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In my opinion, one of the best and most instructive sessions in this module, because I was able to understand the depth of the subjects given in the Module by dispersing teaching methods.
It is noteworthy that presentations of friends were really useful.
In the end, praise be to God
Thanks to the dear teachers

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The issue of assessment and knowledge of students' level of information is one of the most important and valuable concerns of teachers, I personally have not been aware of all these methods for assessment until this period. Although I experienced some in my student experiences, I did not know that I could use them independently.
But fortunately, I was able to do it with the help of respected teachers.
We learned that we can assess students without exams.
The first thing I saw in this theme was a very nice sentence about assessment that starts with recognizing learning goals and ends with judging the quantity of achievement of these goals!
We assess competence including Cognitive Knowledge (knowing); Psychomotor Skills (doing), and Attitude (being).
We do assess by Starting from knowledge at the lower levels (cognition) and action at the higher levels (Psychomotor). Recently, a third dimension, i.e. attitude, has been incorporated into Bloom's taxonomy to assess learners' competence. and Achieved when ready to
-Express themselves by account in content, Structure, Logic, Language, Delivery, Attitude, and Slideshow in a professional way in front of their colleagues and instructors.
-Conduct a study on a specific topic related to their field of study based on reading articles,  but not copying and pasting.
We learned that the evaluation is not only for the end of the semester, based on the type of assessment, we can also assess at any time of the year.

Previously aimed at assessing wase to manage and control, but now is to support learning.
Previously just the teacher had the right to make an assessment, but now in pedagogy, we have *self-assessment *peer-assessment *assessment and feedback from networks. and students participate in planning their own assessment, and It is not important, The evaluation process should be in the classroom.

So we can say that the evaluation process is an integral part of the whole process of learning and teaching!
In this theme we covered the following assessment methods:
*Diagnostic Assessment Before instruction, with this type of Assessment, we know what the student has in her/his bag?
*Formative Assessment is implemented when educational activities are still flowing and student learning is evolving or forming. using it possible in two categories: Modify teaching method, Step by step ahead in learning.
*Norm-Referenced Assessment in this type of Assessment, the focus is more on making a larger criterion, which is the basis for measuring a class or a smaller scale.
*Criterion-Referenced Assessment It measures a learner's performance against a fixed set of predetermined criteria or learning standards.
*Ipsative Assessment It measures a learner's performance against his/her previous performances. It allows the learner to improve himself/herself by comparing previous results.
*Summative Assessment Summative assessment is used to assess the extent of achieving the most important outcomes at the end of a teaching course.
*Confirmative assessment A confirmative assessment is an extensive form of summative assessment. The goal is to find out if the instruction is still a success.
*Interim/Benchmark Assessment It evaluates a learner's performance at periodic intervals ( every six weeks), frequently at the end of a grading period.
These were some of the assessment methods, but the important point here is that we can use several assessment methods together at the same time. That is, in order to have a correct evaluation of students, we must evaluate students with special approaches. For example, a student in the whole semester in the classroom attracts the teacher's opinion with his participation in the class, but in the (usual) exam, it cannot be what his teacher expected. In this case, the teacher can use several evaluation methods to be able to evaluate the expected performance of this student.
In the following theme, we classified the evaluation in two direct and indirect methods of assessment:
Direct methods of assessment include Tests, essays, presentations, etc.), i.e. demonstration by learners, while indirect methods include surveys and interviews, i.e. learners' reflection on their learning.
In the following, we learned how to select the type of assessment.
which must consider the following points:
- Collect information that will answer the program's questions.
- Use multiple methods to assess each student learning outcome.
- Include both indirect and direct assessment methods. - Include both qualitative and quantitative methods.
- Choose methods that allow the assessment of both strengths and weaknesses.
In total, we evaluate three things:
Knowledge:
Assessment of Knowledge allows a decision to be made about whether a student is fit to practice or not Assessment of competence is done for
1. the benefit of the individual.
2. the benefit of the institution.
3. the benefit of the public
Performance:
It measures the skills of an individual by doing an actual task such as activities, exercises, or problems. It gives the student full understanding of a topic or concept by applying it in real situations and makes him/her actively demonstrate what s/he knows and what s/he does not know that is crucial for his/her development.
Attitudes are learned: They are based on emotions (Feelings of Like and Dislike). Attitudes comprise three main components, namely cognitive, affective and behavioral.
Another important point in this theme was Rubric Box. One of the concerns of students at all stages is:
which benchmark is used by teachers for evaluation?
And why did give me this score?
These were the things I learned in this theme

