REFLECTING ON MY INNOVATION NEED 5.2.4

My view about innovative teaching is revolutionizing and very quickly. The exposure I got from the first part of course 5 was one that gave me a glimpse of what was in store as regards teaching with innovation and now that I have completed 5.2.3, I consider myself to be, to a greater extent, ready for my next innovative lesson. In talking about innovation, I now see that it is about allowing the learners to freely learn in social groups created either virtual or physical and facilitating them with guidelines that enable them to create knowledge on their own as they go about with pre-designed tasks. This kind of collaboration exploits learners creativity abilities and has lead to results we had never imagined would ever be realised. In engaging learners in these tasks they are prompted to critically think - another skill - and come with solutions to the challenges before them. The role of the teacher in this regard is narrowed to seeing to it that a lesson is designed in a way that it is learner centred and highly motivating; notwithstanding the many qualities of a good lesson like clear learning outcomes and well designed, structured and thought through models to mention but a few.

It follows therefore that I should be changing my teaching and in so doing I look forward to having students be engaged more in the lessons I conduct, withdrawing more from face to face student to teacher interaction, enriching classroom environment with idea prompters and teaching aids that make the learner create ideas, working with my colleague teachers to see to it that we jointly design lessons with more creativeness and innovation. This will bring a very big change for the better.

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Insight into my project work 6.2.4

In an attempt to state the curriculum objectives of the project with specific 21st Century skills and higher-order skills, I have written down the following: Objectives: Identify aquatic organisms in a water sample. (curriculum) Use sampling and counting techniques to estimate population size. (curriculum) Collaborate in groups to agree, with substantial reasoning, on the most appropriate sampling method to apply for each of the different water samples to be taken.(21st Century skill) Critically examine data on numbers of micro-organisms in the different samples and, considering other environmental factors observed, draw a conclusion about the patterns. (21st Century skill) Create a blog with content compiled by all learners, containing details of the story of the entire project, the observations made and the conclusions/hypothesis deduced. (higher order thinking) Together influence the community to implement workable solutions which either guarantee the safe use of drink...

6.5.4 Reflect: Role playing in PBL

It is in this lesson of the course that I have eventually come to fully comprehend what Project Based Learning is all about. Its about applying all the skills the teacher has learnt to ensure that there is full engagement of the learner during the teaching-learning process. In order to engage learners we have to be creative, imaginative, and innovative. We strive to: Draw in the students' interest to the topic,Capture their imagination in the real-life scenario of the task, Engage them cognitively through real-life responsibilities and role playing. This is a very exciting teaching - learning experience in which both the learner and teacher are highly enthused in the process. It is needless to mention that the entire project will give the learner an early exposure into applying the skills, so far built in their school life, in real "work-like" experiences. For instance, a learner may get engaged in a real debate to pass a controversial law; participate in a human rights...

THE GOOD ABOUT COURSE #3 -- 3.9.4

Course #3 has generally set me well aligned with what the feature of lesson planning looks like. This course was generally less demanding compared to the previous one but had its ways of stretching you to limits. A reluctant student can actually have significant challenges in this course because it requires you to apply what you know as a trained teacher in the context of ASSURE (acronym for a list of things you need to do when preparing for a lesson i.e. lesson planning). This rather comprehensive model enables one to clearly envision ones lesson and probably more accurately discern pitfalls in the lesson or, on the bright side, look forward to a really exciting lesson. My knowledge in lesson planning has been rather shallow in the light of the ASSURE model of lesson planning. I could say that the only aspect of ASSURE model I identified from my previous list was the lesson objectives and methods of teaching but now I see the importance of Analysing learners, Stating objectives, Selec...

EDWARD'S 👨‍💻🖨️ CCTI PROJECT

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