(Learning,Pedagogy and Assessment)

pz14woSsN6132XUIl1tE6gA5nlpFtHhQyHwyuKDfZPuuBj_BnKKQEg==.gif

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

Notice from the SVG FSA : Forex IBCs – Wilfred International Services

Humor:

Teacher: Where's your text book?

Student: At home.

Teacher: What's it doing there?

Student: Having a better day than I am.

51. The Laughing Lady |

Q: Teacher: What is the shortest month?

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

Translate This Page

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

My Project

A Researching Study

book binding png - Thesis Book Cover | #2882886 - Vippng

Learning, Pedagogy

and

Assessment

Mr. / Girgis

Title

Learning, Pedagogy and Assessment

Corresponding Authors:

1-Mr. / Girgis Hanna Haroun, the senior researcher.

2- 3 of my assistant Colleagues.

Editor

Edited by: Mr./ Girgis Hanna Haroun

Supervisor:

Senior and public supervisors of English in Egypt.

The site published on:

www.bchmsg.yolasite.com

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.

Image result for East Anglia university school of education

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 zones

and 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 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 great 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 Funding 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 ad shared in collecting data, analyzed them and synthesized them .


	31779113@N06


	143544746@N07


	23409752@N08


	140959322@N04


	42840860@N06


	100629421@N07