Research and Assessment

Research and Assessment

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Research and Assessment by Mind Map: Research and Assessment

1. Messages In, Messages Out

1.1. Feedback

1.1.1. Give students positive and constructive feedback. Students need more than just a grade level to understand what they have achieved and what they can improve on.

1.1.2. Allow students the opportunity to give .their teacher's feedback. It is important as educators to know what is working for students and what they need us to change in order to help them

1.1.3. Allow students the chance to give peer-feedback. It allows students to chance to reflect on an assignment and encourage peer discussions around learning. Students may also appreciate their peer's feedback as much or possibly more than a teacher's feedback.

1.2. Body Language/ Gestures

1.2.1. Pay attention to body language and gestures. Even though a student may be orally saying one thing, their body language may say something else. Also, we should be aware that facial expressions in other cultures are different from western culture.

1.2.2. Teachers should also be aware of their body language and facial expressions. Students may feel intimidated based on how we present ourselves.

2. Research and Assessment as Human Activities

2.1. We need to assess fairly. One way to do this is to accommodate students when needed. Rather than sending them to a resource room to do another activity, educators should strive to alter a task so they can feel included and motivated to succeed in school.

2.2. Educators also need to incorporate different modes of representation in both their lectures and assignments. Students come from different learning styles. Using different ways of representing information allows students the equal chance to learn.

2.3. Being culturally aware also promotes equity in the classroom. Teachers need to be aware of the different backgrounds in their classrooms and be sensitive to certain topics that may arise in class.

3. Connecting High and Low

3.1. Use more student-centered teaching methods rather than teacher-directed methods.

3.1.1. Inspire (Teacher-Directed) (Bell, 2019)

3.1.1.1. Image/ Objects

3.1.1.2. Demonstrations

3.1.1.3. Case Study/ New Items

3.1.2. Inquire (Student- Centered) (Bell, 2019)

3.1.2.1. Research

3.1.2.2. Design- Experiement

3.1.2.3. I need to understand (formulate deeper questions)

4. Big Ideas

4.1. Global Competencies: it is important to teach students more than just curriculum expectations. As educators, we need to teach students in be creative and independent learners. By incorporating the global competencies into my lessons, I will teach students to be innovated and critical learners.

4.2. Final Grades: as educators, we have choices on how we assess our students and give them a final grade. Rather than just using the mean, medium or mode to assess a student's grade, it is important to look at the progress that they have made and use it to alter or modify a grade.

4.3. Factors of Assessment: Prior to this course, I never reflected on why and how we assess. Educators usually assess based on delivery method, a teacher's teaching philosophy and available resources. Rather than doing the same, I want to assess based on the needs and interest of my students.

5. Modify:

5.1. I would like to modify how I assess my students. Currently, I feel that I usually assess all my students by using the same criteria. By making assignments more flexible by using different modes of representation and by accommodating my students, I feel that my assessment will be fairer and more accurate to see how well students are progressing in my courses.

6. Implement

6.1. One teaching from this course that I want to implement into my classroom is using many different engaging forms of assessment. This is an area that I believe is easier said than done. Over the next six weeks, my goal in my next placement is to try and use less traditional methods of assessment and think outside the box to assess my students with alternative tools.

6.2. I would like to implement the seven principles from the Growing Success document. Every student deserves to learn in a fair and safe learning environment (Growing Success, 2010). I hope to be able support and accommodate all my students students when needed. Even though I am only one person, through organization and time management, I strive to do the best I can.

6.3. I want to stay current and update myself on new educational research in order to give the best support to my students. By searching frequently for new resources through academic institutions, online databases, podcasts and faculty of Education websites, I will be able to stay current in new educational research.