................................................
.......................................................
Examples:
.......................................................
.......................................................
.......................................................
.......................................................
Socratic question Did you hear about the
Socratic questioning is named after Socrates. He used a didactic style that focused on discovering answers
by asking questions from his students. It is a robust method that can be used in practicing thinking in
several directions and for several purposes, including exploring complex ideas, to reach the truth of
things, fabricating issues or problem situations, revealing assumptions, analyzing concepts and
26
Day 1: Teaching for Impactful Learning
distinguishing between what we know and what we do not know, following the logical contents of
thought.
Socratic questioning is based on the premise that thinking has a structural logic, and allows for the
interrogation of underlying ideas. The key to distinguishing the Socratic question from others is that the
former is systematic, disciplined, and deep and usually focuses on basic concepts, principles, theories,
issues, or problems. Educators, students, or anyone interested in developing deep thinking can use
Socratic questions.
Do not forget also that Socratic questioning and its variants can be widely used in psychotherapy.
How do you encourage a student to provide complete answers, express learning?
We know very well that asking questions is an important skill and a fundamental pillar of education, and
just as asking a question is of great importance, the other side is also important, which is providing
answers, and here we must use the questions to determine the availability of the learning requirements
necessary to learn the new topic of the lesson, and the questions are employed In preparing students for
the new topic of the lesson in order to focus their attention, and asking motivational questions to students
lures them into exploring information through direct explanation by the teacher.
As for the other side, which is the most important, it is the students' way of answering the question.
Sometimes we notice that the students share the method of presenting the answer, as it is presented in
the form of one or two words or an incomplete answer, and this topic is closely related to the subject of
the students ’linguistic fluency and the amount of language outcome they They own it and serve them in
such situations.
Asking questions important behaviors for teachers and students
Very important: skill-related behaviors encourage students to generate and ask questions
• Show enthusiasm and appreciation for the student asking the question and encouraging him.
• Use a variety of methods to help students generate questions.
• The student develops the ability to ask questions in an understandable scientific format.
First: Behaviors related to the skill of preparing questions:
• The question's relevance to the educational goals that we seek to achieve among students.
• The importance of appropriateness of the question to its function in the lesson by determining the
extent to which students understand what they have learned.
• Diversifying question levels by asking questions for lower, intermediate and higher levels of
thinking.
• The question is related to the students ’characteristics to encourage them to participate.
27
Day 1: Teaching for Impactful Learning
• That the question has a scientific value.
• The necessity of arranging and directing questions during the lesson.
• The number of questions and the answers to them should be appropriate for the class time.
Second: Behaviors related to the skill of waiting after asking the question
• The teacher waits for a period of time before allowing the first student to answer the question and
calls it the waiting period.
• He directs a look during the waiting period to all students before directing any signals to the
selected student
.Third: Behaviors related to the skill of selecting the respondent student
.He thinks for a while before choosing a respondent
.Calling a student by his name
Fourth: Behaviors related to the skill of listening to the answer:
• Do not allow group answer.
• Give the student the opportunity to complete his answer and not to interrupt it.
• Alert the student not to interrupt his colleague while answering.
• Urgue the student to answer the classical language and showing interest in what he says.
Fifth: Behaviors related to the skill of waiting before commenting on the answer:
• He does not rush to comment on the student’s answer but is given an opportunity of time (for
example, 5-15 seconds) before commenting.
• The answering student is allowed to continue his answer if he has new additions
• The rest of the class is asked to think about their classmate's answer
• He takes the opportunity to consider appropriate feedback on the answer
Sixth: Focus on the correct use of reinforcement:
• Establish a specific system indicating the specifications for reinforcement, the timing of its
introduction, and the type of behavior that leads to its entitlement
• Work to reinforce the desired behavior immediately after its occurrence and not be separated for a
long period of time
• Not to reinforce two different behaviors at the same time so that one of them does not contradict
each other
• The reinforcement should not be contrived, occurring on occasion or without occasion
• The enhancers used are appropriate for the type of response and the range of quality it is not
unreasonable to say great for a normal idea.
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Day 1: Teaching for Impactful Learning
Applying teaching strategies that meet the needs of the students whether
individually or in groups
The teachers organize the classes well, and the learning activities are characterized by being very
appropriate to meet the needs of individuals and groups of different needs and abilities. The activities,
tasks and educational resources provide levels of support and challenge that allow all students to raise
their levels of academic progress as much as possible, and teachers ’expectations are always high and
appropriate. Students of all levels of previous academic achievement.
Activity No
Activity name
Activity duration
Activity objective
10
Individual strategies ... group strategies
10 min
Learn about the types of strategies that are implemented individually and collectively
What determines students' needs in the classroom?
....................................................................................................................................................................................................
....................................................................................................................................................................................................
....................................................................................................................................................................................................
What makes you choose a particular strategy in your classroom?
....................................................................................................................................................................................................
....................................................................................................................................................................................................
....................................................................................................................................................................................................
Reflect on your classroom practices, are you applying strategies that meet the needs of individual and group
students?
....................................................................................................................................................................................................
....................................................................................................................................................................................................
....................................................................................................................................................................................................
Teaching to develop students' critical thinking and problem solving
skills, innovation and learningindependently.
Educators expect students to take responsibility for their own learning and to appropriately promote
cooperative and / or independent learning. Problem-solving skills and providing students with
opportunities to innovate and participate in project activities are an essential part of learning. The teachers
give their students time to think deeply about their learning, and ask them to use their skills of reasoning
and thinking deeply.
29
Day 1: Teaching for Impactful Learning
Case study
Activity No
Activity name
Activity duration
Activity objective
•
11
Case Study - Reflect on practices
20 min
Reflection on practical practices applied on a personal level
The challenge as part of the overall school culture
“Saeed” is a teacher of Arabic language in a secondary school. He sets great expectations for his students and always
reminds them of them. He trusts them and that they are able to reach it. And when some students complete work
tasks that their peers may find difficult, it is usually easy for him to assume that it has been accomplished. Meet their
educational needs; Especially if these students are distinguished and simply perform whatever is required of them.
Often it tries to take into account individual differences in the case of these students by giving them additional work
because they complete the tasks assigned to them quickly and correctly. However, the question that we must ask is,
“What should he do when students finish their work easily? Rather, the question should be as follows,” Why do
students find work so easy? How can a happy teacher challenge and motivate all students with tasks slightly
equal or greater than their abilities?
The question is for you, dear teacher: How can you answer the previous questions (written in bold)?
......................................................................................................................................................................................................................
......................................................................................................................................................................................................................
......................................................................................................................................................................................................................
......................................................................................................................................................................................................................
