Learning, Pedagogy and Assessment

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Welcome !

مرحبا بكم فى موقعى التربوى العالمى

Hi and a warm welcome to my personal international education

website, my new and returning learners, teachers, mentors, senior

teachers, advisors, supervisors, experts, researchers and reviewers

from all around the world.

 

 

 

Click here to go to : Abouna Fanous Site.

موقع عمى أبونا فانوس الأنبا بولا

girgishannaharoun@yahoo.co.uk

اضغط هنا لتصل الى فيديوهات موقع ابونا فانوس و تنال بركته

Humor:

Teacher: Where's your text book?

Student: At home.

Teacher: What's it doing there?

Student: Having a better day than I am.

Q: Teacher: What is the shortest month?

A: Student: May, it only has three letters.

 

Translate This Page

تدعمه ترجمة

Dear visitor,

Use the language selector above to go through my whole site using any native 

 

language you speak, then you can enjoy my YouTube channel.

اختاراي لغة من لغات العالم /  اللغة التى تريد تصفح موقعى باستخدامها . استخدم المؤشر

الذى فى الاعلى

I register a  video presentation in my YouTube channel for each page of my site.

Next,use the other world site selector above to go to the search engine site or the social media site you like.

 

My YouTube Channel:

منهج الانجليزى ثانوية عامة / و شكل و طريقة امتحا ن نظام التعليم الجديد  والتصحيح الكترونيا

A brief Summary for:

My Project

A Researching Thesis

Learning, Pedagogy

and

Assessment

Mr. / Girgis

Title

Learning, Pedagogy and Assessment

Corresponding Authors:

1-Mr. / Girgis  Haroun, the researcher.

2- 3 of my assistant Colleagues.

Editor

Edited by: Mr./ Girgis Hanna Haroun

Supervisor:

Public supervisors of English in Egypt.

Time:   April, 2023

My Blog address

https://mrgirgis.blogspot.com/

Subject:

Learning, Pedagogy and Assessment

Online since :  2018

Affiliation:

The Ministry of Education in Egypt.

Our research is funded by (Ministry of Education) and

 provided by (full) professors. Our research focuses

on (Learning, Pedagogy and Assessment) as

perceived by those on the receiving end of it.

My research is supervised  by my great education

 experts and public supervisors of education in Egypt.

Research on(Learning, Pedagogy and Assessment)

 is defined as the influence of one or more people on

 the research-related behavior, attitudes or intellectual

capacity of others.

Four specific features or keywords of my professorial

 research about (Learning, Pedagogy and Assessment)

 are identified and examined. They are the conflicts

of interest in my research.

They include:

(Learning processes, Types of learning, Learning

Activities, Learning outcomes, Learning styles,

Learning strategies, Critical Thinking)

Abstract

Change is an inevitable part of organizational life and if

you have any leadership role, you'll soon be called upon

 to help lead it. But, we often fear change.

This leads to resistance. So, managing and leading

 change is a challenging role. It will take you outside

 of your comfort zone and beyond your existing

management and supervision tool-set.

But change is predictable.

You can anticipate how people will respond, and what

 you need to do to engage them positively.

You can plan, prepare, and handle the resistance

 that will certainly come. To do that, you need

 practical tools and models.

This thesis has been written on commission by me,

Girgis Hanna Haroun, a supervisor of English at

high schools and colleges in Egypt.

The findings of our research revealed that this

 researching study is designed to develop thoughtful

 and highly skilled educators, administrators, policy

 analysts, and academic practitioners.

Distribution of leadership to include teachers, parents,

 and district staff is needed in order to improve

student achievement. Districts provide human and

 financial resources to assist schools in achieving

district-established directions.

Districts hold principals accountable for implementing

and following up on what is learned during district-

sponsored professional development.

 

Research Content

1-Introduction

1-The Research Vision, Mission and Objectives

The vision is (Developing our Education system)..

The mission is Doing research theses

The Objectives are:Solving problems that arise from

 educational leadership which creates conflicts inside

 the education organizations and the educational

 policy itself.

2-A problem needs a solution

 We faced a problem that needs a an urgent solution.

