Teaching, Learning and Assessment: Learning Diary

Teaching, Learning and Assessment: Learning Diary.

Introduction Student learning has been at the forefront of research for several decades. The quality of education students receive contributes significantly to their life and career outcomes, as well as their ability to adjust effectively in the modern globalized world. Cross Cultural Perspective on Teaching, Learning and Assessment provides an analysis of how different countries and their respective cultures approach student learning. In this module, I reflected on my own learning to determine its successes and potential areas for improvement. The module is divided into various sections, these are; theories of learning and pedagogy, assessment methods, alternative methods, curriculum construction and its application to various curriculum modes. This is a reflective journal of what I learned in this module, and how it relates to my own learning.

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1. Theories of Learning and Pedagogy Diary Entry 1 In this section, we learned about the approaches used in pedagogy, and also the varous theories of learning. I learned that pedagogy refers to a method used to teach a concept and how the instructor influences the process of learning. I was interested in learning the concept of pedagogic practices in low-income countries. I learned that there are two types of pedagogies; the visible pedagogy and invisible pedagogy. Between the two categories, I consider the visible pedagogy to be more effective because it is performance-oriented and has a clear framing. The students develops a better understanding of their studies because the teacher's approach is more direct with regard to the curriculum, rules on behavior, rewards and punishment. Under the visible pedagogy, the child becomes self-driven and responsible because they are more aware of what they are to do (Hinton-Smith, 2018). The invisible pedagogy, on the other hand, has a weak framing and is slow-paced. The teacher focuses on the context of acquisition and indirectly on the child. Invisible pedagogy is ineffective because it lacks a criteria; therefore the child is not aware of what they are supposed to do. The social class assumption in this situation is that the home is the second place of knowledge acquisition.

I also learned that UNESCO has been championing for the equitable and quality education in low-income countries through its Education for All (EFA) program. EFA promotes learnercentered education, thus overcoming the challenges that are caused by invisible pedagogy (IP).

According to Adegoke and Oni, (2015), the idea of EFA was first introduced in 1990. In 2000, UNESCO developed six goals as part of the EFA. These are; firstly, ensuring that every child

had access to care and education. Secondly, to encourage all governments to provide free and compulsory primary education. Thirdly, to develop programs that enabled all children, teenagers and adults to acquire an education and life skills. Fourthly, to increase the literacy levels of adults by 50%. Fifthly, to improve the rate of gender equality by 2015. And, sixthly, to ensure that the quality of education offered was good (Hinton-Smith, 2018). Day, Gu and Simmons (2016) state that the strong emphasis on education was a result of the realization that it has a significant impact on reducing the rate of poverty, gender inequality and wealth disparity.

According to Bruner’s ‘folk pedagogy’ theory there are four main ways that teachers and the society perceive learners. Firstly, they are viewed as imitative learners; thus, they acquire knowledge and skills through apprenticeship, observation and practice. Secondly, they gain knowledge through didactic exposure. Thirdly, they also learn by themselves through thinking.

Fourthly, society and teachers also view children as being knowledgeable; they naturally possess knowledge on certain topics. I learned that as part of their sustainable development goals (SGDs), developing nations have committed to promoting equitable and inclusive quality education and learning opportunities for all its citizens; whether young or old.

In this module, I learned that the obstacles to the successful implementation of Learner Centered Education in developing countries were the low implementation rate of reforms, physical barriers, cultural differences and challenges caused by power and agency (Ebrahim, Okwany, & Barry, 2019). I related this to my own learning, where the teachers and learning methods I have encountered have been focused on me, the student. I have learned that the quality of education has a significant impact on the potential of a country to develop, and acquire and maintain wealth.

