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Teacher Mentor Survey: Digital Judgement

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Teacher Mentor Survey: Digital Judgement

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Teacher Mentor Survey: Digital Communication

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Teacher Mentor Survey: Digital Communication

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Teacher Mentor Survey: Digital Productio

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Teacher Mentor Survey: Digital Productio

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3.8 Learning Activity Teacher Mentor Survey

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3.8 Learning Activity Teacher Mentor Survey

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The problem with this survey is that it does not apply to my teaching context: ICT equipment and resources are really limited in my school so I tend to use ICT in eTwinning projects only. My colleagues are rather indifferent to the use of ICT tools in teaching meaning that I cannot take part in relevant disussions. As a result I do not prepare lessons based on ICT regularly so my answers to the survey do not really reflect my actual teaching, my attitude towards ICT or my knowledge of it. However I found the survey helpful and the measures constructive and motivating.

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Foreign language teachers, Just lke Religious teachers, are excluded from the B Level training programme. We have been complaining for this discrimination for years, We cannot use this tool, actually we had no idea it existed until now. It's about time they did something about it.

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M3.2 The Teacher Mentor – Norway’s self-reflection tool

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M3.2 The Teacher Mentor – Norway’s self-reflection tool

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Self reflection is hard to do without having basic criteria and guidelines. The Teacher Mentor seems to be a useful tool in this direction.

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I was not aware that there is a Greek tool as EFL teachers are in a way excluded from B-level training. I also agree with the obstacles mentioned that inhibit self and peer-assessment. I'm looking forward to taking the Teacher Mentor Survey.

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1) They create, express themselves, use English for real life purposes

2) Difficult to integrate into daily lesson plans as school is under equipped. Used as a treat or for eTwinning purposes.

3) This is one more reason why technology is avoided.

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1)  Why and how is self and peer assessment important to me?

It helps improve my teaching. Lessons thet do not go as planned are the most helpful when it comes to self assessment,

There are things that you don't realise you are doing them while teaching that may be seriously hindering thhe process.

2) When I have engaged in self and peer assessment about my professional practice in the past, what were the most useful benefits I gained from the processes and outcomes?

3) And what about the aspects I have found most challenging when engaging in self and peer assessment?

4) How often do I take part in self and peer assessment? What stops me from doing this more often (is this due to time constraints, to a lack of knowledge about the benefits or how to go about this effectively, or perhaps a school culture which doesn’t encourage this?) There can be many factors, but identifying what these are will help you think about how you might overcome them to allow yourself the opportunity to benefit more from self and peer assessment.

5) Finally, what precise gains do I expect to receive from being involved in self and peer assessment, and how can I ensure I obtain them? And what are my biggest concerns and fears in this regard? How might I find ways to overcome these? Being involved in this course is a good start.

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Useful literature::

Looney, J. (2015). Online self-assessment with MENTEP: A review of the literature, European Institute of Education and Social Policy.

Barber W., S. King and S. Buchanan (2015). “Problem-Based Learning and Authentic Assessment in Digital Pedagogy: Embracing the role of collaborative communities” The Electronic Journal of e-Learning, Vol. 13, No. pp. 59-67, www.ejel.org.

Seery, N. C. Donal and P. Phelan (2012). “The validity and value of peer assessment using adaptive comparative judgement in design driven practical education”, International Journal of Technology and Design Education 22:205–226 DOI 10.1007/s10798-011-9194-0

Hughes, G., Okumoto, K., Wood, E. (2011). Implementing Ipsative Assessment, University of London, Centre for Distance Education, London. Available at https://cdelondon.files.wordpress.com/2011/11/tra6finalreport_g_hughes.pdf

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M2.3 How can teacher self-assessment support innovative TET?

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M2.3 How can teacher self-assessment support innovative TET?

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As there are no ‘right’ answers assessment needs to reflect what works and what’s not working in real life.

self-regulation: ability to set goals, use effective strategies for learning, monitor their own progress, get and respond to feedback, and to assess their own progress.

self-efficacy: the confidence an individual has that they’ll be able to tackle a new problem.

