Utilizing WebConference Apps for Synchronous elearning
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REFLECTION
As a student assistant, I've been part of many online classes. I've seen how we use a web-conferencing app to learn together even when we're far apart. It's been interesting and sometimes hard.
I remember the first time I helped in a class. I was nervous. Would I know what to do? Could I really help others? But as we used the app more, I got better at it. I learned how to share my screen, turn on my camera, and use all those buttons that let us talk without talking, like the thumbs up.
But it wasn't always easy. Some friends had trouble with their internet. It was sad to see them get cut off from our class. And some had a lot of noise at home, which made it hard for them to focus. I felt bad for them. We also had to learn how to use the app. It was new to us, and not everyone is good with computers.
I thought about these problems a lot. How can we make it better? We could record the classes, so if someone misses something, they can watch it later. We could teach everyone how to find a quiet place to learn. And maybe we could have a class just to learn the app before we start learning other things.
Now, when I think about teaching my own class online, I feel a little ready but also a bit scared. There's so much to do! I need to make sure everyone can see and hear me. I need to make the class fun so no one gets bored. And I need to make sure everyone understands and learns. I still have a lot to learn. How do I keep everyone's attention online? How do I make sure they're not just nodding along but really getting it? And what if someone has a problem? I need to be ready to help. So, I'm going to keep learning. I'll practice with the app, try out new ways to teach, and ask for help when I need it. I want to be a good teacher, even if it's through a screen. And I think I can do it, step by step.
LEARNING EPISODE 16
Assesing FOR, AS, and OF Learning
GROUP QUIZ
SPOKEN POETRY
S
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ACTIVITIES/TECHNIQUES ON ASSESSMENT:
Background Knowledge Probe: Short, simple questionnaires prepared by instructors for use at the beginning of a course or at the start of new units or topics.
Focused Listing: Focuses students’ attention on a single important term, name, or concept from a lesson or class session and directs students to list ideas related to the “focus”.
Misconception/Preconception Check: Focus is on uncovering prior knowledge or beliefs that hinder or block new learning.
Empty Outlines: In a limited amount of time students complete an empty or partially completed outline of an in-class presentation or homework assignment.
Memory Matrix: Students complete a table about course content in which row and column headings are complete but cells are empty.
Minute Paper: Students answer 2 questions (What was the most important thing you learned during this class? And What important question remains unanswered?.
Muddiest Point: Students respond to 1 question (What was the muddiest point in ?).
Categorizing Grid: Student complete a grid containing 2 or 3 overarching concepts and a variety of related subordinate elements associated with the larger concepts.
Defining Features Matrix: Students categorize concepts according to presence or absence of important defining features.
Pro and Con Grid: Students list pros/cons, costs/benefits, advantages/disadvantages of an issue, question or value of competing claims.
Content, Form, and Function Outlines: In an outline form, students analyze the “what” (content), “how” (form), and “why” (function) of a particular message.
Analytic Memos: Students write a one- or two-page analysis of a specific problem or issue to help inform a decision-maker.
REFERENCE:
REFLECTION
Beingastudentassistanthasgivenmeauniqueperspectiveonlearning.I've seen firsthand how formative assessments and self-assessments can shape a student'seducation.
I've noticed that self-assessment is a powerful tool. It works because it allows studentstotakecontroloftheirlearning.Theybecometheirownteachers,ina way, understanding what they're good at and what they need to work on. This self-awarenessiscrucialforgrowth.
However, self-assessment isn't foolproof. Sometimes, students struggle with it because they don't always have a clear view of their abilities. They might think they're doing great when they're not, or they might be too hard on themselves. It'saskillthatneedspractice.
To ensure that assessments are truly helpful, I've started to look at what the best educators do. I'm researching different strategies and techniques that make feedback more effective. I want to understand how to help students use thisfeedbacktoreallyenhancetheirlearning.
I want to explore how students can take the information they get from assessments and turn it into action. It's not just about knowing where you stand;it'saboutknowingwhattodonext.
In my role, I've learned that assessments are more than just grades. They're tools that can guide students on their educational journey. By reflecting on my experiences and learning from others, I aim to help students use these tools to their full potential. I'm excited to contribute to a learning environment where everystudentcanthrive.
