(Innovative Pedagogy - Methods & Assessment Tools) presented by (Dr. Miran Hama Karim).

Venue: Nali Hall - English Language Center Building, Sulaimani Polytechnic University.

This topic, although common, was not new to me, because I had previously participated in several courses on (teaching methods) as a high school teacher. 10) We implemented practical teaching methods.

However, in terms of the concept of pedagogy, its departments, branches and consequences, as it is worked on in higher education, we heard and benefited from new things.

Pedagogy is a specialized academic educational process for the field and methods of teaching, aimed at learning and becoming familiar with teaching methods, student assessment tools and the learning environment.

We understood that innovative pedagogy refers to the study of innovative teaching practices and their impact on the learning process and the development of students with in-depth knowledge of subjects to develop their skills.

Examples of innovative pedagogy include formative analytics, teachback, place-based learning, citizen inquiry, etc.

What I noticed in this lesson is the distinction that must be made between cognitive, knowledge and skill... so that understanding of the subject falls into the category of knowledge and practice falls into the category of skill.

Also introduced to (21 Century Skills) which includes:

- Learning Skills

- Literary Skills

- Life Skills

From these skills, I came up with the following equation:

Innovation, which is the ultimate goal of the learning process, requires constructive critical thinking, finding problems and trying to solve them, interacting with the environment and building active teams, and taking the initiative and guiding colleagues and members team, which will enable you to play the role of leader and lead your team towards specific outcomes and goals, to achieve productive work and to innovate

In this lesson we learned a lot of new topics, information, methods and techniques on teaching methods and how to implement them in practice in the classroom and by students.

The methods were as follows, with my own observations and understanding:

 

This method relies on giving students an article to read several times within a certain period of time, then each of them summarizes the general lines, important points and main ideas in the paragraphs of the article, as well as the sections and points they find important , support and reinforce them with evidence, with reference to the genres (what, who, when, where, why, how) during his work.

  

This method was presented by our group, which consisted of teachers (Faridun, Abubakr, Dilshad, Sawen, Chawan).

Panel discussion method: A selected group of students discuss a specific topic in front of other students, either in the classroom or in the school hall in the presence of all students, supervised by the subject teacher and asked questions They are also asked questions by students.

This method is interactive because it involves discussion, asking questions, answering questions. Students present can record the main points of the discussion, the impact of the topic on their opinions and understanding.

 

This method is dedicated to field and practical exercises on the subjects studied in the classroom, so that students can put theoretical knowledge into practice in the field of reality and step by step to analyze the subject.

This method develops a spirit of cooperation, partnership and competition among students, but it is not suitable for every subject, it is better for those subjects that have the space to practice knowledge.

 

This method, as the presenters mentioned, is more general and broader than panels, but is implemented in the same way as panel discussions.

Accordingly, panel discussion is part of class discussion.

 

This method involves identifying problems and looking for solutions and is especially good for subjects that

They contain thoughts and reflections, such as social and economic issues, etc., or scientific issues that require experimentation, analysis and examination.

Whether the problems are initial and have occurred for the first time and worked on to solve them, which is the aspect (Problem Solving), or they have existed before and worked on and found solutions, but work on them again with a new perspective and new techniques and be updated, This includes the (Case Study). 

 

This method is a lively, emotional and enjoyable method, students see and deal with things with their own eyes and other senses, provides them with more learning opportunities, is done in the field and practical and involves active participation.

This method is more suitable for social subjects (history, geography, archaeology, etc.) and applied sciences.

 

This method is a combination of regular and face-to-face classroom learning, and informal (online) learning.

Other methods can be used in this approach, as well as various pedagogical modules.

 

This method works on distributing the information among the students in the groups, so that one student in each group is assigned to do a section of the topic, then the colleagues of all groups are gathered in another group to discuss and summarize their information.

In this method, the number of groups must be equal, the student is the center, the teacher only plays the role of guidance.

However, working in this way is complicated and difficult and all this replacement of students and the creation of groups and assignments to students is not a simple and easy task.
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                             Overview of all groups

1. All the groups provided us with new information and new things about teaching methods.

2. Some of them had created their slides with Google and Prezi, instead of PowerPoint, which was interesting.

3. The use of interesting and subject-specific images by some groups.

4. Some of the presenters had a good performance, well punctual.

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1. Many groups had long texts on their slides that sometimes did not appear on the screen.

2. Some groups had unclear text on their slides due to small font size and inappropriate colors.

3. Some of the presenters had weak contact with the audience, and had their backs to the audience during the explanation. Some of them moved a lot, some did not move.

3. The advantages and disadvantages of these methods in the educational process are relative, not that one is completely good and the others are completely bad. The third group above had this view, which is contrary to logic.

4. Some of the presenters had very weak voices, so that you couldn't hear them unless you were close.

5. A couple of groups fell at the end of work, which made them less listened to and they were anxious and unenthusiastic about their subject.

6. Time was not at the service of most groups. This was partly due to the groups themselves, some of whom did not manage their time well, and partly due to the questions and answers, which I prefer to put questions outside the presentation time in such presentations.

7. The stage and the venue were not suitable because there were many tables, chairs and extra furniture, a narrow area ... that the groups did not rush to organize the venue and adapt it according to their work, because there was little time and many groups.

 
I hope everyone benefits

 

G2- Case Study

G3- Mind mapping

G4- Graduation Project

G5- Project based Learning

G6- Problem based Learning

G7- Filed trip

My comments on the performance and the subject of the groups in general:

1. Some groups had poor time management as always.

2. Some groups had written too many things in their applications, which is neither beautiful for presentation nor easy to absorb and implement is.

3- Some groups had very detailed the criteria of different sections, which is difficult for grading and the evaluators can not evaluate accurately to do it.

4. From the work of the groups, I found that this type of work (rubric) is very appropriate for some lessons and can be determined accurately and correctly. such as subjects (social, philosophical, scientific, medical, etc.). However, it is not suitable for some other subjects and does not have its own purpose, such as language subjects to be used for its literary field.

The common learning environments for us, less than a lot, finds itself in: (numerous classes, extraordinary and virtual straighters (online), mixed learning, and digital activities through compiral and mobile, .... etc.).

We also have informal learning that takes place in different places outside the classroom, such as home, workplace, social centers, etc.

However, the effectiveness of the learning environment depends on different factors, such as: (quality of teaching, student participation, available resources, alignment of the environment with the specific learning objectives and needs of the participants, both in the building and the classroom Oh, appropriate reading throat and Advanced laboratories, libraries, good cafeterias, water and electricity, workshops, technological facilities, linking education to student life, etc.)

This is in addition to the section (learning environment) which is related to:

- Having skilled teachers trained in new and effective ideas and methods in the teaching process.

- Having prepared and trained students on an appropriate educational and learning process from primary school to college and university.

- Having a strong relationship with the educational centers and students' families.

Unfortunately, many of these do not exist and are not available, if there are very few and not as necessary ..!!