The problem is: We, the researching group, noticed

that the learning outcomes of high schools and

colleges are low.

It has been known for decades that teachers can

have a profound effect on the students they teach.

Education policies can make a significant difference

 in a teacher’s work, which in turn affects their students.

When expert teachers are actively engaged in the

 development of education policy and initiatives,

 achieving the intended outcomes and avoiding

 unintended consequences is more likely.

3-Reasons for the research:

The reason for doing such research is that I and my

 colleagues noticed that some organizations did not

work as efficiently as they could, and senior managers

 have encountered various problems. Complaints

were numerous. People worked in terms of only

 firm accountability and punishment.

There was no vision, no mission, no objectives,

no team work, no love or respect and no good

performance. We have been asked to estimate

 the situation, analyze it, and come up with

solutions which could increase efficiency and

 productivity; in other words, increase organizational

 performance.

After preliminary interviews with the senior managers

 and teachers at schools, we have identified our

 areas of the interest: Learning,

Pedagogy and Assessment

 

The teachers worked individually without any

 collaboration with their managers or school leaders.

Teachers did't like change. They used

traditional method of teaching like the GTM method.

Learners were just listeners or stores waiting for

 being filled with some information that were taught

 by heart. Learners knew nothing about any critical

 thinking like practice, analysis, synthesis,

evaluation, imagination, creation or innovation. 

The organizations had managers of instructions and

orders not leaders that could lead the education

 process forward through the leading skills that

the leader should practice and apply.

 

4- The researching questions:

How do organizational leadership, and researchers

affect productivity and efficiency of schools and

 educational organization?

How we make education organizations perform

 well and learning outcomes high?

5-The problem solutions

 

Employers and employees must learn academically

and practice actually the roles played by learners,

 teachers, senior teachers, parents, leadership,

 schools, organizations and the Ministry policy.

6-Objectives:

1-Learners become able to know, comprehend and apply.

2-Learners analyze, synthesize and evaluate

3-Imagine, create and innovate

4-Practise, express, behave and criticize.

5-Think, Pair, Share, behave, produce, reproduce,

develop and reform.

6-Listen, speak, red and write.

8-Think, pair, share and solve problems.

9- Use, do, generate and discover.

10-Acquire skills, experiences and culture,

 understand, create relationship, accept diversity,

 become a friend to the other, love the others and

 become a developed citizen to live in peace,

 and deal with the whole world properly.

11- Invent and serve the humanity.

 

 

2-Materials and Methods

In order to find out the answer to the research question

and to fulfill both purposes of the research, we have

 conducted a qualitative research. We used types

of qualitative research  methods like an in-depth

 interview, focus groups, ethnographic research,

 content analysis and case study research that are

usually used.

 

This has been done by interviewing twenty schools

 managers and 20 educational leaders or administers

 beside 50 teachers and senior teachers working at

schools and education zonesand supervision.

We did interviews with the learners at all educational

 stages. We did interviews with the professors of

schools of education in the universities. We have

 tried to talk to representatives of different layers of

 the organizations to make our research more diverse

and complete. These semi-structured interviews

 resulted in qualitative data, which had been processed

and analyzed using coding technique.

 

My research used 2 methods:

One of academic character, and one of practical character.

1-The academic purpose is in investigating relationship

 between organizational structure, leadership, and

 communication and organizational performance,

 i.e. efficiency and productivity.

2-The practical purpose is in giving analysis-based

recommendations about possible ways to increase

 productivity and efficiency to our educational

organizations.

3-We used interviews, lectures, debates, experiencing,

 observations, analysis, synthesis, assessment,

 feedback and evaluation.

4-We held workshops, modeling, training units

authentic field practice in actual fields and we

assessed, followed and evaluated what we

recommended academically before. It took 3

months to conduct our experiences that we

acquired from our professors in East Anglia

 University, England.

3- Main Findings / Results

 The results section is where I reported the

 findings of my study based upon the

 methodologies I applied to gather information.

 I used case studies, interviews and gathered

data at the organizations of schools, associations

 and zones of education. I reached to some findings.

Findings and results:

We wrote a report that included our data, solutions

 and recommendations we presented.

