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The EduLead experience has opened the door to accomplish several achievements throughout the year. However, to reach this stage, the EduLead organizers prepared several training sessions that were addressing the following subjects:
- Assessment for Learning Strategies
- Cooperative Learning Structures
- Growth Mindset
- Emotional Intelligence
The training sessions also addressed lots of concepts which will enable the scaling up and cascading of the programme in local schools.
The three pictures shows the attendees of the 6-day training sessions at Iman High School done by Ms. Amira Sanjar and me. Click here to see the full post.
Assessment for Learning Strategies
Assessment for Learning Strategies
Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.
Assessment for Learning is also known as formative assessment.
Research has identified a number of classroom strategies that are particularly effective in promoting formative assessment practice.
Assessment for Learning strategies are:
- the strategic use of questioning
- Questioning is used not only as a pedagogical tool but also as a deliberate way for the teacher to find out what students know, understand and are able to do.
- effective teacher feedback
- Effective teacher feedback focuses on established success criteria and tells the students what they have achieved and where they need to improve. Importantly, the feedback provides specific suggestions about how that improvement might be achieved.
- peer feedback
- Peer feedback occurs when a student uses established success criteria to tell another student what they have achieved and where improvement is necessary. Again, the feedback provides specific suggestions to help achieve improvement.
- student self-assessment
- Student self-assessment encourages students to take responsibility for their own learning. It incorporates self-monitoring, self-assessment and self-evaluation.
- the formative use of summative assessment
- Summative assessment is a necessary aspect of education. Formative use can be made of summative assessment, both before and after the assessment event.
Frequently Asked Question: What is the difference between formative and summative assessment?
Frequently Asked Question: What is the difference between formative and summative assessment?
Activities associated with summative assessment (Assessment of Learning) result in an evaluation of student achievement - for example, allocation to a level or standard or allocation of a letter or numerical grade, which might later appear in a report.
Activities associated with formative assessment (Assessment for Learning) do not result in an evaluation. Information about what a student knows, understands and is able to do is used by both the teacher and the learner to determine where learners are in their learning and how to achieve learning goals.
My Parking Lot Experience!
My Parking Lot Experience!
Parking Lot, Stop! Students are free to post any sticky note on of the four categories I will be discussing later. The Parking Lot defined the term freedom to the students; students should take permission to talk or ask a question, however sometimes these strategies won’t work especially when you are discussing issues that directly communicate with the student’s brain which will always seek for answers. The picture above contains what is left in the final day. I remember one of the notes mentioning: “ I always learn something new, cause if i didn’t, at least I learn where I am in the knowledge stairs.” The student’s words depicts the free state he is maintaining in my class. Back to the Parking Lot, I decided to divide the lot into 4 categories as follows: - Questions Lot: Students can post any question that comes into his mind. Students are no more shy to ask, and the teacher will not be interrupted while explaining the concept. - Likes Lot: Students can post the most preferred idea or concept they took today. The name of their favorite chapter, character in a story, or their favorite color in a mentioned photo. Feeling could be expressed too! - Aha Moments Lot: Students can examine their friends with math riddles, ask them for new vocabulary words, and do more stuff. This taught the student how to research for new ideas and problems. - Something New Lot: What is the new idea you learnt today? Do not hesitate! Just post it. Students can tell their pals about the new ideas the are so confident about.
EduLead Activities at Iman High School
EduLead Activities at Iman High School
It was a pleasure to apply the EduLead concepts at our school, Iman High School. Ms. Amira Sanjar and I conducted several PLC meetings to prepare for the monitoring and evaluation process. However, Mr. Kozbar, the school's principle welcomed the EduLead experience and decreased the number of teaching sessions for both of us as an incentive to work for this process.
After being selected to participate in EduLEAD program, after attending a series of modules throughout a whole year, and after being equipped with the tools needed to implement the program in our school, we (Mrs. Amira Sanjar and Mr. Noureddine Al Barakeh, Lebanese coaches) have taken it upon ourselves to transfer the knowledge to all the teachers, coordinators and supervisors in our school. We have chosen four main topics to work with which are:
Cooperative Learning Structures (CLs), Assessment for Learning Strategies (AFLs), Emotional Intelligence (EI) and Growth Mindset (GM).
On the personal level, I (Amira Sanjar) started preparing for the workshop two months ago. I worked on three topics, and I read many articles to make sure the information has been fully acquired before transferring it to others. I prepared a post-workshop questionnaire to get feedback from the attendees. After being fully prepared for the workshop, we divided the
teachers into 3 groups, and each group was given the workshop in two days.
As for me (Noureddine AL Barakeh), I worked on Learning Outcomes, Success Criteria,
Feedback and AFLs. I can say that training teachers was not that easy since a minority of them has shown some resistance to what we are delivering. However, I took with what my coach said once in relevance with this issue, “If they do not want to work with you, keep working with your school and teachers. They will reach a stage where they will see you getting into change without them; this will make them interested in what you are saying.”
During these six days, we practiced all the strategies we have learned through the EduLEAD program. In addition to that, we improved many skills. We gained more self-confidence. We learned how to listen to others and understand first in order to be understood. We dealt with different mentalities and tried to improve our EI by controlling our emotions and trying to regulate them. We tried to overcome the challenges faced. But this is just the beginning of the journey.
The most crucial stage is yet to come! Monitoring the implementation, coaching and
making PLCs to reflect on the implementation are our goals for the next academic year.
Thank you EduLead!
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