"Reading is to the mind, what exercise is to the body"
ACER – Australian Council for Educational Research conducted a webinar on Assessing Reading Comprehension which was conducted in two sessions dated 27.11.20 – 2.00 PM to 5.00 PM and 28.11.20 – 2.00PM to 5.00PM respectively.
Ms Bagiya Lakshmi B and Mrs. Smitha KP were a part of the webinar with 40 participants.
In this session, we the participants were introduced to ACER, the ACER approach, and the workshop outcomes. We understood the purpose of assessment and we were given opportunities to reflect on our current assessment practices and opinions. In this hands-on session, we identified the most important ideas in a reading text and we learned what is important in such assessments.
We were then acquainted with the sub-skills of reading comprehension and through an activity, understand which types of questions can be used to assess each sub-skill. This session helped us to identify appropriate text for use in assessment through examples. We understood common errors that are made in assessments of reading comprehension.
In the final session, we were introduced to the principles of creating high-quality questions. We also got an opportunity to apply these principles by creating our own questions. We were led through the process of creating a scoring guide to ensure objective evaluation and received a hands-on training in creating one. As a final step, we created checklist to review our own items for quality.
"Learning without thought is labour lost: thought without learning is perilous"
ACER – Australian Council for Educational Research conducted a webinar on Effective Online Teaching which was conducted in two sessions dated 20.11.20 – 2.00 PM to 5.00 PM and 21.11.20 – 11.00 AM to 5.00PM respectively and Mrs. Smitha KP was part of the webinar with 17 participants. The session started with an introduction by the teachers from schools across India. This brainstorming session focused on the differences between face-to-face and online teaching, and advantages and disadvantages associated with online teaching. Introduction to various tools that can be used while teaching online through synchronous and asynchronous modes was done. Participants were introduced to contemporary trends in digitizing educational content. The facilitator explained how existing content can be repurposed for virtual learning environments.
Various applications for creating videos, story boards, online quizzes, etc. were discussed as well. Through hands-on activities, participants were encouraged to create a learning design for any topic in their respective domain areas. In addition, participants were provided with details of open educational resources. The facilitator helped the participants to explore high-quality open educational repositories specific to their needs. Other important topics such as copyright issues were discussed as well. Curating online educational resources using different web-based applications were actively discussed too. Learning to structure the online lessons using the 'community of inquiry'- (collaborative constructivism) framework was the highlight of the session. The three components of the framework: teaching presence, social presence, and cognitive presence were discussed in detail. Specific guidelines for collaborative group work in an online classroom was provid ed. Guidelines for on-ground realistic ways of integrating online teaching at the institutional level was presented.
Pedagogical tools suggested are :-