Transcript for:
Assessment in Teaching and Learning

so good morning everyone uh this is alia as the dean from fourth generation for education and i think now it's a habit every month we are meeting and we are having a special free day with different speakers so feel free to introduce who you are in that chat let us know where are you watching from and let me start by saying good morning to rula good morning rula good morning adi how are you so as you can see in that chat we have people watching from let's say many different countries let's start with lebanon and saying good morning to everyone in lebanon south korea indonesia india saudi arabia and uae here in dubai the people in egypt so this is very beautiful to see all the people connected virtually i had from jordan hello for all the people who are watching us from uh live on facebook i'm going to be also tracking all the live on facebook and checking all your questions all your comments or your interaction um so people are here ready for a day full of learning seven different speakers and seven different webinars about assessment rolla will start the day with the role of assessment in teaching and learning processes and let's know a little bit about who you are and then we can go in details about the session thank you ali so as you said uh our session today is about the role of assessment in teaching and learning processes um actually let me just move on to introduce myself first my name is relax i'm lebanese working in dubai as a pyp coordinator i have a master's degree in educational leadership and management from lau i've been an ib educator for 16 years an ib educator an ib workshop facilitator for 11 years i'm a wife i'm a mother i'm a coach i'm a learner and i have so many other inspiring roles just to make a better and more peaceful world so we started together no we should tell you this that we worked together uh let's say a few years ago in lebanon and now we are both in dubai and i think roy is now starting and working in a start-up school which is an amazing experience right rula yes a new journey in your learning experiences leadership position that's really amazing and very inspiring so that's why we continue to be learners by the way yes you prepared the three questions for us this morning that we are going to unpack together what did you prefer so during this session we are going to explore what is the purpose of assessment we are going to explore and find out who are assessment capable teachers and who are assessment capable learners as well we are going to think about tasks that empower these capabilities and enhance them in our learning communities we are going to look for some strategies that reflect authentic and effective assessment first of all we are going to use the chat box right now in order to reflect on why do we assess so i would like every one of you to drop down in the chat box the purpose of assessment okay so why do we assess this is the first interaction and let me tell you all our workshops today are very interactive so you will see a lot of thinking on facebook over here on zoom you can start sharing your idea why do we assess and i'm starting with the first answer from the chat ruler to know to know about our planning and if we need to do any change we do some test knowledge and then we can check our objective to make sure that we covered our objective it's a part of the learning journey and then it's an ongoing reflection process make sure you are putting everyone in that chat so everyone will be able to see and to read all these reflection uh to see how well we are as educator and if we are on track um and then applying the concepts and the skills that we are teaching uh identify the strengths and the areas to improve for our students assess the prior knowledge and then again you have plenty of ideas coming in that chat ruler yeah it seems that the people are awake this morning let me say good morning to tahani tahani is watching on facebook and she said to guide our instruction to know our learners to evaluate the learning process so these are some of the ideas that the people put in that chat and i was able to read and to catch okay that's great actually thanks for your diverse actually and brilliant answers now let's move on um okay actually in order to figure out or think about the purpose of assessment we have to consider life as a journey to prepare students in life and for life so that's why i would like you to think about the fact that in life actually we are given a test on daily basis and this teaches us actually a lot of lessons this is how it goes on however actually in certain schools and in some learning communities we're still going the opposite way around so we teach a lesson and we give the students a test so actually it's time just to reflect on to what extent are we preparing students in life and for life to what extent our school communities actually reflect real life experiences and real life situations when it comes to assessment just think about it so assessment or learning actually is a process it is not an event by itself i cannot ask the students to stop right now and say okay so here is the test go take it it is a process and we have a lot of understandings that we have to keep in mind that we are constructing with the students and by the students so one of the major beliefs when it comes to assessment is that it is ongoing it is integral to teaching and learning and it is used to monitor the progress of our learners so what is the purpose of assessment first actually it is to monitor to first it is to inform and differentiate instruction as you said in the chat actually we do assess in order to find out what the students know what the students understand and what the students can do and maybe what the students would like to learn so that we take this data we analyze it and we sit in collaborative planning sessions in order to find out how best we will guide the students or take them throughout a journey that is really fun that is really enjoyable to reach actually what we want them to learn as our curriculum actually specifies and what they want as well to learn so assessment data is used to inform and differentiate instruction i will discover who are my students what they want to learn and how best they learn as well also actually the purpose of assessment is to monitor the