Our teachers, senior teachers, schools managers

 and education organizations leaders learnt the

 following key findings and secondary findings

 we presented.

I will Present a result and then explain it, before

 presenting the next result then explaining it,

and so on, then end with an overall synopsis.

 This is the preferred approaches I have multiple

 results  of equal significance.  It is more common

 in longer papers because it helps the reader to

 better understand each finding.

 

1-Learning

 Finding result  1:

Why Learning?

1) You can grow as a person, develop your knowledge

 base and improve yourself for the better.

2) Learning something new gets us access to new

and different opportunities and the chance to try new

experiences that might be the best ones you have ever tried!

3) You could potentially earn more money in your work

life from learning a new and appropriate skill or by

developing one that links to the work you do. You’ll

 rejuvenate your working life and get so

much more from it.

 

4) Developing a new skill will influence the way you

do things day to day and they will make doing things

 quicker and easier, saving time, energy and stress.

 

5) Learning across our lives is essential for staying

 up to date in an ever-changing world. If we stop

 learning things, we can stagnate and actually move

backwards, especially in our professional lives.

 

6) Learning new things is very important for our

self-esteem.Learning something new keeps brain

cells active and allows us to succeed at something

new, allowing us to give ourselves a big pat

on the back.

 

7) Trying anything different ensures you meet new

 people, some of whom will have similar interests

 to you and be interested in some of the same things.

You could make new friends and really enhance

your social or work life.

 

 

 Finding result  2:

Why Learning?

1) You can grow as a person, develop your knowledge

 base and improve yourself for the better.

 

2) Learning something new gets us access to new and

different opportunities and the chance to try new

 experiences that might be the best ones you have

 ever tried!

 

3) You could potentially earn more money in your work

 life from learning a new and appropriate skill or by

developing one that links to the work you do.

You’ll rejuvenate your working life and get so

 much more from it.

4) Developing a new skill will influence the way you

do things day to day and they will make doing things

quicker and easier, saving time, energy and stress.

5) Learning across our lives is essential for staying

up to date in an ever-changing world. If we stop

learning things, we can stagnate and actually move

 backwards, especially in our professional lives.

6) Learning new things is very important for our

 self-esteem.  Learning something new keeps brain

 cells active and allows us to succeed at something

new, allowing us to give ourselves a big pat

on the back.

7) Trying anything different ensures you meet new

people, some of whom will have similar interests to

you and be interested in some of the same things.

You could make new friends and really enhance

your social or work life.

Finding result  3  :

Why Learning Foreign Languages?

Foreign Language study creates more positive

attitudes and less prejudice toward people who are

different Analytical skills improve when students

study a foreign language

Business skills plus foreign language skills make

 an employee more valuable in the marketplace.

Dealing with another culture enables people to gain

 a more profound understanding of their own culture.

Creativity is increased with the study of foreign

languages.

Graduates often cite foreign language courses as

 some of the most valuable courses in college

because of the communication skills developed

in the process.

International travel is made easier and more

 pleasant through knowing a foreign language.

Skills like problem solving, dealing with abstract concepts, are

increased when you study a foreign language.

Foreign language study enhances one’s opportunities

 in government, business, medicine, law, technology,

 military, industry, marketing, etc.

A second language improves your skills and grades

in math and English and on the SAT and GRE.

Four out of five new jobs in the US are created as

 a result of foreign trade.

Foreign languages provide a competitive edge

 in career choices: one is able to communicate

 in a second language.

Foreign language study enhances listening skills

 and memory. One participates more effectively

and responsibly in a multi-cultural world if one

 knows another language.

Your marketable skills in the global economy are

 improved if you master another language.

Foreign language study offers a sense of the past:

 culturally and linguistically.

 

Secondary Finding / Result:  1

              

2-Teaching                              

4 New Paradigms

for

Pedagogy

1-Pedagogy:

Pedagogy is a child-focused teaching approach.

 It is the art and science of helping kids learn.

 It is the discipline that deals with the theory and

 practice of education; it thus concerns the study

 and practice of how best to teach. 

Its aims range from the general (full development of

 the human being via liberal education) to the narrower

specifics of vocational education (the imparting and

acquisition of specific skills). 

