Sunday, June 28, 2009
- Need to revise and develop regulative policies.
- Understood areas that could be addressed to involve everyone in the school community.
- Really got us thinking. Check on us when things get rolling.
- Enabled the mind to be more open to the thoughts that existed. But have barriers to start the routs.
- Opened our eyes- got lot of work to do!! For a better future.
- It was a very informative workshop. Thank you ESQID
- Need to conduct more sessions on this.
- The session is interesting and think it is a good start.
- It's a wonderful process which makes education worthy. Hats off for the ideas. The indicators are simply superb!!!
- Idea is superb but let's find a way to achieve our goal as fast as possible.
- A new dimension can be added for Discipline, Moral Values and Ethics.
- Infrastructure and Physical facilities can be put as a separate dimension.
- Gender need not be put under a separate dimension! Elements of this dimension can be distributed among Inclusive, Health and Safety and Teaching and Learning.
Thursday, June 25, 2009
Wednesday, June 17, 2009
We must be more mindful of the “interpretations” we wish to make from any data collected as it is the “interpretations” that are critical, rather than data itself.
There is still philosophy that assumes teachers know how and what data to collect to best enhance learning. We are losing the minds and hearts of the students (particularly during early adolescence, when disengagement is already a “cool” attribute) and we are also losing the voters as their belief about the quality of schooling declines.
One form of accountability assumes that if only we could name, shame, and blame with evidence we could get those teachers operating at higher levels of efficiency. Another form of accountability assumes if only we could collect sufficient system-wide evidence, we could convince the parents not to be critics.
We need models of school/teachers/student accountability located at the system and school level that maximizes the probability of enhancing learning and outcomes. We must develop an accountability system that is located from the student level upwards, directly involving and influencing the teacher and principal level, as such a system is more likely to have major effects on the quality of teaching and learning.
Assessment for learning should be part of effective planning of teaching and learning.
This involves using assessment in the classroom to raise pupils’ achievement. It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim (or close the gap in their knowledge).
Learners learn best when...
- Involving pupils in their learning: Pupils and staff are fully involved in deciding next steps in their learning and identifying who can help. They should be given advice about how to go about making improvements.
- High Quality interactions: Classroom assessment involves high quality interactions, based on thoughtful questions, careful listening and reflective responses.
- Feedback: Pupils and staff are given timely feedback about the quality of their work and what they can do to make it better. We should be aware of the impact that comments, marks and grades can have on learners' confidence and enthusiasm and should be as constructive as possible in the feedback that they give. Comments that focus on the work rather than the person are more constructive for both learning and motivation.
- Sharing criteria: Pupils, staff and parents are clear about what is to be learned and what success would be like. They should understand clearly what they are trying to learn, and what is expected of them.
Monday, June 15, 2009
We hope to provide you with links to support materials, published locally as well as free links to open sources. Moreover, we hope to focus on different areas of schooling in different months; ranging from quality classroom teaching, professional development to assessment and evaluation aspects.
Hope we will all benefit from this.