•
Evaluating my students ’learning in the classroom
A happy teacher can plan activities that allow students to "take on responsibility" for their learning. This is done in
simple, not overly formal ways. For example, it could: Have them prepare a presentation on what they have
learned to present to other students, or plan an educational activity for younger students, create test
questions for themselves, or take responsibility for participating in creating a booklet as a guide in a
material. Providing students with the opportunity to summarize, detail, and evaluate their learning process
on a regular basis, which helps to strengthen the links between understanding and skill; This would help the
students as well as the teacher so that their task is focused only on identifying the areas that need development.
The big question here: How do you try out some of the strategies mentioned above (written in bold)?
......................................................................................................................................................................................................................
......................................................................................................................................................................................................................
......................................................................................................................................................................................................................
.....................................................................................................................................................................................................................
•
30
Raising the level of challenge while preparing tasks.
Day 1: Teaching for Impactful Learning
Teacher Saeed attended a training course that discussed the lower and higher levels of thinking as illustrated by the
Bloom pyramid, in which the higher levels in Bloom's cognitive hierarchy symbolize the thinking habits of those
with high achievement or achievement. Saeed also knows that students can develop higher-order thinking skills at
an early age - even the process of choosing between two stories that a 6-year-old makes is an assessment activity,
and for a sixteen-year-old to consider the factors behind a particular historical event means his involvement in the
process Complex analysis, synthesis, and assessment - given the opportunity, resources, and information to arrive
themselves at the conclusion instead of being given the answers so that they can learn. If you want to do this, start
the instructions you give about a task using the following verbs:
1.
Analysis: Analyze, evaluate, classify, compare, differentiate between things, criticize, find differences, choose,
distinguish, examine, experiment, ask questions
2.
Evaluate: estimate, argue, evaluate, choose, compare, motivate, estimate, judge, judge, predict, score, choose,
support, evaluate.
3. Creation: Arrange, collect, create, construct, create, design, develop, shape, manage, organize, plan, prepare,
suggest, prepare.
The key question: How can you ensure that teachers create activities and tasks using these verbs in every lesson?
And for every student?
........................................................................................... .............................................................................................................................
........................................................................................................................................................................................................................
........................................................................................................................................................................................................................
........................
Example: Project-based learning plan model (subjects’ integration)
Project title: Safe, fun, and educational environment
Grade: 2
Subjects: Science Teachers:
- English Mathematics Arabic - Arts –
Computer
science
Other subjects to participate in this project: Sports - Islamic Education - Moral Education
Sustainable concepts:
It is important to exercise to keep your body and mind healthy. You must be able to work and get along with others to be a good
citizen. How can thinking, acting, and speaking affect all things around you?
Important to know and do:
-
Know how to conduct interviews and evaluate and analyze results
-
Research and identification of information related to the project
Worth knowing and understanding
-
31
Design process
Day 1: Teaching for Impactful Learning
-
key words
Project summary:
What we need to know: Students have taken a trip to a public park and given the opportunity to
compare the school grounds and the park.
Challenges: Students have nothing to do during their school break. Behavior problems caused by lack
of stimulation during recess.
Student Laws: These will be determined later during the students' implementation of the project.
Potential solutions: Students can design a playground for the schoolyard to serve them during their
break time.
Designing places around the school that allow them to practice different activities during recess.
Entry event:
1. Students will go on a trip to a public park where there are places for different activities
2. The students, the next day, will go to recess as usual.
3. The next day, we will ask the students how they felt when they went to the park and when they
went to the school break, and what is the difference between them?
Motive question:
How can we design safe, fun, and educational spaces in a school environment so that we can play,
relax and learn with our peers?
Focus on the four C’s
Communication: interviews - presentations
+ Innovation and
Collaboration: Small groups - cooperating with school students of various stages so that everyone can
Entrepreneurship:
join and participate in the project
Critical Thinking: Research / Data Analysis
Creativity: designing and distributing spaces.
Design Thinking:
Project division: To be determined.
Another option: activities during the trip.
Motivation and
- A questionnaire for all students at the school.
reinforcement:
- Full joining of people of determination
- Eco-friendly tools and equipment.
Defining
- During the break period, students do not have constructive spaces to engage them in active
activities, and this is the reason for an increase in behavioral concerns
Visualization
- Designing educational and student-friendly spaces in which different activities are activated so
that they can spend their rest time on what is useful.
Prototype:
- School map.
- Limiting the number of spaces available in the school to make a different design for each of them
that serves a different activity.
Testing
- Create temporary spaces to assess student participation and progress
- Student behavior and happiness
- Note positive parameters changes in normal grades
Meaningful
- School officials
cooperation and
- Company (......) - 3D Printing
partnership:
- Community business (gaming equipment)
32
Day 1: Teaching for Impactful Learning
- Department of Parks and Recreation
A growth mindset
- Checklist
- Share and teach others
- Seeing the impact of their ongoing work
Computational
- Information collection
thinking
- Design steps
- Measurements
- Assessment
- Calculation
Real Learning
- Audience: Ministry of Education employees - parents - students
Application (Project
- Design: 3D design - video - presentation - exhibition
Based Learning
- Display options: Stream Gallery - MOE HQ
Expo)
Additional notes and
- Inviting other schools to visit the school to see the project during its implementation period
recommendations
- Visit other schools to see what students are doing during their school break.
33
Day 2: The Learning Orented
Assessment
34
Day 2: Learning Directed Assessment
Trainin Day Activity
Topic
Session
introduction
Session 1
Session 2
35
Time / min
15
Apply internal assessments in a consistent manner, and use
assessment information to achieve students' academic progress
20
The quality of internal assessment processes
15
Comparing students' performance with external assessment s
Read the UAE performance rates in the Trends in International
Mathematics and Science Study (TIMSS) test
Break 30 min
Utilizing assessment information in developing teaching,
curriculum, and student progress.
Assessment s compare students' performance in the formative
test
Student learning assessment form 365 points
Teachers 'knowledge of and support for their students' learning
styles
Differentiation of student learning assessment
Use feedback as a learning tool
Less and more
15
20
10
20
20
10
10
20
10
Day 2: Learning Directed Assessment
Introduction
One of the pillars of assessment is "Teaching for Effective Learning". Effective assessment focuses on how
the assessment of effective learning affects the learning experience of each individual student and takes
into account both the final assessment (learning assessment ) and the formative assessment (assessment
for learning) of students. In addition to using the results of student assessment to make judgments about
the performance of students and schools. A good assessment process helps the teacher focus on important
matters in knowing his students' learning, more than just monitoring grades and sharing them with the
concerned parties, but rather determining the level reached by each student in achieving the expected
learning goals, progress made, and appropriate strategies to achieve further improvement at the grade
level. Scholastic, school, and educational system. This day aims to enable teachers to have a clear
understanding of how assessment can be used to improve student learning, independent of grades. This is
done by focusing on activating internal assessment s and their processes, employing a comparison of
students ’performance with external, national and international assessment s in a way that contributes to
good planning for learning, analyzing student learning assessment data to follow up on progress, making
use of assessment information in the development of teaching, curriculum and student progress, and
teachers’ knowledge of learning methods. Your request and support.
