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In this last lecture we talked about the Bologna process and how it is the nucleus of the learning process internationally nowadays. It depends on the students' work loads, which include many activities such as; seminars, projects, quizzes, team work, exams, essays, student self-study days, workshops. We talked about the benefits of this process in terms of student mobility from place to place, according to the ECTS. In such a process, the university serves as a facilitator, teaching students real-world skills. In this process, most of the load falls on the teacher. He or she has more work; he is a facilitator, and he develops the students' abilities and creativity skills. At the end, we finished our work load. We had it as a poster presentation for each group on the last lecture assessment. We discussed with all groups how the assessments and rubrics work according to each one. We started with the case study one, then lab experimentation, project creation, problem-base learning, PBL project cycle, and finally our group on mind mapping. According to me, we learned many things from this activity and had great benefits in the next modules.

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We started reviewing the last lectures. We talked about the past teaching methods and how, nowadays, the new student-centered approach has become the central learning method in developed countries. Assessment is how we know how much our teaching method has helped the students to learn. From this assessment, we can know the learners' levels of creativity or cleverness. The quick quiz and good assessment work as feedback push the learners to daily preparation and organize their class materials to be ready before the exam. We discussed the lack of points in the exam committee in the collages in general, as well as the responsibilities of both learners and committees. The exam questions were talked about and how the knowledge was assessed by 'Rubrics'. Our topics of discussion were the mini sheets and master sheets, which were prepared by the teacher examiner and the exam committees, respectively. In the mini sheet, the teacher outlines the work load, grades, and final rates. The teacher creates it using a simple program such as Excel sheets and includes only the final and second chance exams. We prepared a practical mini sheet in the class, which was very beneficial to know how it was prepared and worked. It contained the work loads, presentations, quizzes, attendance, learning diaries, etc. The rubric was our main and most important subject. We discussed how to make rubrics for each assignment, such as the rubrics for a presentation should include: 1. The body language rubric, which includes oral language, eye contact, clothing, and body movements, among other things. 2. Is your subject knowledge up to date? the title The topic and the presentation were ordered and flowed. 3. time management, such as beginning and ending on time and having a question period. 4. visual or presentation design, which includes slide design, font sizes, references, colors, video loading, pictures, and any interesting points such as transitioning from slides to white board writing and back to the slides. 5.Voice (oral): is it heavy or light? variations in clarity and tone level.

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In this lecture, we started with Dr. Karwan. He discussed his trip to Finland and how the Bologna process has evolved. A question is raised: why are students in Kurdistan unable to find work after graduating? But in another country like Finland, before he or she graduates, do they have a job or their own business? What attracts me The university campus in Finland contains primary and elementary levels, or schools, or technical schools, or institutions that produce citizens according to business needs, or what the country needs for its development, or according to the lack of specialization. This is the point, in my opinion, that is missing in the education process in Kurdistan. We speak about the assessment types and how they should be parallel to the course materials. Some assessment types include: 1. diagnostic assessment, in which we evaluate students' learning materials, teaching methods, and how the teacher treats the students. 2.Formative assessment, which includes both examination and feedback techniques, It goes in parallel with the teaching process. This type of assessment had many points, such as motivating the learner, taking feedback to have knowledge about the positive and negative points of the teacher's teaching, and also creating competitive environments that lead the learners to rise up and think critically or creatively.

Dr. Karwan speaks about the Blogger website as a personal, online website that contains many good points. It is available all the time and we can share it in our learning videos, lectures, or any other subject. We think it is important to have it on our blogger site. Then the direct and indirect assessments were our tasks. We discovered a distinction between them, such as direct on-campus debate, panels, seminars, reports, practical projects, team projects, workshops, paper exams, and academic essays. While the indirect ones, like questionnaires, short interviews, etc., at the end of the class, we became a small group to discuss many assessment types. Our group discussed the practical project from the perspective of students and teacher, the weakness and strength.

