In this course, you will learn about growth and development, heredity and environment, principles of development, teaching methods and critical thinking. Here you learn how to be a teacher, how to teach and improve their abilities, how to think creatively and critically, and how to evaluate them academically, and how to develop yourself as an educator.

Innovative pedagogies is a method of teaching that involve new ways of interactions between 'teacher- student', a certain innovation in practical activity in the process of mastering educational material.

Innovative Pedagogy involves the study of innovative teaching practices and their effects on the learning process. A thorough understanding of pedagogy is needed to develop young people who will become future learners with a deep knowledge of subject matter and a broad set of social skills. Innovation at the level of practice must be seen as a normal response to addressing the daily challenges of a constantly changing classroom. Change is not an extra, but a pedagogical problem-solving process that builds on the creative, intuitive and personal capacities of teachers.

Creative pedagogy which includes educational influence on the learner for acquisition of certain study material and differing from the above by the fact that in order to achieve higher efficiency of learning, the pedagogical influence is provided on the background of centrifugal above-the-criticism mutual activity in which the learner is raised from the object of pedagogical influence to the rank of a creative person, while the traditional (basic) study material is transformed from the subject to learn into the means of achieving some creative goal, and the extra study material includes the description and demonstration of the heuristic methods and techniques.

In this lesson, I was aware of learning theories that had many private theories supported by scholars and expressed different opinions that each one was in the service of learning and the teaching process and were different from supporting students or being teachers:

1-Gamification learning method

2-Simulation-based Learning

3-Guest Presentation Teaching Method

4-Mind-mapping method

5-Case-based Learning

6-Skill-based Learning

7-The snowball Method

8-Collabrative Learning Method

9-Fishbowl Learning Method

10-Entrepreneurial Method

11-Flipped Classroom

12-Drama-Based Learning

We had a seminar on learning theories.  When I prepared for the presentation, I met many scientists I had never heard of them. The theory I prepared on Fish bowl learning theory.

Fishbowl is a strategy for organizing medium- to large-group discussions. Students are separated into an inner and outer circle. In the inner circle or fishbowl, students have a discussion; students in the outer circle listen to the discussion and take notes. In a Fishbowl discussion, students seated inside the “fishbowl” actively participate in a discussion by asking questions and sharing their opinions, while students standing outside listen carefully to the ideas presented.

 

The fishbowl method allows you to explicitly teach a variety of social skills.  It is one way to highlight specific social skills that can either move the discussion forward or shut it down.  The aquarium provides the class with an opportunity to closely observe and learn about social interactions.  You can use it in any content area.

Here's how to implement the fishbowl method:

 1. Before you sign up for a fishbowl lesson, you should define objectives or a rubric.

  a. We might use discussion objectives as an objective, a component of our business agreements or something specific from the class that we noticed needs improvement.

  B.  If you spot a pattern in your class, you need to address it, list goals, and you're ready to go. 

 c. Students should have an idea of ​​what they are shooting for. 

 2. The whole group discusses the objectives that the class will focus on.

  3. Put forward a thought-provoking problem or question for all individuals to consider and work through privately.  This might be an article to read, a mathematical model to build, a story problem to solve, a piece of artwork to look at, and so on.  Make sure students have a product or idea to share (notes, questions, solutions) when they are done.  This accountability is important, because discussions are richer when participants are invested in their ideas.

  4. When you feel the students are ready to move on, announce that the class is going to take a "field trip" to observe one team or pair of students engaging in a discussion about their ideas.

  a. Again, the purpose of this activity is to closely model, practice and evaluate the discussion so that future students understand the skills they need to engage independently and lead productive discussions of their own.  

B.  The whole process of students moving around the classroom and positioning themselves is also part of the lesson: Can everyone see?  Can everyone hear? 

C. Make sure the audience knows that you will hold them accountable for sharing their feedback. 

5. The class gathers around the team.

  6. Thank the team for being in the fish tank, and acknowledge the students' nervousness about watching them.  Then remind your students of the goals.  These will vary depending on your class and where they are in the process.  Discussion objectives may cover how to do this.

a. Start the conversation in a fair way. 

 B.  Make sure all students are speaking.

  c. Ask open questions.

 

Educational measurement is about identifying what it is you’re trying to measure, figuring out what you can do to elicit that from a student and then establishing a process to assign what you’ve elicited into a quantitative statement or number that can be evaluated. Essentially, as a measurement expert, I am trying to assign numerals to traits such as achievement, interest, attitudes, aptitude, intelligence, and performance to infer abilities and proficiencies of students.