As educators, we need to always reflect on important questions: Why do I evaluate? What am I
evaluating? How can I guarantee quality in the assessment process? How can I use information from
these assessments?
Expected outcomes
At the end of the day, teachers are expected to be able to achieve the following
learning outcomes:
• Use learning assessment as a tool to improve the students’ performance and progression.
• Apply internal assessments in a consistent manner and use assessment information to achieve
students' academic progress.
• Set learning objectives based on assessment data collected from various sources to enhance
students' strengths and improve weaknesses.
• Improving the quality of students' progress by involving them in setting their learning goals, and
involving parents in setting these goals, where appropriate.
• Provide feedback in constructive ways that helps students know what they need to do to achieve
improvement.
36
Day 2: Learning Directed Assessment
The importance of evaluating students in achieving effective learning
The OECD on Assessment in Education developed a conceptual framework for student assessment that
identified four methodological features regarding how assessment is designed and used (see Figure 1).
These four features of assessment influence teaching and learning practices and ultimately, student
learning outcomes:
• Governance of student assessment systems: Including the various purposes and objectives of
student assessment and the frameworks in place to ensure that the assessment results are used in
a manner consistent with these objectives.
• Student assessment procedures and methodologies: including the scope of the assessment, that is,
the areas of learning covered by the assessment, and the main procedural features of student
assessment, i.e. the mix of tools used in the assessment systems and the form of assessments.
• Abilities to evaluate students and use student assessment results: Including assessment
competencies that teachers gain in their preparation programs, and professional development
arrangements.
• How assessment results are reported and used for concluding and formative purposes: Including
ways in which assessment results are used in different contexts to record information, provide
feedback to students and make decisions about their educational path.
Source: OECD (2013[8]), Synergies for Better Learning: An International Perspective on Assessment and
Assessment, http://dx.doi.org/10.1787/9789264190658-en.
37
Day 2: Learning Directed Assessment
Activity name
Reflect
Activity No
Activity duration
Think …
1
5 min
Looking at the attached diagram, determine the degree of your knowledge of the elements
of the Effective Student Learning Assessment Framework, and determine the action you
will take to increase your knowledge of that element. Determine your score from "1" to
"5", noting that "1" is the lowest and "5" is the highest.
Element
Score
National goals of education in the state
□1 □2 □3 □4 □5
The vision, mission and values of education in the country
□1 □2 □3 □4 □5
School inspection framework
□1 □2 □3 □4 □5
Student Learning Assessment Policy
□1 □2 □3 □4 □5
Student assessment procedures and methodologies
□1 □2 □3 □4 □5
Use of student assessment results
□1 □2 □3 □4 □5
First: Apply internal assessments consistently and use assessment information
in achieving student progress.
To make the school achieve a distinguished level, and to activate internal assessments and processes, care
must be taken to:
• Apply internal assessments consistently across all grades and school levels.
• The assessment processes provide valid, reliable, and comprehensive information that is used to
evaluate students' academic progress against the levels and expectations of the curriculum applied in
the school.
• The information provides a complete picture of students' academic progress and their personal and
social development.
Activity name
Keyword - what the premium looks like in internal assessment s and their
processes
Activity No
2
Objective
Identify keywords that help achieve the outstanding level of internal assessment s
and their processes
Duration
10 min
With reference to the paragraph describing Excellence, identify the keywords that you believe are
essential to achieve quality internal assessment s and their processes. Write it down in the table below.
38
Day 2: Learning Directed Assessment
Activity name
Activity No
Objective
Duration
Reflect on your learning assessment practices
3
Teacher to reflect on his/her assessment practices and identifies his strengths
15 min
Knowledge: Assessment Practices
The assessment process is an ongoing, systematic process through which objective, reliable data are
collected using valid tools that constitute evidence of learning, and then that data are analyzed to make
judgments that improve learning. The assessment process varies with its different tools in two main
types:
Formative Assessment
This kind of assessment that provides continuous information on the degree of students ’learning and
their degree of mastery of the skill, enabling teachers to make appropriate decisions regarding planning
educational activities and choosing appropriate teaching methods.
Final Assessment
This type of assessment that teachers make at the end of the unit of study or the school year with the
aim of determining students' learning degree or measuring learning outcomes.
Studies indicated that the classroom assessment can be viewed in terms of purpose that there are three
types that enable the teacher to achieve quality assessment:
Assessment for learning
Assessment for learning includes formative assessment that takes place during teaching to be used to
guide the next stage of learning. This purpose of assessment is very important because we use
assessment here to decide as educators whether the class is ready to move to the next stage of learning.
The purpose of the assessment here is a tool for us as educators in measuring our students' level of
understanding of a particular topic. It can help us answer questions such as: Can the class understand
the big idea and learning objectives for this topic? Can we move to the next topic now? Do we need to
give more time to this current topic? Do we need more time to review and clarify this topic? What gray
areas do I need as a teacher for more detail or more concrete examples or detailed explanations and
ideas?
This purpose is important because there is no point in continuing with the next topic and the next topic when students
are confused, or their minds hang on to questions and concerns about their understanding of the topic. Therefore, the
focus here is on quality learning and not quantitative learning. The purpose of the assessment here is to ensure that
students are actually learning the way they should be.
39
Day 2: Learning Directed Assessment
Assessment as learning
Assessment as learning occurs when students personally monitor what they are learning and use the
feedback from this monitoring to adjust, adaptations, and even make changes in what they understand.
The purpose of the assessment that is very important. It provides the teacher with insight into the
importance of involving students in the assessment, and this is the purpose of assessment that teachers
need to practice and implement more in the classroom .
This purpose of the assessment is important so that students are well aware of the expectations required of them in the
learning process. Students should be aware of how they are being evaluated. Students should be informed of
assessment forms or other types of assessment tools that the teacher uses in the classroom. There should be a clear
picture of this.
Assessment of Learning
Assessment of Learning includes a final assessment designed to validate learning and provide students
and parents with a report on their performance in school. This is the most common perception of what
an assessment is about - reporting on students ’achievement level at a specific time such as a grade or
an entire year. The purpose of the assessment here is to verify adherence to set goals and the level of
achievement of the curriculum. This is also used to compare academic performance between students
in the school and at other schools, at different levels .
