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Innovative pedagogy

In the beginning of this section our teacher shared two questions. First, what is pedagogy in our opinion? and give us three choices which are art of teaching, teaching method and environment. The second question is about 21st century skills.

My answer to the first question, pedagogy is the art of teaching. It is the method and the way a teacher can do their practice with the student, especially in the academic subject or theoretical concept. Moreover, it is also the process from the teacher to influence the students.

For the second question, in my opinion, I am thinking about more of the technology applications which are for using the activity in class with management of time and communication skills are more significant as a skill for learning with patience from the teacher. In addition to this, they describe some teaching methods which are hologram ,facial recognition, virtual reality and duolingo. In my opinion all of them have their own advantages and disadvantages but virtual reality (VR) is more interesting for me due to VR having more advantages than disadvantages. We can use a VR for bringing a student into the real situation and more useful if we use it in some major which does not have any laboratory such as physiology department, geology medical and so on.

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Assessment

Assessment has always been considered a key part in education. Initially it was considered only as a way to measure the knowledge acquired by our students, nevertheless nowadays assessment is a much more powerful tool. Assessment is not only a method to give a student a grade, it is a strategy that is set to help students and teachers in the process of acquiring new knowledge and skills. It is to measure the effectiveness of learning in the classroom, and it provides information on the competencies of the learners in addition to enhancing learning outcomes for the learners.  Therefore, assessment is a way to promote a better acquisition of concepts and skills as well as to encourage a more effective teaching and learning process.
Assessment for Learning seems to be focused on classroom strategies and techniques that are associated with classroom learning. Assessment as Learning occurs when students personally monitor what they are learning and use the feedback to make adjustments in the process of learning.  Feedback has a positive effect on learner achievement.
Feedback is the process in which learners come together with their teachers to discuss where they are in their learning, where they want to be in their learning, and how they are going to get there. It usually involves looking at a particular piece of work done by the learner. Feedback can be described as the ‘bridge’ between teaching and learning. When marking learners’ homework assignments, the teachers should give a constructive comment instead of giving a grade and a comment (or only a grade).
By doing so, students become more involved in the learning process and from this gain confidence in what they are expected to learn and to what standard. It will involve the students becoming more active in their learning and starting to ‘think like a teacher’. They think more actively about where they are now, where they are going and how to get there.
To achieve this goal the staff needs to be trained in new practices that promote assessment for learning and assessment as learning, as well as in ways to give adequate feedback that will assist students in the process of acquiring new skills. Feedback should not be a number of a letter but, for example, a set of comments that will really explain the students the strengths and weaknesses of their work and how to keep improving.
These assessments for learning in the classroom are potentially powerful and important teaching techniques. It has identified that many of these are substantial contributors to increased outcomes.
The assessments for learning will improve learner outcomes. Effective formative assessment is one of the most important contributors to success in summative assessment. This is because learners have a clear idea of what good work looks like and what they need to do to reach this standard.
However, assessment for the purpose of improving student learning is best understood as an ongoing process that arises out of the interaction between teaching and learning. Assessment should integrate grading, learning, and motivation for students.
Effective teachers integrate assessments for learning in their lessons as a natural part of what they do, choosing how much or how little to use the method. The assessments for learning can be adapted to suit the age and ability of the learners involved. The assessments for learning strategies are directly linked to improvements in student performance in summative tests and examinations.
Teachers will assess the standard at which a student is performing in the absence of the usual exams sat by students. There are some methods that the teacher could use for doing an assessment for the students. Methods will vary depending on the learning outcomes to be measured.
Bloom's Taxonomy is a method created by Benjamin Bloom to categorize the levels of reasoning skills that students use for active learning. There are six levels of Bloom's Taxonomy: knowledge, comprehension, application, analysis, synthesis, and evaluation. Many teachers write their assessments in the lowest two levels of the taxonomy. However, this will often not show whether the students have truly integrated the new knowledge. One interesting method that can be used to make sure that all six levels are used is to create an assessment based entirely on the levels of Bloom's Taxonomy. The first step in creating the assessment is to be clear on what the students should have learned from the lesson being taught. Then pick a singular topic and ask questions based on each of the levels.
When giving students an assessment like this, the more abstract questions should be awarded additional points. One great way to make it more interesting for students is to give them some choice, especially in the upper-level questions. Give them two or three choices for each level so that they can choose the question that they feel most confident in answering correctly. To fairly grade these questions, it is important that the teacher create an effective rubric. The teacher’s rubric should allow students to earn partial points depending on how complete and accurate their questions are.
A rubric is an assessment tool that clearly indicates achievement criteria across all the components of any kind of student work, from written to oral to visual. It can be used for marking assignments, class participation, or overall grades. Rubrics will help students, parents and teachers identify what quality work is. Students can judge their own work and accept more responsibility for the final product. A rubric is a multi-purpose scoring guide for assessing student products and perform-ances.
Rubrics help the teacher to easily explain to the student why they got the grade that they received. Parents who work with their children also have a clear understanding of what is expected for a special project. Many experts believe that rubrics improve students' end products and help increase learning. When teachers evaluate (or grade) assignments and projects, they know what makes a good final product and why. By having Rubrics, it will  help the teachers maintain a focus on criteria, not tasks.