Section 2: Constructing the Curriculum Diary Entry 2 In this section, I learned that the content of a curriculum is important because it can drive change and growth. El-Kogali and Krafft (2015) argue that the curriculum must take into account the purpose and desired effect of learning on the students. The curriculum is divided into three categories, these are; the planned curriculum, also referred to as the formal curriculum, the actual curriculum, also referred to as the received curriculum and the null curriculum, which refers to the content that is missing from the curriculum. In this course, I also learned about the hidden curriculum; which is the information that is implicit in the official curriculum. The hidden curriculum teaches students, in unspoken ways, about social statuses and how to maintain their status quo. According to Pierre Bourdieu (1991), the mannerisms associated with being middleclass are ingrained into a student’s mentality through the hidden curriculum.

At Sussex, I have learned that the quality of education differs with the university that one attends. The more advanced the university, the more relevant its curriculum will be to the job market and one’s career. I have also learned that even in learning, inequalities exist since there are different cadres of learning institutions. Learning that the structure and content of a curriculum can be used to effect social change was eye-opening to me. I realized that lowincome countries need to analyze their curriculums and remodel them to reflect the changes that they would like to see.

Dominant elite groups benefit from inequalities and are therefore against the revision of curriculums to help in bridging these inequalities. Such groups develop curriculums that perpetuate the exclusion of women, people of certain ethnic, racial and religious backgrounds, and disabled people (Smith, 2012). I also learned that developing countries are disadvantaged because the language used to teach is different from the language that they are fluent in. For example, in the rural areas, children are not usually exposed to national languages until they begin schooling, therefore, their ability to learn is deterred by the fact that they have to receive their education in a language that is different from what they are used to.

I learned that most of Sub-Saharan Africa uses English as the instructional language in school, without taking into account the fact that it makes the uptake of knowledge more challenging for the child. In my opinion, this is wrong because it teaches the child that foreign languages are better and more advanced than their own. According to Nomishan (2014), this also makes learning a more grueling process for the student. I believe that foreign languages should be inculcated into the syllabus gradually, to enable the student to learn a new language gradually, instead of all-at-once. Relating this to my own learning, I appreciate the fact that learning is the gateway to better opportunities, and it is an equalizing force. The more knowledge one has, the higher their potential and power. I have also arrived at the opinion that the hidden curriculum hinders education from effectively driving change and reducing inequality, and thus should be reduced or eliminated. The equality of education and the learning curriculum should be standardized across the board.

There are four main models of curriculum construction. The first one is the content / subjectdriven curriculum. It is traditional and facilitates learning through well-defined subjects. This method emphasizes the acquisition of information and testing the knowledge acquired. The disadvantage of this model is that it categories learners as being either high or low achievers. The second model is the product model, also referred to as the behavioral model. It focuses on ensuring that the desired learning outcomes are achieved. According to Perry (2013), the goal of education is to impact students' behavior positively. Hence the curriculum should be designed in a manner that helps to achieve positive changes in the learner. The product/behavior model is effective because it specifies the desired behavioral outcome as well as the context in which it will operate.

The third model is the process-driven curriculum. Here, students have a say over what they learn, and a variety of models are used to facilitate learning. They include; cross-curricular, integrated, interdisciplinary and thematic models. One of the advantages of this model is that it uses different methods of assessing the student, and that is a fairer method of categorizing the student’s learning ability. The model emphasizes personal and course-work based approach to assessments. The fourth model is the competence or outcomes-based curriculum. This model focuses on the desired learning objectives instead of the content of the curricula. The key advantage of this model is its learner centeredness. It is the most recommended approach to learning because it produces individuals who have a positive attitude towards learning, are openminded and have the ability to grow in their careers due to their adaptability. I believe that in my schooling, I have experienced the competence-based curricula because the focus has always been on the students, and the curriculum is tailored to adapt to my learning needs.

Section 3: Formative Assessment Diary Entry 3 In this block, I learned about assessment, and its role in learning. For the majority of my learning, my concept of assessment has been summative assessment where I am required to summarize what I have learned. However, in this block, I learned about formative assessment which I believe is more beneficial to the student. Formative assessment is a continuous assessment process because it takes place in the process of teaching and learning process.