As educators, we should be aware of the importance of reliability, reliability, reference point and record-keeping in
assessment. Sometimes, as educators, we need to make sure the assessment tools we use are correct and reliable.
Procuders
By reflecting on your assessment practices, the following questions, and being accurate in answering. Save yourself what
future steps you will take into your appraisal practices.
When do I use assessment in teaching?
1
2
3
4
Before starting the unit or lesson
While teaching the unit or lesson
Midway through the unit or lesson
At the end of the unit or lesson
Why do I use assessment in teaching?
5
6
4
8
9
10
To know the current level of knowledge of the student
To know the students who understood the content of the presented lesson,
and those who did not achieve the required level of comprehension.
To provide specific feedback to students
To provide feedback to parents for matters
To monitor grades and provide student learning reports
To give students a chance to reflect on their learning
What assessment methods do I use?
40
Always
Sometimes
Slightly
Day 2: Learning Directed Assessment
11
12
13
Usually, tests are used to assess students' learning
I use a variety of methods to assess student learning
14
15
When planning learning, I begin by defining how I value student learning
I design assessment tasks that enable me to identify the reasons for
differences in students' learning levels
I design assessment tasks that give students a chance to reflect on their
learning.
16
I choose the assessment method according to the learning objectives
strength points
Points to be
improved
Future work
Activity name
Activity No.
Objective
Duration
The quality of internal assessment processes
4
Teacher to know how to maintain the quality of the internal assessment through
calibration processes
15 min
Knowledge: Standardization of Assessment
Standardization of Assessment
One of the strategies based on linking student assessment to improving learning and teaching processes,
by discussing with teachers to evaluate students' work according to predetermined criteria. It works to
control the quality of teacher assessments of students' work by other colleague (s) in the same subject or
specialty. Teachers share their understanding of assessment criteria to improve the consistency of their
assessment of students across classrooms and at the grade level.
When do teachers Standardize?
When more than one teacher teaches the same subject for a group of people in the same class and gives
everyone a standardized test to provide justice among students.
How does Standardization of Assessment occur?
41
Day 2: Learning Directed Assessment
The Standardization of Assessment process takes place before correcting students' work, and the process
includes a group of evaluators who independently correct a sample of student work / test and determine
grades according to agreed standards. After completing the individual correction phase, evaluators /
teachers meet to unify the vision and feedback that will be provided to the students.
The process of applying the Standardization of Assessment
- Teachers arrange a meeting to share a set of student assessments (tests, projects, reports, ...).
- Test papers (assessments) are not corrected and are free of comments.
- The sample should reflect the different levels and categories of students.
- Instructors use an appropriate rubric to grade and compare assessment scores individually.
- The team discusses the grades they have identified.
- The process is organized at least twice in the classroom.
Standardization of Assessment benefits for teachers
- Make reliable and correct decisions in assessing student learning at different stages of the learning
- process, especially when more than one teacher is teaching the same topic. Or when updating the
assessment policy, or curriculum standards.
- Consistency between teachers' assessment of students over time.
- Provide a set of templates for model answers or projects that can be used in future teaching.
- Share forms with new teachers.
Validity: The assessment measures what the student is expected to know according to what is stipulated
in the curriculum and assessment document.
Reliability: assessment consistency in measuring student learning. An honest assessment produces
results that are similar despite the context in which it is conducted, for example across classrooms or
different schools. Reliable assessments provide comparable results.
To verify the quality of the assessment processes, the teacher should consider answering the following
questions:
Is the information obtained from the assessment sufficient to judge students' learning?
What other assessment methods can I use to confirm the assessment result?
42
Day 2: Learning Directed Assessment
What is the reference on which to make sure that the results of the assessment are sufficient to judge
students' learning?
By referring to the link below, watch the video that shows one of the real situations to standardize the
assessment between teachers for students' work, specify the steps that the teacher followed, and the
decisions he reached about the student’s assessment.
Link
https://www.youtube.com/watch?v=ECGH9ALaHcE&t=60s
Using the attached form (Appendix 1) at the end of the guide, plan for your fellow teachers to participate
in a standarization session for one of the assessments that you will carry out for the students. After you
have gone through the process, share your findings with the principal, so that practices will be
standardized across the school.
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Day 2: Learning Directed Assessment
Comparing student performance with external assessments.
To make the school achieve the distinguished level in employing student performance comparison in
external assessments in improving student performance, the school must be keen on :
• Implementing highly efficient processes to compare the performance of its students with
international standards.
• Comparing students' results in exams and tests with a suitable variety of international
comparison standards.
• The results of the assessments in each subject are subject to a structured analysis process.
• The results of the analysis are used to determine different performance levels for skills and
knowledge.
• Comparison of performance levels internally between subjects, and externally with national and
international achievements and expectations of students' performance.
Activity
Student Learning outcomes - How the outstanding level appears in activating external
name
comparisons to improve student performance
Activity No. 5
Objective
Determine the learning outcomes associated with the curriculum, and the skills
associated with them
10 min
Duration
Knowledge lighting: The relevance of assessment to national learning objectives
The connection of assessment to the national learning goals
The primary purpose of student assessment is to determine what students know and can do and present
as evidence of their learning. Assessment results can help students advance their learning and support
them in making informed decisions about the next step. The results of the international assessment
indicate the need to employ methods that enable the teacher to discover and address students ’learning
gaps when they arise and to evaluate the necessary competencies in line with the characteristics of the
Emirati student.
- Effective assessment is linked to national learning goals, which must be understood and clear
between teachers, students, and parents at the same time. This invites teachers to think of
assessment as a tool for learning, and supports national goals, through the balanced employment of
formative and final assessments, in addition to a variety of assessment types (such as teacher notes
and written tests). These measures help pursue a range of student competencies and provide
students with an appropriate balance of support, feedback, and appreciation to encourage them to
improve their learning. Effective assessment frameworks also include assurance mechanisms to
regulate the quality of assessment tools, particularly central and standardized assessment s.
44
Day 2: Learning Directed Assessment
-
National expectations: what is determined from nationwide expectations for students ’achievement
in accordance with the adopted educational policies, strategic plans, the national agenda, and the
state’s vision.
- International expectations: international comparative tests selected by the country to check the level
of performance in its educational system, including the International Student Assessment Program
(PISA), the International Trends in the Study of Mathematics and Science (TIMSS), and the
International Test to Measure Progress in Reading Skills (PIRLS).
Procedures
By referring to the teacher's guide, choose a unit of study, specify the students' learning expectations,
and the related skills that the student must master to achieve those expectations and record them in the
attached table.
Subject
Unit title
Specific expectations
Associated skills
Activity name
Comparing students' performance with external assessments - studying the
UAE's performance rates in the International Trends in Mathematics and Science
Study (TIMSS) test
Activity No.