development of understanding and skills it is a journey it is a process so that's why actually the role of the teacher is to check out on the development of this understanding regularly throughout the classroom using a lot of strategies questioning visible thinking routines whatever but i have to make sure that this that the skills and the knowledge and the understandings that we are targeting as teachers and students in partnership are developed also we use assessment in order to measure the performance we we just like try to figure out where the students are according to a rubric according to a developmental rubric actually that we have in mind related to different skills related to different facts related to different concepts and conceptual understandings we use assessment or the purpose of assessment is to evidence learning we need to find out evidence to make sure that this student knows something we want him to learn and understand something we want him to understand and can do something that we want him or he wants as well to uh to to do in the in the in the learning process so everything evidencing learning is one of the major purposes of assessment so that actually we know what the student actually the student as a whole child or the student actually the progress of the student the purpose of assessment as well uh is to report on assessment data to communicate actually with these school uh different stakeholders like the parents the school administrators uh the students themselves actually where they are it's very important to communicate actually what we are investigating and what we are researching as educators so therefore now we are actually after just learning about the different purposes of assessment we are going to go into a poll so that you categorize actually the different purposes of assessment i would like you to write to list the top three purposes according to your emphasis or what you emphasize on in your schools unfortunately they cannot do the top three they are going to pick only one what is your priority so using the paul feature that you are able to see on the screen for all the people who are interacting with us on zoom and for the people who are watching on facebook you can just put in the chat which one is your top priority so i'm going to give a few seconds and then i'm going to tell you our audience how did they put these according to the priority and checking again where do they put much value or where they are spending more time regarding the assessment and russia on facebook she's saying all of the above yes russia it's all the above but which one is really your priority we're trying to guess the audience um where they are putting the priorities so for all the people on your phone on your device on your laptop i have the poll on the screen and you can vote and choose a single choice i didn't put a multiple choice so we can see a little bit the ranking and where you are putting a lot of time regarding the the assessment or the priority regarding the assessment so let's uh end the poll and i'm going to give you some data and i'm going to give you the statistics so um 58 of the people watching today they said they want to monitor understanding and skill development this is number one and then in the second place i'm going just to read the top three the second place went to inform teaching and the assessment and then finally the third place goes to measure performance so these are the priorities for our audience this morning perfect now rula if you can see the full on your screen you just need to close it and then it will be gone so you can continue with the presentation it's still on your screen if it disappears then we are okay okay dear so let's proceed thank you for your responses okay so uh while keeping the purpose of assessment in mind it's very important to consider actually the connection between assessment curriculum and pedagogy actually what we do is we assess the students actually knowledge prior knowledge their skills and their understandings and this is actually pre-assessment and then we analyze the data plan for the relevant meaningful challenging learning experiences and throughout these learning experiences the role of the teacher is to monitor progress and here comes actually formative assessments and then using formative assessment we have to reconsider what the teacher actually or what we are doing with the students in a way to revise the curriculum based on this data so this is actually a very important connection we have to be aware of as educators now the ultimate goal assessment is a growth because i want the students actually to grow as a global citizen i want the students to grow as a whole child and nowadays we are talking more about holistic assessment we're talking about the assessment of the whole child however we have to consider who is this child that we are targeting or we are actually developing it's very important just to be aware that our target or our purpose is not only academics it's not only like some facts that i would like the student to know but nowadays we are working on character we are working on citizenship we are working on so many other skills that could be the passport for the student to guarantee a job such as effective oral and written communication problem solving entrepreneurship curiosity um resilience ability to adapt and so many others so that's why actually it's very important as well to with the agency in mind with the with the with the concept that the student has to be an agent a change agent in the school community in mind we need to promote self-regulation and self-assessment and self-direction self-monitoring emotional regulation and so many other skills that we can as educators enhance if we apply good assessment practices so that's why here we move to our second question which is who are assessment capable students and teachers if i want to think first about the students an assessment capable learner is the learner that knows where he is or where she is where he or she is going and how can to how can he or she close the gap between what he knows and what he or she doesn't know actually there are so many strategies and visible thinking routines that you as educators use in your learning communities and they empower and enhance this capability among the students for example when you use the kwhl aq