Compared to summative assessment, formative assessment is positively impactful on the student’s future performance. This assessment recognizes that assessment is a social process.

Formative and summative assessments differ significantly, and their relationship is problematic.

In my learning, formative assessment has been more effective (McCormack-Colbert,Ware, & Wyn Jones, S. (2018).

According to Hinton-Smith (2018), to a great extent, the UK uses the summative assessment model where a major exam is used to determine a student’s learning ability. From this reading, one of my areas of interest was the difference between teaching by expounding and teaching by responding. When a teacher uses the expounding formative assessment strategy, he provides instructions on what to do and how to do it, allows students to practice the knowledge and demonstrate their understanding of it, and later on, performs and assessment to gauge the students’ understanding of the subject. Liddicoat and Baldauf (2008) state that this helps the teacher ascertain the strengths and weaknesses of the student. The second formative assessment strategy is teaching by responding. Here, the teacher presents the students with knowledge, and

simultaneously lets the students practice what they have learned and tests them, while also assessing their understanding to determine what they know or do not know.

I also found it interesting that assessments can be done in two ways; convergent assessment and divergent assessment. Convergent assessment focuses on finding out whether the student knows and can apply the knowledge. Divergent assessment on the other hand, focuses on ascertaining what the student knows, the extent of their comprehension and what they can do. It was interesting to learn that teachers are the most effective drivers of reforms; and for these reforms to truly take place, it is crucial for teachers and educators to be intrinsically motivated to steer the process. Orphanos and Orr (2014), in their research found that policymakers, in an effort to find the best drivers of reform, have sought a variety of solutions, all of which fail to work for the long term. Being the most efficient drivers of reform, teachers should be empowered by providing them with avenues to network with their peers, and providing them with sufficient support.

In my learning experiences, I have learned that assessments are important because they enable the teacher to determine the best methods to use to teach students. However, assessments cannot be used as the ultimate measure of a student's learning ability. Several factors may cause the student to perform dismally in a test, despite having adequate knowledge on the topic being assessed. It is, therefore, crucial to use a variety of techniques to grade a student's knowledge.

Section 4: Alternative Approaches Diary Entry 4

I found this section interesting as it suggested worthwhile alternatives to the formal curriculum and assessment methods. In my previous readings, I learned extensively about the more traditional approaches to learning, which seemed not to work effectively for low-income nations.

It is important to develop an approach that is specifically designed to facilitate learning in these nations (Witte, Harden, & Ramos de Oliveira Harden, 2012). The conventional modes of education may not be sufficient for some Sub-Saharan nations because it is delivered in a language and methods that are different from the ones that they are accustomed to (Shizha, & Makuvaza, 2017). Alternative approaches to pedagogy are crucial because they recognize that there are different approaches to learning, and it is essential to be open to exploring different methods. According to Lindon, et al. (2013), Ethiopian students apply games, music and art to their lessons because those are the methods that work best Alternative approaches recognize that cultural and economic factors play a significant role in students' ability to comprehend information; therefore, should not be overlooked.

Section 5: Application and Looking Forward Diary Entry 5 This section performed a thorough analysis of a variety of learning concepts. Research has shown that learner-centered education achieves the most success when educating children. As a result, developing nations are also shifting towards creating education systems that focus on the recipient of the knowledge and education; that is, the child. Education is imparted through a curriculum. A curriculum, when well developed, is an instrument of change and transformation.

It should train the student how to think critically, and become responsible. Learners Conclusion

This learning diary provides a summary of the knowledge I gained in the course of learning this module. Different approaches to learning are effective in different contexts. Governments, and educators should focus on designing curriculums and teaching methods that are relevant to their countries, as opposed to simply implementing pedagogies that are used in other countries.

Imparting education should also focus on ensuring that the learner acquires the knowledge theoretically and practically. Ideally, assessments should be carried out on a continuous basis to facilitate better comprehension.

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