Educators and administrators use assessments for a variety of purposes, such as identifying levels of achievement, evaluating strengths and weaknesses, and measuring progress. The assessment results can then be used to derive a variety of insights, such as how to personalize practice, differentiate instruction, and support accountability requirements.

Assessment is the systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students' learning and development. Assessment is more than grading. It's about measuring the progress of student learning. Thus, assessment is defined as a “process of gathering data to better understand the strengths and weaknesses of student learning”. It is very important for tracking progress, planning next steps, reporting and involving parents, children and young people in learning.

 Assessment covers: The ways teachers support and assess children's learning and monitor progress and identify next steps in learning. Assessment is embedded in the learning process. It is tightly interconnected with curriculum and instruction. As teachers and students work towards the achievement of curriculum outcomes, assessment plays a constant role in informing instruction, guiding the student's next steps, and checking progress and achievement.

The functions and purpose of assessment are to measure a learner's knowledge, understanding, skills and standard of learning. The aim of assessment is to confirm that a learner has gained knowledge and can prove their competencies and skills.

There are three types of assessment: diagnostic, formative, and summative.

1-Diagnostic: When we think about educational measurements, each assessment is designed for a specific time and purpose. When an assessment happens before the learning activity, these are called diagnostic because the results can be used to diagnose problem areas to focus on during the teaching to come.

2-Formative: When assessment happens during the learning process, these are called formative because the results can be used to inform what to do next for individuals or groups of students as learning is occurring. Both diagnostic and formative are types of assessment for learning - meaning you are assessing to support decisions made before or during learning.

3-Summative: When assessments happen after the learning activity, these are called summative because the results are a summation of learning that has occurred.

Formative Assessment is the most powerful type of assessment for improving student understanding and performance.

Examples: a very interactive class discussion; a warm-up, closure, or exit slip, a on-the-spot performance; a quiz.

Examples: Chapter test; extended essay; a project scored with a rubric.

Rubric is an explicit set of criteria used to evaluate a particular type of work or performance and provides more detail than a single score or score.  Therefore, the evaluation rules will help you make more objective scores.

 Typically designed as a grid-type structure, a grading rubric includes criteria, levels of performance, scores, and descriptors which become unique assessment tools for any given assignment.

A rubric:

Makes students aware of all expectations related to the assessment task, and helps them evaluate their own work as it progresses

Helps teachers apply consistent standards when assessing qualitative tasks, and promotes consistency in shared marking.

 

Problem-based learning (PBL) 

Problem-based learning (PBL) is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning. Problem based learning (PBL) is a teaching strategy during which students are trying solve a problem or a set problem unfamiliar to them. PBL is underpinned by a constructivist approach; as such it promotes active learning. Activities are carried out with groups of students, typically in a tutorial or seminar setting. For example, a problem-based learning project could involve students pitching ideas and creating their own business plans to solve a societal need. Students could work independently or in a group to conceptualize, design, and launch their innovative product in front of classmates and community leaders In addition to course content, PBL can promote the development of critical thinking skills, problem-solving abilities, and communication skills, and can provide opportunities for working in groups, finding and evaluating research materials, and lifelong learning. The role of the teacher in a PBL classroom is as a coach or guide.

 The teacher should not expect students to be effective problem solvers right away. Since learning to solve problems is one of the main goals of PBL, students will need to be guided during the searching and solving process.

It pushes students to be innovative, creative, open-minded, and logical. It also offers opportunities to collaborate with others in a hands-on, active way. 

As part of our immersive educational model, we've discovered many benefits of problem-based learning:

1-Promote self-learning: As a student-centered approach, problem-based learning pushes students to take initiative and responsibility for their own learning.

2- Highly engaging: Instead of sitting back, listening and taking notes, problem-based learning puts students in the driver's seat. They have to stay sharp, apply critical thinking, and think outside the box to solve problems.

3- Develop transferable skills: The abilities students develop don't just translate to one classroom or subject matter.

4- Improve teamwork abilities: Many problem-based learning projects have students collaborate with classmates to come up with a solution.

I benefited a lot from this model in terms of seminars and especially in PBL. It was a good experience for me that we were able to participate in a panel at the level of the university presidency