It is the method and practice of teaching, especially

as an academic subject or theoretical concept: the

relationship between applied linguistics and

 language pedagogy.

 With pedagogy, the learner is a dependent personality. 

The teacher determines what, when and how anything

 is learned.  The learner gas few resources.

 The teacher devises transmission techniques to

 store knowledge in the learner's heart.

 

2-Andragogy:

Andragogy is  an adult-focused teaching approach.

 It is a self-directed learning.  It  is the art and science

 of helping adults learn.

It is the discipline that deals with teaching and

 learning through negotiation, self-dialoguing,

 self exploration, argument and studying the

 problem to find solutions for it.

The learner watches, observes and asks

 (Why is this? and why is that?).

 learning is centered around both the teacher

 and learner.

The education process is set up on the basis of

a kind of co-operation between the teacher and

 the learner.  This process focuses on analysis,

 synthesis and evaluation.  Dialoguing with one's

self and dialoguing with others are necessary.

  Brainstorming is basic to teach learners critical

 thinking.  Brainstorming happens when the teacher

asks questions to enable learners to generate ideas.

 Generating ideas form a mind map. 

3-Heutagogy:

Heutagogy is a Self-Determined Learning. 

 It is the discipline that deals with teaching

and learning through researching and navigation. 

The education process is set up on the basis of the

  independent learning.

The learner watches, observes and asks (Why isn't this?

 and why isn't that?).

This process focuses on evaluation, imagination,

 creation and innovation.

 Creation or innovation is the knowledge production

 context.  The cognition level is the epistemic level. 

The education sector is for post graduate learners at

 the universities to get a higher Diploma degree,

a Master degree or a Doctoral degree.

There are three different types of quantitative

 research question. 

4-Synergogy

It is defined as a “systematic approach to learning

 in which the members of small teams learn from

 one another through structured interactions” .

The Cooperative learning  that will focus on the

 learning and the problem solving by using the

group activities and joint projects.

It has shown to be active for most part of the

educational level. "With adult, it is common to use

 the synergy because the adults retain more

 information when this method is used than using

other methods. "

 

Secondary Finding / Result:  2

Teaching is the process of attending to people’s

 needs, experiences and feelings, and making

specific interventions to help them learn particular things.

Interventions commonly take the form of questioning,

 listening, giving information, explaining some

 phenomenon, demonstrating a skill or process,

 testing understanding and capacity, and facilitating

learning activities (such as note taking, discussion,

 assignment writing, simulations and practice).

                Assessment

Assessment

Assessment is a strategy used to collect information

 based on evidence to improve the process of learning

or performance.  Assessment is part of evaluation.

 It is done by the teacher himself inside class during

 the presentation. This collected information is

 learner-centered, course based, frequently

anonymous, and not graded. 

Assessment is the process of objectively understanding

 the state or condition of a thing, by observation and

measurement.  Assessment of teaching means taking

 a measure of its effectiveness. “Formative” assessment

is a measurement for improving it.

 

Tools and methods of assessment:

1-The oral discussion.

2-The feedback.

3-The observation sheet.

4-The grading register.

5-The weekly and monthly reports.

6-The learners' portfolio and achievements.

7-The projects and the monthly tests.

8-Performance tasks and self reflection.

9-Periodic quizzes and discussion out of a questions bank .

10-Baseline assessment.

11-Check lists, check points or grade books.

12-Unit projects and extended projects .

13-Register of standards and anecdotal records .

14-Remedial work plan for slow learners and prizes for

advanced or gifted ( Learners with special needs ).

15-Formative interviews.

16-Diagnostic tests.

17-Formative general pretests.

18-summative specific  standardized oral tests.

19-Marking and grading.

20-Embedded projects / Electronic projects.

21-Multiple choice Exercises/Close tests/True or false/short answer

22-Essays / written reports / paragraphs / experiments.

23- A survey and a data analysis.

 

Areas of assessment:

1-The discussion share between the teacher and the learners.

2-The learners' share in pairs and in groups.

3-The learners' role-playing, practical learning .

4-The learners' share in solving problems and projects.

