Category: Blog Posts

BLOG #3

5 August 2025 / / 0 Comments

Why Assessment Matters

When I began my journey in the B.Ed program at UVic, I honestly didn’t think much about the purpose of assessment. Like many students, I saw grades as simply a way to measure how well I “did” on an assignment. However, through my coursework, practicums, and conversations with instructors, I’ve come to realize that assessment is much more than just a letter on a transcript, it’s about fostering learning in a thoughtful, purposeful, and meaningful manner.

At UVic, every syllabus includes clear grading standards for a good reason. Academic rigor involves ensuring our work meets established expectations, and this can’t happen without precise alignment between learning outcomes and the activities we engage in.

I realized how often I’d previously completed assignments without thinking about the purpose behind them. Now, I try to ask myself, “What outcome am I showing evidence for?” This shift in mindset has helped me take more ownership of my learning.

My Experience with Formative and Summative Assessment

One of the most powerful things I’ve experienced in university is formative assessment. Whether it’s feedback on a blog post, a peer review, or a chance to revise a lesson plan draft, these moments have been where real learning has taken place.

I remember a moment during our EDCI course when I received feedback on a digital resource I had designed. At first, I felt frustrated because I thought I had done well, but when I stepped back, I realised the suggestions were helping me refine and sharpen my work. I made the revisions, and the final product was much stronger. 

Summative assessment still plays a role; of course, it’s essential to see where we land after a unit or project. But I’ve come to appreciate that the final grade isn’t the whole story. 

The Role of Self-Assessment in My Learning

This year, I was asked to self-assess one of my teaching units using a competency-based rubric. At first, it felt awkward to evaluate myself; shouldn’t that be the instructor’s job? But as I reflected on my goals, strengths, and challenges, I began to see how valuable this process was.I ended up recognizing pieces of work I felt proud of, not necessarily because they were perfect, but because they demonstrated growth. I also noticed patterns in where I struggled (for me, time management in group settings) and was able to discuss these openly in a follow-up meeting with my instructor. The experience reminded me that assessment isn’t something that happens to us. When done properly, it’s something we are actively part of.

Designing for Learning 

As a future educator, I am increasingly considering how I will design assessments in my classroom. I don’t want students to fear feedback or view grades as the final goal. I want them to feel supported, guided, and empowered to reflect on their learning along the way.

Assessment isn’t just a checkbox on a rubric. It’s a tool for growth for both learners and instructors. It’s feedback, reflection, and iteration. When done thoughtfully and transparently, assessment builds trust, deepens understanding, and helps learners see how far they’ve come.

As I continue in my B.Ed. program and enter the classroom, I carry these lessons with me. I want my students to understand that learning can be messy, that feedback is a valuable gift, and that they have the power to show what they know.

Sticky Post A Teacher and a Girl Doing a High Five

BLOG POST #2

25 July 2025 / / 0 Comments

Cooperative Learning

Cooperative learning is a structured method of group work where students rely on one another to achieve shared academic goals. It highlights intentional interaction that promotes positive interdependence, mutual support, and genuine collaboration, rather than merely parallel work on the same task (Herrmann, 2013; Davidson & Major, 2014). Each student contributes individually while being accountable to the group, encouraging both academic achievement and the development of social skills through face-to-face interaction and group reflection (Gillies, 2016).

The one that is doing the learning is doing the talking.

CAndy Olandt

Example of Cooperative Learning

Jigsaw Learning: Students are divided into groups, assigned a topic, and learn and teach each other, like the jigsaw activity we did in class with the approaches to learning. It’s also cool how we used Zoom to complete this. 

Broken Heart Shaped Puzzle Pieces in White Background
Two Children Holding a Globe

Think-Pair-Share: Students first think about questions individually, then share their thoughts with a partner, and finally, share with the whole class. 

Structured heterogeneous grouping: Students are intentionally placed in diverse groups based on their abilities, personalities, and learning styles. Each student has a role, ensuring balanced participation and peer learning.

Young Students Doing Robotics Together Photo by Vanessa Loring: https://www.pexels.com/photo/young-students-doing-robotics-together-7869041/

The Limits of AI in Cooperative Learning

While AI can support learning, it doesn’t always align well with cooperative learning. Cooperative learning relies on peer interaction, shared responsibility, and face-to-face collaboration. Many AI tools are designed for individual use, which can reduce meaningful group dialogue and lead to uneven participation. When students rely on AI for quick answers instead of discussing and solving problems together, it limits critical thinking and weakens social skill development. Without careful guidance, AI use can unintentionally replace rather than support the human connections that make cooperative learning effective.

In the video, “The Pros and Cons of AI in Education: What Every Educator Should Know,” educators emphasise that while AI tools are very effective for personalising learning, they can sometimes hinder collaborative learning. By promoting isolated engagement, AI might reduce meaningful student dialogue and restrict the development of critical thinking and interpersonal skills.

