Evidence of Learning Example for Potential of Technologies

Evidence of learning example digital technologies

Evidence of Learning can be useful to Promote Student Learning in classroom. Learning Evidences can support learning and teaching in a classroom. Evidence of teaching experience and learning may get a teacher into insights Why Students Are or Aren’t Learning? It may be a
Direct (Clear and Compelling) Evidence of What Students Are Learning and what are the evidences of teaching standards. Here in this Research Abstract Article we will let our reader how to write evidences of learning during the teacher training programs. In Most of the teacher training programs , writing evidence of learning and reflection is the primary report. We will disscuss What actuly it means, What are different parts of evidence of learning reports. We will present an example of a teacher’s learning evidence wrote for Understanding the potential of digital technologies to support learning and teaching .

Evidence of learning | Objectives

  • Analyse the ways the available technologies are and could be used to support learning within your own school.
  • Analyse how your school and learners could benefit from the specific opportunities that the technologies allow.
  • Provide a description of the observed lesson and your discussions with your mentor and identify the key teaching and learning activities used.

Essential sections of Evidence of learning Report

Foll wowing key parts must be the part and parcel of the report

  •  Teacher Professional background including your experience as a teacher
  • Teacher and responsibilities including the subject(s) and the stage (e.g. primary) you teach
  • Teacher’s school or institution Introduction
  • Learners Introduction
  • Evidence of learning report with at least 3 literature citations

Evidence of learning Example – Understanding the potential of digital technologies to support learning and teaching

Learning outcomes

Candidates will survey existing practice in their own and in colleagues’ classrooms to develop a personal and local picture of using digital technologies in teaching. They will also survey the various technological tools available to them and to their learners. They will then start relating these to specific learning objectives, so they can:

  • A identify the range of locally available digital technologies and how they are used to enhance existing, or allow new, learning activities
  • B Within their own school context, and looking at relevant theories, consider how and why these may be used to support specific learning objectives.
  •  C within their own school context, identify digital technologies and related activities that allow their learners to, for example:
    – work collaboratively
    – find things out and construct knowledge
    – take responsibility for their own learning
    – solve real-world problems and make things happen
    – share information and communicate effectively with others
    – review, adapt, revise and evaluate work as it progresses
  • D Evaluate and select appropriate digital technologies to enhance existing, or allow new, learning activities

Candidates will:

  • conduct an audit of locally available digital technologies and describe how they are used to enhance existing, or allow for new, learning activities
  • within their own school context, identify appropriate digital technologies and related activities that could develop their learners’ ability to:
    -work collaboratively
    – find things out and construct knowledge
    – take responsibility for their own learning
    – solve real-world problems and make things happen
    – share information and communicate effectively with others
    – review, adapt, revise and evaluate work as it progresses
  • identify and observe an experienced teacher as they teach a lesson using digital technologies – candidates may wish to discuss with this teacher their views on using digital technologies, either before or after the lesson
  • discuss with their mentor how the teacher used digital technologies to support learning, and the key features of an effective lesson.

Section 1 : Evidence of Learning – Teacher professional background including your experience as a teacher

I started my journey in the field of teaching in September 2007 as a secondary level teacher. I taught the subject of Chemistry and Biology to Matric Classes till 2012. I involve my students in class discussions, divide them in different study groups and assign them individual thinking assignment on the basis of their diverse educational background. I started teaching chemistry to Cambridge classes in 2013.That was completely a new academic horizon. It requires improvement of creativity to get learner’s attention and his individuality. My institution greatly helped me to enhance my teaching capabilities by giving me the opportunity to attend the different face to face workshops conducted by CAIE, Online courses organised by PSGN. These trainings helped me to improve my classroom management and teaching practice.

Section 2 : Evidence of Learning – Teacher’s current role and responsibilities including the subject(s) and the stage (e.g. primary) you teach

As a teacher, one of my main roles is to inspire my students to grow their aptitude and ambition to learn. My responsibility is to teach Subject of Chemistry at the level of Cambridge classes. I am also responsible for their weekly and monthly assessment, assignment works and preparation for the final exams. Beyond the responsibilities of a class teacher, I serve many roles including setting tone of classroom, becoming role model, creating collaborative environment and care the signs of trouble for individuals and whole class. I am also responsible for creative lesson planning, following lesson plan in my teaching practice, keeping on constant monitoring and evaluating my class for their assessments by providing them written, verbal and diagnostic feedback when and where required. 

Section 3 : Evidence of Learning – Your school or institution

Beaconhouse School System Palm Tree Campus Boy’s Branch Gujranwala. In the branch there are two levels, Middle level consist of 6 to 8 and Secondary level consist of Matric and Cambridge classes. The middle level comprises of 15 sections where as secondary level comprises of 2 Matric sections and 12 Cambridge sections.

