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MODULE 1 - Introduction to Engaging Instruction
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Course Overview (TCP) 03 minLecture1.1
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Introduction (TCP) 20 minLecture1.2
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The Teaching Cycle- The Challenge of the 21st Century (TCP) 10 minLecture1.3
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Importance of Identifying Learners Needs (TCP) 20 minLecture1.4
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Strategies for Supporting Students with Learning Difficulty (TCP) 30 minLecture1.5
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CLASS ACTIVITY (TCP) 15 minLecture1.6
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End of Module 1 Quiz (TCP) 10 questionsQuiz1.1
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MODULE 2 - Lesson Planning as a Dimension of Engaging Instruction
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INTRODUCTION (TCP) 08 minLecture2.1
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LEARNING THEORIES (TCP) 30 minLecture2.2
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THE CONSTRUCTIVIST THEORY (TCP) 20 minLecture2.3
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OVERVIEW OF LESSON PLANNING (TCP) 10 minLecture2.4
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THE RATIONALE AND MAIN INGREDIENTS OF A LESSON PLAN (TCP) 30 minLecture2.5
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DIFFERENTIATION (TCP) 15 minLecture2.6
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BRITISH TEACHING STANDARDS AND HOW THAT INFORMS LESSON PLANNING (TCP) 15 minLecture2.7
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PRACTICAL ASSIGNMENT (TCP) 15 minLecture2.8
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MODULE 3 - Lesson Delivery as a Dimension of Engaging Instruction
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INTRODUCTION (TCP) 10 minLecture3.1
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CLASS ACTIVITY (TCP) 12 minLecture3.2
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HOW THE BRAIN LEARNS (TCP) 25 minLecture3.3
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Learning Pyramid Quiz (TCP) 6 questionsQuiz3.1
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LEARNING PYRAMID (TCP) 20 minLecture3.4
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FORMATTING INFORMATION IN THE BRAIN (TCP) 15 minLecture3.5
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END OF MODULE ASSIGNMENT (TCP) 20 minLecture3.6
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MODULE 4 - Strategies for Delivering Engaging Instruction
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INTRODUCTION (TCP) 09 minLecture4.1
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STRUCTURE FOR DELIVERING ENGAGING INSTRUCTION (TCP) 20 minLecture4.2
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CLASS ACTIVITY (TCP) 20 minLecture4.3
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AIMS & OBJECTIVES (TCP) 20 minLecture4.4
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USING THE S.M.A.R.T RULE (TCP) 20 minLecture4.5
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MULTI-SENSORY INSTRUCTION (TCP) 20 minLecture4.6
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STRATEGIES TO ACHIEVE MULTISENSORY INSTRUCTION (TCP) 20 minLecture4.7
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Resources to Achieve Multisensory Instruction beyond the Classroom (TCP) 20 minLecture4.8
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End of module assignment (TCP) 15 minLecture4.9
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MODULE 5 - Assessment as a Dimension of Engaging Instruction
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INTRODUCTION (TCP) 20 minLecture5.1
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TYPES OF ASSESSMENT (TCP) 10 minLecture5.2
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Module 5 QUIZ (TCP) 10 questionsQuiz5.1
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USING DATA TO INFORM ASSESSMENT (TCP) 12 minLecture5.3
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ASSESSMENT TOOLS (TCP) 25 minLecture5.4
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CLASS ASSIGNMENT (TCP) 20 minLecture5.5
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MODULE 6 - Assessment and Feedback - Theory & Practice
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INTRODUCTION (TCP) 15 minLecture6.1
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BLOOM’S TAXONOMY (TCP) 25 minLecture6.2
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CLASS ACTIVITY (TCP) 30 minLecture6.3
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BLOOM’S TAXONOMY IN ACTION (TCP) 10 minLecture6.4
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THE IMPORTANCE OF FEEDBACK (TCP) 10 minLecture6.5
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DELIVERING FEEDBACK (TCP) 15 minLecture6.6
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PRINCIPLES OF GOOD FEEDBACK (TCP) 20 minLecture6.7
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Course Conclusion (TCP) 20 minLecture6.8
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End of Course Quiz (TCP) 18 questionsQuiz6.1
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Module 5 QUIZ (TCP)
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70 Comments
Common formative assessment is not just meant for the learners but acts as guide for a teacher to reflect and improve on his/her teaching profession.
I once experienced a situation like that I had to get the upper class who understood the topic to teach the lower class on the subject matter. We should use common assessment data to ascertain if we need tool or skills.
It is important to know that what works excellently in year A may not work so excellently in Year B because humans are dynamic. Like Mr. Kenneth, we must all rely on data to assess our student’s learning. Also, it is important to think of adding the right tools or skills to enable us be effective.
Formative assessments are better than summative assessments because we can do something about the children’s learning when we find it at formative stage.
1. Kenneth compared formative assessment and summative assessment to a chef tasting his/her soup before certifying it okay for final consumption. In essence, the chef tasting the soup is equivalent to formative assessment, while the consumer tasting the soup is equivalent to summative assessment.
2. The lesson delivered in different ways had different effects on the two 4th graders.
3. Assessment helps to analyse a teaching and learning process and helps in adjustment of a teaching methodology.
1.Assesment will help to identify students that are struggling and the ones that are excelling.
It also helps to improve the teachers professional practice through reflection.
2. He used the same approach for different students which led to different results.
3. The use of data will clearly dictate when to ask for help and also show whether the teacher needs a tool or a skill.
The Video by Kenneth Compared reflection on our professional practice and a teacher having better instructional practice for improvement ,he compared formative and Summative assessment he describe .
2 ,Assessment help to improve and analyze teaching and learning process the teaching methodology.
3,It help to compare your teaching and tells us were to improve
According to Kenneth, he said common formative assessment is a about improving our teaching practice and not about a bunch of grades. He said assessment ought to lead teacher to get better in their practice and improve their lesson delivery method.
Yes, I have and it was frustrating. Well, I had to look for another way to make the kids know what I was talking about.
He suggested teachers should use the data from assessments to discover the pupils struggling and those who are not. Then, teacher should go back for reinforcement probably by getting the necessary tool, skill or even collaborating with other teachers.
Kenneth mentioned that common formative assessment is about improving our teaching practice and not about bunch of grades. He said assessment ought to lead teacher to get better in their practice and improve their lesson delivery method.
Yes, I have and it was frustrating. Well, I had to look for another way to make the kids know what I was talking about.
He suggested teachers should use the data from assessments to discover the pupils struggling and those who are not. Then, teacher should go back for reinforcement probably by getting the necessary tool, skill or even collaborating with other teachers.
Kenneth relate assessment to our practice through the use of Formative and Surmmative assessment
The lesson delivered had different effects on both graders.
I have experienced that frustration before but explored other option that yielded better result.
Assessment helps to analyze teaching process and adjust method of delivery
Data help to improve practice assessments on who is good and who’s not,improve professional practices by multi tasking