chart that so many of you are aware of you are engaging the students in reflecting on where they are and where they want to be when they reflect on the what what i want to learn and how to close the gap it's all about actually how best will i learn or how best will i find out if i want to take another actually visible thinking routine such as the three two one bridge for example and here it is actually you engage the students in making an initial response in the very beginning of the learning journey so the student might write three words two questions and one metaphor about whatever the concept that you would like him to or you'd like her to learn and throughout the process of learning or by the end of the journey you just ask this student to write another new response like three words two questions one metaphor definitely this will be actually a reflection of what the student actually has learned throughout the process now what is very major and very important right here is to engage the students in making the connection between actually their initial responses and their new responses that's why in so many visible thinking routines we use we try to connect prior knowledge to new learning and this is actually one of the major practices that could enhance the capability of assessment capable students and empower them to become more able to set goals for their own learning just like this for example here as well i can engage the students in setting goals for where they'd like to be in their learning what they want to learn and throughout the process i can actually engage them in questioning i can ask them where they are what do they still need to do to bridge the gap and just enhance and develop their understanding their knowledge and their skills now assessment capable what do assessment capable learners do in our classrooms assessment capables actually use rubrics use checklists they develop portfolios they lead conferences they set goals they are reflective individuals let us now have some chat and stop for a while to make some interaction it's thinking time we're going to use the blue hat which is the hat for the process i would like you to think of a task or a visible thinking routine you have done or uh you want to do actually in there in the very near future and i would like you to reflect to what extent actually this task empowers the students and enhances their capability as assessment capable individuals oh this will require a lot of time yes so let's just take like the visible thinking routine and how it happen how it makes so or how it improves the students actually capability as assessment capable students yes so while you are thinking about your assessment task and the use of the visible routine [Music] and you want to share you the experience with us maybe i would like to to go back to uh rula experience so while we are waiting for this reflection as a teacher so how you make sure that your student they are capable when we are talking about assessment and we are referring to assessment so can you give us a kind of a strategy yes um actually being a grade 5 teacher ali i was really fortunate to um to to be the teacher who monitors the development of assessment capable students by the end of the pyp the primary is a program so actually my students were so reflective in expressing what they know so they were able to uh express their prior knowledge about whatever the concept that i have uh they are able to raise the questions in order to say that for example they would like to learn about this uh and that or whatever and actually by time and by implementing a lot of agency in my classroom they started like expressing how they want to learn and how best they want to bridge the gap of like what they know and what they don't know so actually all of the time it's it was like kind of an ongoing conversation of what we know and what we want to know and how best will we find out so uh yes actually and the the the fact or one of the major uh practices that we have to keep in mind is that we need to think of the visible thinking routine or the tool that i want to give the students actually in order to become able to express actually this prior knowledge and express what they want to learn and it is a routine because it's it the more they use it and the more they get familiar with the better and the more capable they are as assessment capable students so that's why actually at certain times i used to use one visible thinking routine throughout the whole unit of inquiry like connect extend the challenge and i don't change it or the kwl whatever so it is a routine the answer started coming but let me remind everyone please in your chat box you can see that the word two and then you have a drop down menu host and panelist and everyone if you are sending to hosts and panelists it's only me and rola who are able to read your your your answer but we want to share all your experience with everyone so i'm going to read the message from that chat and then majid message from the facebook so rehab she said i assigned a group task once to discuss and think together about a question then they had arranged together how to present it made them reflect later on the theme of an autobiography that we read afterwards so you see it's this whole kind of planning step by step giving the student the decision and the lead and then measured he said also referring to a reading a story activity so after learning the story we use the six had and then we looked at evidence from the story this is a number one and then sometimes i gave them action and characters that they can connect with the hats and they had to justify what is the connection between the thinking heart and task given so these are some of the ideas and i would like to highlight this uh whole uh idea that you shared about creating the culture of the thinking routines regarding and and i i have seen in some classes when i observed some classes that the teacher they posted these routines on the bulletin board and so the student whenever the teacher is saying i see i think wonder or kw hl chart and so on and so on and the student they know what they are and what she's talking about because this is the whole idea of learning how to learn and so equipping them with the tools that they need i know you have more tools and you have more examples that you are going to share