Objective
6
Studying and interpreting the school's performance report on external assessments, and using
them to improve learning
20 min
Duration
Knowledge kighting: international comparative tests to measure educational system performance
levels
International comparative tests to measure the performance levels of the educational system
45
Day 2: Learning Directed Assessment
Since 2008, the UAE has participated in several international tests to check performance levels in its
educational system. These include the Program for International Student Assessment (PISA), the Test of
International Trends in the Study of Mathematics and Science (TIMSS), and the International Test of
Progress in Reading Skills (PIRLS). In these tests, the UAE received advanced ranks at the Arab level,
according to the national agenda that aims to place the country's students among the best students in
the world in tests to assess knowledge and skills in reading, mathematics and science, in addition to
raising the percentage of high school graduation commensurate with international averages. And, that
all schools be distinguished by leaders and teachers, all of whom are licensed in accordance with
international standards.
The figure below represents the UAE's performance rates in the Test of International Trends in the Study of Mathematics
and Science (TIMSS). Through the figure, answer the attached questions.
In which ranks did the country perform the best in the three years?
........................................................................................................................................................................................................
.................................................................................................................................................................................
What is the difference in the performance of eighth graders in science?
........................................................................................................................................................................................................
.................................................................................................................................................................................
Arrange the ranks in descending order according to the rates of progress achieved between 2011 and 2019
..................................................................................................................................................................................... ...................
.................................................................................................................................................................................
46
Day 2: Learning Directed Assessment
Determine the difference between the country's performance in 8th grade in science compared to the country that
achieved the 15th place
........................................................................................................ ........................................................................................................................
................................................................................................................................................................................................................................
What measures do you think you need to take to reduce teams and achieve an advanced position in the upcoming test
sessions?
................................................................................................... .............................................................................................................................
................................................................................................................................................................................................................................
The figure below represents the performance of a school in mathematics and science for fourth grade compared to
international performance levels. Determine the school's performance levels.
School level in the sciences
School level mathematics
According to the school's performance scores in science and math shown below, answer the following questions
47
Day 2: Learning Directed Assessment
Did the school make progress in science and mathematics in 2019 compared to 2015? How
much is that?
Did the country achieve the target for science and mathematics in 2019? Justify your
answer
If the target performance rate in the year 2023 in the next session of the test is as shown in the attachment, what actions
do you suggest the school should take to reach that rate? You can use the attached school report and the procedural
plan template
Utilizing assessment information in the development of teaching, curriculum
and studentprogress.
In order for the school to achieve a distinguished level in employing assessment information in the
development of teaching, educational curricula and student progress, it is necessary to pay attention to the
following:
• Staff members make excellent use of formative and summative assessments.
• That teachers benefit from data analysis in planning lessons and in modifying the curriculum and
meeting the learning needs of all students.
48
Day 2: Learning Directed Assessment
• Students are involved in setting individual learning goals for them so that they can improve the
quality of their progress. Parents are involved in setting these goals, where appropriate.
Activity name How would the distinguished level look to utilize from assessment information
in the development of teaching?
Activity No.
7
Objective
Determine the key words that help achieve the distinguished level in achieving the
optimal employment of assessment information in the academic development
Duration
5 min
By referring to the paragraph describing the distinguished level to utilize the distinguished information
in the development of teaching, identify the words that provide evidence of understanding. Write it
down in the table below:
Activity name
Activity No.
Objective
Duration
Comparison of student performance assessments in the formative test
8
Teachers should be able to use the data provided by the swift assessing system in
analyzing students' performance data and determining remedial plans
‫ د‬15
Knowledge Lighting: Data-Driven Learning
Learning outcomes in schools are considered important as this type of information can be used to evaluate the
performance of the educational system, judge its quality, and make appropriate recommendations for its improvement.
How can assessment work more effectively to improve student progress? The report issued by the OECD indicated that
successful educational systems are keen to harmonize student assessment processes with national educational standards,
which in turn are harmonized with external standards. This requires teachers to use data resulting from students
'performance in evaluating its various levels in improving students' performance to achieve standards.
Data-based education simply refers to the type of education in which the teacher uses the data collected from students'
formative and final assessment and analyzes them to identify the most appropriate teaching methods to achieve student
learning standards in line with their needs. This type of teaching helps teachers collect and use information about what
has been learned and what needs to be learned. The following teaching plans are determined based on students ’readiness
and needs, and students are considered unique learners.
The seven steps in employing data in effective learning.
Step
The teacher creates a
product that the
student standardizes
49
Example of an Arabic language lesson / sixth grade
The student reads a passage in literature and writes a summary that includes
textual evidence and conclusions.
Day 2: Learning Directed Assessment
The teacher creates
learning outcomes
-
The teacher evaluates
students through pretests
The teacher analyzes
the results of the tribe
tests
The teacher plans to
learn
The teacher teaches,
then assesses, and relearning
The teacher
evaluates students
through post-tests
Students read a short paragraph in literature and write a conclusion to explain their
ideas through reading.
Develop conclusions before, during, and after reading the text.
Identify evidence to support thinking of the text.
Add text comments to track thinking throughout the reading.
Make conclusions at the end of each text or chapter.
Sort students' work against goals, using three levels: exceeds expectation, meets
expectation, and needs assisstance.
Divide students into small groups and re-teach them.
Consistently, plan based collected evidence to improve learning, and repeat until
most students achieve the goals.
Ask students to complete the task, similar to the pre-test, and evaluate the result.
Apply the previous steps if most students do not pass the test, complete your plans if
most students achieve the learning goals, and provide additional support for the late
students.
Guiding questions related to the seven steps
1. Set goals: What will students do? What will students learn?
2. Create learning objectives: What kind of knowledge and skills should students demonstrate on the tests?
3. Evaluate through pre-tests: Where do students now learn? How can we design tests that provide data on
student progress?
4. Analyze the pre-tests: How can we organize the pretest data to understand what students need? What learning
gaps do we see?
5. Plans for Learning: Need this specific group of students to progress toward learning goals? How can we
customize education based on what our pre-tests show?
6. Teach, evaluate, and teach back: What do we see in learning progress? What glitches do we see? What kind
of education exactly addresses the gaps?
7. Take post-tests: Did most of the students achieve their goals? If they did not achieve it, what kind of additional
education could you provide? If they achieve most of their goals, what kind of support can you provide for those
suffering from lateness.
Methods for analyzing student assessment results
There are two types of analysis that can be performed on the students' assessment data:
Total analysis: It is the analysis that takes the total score on the test or assessment and includes several statistical
treatments that give a graphic description and a quantitative description of these scores.