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M2.2 principles of effective teacher self-assessment?

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M2.2 principles of effective teacher self-assessment?

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Why Self-assess?

- To set goals

- To decide on the most effective learning strategies

- To track own progress

-To respond to feedback from peers

- To assess own progress

Validity: does the assessment measure what it is intended to measure?

Reliability: consistency and stability of results across different assessment exercises.

-the degree to which the task being assessed is complex and ‘authentic’, as well as the impact that the teacher’s efforts to integrate new approaches to usingtechnology in the classroom has had on student learning.

self-assessment skills may improve with experience and over time

Assessment tools that help guide self-assessment:

- e-portfolios

- rubrics

- tracking tools

- serious games

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Greek school culture does not encourage teacher assessment in any form, as many of my fellow Greek participants have already mentioned.

Having had the opportunity to take part in self and peer-assessment in various courses, seminars and webinars I can honestly say that although it can be intimidating at first, if it is guided properly it can be a very powerful tool. It pinpoints areas of strength and areas that are in need of improvement.

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A prezi presentation made in collaboration with our partners from Poland, about our Italian partners' pop music.

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eTwinning project: Where Words Fail, Music Speaks

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1) A dded value of using technology. What does it enable me/my students to effectively do

2) I ntegrate the technology into my lesson plan

3) S ufficient digital skills, use the technology to its full potential

4) S upport learner choice and personalized learning

5) Allow the learner to be a co-designer of their learning, and not only a consumer but also a producer

6) D evelop more transversal 21st century skills such as collaborative problem solving

7) A llow enough time

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I have no idea what Scratch is and how i could use it in my under-equiped classsroom. I hope by the end of this course to get an idea!

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M1.4 Using Game Maker and Flash to teach programming and creativity

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M1.4 Using Game Maker and Flash to teach programming and creativity

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Every year it becomes more and more apparent that our students live in a different world than ours and school fails to motivate and involve them in the learning process. Having them create something of their own, a game, which is their thing, can get them "on the track".

However, I have my reservations as to how beneficial this involvement with computers can be in the long run. And how do I use game maker to teach them English?

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As new skills are needed and traditional teaching fails to deliver or even involve students there is a need for a new pedagogical framework that will incorporate ICT in our teaching. This requires teacher training and changing our teaching context.

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M1.5 Using a Smartboard to teach literacy and numeracy

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M1.5 Using a Smartboard to teach literacy and numeracy

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Smartboards can motivate and enhance learning provided the teacher is well trained and prepared to use them. As it was mentioned in the video it takes some time to be able to take full advantage of them. Smartboards also need relevant software and not all schools are funded enough to afford either.

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M1.3  Games-based learning for teaching foreign languages

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M1.3  Games-based learning for teaching foreign languages

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Games-based learning in foreign languages is highly motivating and allows for better assimilation of vocabulary. Learning becomes fun and effortless. Games can be played using low technology as well!

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Obviously Technology is here to stay so we cannot have students learn the traditional way anymore. New skills are needed for the 21st century learner and future professional. The list of questions is both helpful and daunting at the same time because one can easily get carried away and forget that technology is not an end in itself but a means to an end.

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I'm currently teaching in a Junior High School. Students are between 12-15 years old. The school follows the National Curriculum for Compulsory Education. Class sizes range form 22 to 25. English classes are twice a week.

I do not have my own classroom so Ι rotate around different rooms throughout the day. Classroom layout is traditional.

The scpecific school is not very well equipped in terms of technology (only three out of the twelve classrooms are equipped with OHPs, an internet connection and interactive whiteboards). There are two laptops and a projector that can be used on reservation.

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Hello, everyone. My name is Evridiki Gkori and I'm from Veria, Greece.

I teach English as a Foreign Language in a Junior High School.  I've been teaching for more than 20 years in various contexts.

I've always been keen on Technology and I try to incorporate it in my teaching. This is one of the reasons I joined eTwinning three years ago.

Below is a link to my blog:

http://keepcalmandteachenglish.blogspot.gr/