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We began discussing teaching strategies in this lecture. Choosing a good teaching strategy helps the class be active, practical  and passive. A good strategy aims to :

-distinguish the teacher's main goals.

-making the class more interesting and leading the learners to think critically.

-reward or encourage the learners by a chosen good method, like by using marks or exciting words.

-involving the learners deeply.

We also discussed the videos that teacher Meran sent them one day before. For me, these videos are good to have ideas about other people's experiences but not as standards or rules to follow, only to know others' view points. These videos should only help to increase critical thinking and get information about the techniques that they use. In our country, we have a general pedagogy, not a specific pedagogy depending on the different subjects or specialties, such as engineering pedagogy, medical pedagogy, social sciences, etc., which is more successful and brings a perfect result. From this aspect, we concluded that assessments are the best way to evaluate our success in a teaching strategy or method. So, here is a question to get in: What is the assessment? It is a tool used to assess how successful we are in achieving our goals or aims in the learning process that we scheduled with the course outline. We should align the assessment with the outcome and should improve the learning process. Assessment is used for more than just judgment or evaluation, but also to provide evidence to know if the learners have acquired skills or knowledge. Then we saw that we have many assessment types: diagnostic assessment, formative assessment, summative assessment, and confirmative assessment. After negotiating all of them , I found that formative assessment is the best tool to have for assessing our teaching process and evaluating our learning outcomes. Finally, as group work, we discussed what a good assessment should be:

1. There should be more than one assessment strategy for all courses' learning, rather than relying on just one.

2. Both the course syllabus and the assessment types and time should be clarified in the course time line.

3.We should take into consideration the learners' clarity and their knowledge.

But according to our teacher's opinion, a good assessment should contain:

1.assessing knowledge and skills, which I strongly support this point.

2. We should categorize the students based on their level of craziness or cleverness.

3.0 There should be a good relationship between the learning process and the assessment process.

As a conclusion, assessment is one of the main components of the learning process, which brings out our success in the teaching methods and how effective our learning is on the learners' knowledge and skills and helps them learn in formative ways.

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Actually, I was not at this lecture, but my group mates helped me and recited the lecture for me. At first, I found that Mentimeter is an application  enables you to engage with students using live polls, word clouds, quizzes, multiple-choice questions, and more. Track learning and understanding by asking questions and downloading results. Communicate and interact with your students. It is useful for assessing knowledge. On the other hand, kahoot is a tool that motivates and activates students' learning because it can test their knowledge, reiterate important concepts, and help them retain information. It also provides instructors with the ability to further create class discussion and student-to-student interaction. I found it interesting and good for designing quizzes and quick assessments. I played a video on kahoot and I found it very useful tool. If we ask, does Kahoot improve learning? In my opinion, technology has played an important role in education, thus this application of online Kahoot, game-based technology as a learning tool, particularly in formative assessments, might improve learning and achieve promising education.  We talked about the learning environment and how it is important for effective learning. For me, the learning environment is an important part of good and long-life learning. It is one of the main factors that brings out student skills. There is a question: how can we improve the learning environment? I think there are a lot of things. A positive learning environment is one of the most critical components of a skills-based health education classroom. A positive learning environment is created when you value participatory teaching and learning and when there is trust and rapport among students and between the teacher and them. To establish trust that leads to true participation and engagement in learning,  first need to set the stage by establishing a learning environment in which all students feel valued, safe, and supported. Students feel physically and emotionally safe and see the classroom as a place where they can be themselves and express themselves and their ideas without judgment. There should be a positive rapport (relationship) between the teacher and students and among the students in the class. For me  positive learning environment takes planning and thought. It is important to continually monitor and adapt your strategies to meet the changing needs of the teacher's students. No two students are the same, and no two classes are the same. In my opinion, the teacher has a real and main role in making the environment more effective and interesting. finally, creativity. One should provide a conducive environment for students to engage in effective learning.