Partial analysis: It is the analysis that takes the mark on the single question / task or the single paragraph as a variable, and
the statistical treatments related to the single paragraph / task are usually referred to as the task / paragraph analysis .
50
Day 2: Learning Directed Assessment
The SWIFT ASSESS electronic exam preparation program provides multiple tools that enable the teacher to analyze the
formative and final tests data, make comparisons, and extract statistical functions that enable the teacher to employ them
in building procedural plans to follow the learning process. By referring to the Learning Curve training platform, you can
view the types of reports through the workshop "Electronic Exam Design" (https://bit.ly/30kr3vm) that you can obtain
from the program, and an example will be provided.
The figure shows a test report consisting of 7 questions for the fifth grade in the science subject, through the figure, answer
the following questions:
What is the question that the largest percentage of students were able to answer?
What is the question that the lowest percentage of students were able to answer?
What class of marks does the largest percentage of students gather in?
What is the percentage of students who were able to answer the fourth question?
What actions should the teacher take after being informed of the analysis of the results, in order to employ them in
improving students' learning?
After your review of the electronic workshop "Designing electronic exams" (https://bit.ly/30kr3vm) in the training
platform, make a report for the last test you submitted to students, and use this data to develop an appropriate
procedural plan.
51
Day 2: Learning Directed Assessment
Activity name
Activity No
Objective
Duration
360 degrees student learning assessment form
9
Assess the effectiveness of the prevailing assessment practices at the school
20 min
Knowledge lighting - 360 degrees student learning assessment
Assessment is an ongoing process of gathering, analyzing, and reflecting on evidence to make
appropriate and consistent judgments for improving student learning in the future. Teachers use
assessment information to understand students' learning and support their progress towards achieving
expected goals by providing them with regular and constructive feedback.
This information is used to develop curricula and teaching methods in line with learning needs.
Assessment is an ongoing process of gathering, analyzing and reflecting on evidence to make
appropriate and consistent judgments for improving student learning in the future. Lorna Earl, in her
book Lorna Earl entitled “Rethinking Classroom Assessment with Purpose in Mind” provided a
comprehensive description of the 360-degree assessment of students learning. The learning
assessments were arranged according to a hierarchical order as shown in Figure (2). Through which the
assessment of student learning was presented, an integrative process in which the student and the
teacher contribute to verifying the achievement of learning objectives. We have already talked about the
three objectives of the assessment , and here we will present practical applications on them.
A comparison between the three assessment objectives according to the basic assessment questions
52
Day 2: Learning Directed Assessment
Why evaluate?
What do you
rate?
How do you
rate?
Good
assessment
criteria
Employ
assessment
information
53
Assessment for learning
Assessment as learning
Learning assessment
Enabling teachers to know the
next steps of the learning
process to improve it and
achieve goals
The progress of each student
and their educational needs
that achieve the learning
outcomes
Provide students with an
opportunity to reflect on their
learning, and to define
appropriate improvement plans.
The student's ability to think
about the nature of his learning
and what strategies he deems
most appropriate for learning, or
for achieving the desired
academic progress.
A set of various methods and
tools that enable the student to
self-reflect on his learning (peer
assessment,
self-reflection,
learning
record,
class
discussions, self-questions)
Judging students' learning in
comparison to predefined
goals and standards, using
learning guides.
The degree to which students
possess the knowledge, skills,
and attitudes that are related
to specific learning outcomes
A variety of methods and tools
that enable the teacher to
ensure
that
students
understand class questions,
short tests, moments of
waiting,
•
Close observation of the
students' learning
process
•
Clear expectations for
student learning
•
Accurate and supportive
feedback for students'
learning
•
Reflections on the good
student on his learning,
self-monitoring, and selfassessment.
A group of methods that
focus on the final
assessment, such as: final
exams, project assessment,
achievement file, and other
tools that are used to make
judgments.
•
Accuracy, consistency,
and fairness in making
evidence-based
judgments.
•
Realistic expectations of
students' learning that
are commensurate with
their levels.
•
Participation of students in
providing solutions to the
challenges they learn.
•
Good and accurate learning •
records
Descriptive and
accurate final learning
report.
•
Provide
supportive
•
feedback for learning
Determine the student’s
level of learning
•
Differentiation
of
teaching and learning
methods by monitoring
students' progress in
•
achieving the learning
outcomes specified in the
curriculum
•
Providing good and
accurate feedback that
•
helps the student to
develop self-development
skills
That the student focus on
the learning journey itself in
its different stages
Provide a good
reference for
development plans at
the school and country
level.
Day 2: Learning Directed Assessment
•
Provide feedback to •
parents on student
learning progress, and
how they can provide •
appropriate support.
Providing students with a
set of tools that help him
reflect on his learning.
Provide students with their
own learning report that
describes strengths and
weaknesses, and the nature
of progress.
The teacher's role in assessing student learning
The following example provides practical experiences for educators on how they apply assessment
according to its purpose. Present your own experience along with each type and share it with your peers.
Assessment as learning
Description
Example
My experience
The assessment is designed so One of the things that bothered me
that students can reflect on their was that the student made the same
learning, follow it up, and mistake more than once. To address
organize a self-assessment of this, I asked students to verify why
their learning to verify the they made that mistake, and to
learning .
correct the mistake by writing the
- Provide students with a correct answer on the margin of the
verbal assessment as a form page, and how they could achieve it.
of assessment
- Teach students how to
reflect on their learning,
how to identify challenges,
and suggest solutions, to
reach better levels of
learning.
- Give
students
the
opportunity to test their
learning, apply their ideas,
and provide necessary
support.
Assessment for learning
Description
Example
My experience
54
Day 2: Learning Directed Assessment
Design and use the assessment
to determine how students
learn compared to expectations,
to determine appropriate
teaching strategies and to
provide resources .
- Design an assessment that
provides
detailed
parameters of student
learning progress in the
major themes of the
curriculum.
- Direct teaching strategies in
line with students' needs
that are reached through
continuous assessment.
- Provide accurate and
continuous feedback
Description
The assessment is designed
with high quality and includes
evidence of assessment findings
Aligning the assessment with
curriculum standards and
objectives.
The assessment corresponds to
different levels of students.
55
Last year, I noticed that some sixth
graders could not rotate numbers or
determine their spatial status, so how
would they perform the long division
process?
Instead of starting teaching as
planned, I administered a diagnostic
test of the skills needed for all
students. According to the results of
the assessment, I was able to identify
the students who possess the skill,
and those students who need help. I
divided the students into pairs, in
which the good student would help
the less qualified student.
Learning assessment
Example
Always clarify the learning objectives
at the beginning of each lesson. Plan
the assessment date and inform
students in advance.
In addition to formal assessment s, I
use various assessment methods.