Section 4 : Evidence of Learning – Learners Introduction

Most of my learners are from 14 to16 years in class IX Cambridge. All are boys and they belong to similar socioeconomic background.  Most of the learner’s mother language is Urdu and some use Punjabi as their first language.  Most of them are from urban areas and have passed their primary level classes from English medium institutions. Few of them belong to rural areas and need regular attention and guidance to enable them to follow the instruction given in English. As admission to Cambridge classes is taken by the students who had passed their Middle level not from Beaconhouse school, hence they have few Individual aptitude differences which are overcome by their group learning. Most of them are well aware of ICT and Digital technologies but only few of them do not know much about importance of ICT and Digital technology especially in their learning process so they are constantly guided about the importance of ICT and DT with its use in their classroom learning environment. 

Evidence of learning- Report Sample

In my school, for my middle and secondary classes are provided with computers, digital cameras, data logger, headphones, scanner, speakers, multimedia projectors, OHP, TV, DVD and printers. According to my audit report, the all of above stated digital technologies are available to use as per their need by teacher and subject. The students are using and employing many tools of digital technology (Multimedia, Over Head Projector (OHP), and computers) to enhance their learning and to complete their assignments. They are also allowed to bring their own device (BYOD) to take part in the collaborative discussion learning activity. For example when Padlet is used to provide them collaborative learning environment, they may use their mobile or allotted computers with internet connections to browse and participate in discussion. The role and effectiveness of collaborative learning in the classroom has as much to do with the teacher as it does with the students in the groups(Reed 2014).Sometimes Science teachers use OHP for giving visual impression to learner for their active participation and to get results of immediate feedback e.g. pictures of respiratory system by a biology teacher. The science teachers as well as language teachers use multimedia presentations made in Microsoft Power Point with variety of contents like pictures, graph, animation and videos which create interest among the students in multimedia rooms as per need of contents which is about twice or thrice a month. DVDs and TVs are used by Language teachers to show them downloaded demonstration curriculum videos. These Audio Visual aids have positive implication and create effective instruction for learner as described in a study conducted by Metheo and Ali (Mathew and Alidmat 2013).Virtual labs are introduced by all science teachers and math teachers for homework assignment once in a month. Printers are allowed to print hard copy of assignments to keep in student file. They are also provided scanners to insert needed images to compile their homework. Science subject teachers use online animated videos and diagrams for their lessons like explanation of biological processes. By doing so they are able to save their time by drawing it on board. These activities leave lasting impact on the learners. Teacher is able to show them multi-coloured and enlarged diagram which helps slow learners and learner with multiple intelligences in contrast to traditional way of teaching(Kim and Ham 2016).In multimedia room of the school, there was a computer connected to multimedia and the learners are working on their own computers in groups. Teachers instruct learners to post their answers on assessment wall for quick feedback in a collaborative learning environment. Padlet wall software is most user friendly interactive software available freely online for group and competitive learning. Learners participate through computers or BYOD (Mobiles) and make different cards, booklets. Google forms are created and used in Google classrooms to assign homework assignment with time constraints. It forces students to learn at home with the help of virtual learning environment(Ketelhut, Dede et al. 2017). Students can be assigned creative homework assignments with the compulsion of using online resources like Cambridge libraries, Wikipedia and free online educational libraries. Student short presentations are practiced with the help of Microsoft PowerPoint in group learning and they can be asked to post it on Edmodo for others comments to boost their confidence and communication skills.  In our observed lesson with my mentor, the experienced teacher, that I observed, selected the topic of The Conditions and causes of Biodiversity and Ecosystem loss. She started by posing key words on coggle mind mapping and learners were asked to tell related words. Every word was displayed using multimedia projector connected to teacher’s computer. It helped her to assess the prior knowledge of her learners. She started introduction of her topic by showing them an online YouTube video using Multimedia Projector. After topic introduction, she started Microsoft PowerPoint presentation slides. She used interactive and student centred approach by asking the students to describe the rest of the slides one by one. She divided the class in three groups and assigned them some quiz slides in her presentation using immediate feedback assessment technique (IF-AT). It is new assessment  and feedback technique based on interactivity used for established guidelines to group based learning (Burgess, McGregor et al. 2014). In wrap up session, she engaged her learners in cross questioning by recalling key points of the topic. She assigned the students to investigate any one of animals and plants species under threat by using given web links for further readings. Group assignment was given to type in Microsoft Word document and was asked to submit it through Email. After observing the lesson, I with my mentor discussed and concluded that It was a good use of available Digital technologies like computer, multimedia projector, Microsoft PowerPoint, Microsoft Word and email. She practised practical teaching activities like active learning and group learning. She used quiz slides to get immediate feedback. YouTube online videos gave new dimension for learner. She moulded her lesson from teacher centred to student centred mode by interacting with students.                                                   

Author: Habibullah Qamar

Its me Habib Ullah Qamar working as a Lecturer (Computer Sciences) in Pakistan. I have an MS(M.Phil) degree in computer sciences with specialization in software engineering from Virtual University of Pakistan Lahore. I have an experience of more than 15 years in the filed of Computer Science as a teacher. Blog Writing is my passion. I have many blogs, This one is special made with the aim of providing 100% Free online coaching and training to the students of under-graduate and postgraduate classes. Most of the students enrolled in computer sciences, information technology, software engineering and related disciplines find it difficult to understand core concepts of programming and office automation. They find difficult in understanding and solving their assignments.