but let me also pick another example from that chat so munashi said we use the kwl charts so we encourage the student to assess where they are what they know what they where they want to go and then they are aware of this learning process uh rula referred to the h in the kw hl and then the edge it's the how and so this also give another dimension of how we are going to find the answers to our question i can see all these paragraphs are coming now in the chat because the task requires a deep thinking and we're ready to continue thank you for everyone who joined and participated in this reflection yes so to recap actually the main point is that we have to be reflective on whether the task that we are giving for the students actually engaging them is it is it engaging them in reflecting on what they know and what they want to know is it connecting to their experiences and previous experiences so that i make actually meaningful connection with what i want the students actually to learn now we have to move to okay so we know that assessment capable learners won't actually be developed if we do not have assessment capable teachers and we are role models in the learning space that we actually function in so actually what do assessment capable teachers ask they ask questions related to the support that the students actually need in order to move forward in the learning assessment teachers also ask how might i observe and notice my students learning uh so that i actually i can evidence learning and here we can just think about the teacher's awareness of the different strategies and the tools that she uses and her or he uses in her classroom in order to uh evidence learning assessment teacher uh assessment capable teachers as well as how might students be empowered to drive their own learning just as you have done so far in the chat you were reflective assessment capable teachers thinking about the task and trying to reflect on a task that could empower the students how and also we have what reflective questions might support assessment capable learners in the classrooms actually we have to be questioners we have to engage the students in expressing what they know and what they want to know one of the major quests one of the major strategies we can use is questioning so to what extent i am actually engaging the students in such conferences in order to uh let out or like unpack what the students know and want to just want to learn now i have the zone of proximal development or zpd approach what i just want to say right here is that both assessment capable learners and assessment capable teachers use or apply the zpd approach the students don't have to know about the name of the approach which is very theoretical however actually as educators it's really good to be aware of now what is this it is actually the gap that uh it is the gap between what the student actually knows and can do and what he doesn't know and cannot do the wider the gap is the more scaffolding and the more guidance from the teacher this student actually needs this zpd approach actually views learners as capable individuals they can reach actually they can know and they can do whatever we want them or they want actually to know and do it is a future oriented because it allows us to see or to start with the end in mind where where do i want my students what knowledge and what skills and what understandings i would like them to construct and it is learner driven because it it focuses on the strength of the learners as you have actually expressed in the meeting chat right in the beginning of this session okay now how does it look like in practice actually i will connect it to the cycle or to the connection between assessment curriculum and pedagogy that i have shared in the very beginning of this session so first of all as we said before the teacher is going to collect data and evaluate or assess the student's knowledge the student's understanding and the student's skills and then the teacher is supposed to take this data analyze it building it and scaffold so this is actually what you you do and then the teacher is supposed to be aware of where according to a developmental rubric let's say where the students are and where she wants them to be in terms of learning outcomes in terms of conceptual understandings we have in mind so here the teacher is in order to make it happen one of the major practices that we have to take into account is that the teacher needs to connect their new learning to their prior knowledge and this is that's why actually we say that we need to create a culture of thinking we need to refer back to visible thinking routines we use in order to engage the students in expressing what they know what they can do and what they understand about whatever the concept that we want them to learn so actually this is a very important cycle uh you might by the way zpd is kind of a very broad uh approach that might be your inquiry just after the session but i would like to introduce it and just try to connect to how assessment actually works now both not only about zpd but also about actually characteristics of effective assessment both assessment capable students and effective and assessment-capable teachers are aware of the characteristics of effective assessment that is supposed to be authentic which is like real life it's not supposed to be theoretical it's not supposed to be actually not real and this is actually what i will suggest for you a certain strategy or a certain task that you can implement in your learning spaces and could make assessments more of authentic it has to be clear and specific the students actually are supposed to be aware of the process they're supposed to be uh well informed about where they want actually to be by the end of this journey by the end of this process effective assessment as well is varied so we have a lot of tools we have a lot of strategies uh different tasks it is developmental so we can just think about actually like different levels uh like for example if i'm talking about skills we can talk about the level of independence that the students can perform this task actually uh through it is collaborative just like real life it is interactive and it is constructive so we build actually on what we know already so uh with these characteristics in mind so we have to move on to the last question