My experience
Day 2: Learning Directed Assessment
Teachers’ knowledge of their students’ learning styles and the support they provide to students
In order for teachers to develop knowledge in their students' learning styles, and to choose the appropriate
support methods for them, they must:
• Teachers have an in-depth knowledge of each student's strengths and weaknesses. They have an
excellent understanding of how to use formative and summative assessments in the lessons.
• Teachers know the needs of their students as individuals and groups, including those with special
educational needs.
• They write notes and provide feedback to their students after they have performed the
assessments, and they correct their students' work in constructive ways that help them know what
they need to do to achieve improvement.
• Teachers carefully check how their students respond to their feedback and directions.
• Students use objective criteria to assess their own work and that of their peers and to determine
next steps in their learning process. Informal assessments that take place during the lessons - such
as the use of questioning method - contribute to forming a clear picture of students ’achievement
levels and academic progress.
Activity name How would the distinguished level look to Teachers’ knowledge of their students’
learning styles and the support they provide to students
Activity No.
Objective
10
Determine the key words that help achieve the distinguished level in knowing of
their students’ learning styles and the support they provide to students
Duration
10 min
By referring to the paragraph describing the distinguished level to utilize the distinguished information
in the development of teaching, identify the words that provide evidence of understanding. Write it
down in the table below:
56
Day 2: Learning Directed Assessment
Differentiation in assessing student learning
Activity No
11
Objective
Determine the key words that help achieve the distinguished level
Knowing students' learning styles
Duration
20 min
Returning to the paragraph below, identify keywords that demonstrate teachers 'knowledge of
students' learning styles.
Activity name
Differentiation in assessing student learning
In assessment of learning, differentiation takes place in the assessment itself. It would not make sense to
ask a short-sighted person to prove their proficiency in driving without glasses. When the driver uses the
glasses, the examiner can get an accurate picture of the driver's ability and certify his proficiency. Much
the same way, differentiation in assessment of learning requires providing the necessary facilities that
allow students to make learning visible. Multiple forms of assessment provide multiple pathways to
make student learning transparent to the teacher. A specific requirement for curriculum outcomes, such
as an understanding of the concept of social studies of civilization, can be demonstrated, for example,
through visual, oral, dramatic or written representation. As long as writing was not an explicit
component of the outcome, students who encounter difficulties with the written language, for example,
will have the same opportunity to demonstrate their learning as other students. The attached figure
shows an organizational chart of the differentiation assessment process. Reflect on the shape, then
present your experience in differentiating the assessment in the specified location.
57
Day 2: Learning Directed Assessment
My experience with the differentiation in assessing student learning
Activity name
Activity No.
Activity duration
Objecive
Scientific Bulletin
Methods of involving students in assessing their learning
12
20 min
The participant must apply methods of involving students in evaluating their learning
The paragraph below
Involving students in evaluating their learning is one of the most important factors that help students
become more responsible for their entire learning, such as understanding the purpose of their learning,
setting personal learning goals that are related to their own learning standards, and asking themselves
questions to reflect on the effectiveness of their progress. Conduct self-assessment regularly and enable
peer assessment. Studies have indicated that effective assessment is assessment that involves students
in evaluating their learning:
58
Day 2: Learning Directed Assessment
“Effective assessment enables students to ask reflective questions, research their own learning
strategies, and the actions they can take. Over time, students advance in their learning when they
can use personal knowledge to build meaning, and their self-monitoring skills to realize that they
need to understand something and what must be done next " .
(Rethinking Classroom Assessment with Purpose in Mind, 2006)
There is a set of methods that the teacher can employ in involving students in evaluating their learning, summarized in
the following table:
My experience
•
Provide models of feedback that are
specific, constructive and equitable.
•
Identify student groups carefully. If you
are concerned about the integrity of the
peer assessment, you may choose to
make it anonymous.
•
Make sure peer feedback takes written
form so you can access it. Student
feedback is often taken into account
when committing to writing as well.
•
Use the feedback itself as a formative
assessment for the student providing
that feedback. If they struggle to express
their ideas or identify important aspects
of colleagues' work, they are likely to
have their own gaps in understanding.
•
•
59
Example
Description
Constructive feedback from peers helps
learn from each other and provides the
teacher with formative feedback on the
progress of all students.
Peer assessment
Peer Meetings can be conducted online
via a discussion board where students
post their work, or a synchronized tool
(live view) (such as TEAMS, Skype, or
Zoom) where students discuss each
other's work in real time. Many of your
students will already be connected via
social media, so encourage them to
share work on these platforms as well.
Project-based assessments translate
Define each section of the task (such as
seamlessly into distance education as they Individual
brainstorming, research, and creativity)
revolve around independent inquiry. They projects
with a clear template.
also produce a single substantive work that
Day 2: Learning Directed Assessment
•
•
•
•
•
•
•
•
•
•
•
60
Give students lots of time. Project-based is evaluated across multiple criteria rather
learning is an enriching process that than just one or two criteria.
takes time.
Use this as an opportunity to teach You can build a project around a research
students the skills of web research: topic, problem-solving activity, creative
research and finding reliable sources activity, or a combination of different
learning opportunities. For example, assign
and references.
Schedule regular check-ins where students to research a real-world problem
students provide a progress update but related to the content they have studied,
stay away from allowing independent and then ask them to design a creative
solution based on what they have learned.
learning.
Define clear delivery requirements: Combine this with reflection and have a rich
assessment of learning opportunities along
deadline, file type, and destination.
the way.
Individual projects can be transformed into
collaborative projects using a group
approach. You will be able to assess
You can allow students to assign their
students' teamwork capabilities while
own roles within the group. Just make
lightening the grading burden.
sure you know each student's
responsibility.
Collaborative
Group students into a joint project but
projects
Provide individual scores for each group
assign them different roles which they
member but save time by writing one
must put together to create a final product.
part of the detailed notes for the group
These roles may see students taking
as a whole.
responsibility for different areas of
research, or different components of the
final product.
Students' reflection on their learning reveals
Productive self-assessment takes time to their understanding and identifies precisely
master. Make it a regular activity.
the gaps and difficulties that need
Model language and self-questioning intervention. Self-assessment is invaluable
used to generate fruitful reflection.
in online environments where you cannot
see students' learning in action.
Reward integrity and honesty.
self assessment
Use the self-assessments to enrich oneon-one discussion with the student or Facilitate students in the self-assessment
process using a simple questionnaire or
parenting conversations.
Keep a record of student self-assessment questionnaire from Google Forms. This can
s. These can be used to help students then develop into extended written
reflections or the use of a self-assessment
chart their own progress.
form. Students can also record verbal
Day 2: Learning Directed Assessment
•
Organize the process carefully. Offer a phrases or include reflective comments as
structured resource of claims if students part of a portfolio.
are writing Extensive Thinking.