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In this lecture, all the groups were ready to present their learning method. First we started with the project method, which was an interesting method. The method instruction got my attention; how it starts from determining the situation, how to cast the project, then specifying the objectives, then planning stage, execution, evaluation, and finally reporting it. I found it a good method to increase the students' ability to learn how to make decisions and a way to fix knowledge. The video that they played was very effective and displayed their presentation aim. The second presentation was on student exchange. At first I was confused, but after I understood their aim, I felt relieved. But in the end, I concluded that this method is very important for extending our students' knowledge, improving their skills, and also introducing other cultures to our learners, who learn many other skills and bring out their creativity. The group discussed the disadvantages of this method, but I still see it as an effective one depending on the many organizations that are focusing on this method to develop the learners, expand the universities' budgets, and rank. The third group was ours: the role-play method, which is an interesting and amusing method aimed at long-term learning. The teacher fixes a problem to solve or discuss, then he or she puts a plan into motion, casting the group, briefly discussing each learner's role, then they act it out, after evaluation with discussion , at the end assessing the process. The feedback on our presentation was generally positive. Only some of my classmates had problems with loud voices or unneeded movements. They all liked it, and I think most of them had a brief knowledge of this method. The fourth one is on the time line method. It is an important model ,but the group made us confused by mixing their information, and they couldn't make us understand it clearly. I concluded it at the end according to my opinion, but I still see it as a good method that makes the subjects easier to learn and to remember. It is used in many fields of teaching, including architecture , tourism, historical fields, etc., but the group did not explain it creatively. This method uses visual biographies, photo essays, visual storytelling, photo journalism, and vocabulary building. I think all the presentations confirmed for me at least these learning methods and encouraged me to read or watch videos on the other methods according to my conclusion. I still need to get more information about them.

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The second lecture followed on from the first. It was talked about the importance of creative pedagogy and how it is gained through creative learning, which focuses on student-centered learning. In this lecture, we discussed the main characteristics of a successful teacher, which are summarized in numeric characters like how he should have eye contact, an adequate loud voice, flexibility, up-to-date information and knowledge, etc. We would also discuss the negative points of teacher-centered learning and how it is a passive learning method in which students pay less attention and have fewer responsibilities. In addition, we talked about how to rediscover the passive role of the students and the main ways and treatments to change it to an active role. According to the lecture, there are many learning methods such as:
-seminar.

-written assignments.

-laboratory/fieldwork.

-workshop

-work placements, internships, etc.
In the workshop method, we pointed out that it is a passive or unactive process in our city according to our participation in many workshops because of the lack of a proper place, uncomfortable environment, non-specific participants, unarranged plan, or target. We also discussed fish bowel learning as a learning method, and I shared some video details using the fish bowel strategies, which I found interesting with flexible use, transfer, and discussion of information with my classmates. It is an important method for discussing scientific subjects or any specific material in the other branches. Learn about authentic learning, which is an effective method. I believe that learners can benefit from it in their everyday lives, and that the community can benefit from it by applying knowledge to create useful citizens. I see this lecture is more useful than the first one because we are deepening into the innovative pedagogy subjects more and have created an outline or an imagination now to understand it.
At the end of the lecture, Mr. Meran gave us a website for choosing a learning method to discuss in the next lecture by dividing us into six groups. Each group prepares a different learning method to present.

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Our first classroom started with a brief description of the innovative pedagogy. We discussed the definition of it. In the end, we can say modern pedagogy is an approach that depends on the student’s activity and aims for a long life of learning by building an innovative environment for students to exercise their skills and creativity. The teaching methods, which were in line with the student-centered approach, as well as the assessment tools, which meant innovative assessment for assessing learning rather than assessing for learning. The assessments include knowledge and skills. At the end of the class, we did group work to gain knowledge about the teacher's skills and the most important skills they should have to have a perfect teaching style. We discussed many of these skills, but from my point of view, the teacher should have some important skills such as being up-to-date in his field of information, being flexible, friendly, technology-savvy, and having the ability for critical thinking.