5-Learners' story telling, feedback and self-evaluation.

6-The learners' share in the electronic teaching programs.

7-learners'share in songs, debating, interviewing and miming.

8-The learners portfolio, written exercises and tests.

9-The learners' ability to listen, speak, read and write fluently.

10-The learners' ability to dialogue with themselves and with

others, imagine, discover, research, create and innovate.

11-The learner's interaction with the course content, the peer,

the pair, the group, teaching aids, means of technology, the

teacher and with the environmental activities.

Stages of Assessment:

KWL Charts:

K-what do the students already know?

W-what do the students need and want to know?

L-what did the students learn?

 

5-Discussion

Building rapport with students is very important.

 The contact between students and teachers are

vital to the students' success. One of the main

 reasons students leave school is the feeling of

 isolation that they experience.

The concern shown will help students get through

 difficult times and keep working. Faculty have many

 avenues to follow to open up the lines of communication.

 

6-Limitations

“The empirical results reported herein should

be considered in the light of some limitations.”

1-Time constraints

Just as researchers have deadlines to turn in

 their class papers, academic researchers also

 must meet the deadline for submitting a research

 manuscript to a journal. Therefore, the time

available to study a research problem and to

measure change over time is constrained by

 the deadline of my “assignment.”

I should have Made sure I choose a research

problem that I will be able to complete well

before the assignment’s deadline. If time

constraints negatively impacted my study

in any way, acknowledge this impact by

mentioning a need for a future study to

answer this research problem.

2-Conflicts arising from cultural bias

and other personal issues

Researchers might be biased views due to their

 cultural  backgrounds or perspectives of certain

 phenomena, and this can affect a study’s legitimacy.

Also, it is possible that researchers will have biases

 toward data and results that only support their

 hypotheses or arguments.

In order to avoid these problems, the author(s) of a

 study should examine whether the way the problem

 was stated and the data-gathering process were

carried out appropriately. I found a difficulty , but I did it.

 

8-Acknowledgements

I would like to express my very great

appreciation to those people who helped me during

 my work on this thesis. They gave advice and

assistance in keeping my progress on schedule.

I would like to express my very gr

eat appreciation to Dr Rod in East Anglia University

for his valuable and constructive suggestions during

 the planning and development of this research work.

 His willingness to give his time so generously

has been very much appreciated.

 

I thank:

(The Main supervisor,The Second supervisor,

The Other academic staff in my department,

The support staff, Administrative staff,

The referees, funding bodies, the supervisor,

Any students who undertook side projects with me,

 friends and colleagues) .

I would like to offer my special thanks to the

students who undertook side projects with me.

 I want to thank my people in charge of the

education system in my country for

and inviting me to work on this project.

I would like to thank the schools, companies,

 associations and other educational associations

 for their assistance with the collection of my data :

 personnel of schools ( Affiliated Institutions) for

 their direct technical help, time statistics/data  and

 effort. Special thanks to my colleagues, for their

help and support.

I wish to acknowledge the help provided by my

 public supervisor for his help, guidance, and advice

 in times when I needed it most.

I am particularly grateful for the assistance given by my

professors in East Anglia for their general supervision

and general administrative support.

My special thanks are extended to the staff of my

 team for their writing assistance, technical editing,

 language editing, and proof-reading.”

Finally, I wish to thank my parents for their support and

encouragement throughout my study.

 

9-References

1-Some texts from publications of my professors in

East Anglia University, Norwich, Norfolk, England, UK.

2-Some quotations from online sites.

3-Some recommendations, guide and advice from my

 colleagues who worked with me collaboratively and

shared in collecting data, analyzed them and synthesized

 them .

 

External Links:

1-Applied Theatre

2-Engaging Students as Tutors, Trainers,

3-Techniques to Enhance Students’

4-Reader's Guide

5- Recognizing Noun Position

6-Teaching Descriptive Writing

7-My Classroom: Peru

8-Role-Play Party, Talking

9-The Lighter Side: Stage Directions

10-Using Jigsaw puzzles in teaching.

11-Strategies to keep class interesting.

12-Gesture, Mime and feelings in teaching.

13-Using crossword in teaching