• Learning Logs, where students regularly
write about their learning, will provide
you with a consistent source for
formative assessment. It also builds
students' metacognitive abilities - their
ability to "think to think."
•
61
Plan for a platform where educational
learning records will be visible to you
alone if students are reluctant to share
them with their peers.
•
Use journal entries to inform individuals'
future learning activities.
•
Thinking process model for journal
writing. Self-wondering (“What interest
me the most?”, “What part have you
found the most difficult?”) Is an effective
way to encourage deep thinking?
•
Train students in the basics of verbal
communication over the Internet, such
as speaking clearly and into the
microphone.
• Online learning records can be as simple
as a Word document. You can also use
free blogging platforms (like Live Journal
or Blogger), video diaries or audio
recordings for more interaction and
engagement.
• The didactic learning record can be freeform, or it may encourage students to
think about specific aspects of their
progress. Here are some examples:
- Challenge Leagues: Think about any Learning record
challenges you encountered during the
week's learning and plan improvement
strategies.
- Successful Learning Records: Think
about the important points in your
learning
this
week.
New
understandable concepts, exciting
pieces of acquired knowledge and
overcoming of problems
- Visual Diary: Students can use the
Simple Digital Painter or Painter to
draw or draw something inspired by
the learning of the week.
- Question diary: Students write three
questions each day to inform future
learning or independent inquiry.
•
Oral assessments work more
Video
effectively online than they do in
presentations
the classroom. Lack of a visible
and podcasts
audience reduces anxiety and you
Day 2: Learning Directed Assessment
•
Have students run a submit test for their
files so that they can troubleshoot any
download issues.
•
If you have the ability, students can
make presentations directly to their
peers via Zoom, Teams, or Skype. They
can also share their screens on these
platforms.
•
Remember to focus on the content of
your presentation. Multimedia use
should replace verbal expression and
good information.
•
Establish an online discussion protocol
that exposes students to respectful and
effective communication strategies.
•
Promote quality contributions to the
online discussion rather than quantity.
Defining a certain number of responses
is superficial.
•
62
Monitor discussions online and
facilitate them with indicative questions
and prompts.
can revisit their speech as many
times as you want in recording
form.
•
You can also encourage students
to use multimedia components to
create
more
engaging
presentations. The "Record"
function in MS PowerPoint makes
it easy for students to combine
audio and slideshows, and
experienced students may want
to try editing software. You will be
amazed at how much they can
produce!
•
Podcasts are an alternative to
standard oral presentations.
Consider grouping students
together as a "board" to
encourage dynamic discussion,
rather than written monologues.
•
Unlike a classroom discussion,
student comments can be read on
online message boards as many
times as you need to make an
informed assessment of learning.
Students also have the time to
post detailed and thoughtful
responses that you would not
normally get in a live
Online
environment.
discussion
The online discussion can also be
included in a summary
assessment if you clearly define
the criteria being addressed. You
can use it to assess student
content knowledge, written
communication, engagement,
collaboration, or ability to make
connections.
•
Day 2: Learning Directed Assessment
Choose one of the suggested ways to involve students in evaluating their learning, apply it with your
students, record your observations and share them with classmates.
Activity name
Use feedback as a learning tool
Activity No.
13
Activity duration
20 min
Objecive
Apply one of the feedback models to activate the feedback as a learning tool
Scientific Bulletin
Paragraph below
Feedback as a learning tool
Feedback is the "third step" in the structure of classroom speech that the teacher provides to a single student or to an
entire class. The feedback may be verbal or written, but verbal is the most prevalent, and studies have indicated that it
has a direct impact on the course of the learning process in the classroom, and students ’achievement. According to the
classroom speech model:
•
The teacher initiates a specific topic, often in the form of a question;
•
A student responds to a question with an answer that consists of several words.
•
The teacher evaluates this answer publicly, mostly in the form of positive or negative assessment : Excellent,
very good, no, the answer is incorrect!!
When the teacher informs the student of the outcome of his/her learning by providing information on the progress of the
student performance on an ongoing basis, to help fixing that performance, if the student is moving in the right direction,
or to modify the student performance if development is required in this scenario a feedback is provided to the learner:
Feedback: Providing information about the student's success in learning during an activity, lesson or semester, and
supporting and guiding him/her to enable making a better progress, also student must feel that the information
provided by the feedback from the teacher is useful or the student will not abide to the guidelines.
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Day 2: Learning Directed Assessment
It is also important to follow up with the feedback you provide just to make sure that you have provided feedback to all
your students and have not left any of them without attention. The studies indicated a set of models that a teacher could
use to provide feedback to students, including those we will review here.
Model
Description
RESPONSIVE
Feedback should be direct, timely, and provide a clear answer to students' questions. Provide
a timely answer to students' questions.
EFFICTIVE
By providing specific information consistent with the degree to which students achieve the
tasks assigned to them or their objectives.
Positive
Ensure and care to use words and expressions with positive connotations, as all students
‫إ‬
have it about achieving their learning goals, regardless of the proportions for that.
Learning
Feedback should include appropriate opportunities for students to learn. As teachers, we are
keen to provide continuous suggestions, methods, and strategies for improvement.
You
You must put your fingerprint, so attention must be given to giving the feedback the
character of privacy. What I offer to student Muhammad must differ from what I offer to
student Zaid.
Next, we will present to you two examples of feedback, for two teachers presenting a third-grade reading awareness
lesson. Determine which models represent good feedback, and which do not, and provide evidence from the text for
your opinion
Situation
Opinion and justification
Aisha: "What is summer? Yes, who wants to answer? Please,
Ahmed." Ahmed: "When the tree leaves fall".
Aisha: "Are there other answers? Yes, Mahmoud".
Mahmoud: "When the tree leaves turn yellow".
Aisha: Anymore? Yes, Saeed,
Saeed: "When temperature changes"
The teacher: "Ok boys, summer is one of the seasons".
Fatima: "What is summer? Yes, who wants to answer?
Ahmed, please." Ahmed: "When the tree leaves fall".
Fatima: “Why do tree leaves fall in the summer? Only
Ahmed, put your hands down.
Ahmed: Maybe because of the heat, but teacher, my cat's
hair fell in the summer too.
Fatima: An interesting answer. Let's think about whether the
examples provided by Ahmed are related to each other?
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Day 2: Learning Directed Assessment
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Day 2: Learning Directed Assessment
Day
Participating teachers
Grade
Assessment topic
Question/Task
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Appendix (1) Standarization Form
Date
Responsible teacher
Subject
Test
Project
Standard
Task
Skill
Portfolio
Number of assessments
Others (please specify)
Best example
What has been agreed upon
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