Creative and content

(Final entry - EDS 113)  Practicing teachers who choose to stick with the traditional state or process of education (assessments in particular) tend to do so maybe because they do not know better, they have been comfortable doing it the same way and are lazy to change, or they really think it is still the best way. I think I used to  belong  to the first group, the educators who do not know better. Undeniably, I was reluctant to go back to school and be a student again. Upon reflection, I realize that I need to keep on learning. I am so grateful to have embarked on this learning journey. It feels like I have been illuminated, enlightened with the new knowledge I have absorbed from these modules. In this regard, I would like to change the norm, mainly because now I know better. I plan to make good use of each part of the principles and assessment methods, peeling and husking away at all the concepts and ideas learned. Though being provided the information does not necessarily equate tea

 (Module 7b - EDS 113) -  It's almost the beginning of another school year. For the last two weeks, my fellow Art teachers and I have been working on our syllabus and auditing our curriculum. Continuous curriculum evaluation has been the standard practice in the school that I work for. The emphasis on this is now clearer to me as I am almost at the end of my second term of studies. The alignment and congruence of the curricula, practices, and the school's mission should be relevant to the changing times, particularly at this time of the pandemic and online distance learning. Perhaps, because we've been through e-learning for the previous year, there is a tendency to be complacent and feel like we already got the hang of education in the "new normal". I deem we should be vigilant now more than ever.  I am connecting this kind of vigilance to self- and peer assessment. In studying for this term, maybe we have been lax, in our learning activities because we feel like

(Module 7 - EDS 113) Assessments are of great importance in order to provide comments and incentive to the learners. This is very crucial especially in my Art subject. I assign a number of performance tasks for students, not only to gauge their learning, but also to give feedback that students can understand and use to improve. Putting grades to artworks prove to be difficult, especially without the guide of a rubric. I find that feedback is more valuable and useful to my learners than a mere numeric or letter-grade could ever do. In reading and researching about module seven, I learned a bunch of points that I can apply this coming school year to give good feedback. I would like to share some here. Perhaps there are times that students misbehave in class. Unable to keep still and listen or creating a ruckus to catch the teacher's attention. Upon checking their tasks, educators may have a tendency to get back at the students by giving them negative comments about their work. Feedba