LEARNING EPISODE 17
Using Traditional and Authentic Types of Assessment for Formative and Summative Purposes
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TRADITIONAL ASSESMENT
Panuto: Basahin at pag-aralan ang mga sumusunod na pangungusap. Uriin kung itoy Pagtatao, Eksaherasyon, Pagtawag, Paguyam, Paglipat-wika, Paglilipat-saklaw, Tanong Retorikal, Paghihimig o Pagtanggi. Bilugan ang tamang sagot.
1. Naliligo ang biktima sa sariling dugo noong madatnan siya ng mga pulis.
2. Ang kaawa-awang sapatos, naalis na ang suwelas nito.
3. Oh langit na mataas, parusahan ang mga taong ito.
4. Hindi mo na kailangang magdusa ng ganyan.
5. Ang panahon ay tumatakbo.
6. Ibigay ang mga tainga upang maunawaang mabuti ang aking sinasabi.
7. Kayganda mong lumakad, nag-uumpugan ang iyong dalawang tuhod.
8. Naririnig ko dito ang bang bang ng baril na pumutok.
9. Bakit kailangang maghirap ako ng ganito, gayong naging mabuti naman ako?
10. Ang kaniyang mukha ay kasinliwanag ng araw.
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AUTHENTIC ASSESMENT
Basahin ang mga tayutay sa ibaba. Pumili ng isa at ipaliwanag.
Mga Tayutay:
1. Umulan ng dolyar sa kanilang barangay noong umuwi si Jimmy.
2. Pumuti na ang uwak sa kahihintay ni Ben sa kaniyang kasintahan.\
3. Bulak sa lambot ang kaniyang puso sa pagtulong sa kapwa.
Paliwanag:
REFLECTION
In my time as a student, I've seen many types of assessments. Some were tests on paper, and some were projects or presentations. I've noticed that how we are tested can really affect how we feel about learning and even how well we do in school.
I think it's important that the tests and projects we do in class really measure what we're supposed to be learning. When they match, I feel like my hard work is worth it because I'm being tested on what I was taught.
I appreciate it when teachers use different kinds of assessments. It keeps things interesting and gives everyone a chance to show their strengths. Traditional tests are familiar, but authentic tasks like group projects can be more engaging because they feel more like real life.
Tests should be fair and questions should be clear. If a test is confusing or doesn't cover what we learned, it's not a good test. I believe that when tests are made well, they can really show what we know.
I've seen some tasks used to help us learn and others to give us a grade. I think it's good when assessments help us understand where we need to improve, not just give us a score. Different students do better on different types of assessments. Some like traditional tests because they're used to them. Others, like me, prefer projects because we can be creative and it's less stressful.
To make assessments more meaningful, I think students should have a say in how they are tested. This could make us feel more involved and maybe even more motivated to do well.
I believe that assessments are a big part of our education, and thinking carefully about how they're done can make learning a better experience for all students.
LEARNING EPISODE 18
Grading and Reporting
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As I was not allowed to handle or compute the grades of the children, I was just given something else to compute as practice. Scan the QR code to see the computation:
REFLECTION
When I see the students' test scores and grades, it's like looking at a map of their learning journey. High scores are like bright spots, showing where the path is clear and the going is good. But low scores are like obstacles, telling us wherethestudentsmightneedahelpinghandtokeepmovingforward.
It's interesting to see how students perform differently across subjects. They seem to do best in subjects that spark their interest or that they find easier to understand. On the other hand, the subjects where they struggle the most oftenseemtobetheonestheyfindlessengagingormorechallenging.
The attendance of parents and guardians at the Parents-Teachers Conference (PTC) is a big indicator of home support. Good attendance means there's a strong team backing up the students. When attendance is low, it's a sign that we need to reach out more and find ways to involve parents and guardiansintheirchildren'seducation.
The most common comments I heard from parents and guardians during Card-GivingDaywereabouttheirchildren'sprogressandhowtheycansupport learning at home. It's clear that they want to help, and they're looking for guidancefromusonthebestwaystodothat.
All these experiences, from analyzing test scores to interacting with parents, have taught me that education is a team effort. It's not just about what happens in the classroom, it's also about engaging families and making sure everyoneisworkingtogetherforthestudents'success.