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2nd theme (Creating learning Environment)

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2nd theme (Creating learning Environment)

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Creating a classroom community and culture remains another necessary aspect when fostering a safe learning environment. This theme focuses on establishing a supportive learning culture. Each member of the learning community should have a feeling of connectedness.
First of all, I expect:
-Learn to provide a good environment for my students to learn.
-What can I do to help students better understand the lessons?
-What is the learning environment? And does it have special features in the new age?
-Is the digital and coding world part of the learning environment?
-Identify the needs of learners and their individual differences.
-Manage classroom settings.
-Establish cooperative learning and working environment, provide the required facilities as well as build trust.
-confidence and motivation in learners.
The class began with this speech (Tell me and I forget, teach me and I may remember, involve me and I learn) by Benjamin Franklin. This is a reference to the effect of the teaching method on the learning of learners!
A brief definition of a learning environment is provided: Learning Environments refers to the diverse physical locations, contexts, and cultures in which students learn. Since learners must do the learning, the aim is to create a total environment that optimizes the ability of students to learn.
Friends better illustrate this definition for us with real examples. Referring to the specific contents of an educational environment. Such as shape, size, the position of classes. Library, behaviors (students with teachers and staff and each other). • School or college campus • Friends and Family • Library •College •Nature • Social Media • Home • Café • Workplaces.
An innovative environment in higher education includes the following requirements:
Establishes learning communities.
Encourages active learning.
Build bridges between theory & practice.
Empowers students, and connects them to their education.
So, according to what has been said before, it should be said: since teaching is context-specific, the learning environment must be suitable to the context. As such, every teacher needs to have his/her own learning environment that is appropriate to the context in which s/he is working.
In a short video, the instructor introduced us to some of the easiest and most effective tools for building and creating a positive learning environment, and each of the friends was able to emphasize their impact through their experiences.
How to  Creating a Positive Learning Environment?
Safety, Engagement, Respect, Relationships, Build Trust with Honesty, Support, Decorate for Students, Excellent Communication, Positive Praise, Conflict Resolution, Smile Often, High Learning Expectations, Enforce Rules & Expectations, Learn About the Students, Personalized Learning, Extra Help Hours, Positive Parent Calls, Social Emotional Learning (SEL).
Based on these tools, the teacher asked us to write 250 to 300 words about one or more or all of them, like assignments, and I wrote about conflict resolution as follows:
One of the effective educational factors in modern education is the architecture, body, and atmosphere of the school. Although a good teacher can be effective in inappropriate conditions, there is no doubt that the appropriate educational space and equipment are very effective in the quality of his teaching. The educational environment usually has two dimensions, physical and cultural. The physical dimension of the educational environment includes the school grounds, educational buildings. The cultural dimension depends on the abilities and competencies of employees, their behavior, and character.
Disagreement and conflict are the inevitable consequences of human relationships that affect the communication process and disrupt social relationships. To learn in a healthy environment and free from violence and tension, we need ways to prevent or resolve conflict and prevent the spread of conflict.
In conclusion, it can be said that conflict is a definite issue that we deal with in the educational environment and at all levels of education, but the important thing is to what extent we can have solutions and control over these conflicts and how much we can Use these conflicts resolving to the benefit of the learning environment. And create a peaceful and positive environment for learners.
A great way to handle conflict resolution in the classroom is to stop it before it even starts. Encourage students to think about how their actions affect the people around them and teach them healthy ways to express frustration. When something comes up, educators should take time to SOAR: Stop, Observe, Assess, and React. Then you can acknowledge the emotions in the room and use the situation as a learning opportunity.
In cases where there’s been a larger conflict between two students, here are six steps teachers can use to help students resolve a dispute:
•Cool off,
•Students need to listen to each other share their issues,
•Once students have shared their perspectives,
•They need to take responsibility for their own actions,
•Now the students can work together to find a solution that’s acceptable to both,
•Choose a solution, students can close out the session by acknowledging what happened and forgiving the other student.