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In the beginning of this section, our teacher talked about the environment for learning. We are talking about what are the important things a university must have to make students  confident and happy? and how we can solve some problems?

In the university, there are some facilities which are important; library, wifi connection, air conditioner, heating room system, laboratory, green land, stadium for football, tennis field, gym, swimming pool, masjid, copy shop, parking area, bank, bus stop, caffe, good accommodation with 24 hour water and electricity. However, another more important thing is a toilet. It is because the universities in our country don't have good toilet facilities and most of them are worse. Along with that, teacher's rooms are also something that need to be considered. Private room for teachers indeed. Another point shared by another teacher is related to the distance between each building in the university. It should be near for students and teachers. However, a bus or way of transportation should be facilitated to create easy mobility access for them.

Besides the learning environment topic, we also discuss another topic. As we know, there are a lot of points which are talked about in our university, as well as a lot of problems which we need to solve. However, we have to create a good plan to solve the problem.

First, the government will give a role to universities. Then, the university will make a role for the department and for students. Take note that all universities will be independent. This independence makes the university feel free to create any idea for itself. It is important for high science university rankings to be successful.

In the last part, the teacher asked us “Do you think these points are easy to fix or are they impossible to do?” I had finished this part by one example. For example, one of the teachers told us the distance of the building is a problem because students can't easily approach it. In my opinion, if the university is already built  and all buildings are far from each other, the solution to this problem is that the university will have a bus to take a student between another building. In the second part of this section the teacher talked about how you create a blogger and how we can sign up and create our personal account inside a google blogger. However changing a background will sit up on our page with more information about the blogger described by him.in the last of this section the teacher taught us about how we can write a blog with strategy of writing step by step starting with the title until finished with conclusion.when he described that how we can writing he told us including the( title, introduction, body, methodology(if available), data analysis(if available) and then conclusion in the last) by this waive can writing a good paragraph or article. The title he has already given to us will be chosen by us in the learning environment.the i have already chosen my title which is relationship between teacher and student, i have chosen this topic because i thought it is really significant in our environment nowaday that is why i chose this topic.

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As we know from the previous section, our teacher gave us an assignment which involved preparing two posters. There were teaching methods for each group. Then, as we presented, we were choosing two methods of learning which are student reports by individuals and models. Then, we have to design both of the posters and present one of them to the class. Also, submitting both in google classroom.

At the beginning of this section, all groups are chosen by teachers randomly. That is why the first group was group 4, then group 3, group 7, and so on. The first presentation was prepared by group 4 and they were talking about flash cards. They were preparing an amazing poster and describing what a flash card is, why it is important, how we can use it, the disadvantages and advantages, as well as an exciting example in the conclusion.

At the time of my group, we were ready to talk and present my poster. Firstly, as we know we have two posters, we were choosing to present a method of model. Even though the student report’s poster is already prepared and designed, it was just submitted.

As we know,  a model can come in many shapes, sizes, and styles. It is important to emphasize that a model is not the real world but merely a human construct to help us better understand real world systems. In general, all models have an input information, an information processor, and an output of expected results. As i understand, model could be divided into four types which are describing below:

What Are Conceptual Models?

People receive information, process this information, and respond accordingly many times each day. This sort of processing of information is essentially a conceptual model (or mental model) of how things in our surrounding environment work.

What is an Interactive Lecture Demonstration?

Interactive Lecture Demonstrations introduce a carefully scripted activity, creating a "time for telling" in a traditional lecture format. Because the activity causes students to confront their prior understanding of a core concept, students are ready to learn in a follow-up lecture. Interactive Lecture Demonstrations use three steps in which students:

1. Predict the outcome of the demonstration. Individually, and then with a partner, students explain to each other which of a set of possible outcomes is most likely to occur.

2. Experience the demonstration. Working in small groups, students conduct an experiment, take a survey, or work with data to determine whether their initial beliefs were confirmed (or not).

