Nazia NadimDubai, UAE
Inviting colleagues in to watch her maths lessons
- Now
- Primary mathematics teacher, private school in Dubai
- Programme
- PgCTL
- Uses
- Bloom’s taxonomy, lesson reflections, observation by colleagues
Nazia had taught primary maths in Dubai for years, using strategies she could not name. PgCTL gave her the names and the theory; she now plans with Bloom's taxonomy, writes a reflection after every lesson, and asks colleagues in to find its weak points.
The exact terms.
What Nazia Nadim mentions first about the course is the learning theories and teaching strategies it covered. She had not learnt them before, she says, or had not known the exact term for them.
She describes the rest as a list of things she can now do. She can design lessons around different learning styles. She can assess with formative and summative assessment, “by collecting students’ data”. She is able, she says, “to make an effective lesson plan by using Bloom’s taxonomy”, and to make activities more attractive.
I can differentiate students by using differentiated instructions through content, process, and product.
Colleagues in the room.
In online classes she uses technology more effectively than before, she says, and names quizzes, Google Classroom and Kahoot. She writes reflections on her lessons to improve her teaching. She also opens her classroom. “Usually I call my colleagues to observe my lesson for finding strengths and weaknesses of my lesson,” she says.
Along the way she has received feedback from students, parents and fellow colleagues, and she includes some of it in her video as evidence. A parent says their daughter enjoys the lessons and mentions the IT tools she uses. One student says that after a couple of months of studying with her they started to love maths. The feedback also mentions that she regularly posts online quizzes and assignments so that the class does not lag behind.