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After starting and small introducing a topic, by two questions were asked to introduce a deeper topic, which is:

The first question is:  what is the Pedagogy? It seems that the answer to a question was limited to the three sections. first art of teaching. the second teaching Methods and the third and the end  environment of the teaching. And it was not clear which one it was? It seems that during a module we can answer this question. After this question, the second question was: what would you expect to learn from innovative pedagogy & assessment module?
That most friends expect to learn in this module to better
understand students ‘teaching methods’ and be able to use new techniques to
better and more accurately assess students ‘Assessment Tools’ And finally, how
to make the classroom an attractive and lovable environment for students? ‘Creating
learning Environment’

After a short talk on these three themes, the purpose of this module, and what we are going to learn in this module will be explained. That means at the end of this module we should be able to: • Recognizing educational future and 21st century skills. • Understanding the meaning of pedagogy and its key elements of effective pedagogy. • Recognizing learners’ need for and ability to engage in life-long learning. • Demonstrating theoretical knowledge and competence in the use of practical methods in one’s field of specialization. • Aligning the assessment tool with the learning outcome of the course. • Designing different forms of formative, diagnostic and summative assessments. • Knowing tools used for assessing knowledge, skills and attitude. • Develop an effective learning environment

At first as educational future and 21st century skills we talk on Holograms, VRs and other tools were discussed, which can be used as training tools. Friends agree that these tools will be efficient and effective in education, but restrictions such as the fact that these tools cannot be used in any field, or economic restrictions or limitations in the country's education system. What skills do we need to learn in the 21st century, the teacher took our opinion by sharing a padlet, that friends had a beautiful opinion, Some comments:

*Communication, Critical and creative thinking, updating your mind on environment.

* Expertise on new knowledge and information, ability to innovate and adapt to changes.

At last, we divided 21st century skills into three types of skills:

Four learning skills: •Critical Thinking (Finding solutions to problems) •Creativity (Thinking outside the box) •Collaboration (Working with others) • Communication (Conveying ideas).

Literacy skills (IMT): •Information literacy (Understanding facts, figures, statistics, and data) •Media literacy (Understanding the methods and outlets in which information is published) •Technology literacy (Understanding the machines that make the Information Age possible).

Life skills (FLIPS): •Flexibility (Deviating from plans as needed) •Leadership (Motivating a team to accomplish a goal) •Initiative (Starting projects, strategies, and plans on one’s own) •Productivity (Maintaining efficiency in an age of distractions) •Social skills (Meeting and networking with others for mutual benefit).

Based on personal experience, it is clear that the level of memory for a particular subject depends on how he or she learns, reads, writes, listens, lab, and all together. It cleared out that teaching others is the best and ordinary (listening) classes are the worst to memorize. How much learners interacts with the subject, the better and more he or she can recall the subjects.

I learned what creative pedagogy is?

It is •creative teaching (imaginative, focus on teacher practice, inspires students’, engaged, flexible, open mind) •creative learning (contrast by authority, focus on experience of learners, learning by searching, experimenting, questioning, inquiring) •teaching for creativity (identifying creative learners, opportunity for development capacities, focusing on learner agency, engagement, contribution)

Finally we prepared a poster and presentation on teaching methods from the 150 methods that teacher introduced.

Each group of friends presented a teaching method that was very instructive, and we were able to try new ways of teaching in different orientations, and through the examples that were presented and these ways, most of which were new to me.  Our team worked on the problem-solving method and I learned a lot about this method and the scope of this method.

And the methods that other groups presented were: Flash cards (G4), Class discussion conducted by teacher (G3), Debates (G5), Lecture by teacher (G1), Models (G7), Problem solving (G2)

Thanks to the teacher and friends from other groups, I can now answer these questions about each of the teaching method: what Definition of method presented? Why is important of this method? How to practice? What advantage and disadvantage of this method? I was able to explain it further in the real world with the examples that were presented. and outside of these questions, friends talked in great detail about the methods, and if something was missed, friends through questions and answers by presenters  groups compensation.