3. Reflect on the outcome. Students think about why they held their initial belief and in what ways the demonstration confirmed or contradicted this belief. After comparing these thoughts with other students, students individually prepare a written product on what was learned.

What are mathematical and statistical models?

These types of models are obviously related, but there are also real differences between them.

mathematical models

Grow out of equations that determine how a system changes from one state to the next differential equations and how one variable depends on the value or state of other variable state equations these can also be divided into either numerical models or analytical models.

Statistical Models:

include issues such as statistical characterization of numerical data, estimating the probabilistic future behavior of a system based on past behavior, extrapolation or interpolation of data based on some best-fit, error estimates of observations, or spectral analysis of data or model generated output.

Teaching with Visualizations

Visualizations can present massive amounts of information to help scientists identify relevant patterns and processes in nature. Data visualization techniques range from simple pie charts or x-y scatter plots to colorful contour plots and 3-D images that can be manipulated and viewed from a variety of orientations and with a variety of color schemes. Spreadsheets like Excel have good basic graphing capabilities which are in essence visualizations. We have discussed the use of  excel for graphing data and model output in several examples. Our primary focus here will be the more sophisticated visualizations, which allow one to visualize multidimensional data.

Typically, visualizations for multidimensional data sets allow the users to:

Select a particular subset of a data set in space and/or time;

Create 3-D and contour plots;

View data from different orientations;

Create and view animations of data at different rates;

Customize the color enhancement of images to highlight features of particular interest;

Visualizations typically fall into one of the categories below:

Many interactive web based data sites are available that allow visitors to select and view different science data.

Visualization software allows one to generate images and animations from mathematical functions or from your own data or data sets of your choice.

Visualizations of output from mathematical or statistical models is one of the best ways to convey model behavior for large complex models, e.g. for visualization of results from a general circulation model of the ocean or atmosphere.

It is all about models and the types of models as we described in this section. We figured out how models are important in the education area, and how important in all of the sectors of learning at every level.

After this section, all of the seven groups shared information about teaching methods and we got a lot of information about teaching methods. Our knowledge increased related to teaching methods. It was due to all the information from my friends.

In conclusion, we understand how teaching methods are important and how we can use them. Moreover, we also know which one is more useful in all levels of learning. Also, we know the advantages and disadvantages of all the methods. In the end, we can not say one of them is better, but we can say that we can use them all by the situation when we need to. For example, we need a model in the level of postgraduate. Maybe we can’t use it in the kindergarten level and will use a flash card in the kindergarten, and vice versa. That is why it depends on the learning level itself.

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In the beginning of this section, we discuss and describe how the environment is important in the learning area. Environment is really important in the learning for students or for teachers itself. In here, what environment means is for example (laboratory, library, exercise area, library, swimming pool, football yard, stadium, the cool or heating system, electricity, perfect accommodation, etc..).

In my opinion, the more significant environment is the library and the laboratory. It is due to the student's work and exercise. If we don't have a library, then how could students enhance their knowledge and get more information? That is why it is really important. Also, the laboratory for doing their work and practice. Moreover, the laboratory is also for doing research and demonstrating what they have to do based on their subject.

Based on my experience when I went abroad to do my master's degree, I was quite shocked when I went to my university’s laboratory.  It is because I saw more equipment which I have never seen. I do not know what they are and what their functions are. It was because I have never used them as well. But if I have the same or better laboratory in my home country, I should not be quite that shocked, because it will be so easy for me to use and how I will set it up. Nevertheless, it would save my time and I would just focus on my study rather than focusing on how I can use all the equipment there. On the other hand, others' environments are also important, but for me, these two previous environments I have mentioned above are much more important.

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Innovative pedagogy

In the beginning of this section our teacher shared two questions. First, what is pedagogy in our opinion? and give us three choices which are art of teaching, teaching method and environment. The second question is about 21st century skills.

My answer to the first question, pedagogy is the art of teaching. It is the method and the way a teacher can do their practice with the student, especially in the academic subject or theoretical concept. Moreover, it is also the process from the teacher to influence the students.

For the second question, in my opinion, I am thinking about more of the technology applications which are for using the activity in class with management of time and communication skills are more significant as a skill for learning with patience from the teacher. In addition to this, they describe some teaching methods which are hologram ,facial recognition, virtual reality and duolingo. In my opinion all of them have their own advantages and disadvantages but virtual reality (VR) is more interesting for me due to VR having more advantages than disadvantages. We can use a VR for bringing a student into the real situation and more useful if we use it in some major which does not have any laboratory such as physiology department, geology medical and so on.