These concerns are growing that when students rely too heavily on automated responses, they miss out on opportunities for peer discussion and shared problem-solving, core components of cooperative learning.

Challenges and Risks of Using AI in the Classroom

  • Privacy concerns around student data
  • Ethical considerations, including fairness and transparency
  • Reduced social adaptability due to less face-to-face interaction
  • Overdependence on technology which can weaken problem-solving skills
Bionic Hand and Human Hand Finger Pointing. Photo by cottonbro studio: https://www.pexels.com/photo/bionic-hand-and-human-hand-finger-pointing-6153354/
Photo from Pexels, credited to cottonbro studio.

Educators play a vital role in ensuring that AI is used fairly, transparently, and with student autonomy and dignity in mind. As Gillies (2016) reminds us, cooperative learning thrives on structured, real-world interaction, something AI alone cannot replicate.

Shalan’s Blog Post #2 Reflection

EDCI 335 Blog Post #2
Shanlan’s blog Post #2: Which Approach is Best for Learning?

When discussing cooperative learning, I agree that it creates space for students to feel more open and comfortable sharing, especially when the class is divided into smaller groups. It also encourages full participation, and group roles tend to form naturally.

Having a peer who is confident with the topic can be helpful, but I also see it as an opportunity for the group to discover the answer together as a team.

I agree that the best approach depends on the learners, as everyone learns in a unique way. My ongoing challenge has been figuring out how to accommodate all learning styles, but I really like the idea of blending strategies to meet a variety of needs.

For our topic, do you think AI tools in education can support or hinder cooperative learning? In what ways might they enhance collaboration or unintentionally replace it?

Kathryn Gullackson Selfie

BLOG #1

13 July 2025 /

Classroom Management: My Biggest Practicum Challenge

During my practicum in the Grade 7 classroom at Spencer Middle School, I found classroom management to be a significant challenge for fostering effective learning. I struggled to balance maintaining authority with building positive relationships with students. One of the most difficult aspects was redirecting off-task behaviour without disrupting the lesson flow or sounding too harsh. 

During my practicum, I found classroom management to be a significant challenge in learning. I struggled to balance maintaining authority with fostering positive relationships with students. One of the most difficult aspects was redirecting off-task behaviour without disrupting the lesson flow or sounding too harsh. 

To address this, I closely observed my mentor teacher. I paid attention to his tone, body language, and the specific language he used when addressing students. He used a calm but firm voice when handling interruptions and would simply stop teaching and wait quietly, giving students a non-verbal cue to refocus. He often used the phrase “I’ll wait,” which conveyed clear expectations without escalating the situation. I also sought his feedback on my own classroom presence. One of the most helpful pieces of advice he gave me was to learn when to “pick your battles.” I quickly realized that if I tried to address every disruption, I would never be able to complete a full lesson. My lessons often ran over time due to behaviour management. 

What made classroom management particularly challenging was recognizing that different strategies work for different students. There is no one-size-fits-all approach. I had to discover what worked best for each student. For example, some students needed to be separated from their peers to focus, while others just needed subtle redirection. Some responded best when I addressed behaviour directly, while others were better managed through strategic ignoring to avoid giving them the attention they sought.

To support my learning, I also explored articles and videos on proactive management techniques. From this video here I learned the following, where I applied some of these techniques during my practicum:

Classroom Management Strategies 

Top 10 CLASSROOM MANAGEMENT Tips in 10 Minutes I Thom Gibson

From the video Top 10 Classroom Management Tips in 10 Minutes, I learned the following tips:

  • Seating Chart: Have a seating chart at the start of the school year, but change it as needed throughout.
  • Brain Break: A 3–5-minute break during longer blocks.
  • Use Noise: If students are on task but the noise is too loud, write ‘noise’ on the board and erase a letter if the noise continues. If you say ‘no,’ there is a 5-10 minute silence, and students work individually.
  • Avoid calling students by their names: Instead, say, “I’m still waiting for three students to get their books out,” or, “I’m waiting for two students,” then count down until there are none left.
  • Starbucks/Work Mode: Can be used in class and with whomever students wish. If they are off task, ask them to return to their seat.
  • Think-Pair-Share: Allow students multiple opportunities to speak. Have them think individually, share with their neighbour, and then ask if anyone wants to share with the group.
  • Handling disrespect: Do not respond with more disrespect; politely ask the student to step out into the hall. Do not address it openly in front of everyone.
  • Hall Refocus Form: Have students fill out a form explaining what happened and why happened. 

By combining observation, feedback, and research-based strategies, I learned that effective classroom management is a skill that can be built with time, patience, and reflection.

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