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In the beginning of this section, we were talking about how to be a good teacher or leader in the lecturing. what it refers to for your presentation or your lecturer as we have some of the positive impact for this situation such as voice. It means when you are in the class, how you describe your lecture in the best way.  Especially for your voice. When your voice is vibrating it is important because this vibrating doesn't let a student not care about your subject. Also, it will not let a student fall asleep and be bored in the class.

Another positive way is the movement of teachers. As well as let the student join with your description. Such as give them questions and examples to join with your subject or tell them a short story. However, it should be followed by a real example that will be more interesting and bring back the student to the class and  not let them go out of class. The important thing is the information of the teacher. Whenever you have good style and everything is perfect, but without enough information is not useful. That is why we have to have enough information and the way to teach, then this time you can say i'm ready for that class or teaching.

In my opinion, the way what you say and what you do means what you learn by listening and doing that is really important and has a long age. I remembered when I was child, in the 5th grade 5, my teacher was teaching us and he talked about how to make a magnetism by using (wire, battery, nile, with some of the soil of iron), then I had practice and did that. It was really interesting for me and I will never forget it.  However, we were talking about the common methods for learning as we heard them, which are a “seminar, workshops, written assignments, laboratory or field work and graduation project or work placement and internship”.

In addition to that, we talked about how to make workshops and how you manage these workshops. Some of the audience give more suggestions to control and make it more useful for someone who has information about these workshops. The suggestion was that we have to limit participants who have the same major or correlation with the topic of these workshops. Whereas, this workshop will have a cost if you wanna attend it. By doing so, it will be more interesting and useful for everyone who is attending it. The workshop can't be like a seminar. The duration of this workshop is 30 min or 1 hour. It is because workshops in general will be more than 3 to 4 hours or some of them will need  either 2 or up to 5 hours long.

In the last section, we were talking about another method of learning which is Fish-bowl learning. It includes two circles, the first circle is the inner circle and the second is the outer circle. The leader of the teacher will look like a watcher or management between both circles, then the inner circle will have a topic and discuss the topic as we did in the class. At the inner circle, there should be at least 5 people talking and sharing their information together. Also, one by one will leave their place for the outer circle which is the audience, and after some discussion at the inner circle, it will be updated and changed to be a new talker and those who are in the inner circle will become an audience in the outer circle. It means exchanging the place from the inner to the outer circle.

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In the beginning of the second section, it described  some of the skills in the 21st century which are really significant in the student centered approach. This section includes three skills which are learning skills, literacy skills and life skills. In my opinion, the most important part is learning skills which include critical thinking, creativity, collaboration and communication. In my opinion, the first part is really important in the student center. It is due to when we have collaboration in the class and in the result of collaboration between the students inside this class all of the students could exchange their ideas and information between each of them. Then, if we are talking about creativity in the results of collaboration we can have a creative student. Another important thing is communication. It's really significant because of the result of communication which is inside its collaboration, creativity and critical thinking coming out, we can say they are in the one line but the first step is communication. In this case, the choice is coming out which is another important part in the learning, owing to when we give the choice to students then they are  going to think that they have a choice. Then students become more involved with the class, and when communicating and collaboration of information are going on, they would think they can improve their skills and think critically. After that, the creative student becomes the result of this class or process.

On the other hand, the subject area decides how you teach. It means all of the subjects may have a different way of teaching. For example, teaching math and physics are different from history and physiology. That is why you need to have your own way which is fit for you then take the most useful way for your teaching.

In addition,we have some level of remembering information. There are 6 levels which are: Firstly, if we are just reading books or information then we can remember 10 percent of all information which we read already. Secondly,if we are just hearing or listening to the voice which could be a song, radio and so on, then we can get and remember just 20 percent of all information which we are listening to. Thirdly, we can remember 30 percent of all photos, film or what we see. Fourthly, we can remember 50% of what we hear and see. Fively, we can remember 70 percent of what we say and discuss one by one. Finally, when we see, say, do and hearing we can remember 90 percent of all information.

In conclusion, in the creative pedagogy we had talking about creative teaching, creative learning and teaching for creativity. In the process of creative teaching, the teacher inspires the learners’ interests in the term of learning material, flexible, and open mind. We could say that when the teacher is creative, the student will be a creative person as well. In the part of teaching creativity, we were talking about how we teach in a creative way to produce a creative student in the class and we mentioned some ways which are focusing on learner agency, appreciating student and creative ability and so on. However, in the creative learning we were talking about some points which focus on learning experience, relevant to learners, learners have ownership and control and learners have opportunities to be innovative and creative.