for this session which is the what are some of the effective strategies to develop assessment capable learners and teachers so how can i make it happen uh i the first strategy that we can rely on or we can actually implement in our learning spaces is the design thinking process the design thinking process actually engaging shows or is a way to develop the students as compassionate citizens of the world global citizens and as a problem solvers because it allows them to empathize with a real life issue with the real life problem so they're supposed to put themselves in somebody else's shoes in order to define a problem and then they're supposed to sit together in groups let's say or like as a whole class to ideate some solutions to think about possible alternatives and then they have to prototype and try to create a model for their solution and then test it out this is a strategy that you might also inquire into and see how to integrate in your learning spaces by using it or like trying to engage the students in okay so let us for example if you are uh thinking about uh literature so we can ask the students to empathize with a character try to define the problem in the story try to ideate some solutions try to write a response to prototype and see if this actually happens what might or how can the plot actually of the story changes and then actually reflect on the testing of this alternative another strategy is what actually mactai and grantvegan suggested for us as performance tasks we have actually to consider actually assessments we use are they processes are they collaborative are they interactive are they similar to those that we take in real life the fact is no there's still sometimes events and there's still sometimes paper and pencil or most of the times like this so if you are if you are focusing on monitoring progress and if you are focusing on creating real life situations that could actually prepare the students for life so you have to consider this grasps grasps is a strategy that you can use in order to design authentic assessment tasks so you think about the goal or or of a challenge regardless of what your disciplines are you share it with the students so here is the challenge here is the problem okay and then i need to give them like a real life role a real life responsibility then i should actually specify a real life audience there should be a real life situation real life product and real life actually standards and i will share with you an example of a unit we have about healthy choices we engaged the students in like the challenge to prepare for the menu for the school canteen so it was really a very challenging task and it's very real it's very authentic and it's very actually relevant to the students actually setting their role was nutritionists so they played the role of nutritionists their audience was actually the school district and the situation was to explore the different needs and the culture of the school of the students in the school in order to design actually the best or the most actually appealing menu that takes into consideration the footpri guide pyramid and so many other needs for the students that are in our school so this was actually their product and definitely they were really engaged as assessment capable students to co-construct the successive criteria so the standards actually was not only given to the students just okay so these are the standards that you have that you will be assessed on but the students actually collaboratively thought of how should their menu look like based on what they have learned and based on what they have actually inquired throughout the process of the unit of inquiry uh also we have said that uh effective assessment is developmental yes it is so one of the strategies that we might that we might use and i recommend for uh upper grades is the competence ladder this is very interesting because actually if we think about any concept we might be at different levels of competences we might be totally unconscious and unskilled related regarding this skill or this concept and then we might actually be introduced to this concept and then we move on to level two so we know that this concept exists however we're not actually aware we're not actually that we do not understand it very well or we know that this skill is there but we're not that skilled we are unskilled if we go throughout different learning experiences we become more like consciousness killed it's like just like when i sit for the first time driving a car i think about every single move about every single function in this car and then actually as this choice and as i keep on thinking about the different choices i have related to this new skill i started actually getting more into my comfort zone and then i will be unconsciously skilled just like i'm driving right now i do not think about what moves i'm making but i'm just like it's a habit it's not anymore a choice and here i want to connect to the zpd approach as we are actually developing and enhancing the students actually knowledge and the skills the students are moving from the outside circle of what they can do to the inside circle which is what they can do which is their comfort zone and this could happen only if we are scaffolding and guiding the students in effective strategies and routines in the classroom another reflective tool we can use is the blob tree or the blob playground or the blob bridge whatever here we can engage the students as assessment capable learners to reflect on where they are and where they want to be and we can refer to this reflective tool in so many different times throughout the learning process so it is fun it is engaging and we can actually engage the students in explaining why they are there and talking to somebody else about the place they would like to be and justify it as well one more visible thinking or one more like reflective tool we can use other than the competence ladder or the the laboratory or the blob bridge is the learning pit every one of us if we want actually to step out of what we can do or what we learn we are stepping out actually our comfort zone so it's definitely that we feel a little bit of tension we might slip into the learning pit but actually by just like if we are learning and if we continue to explore this concept and the skill we are going to get out of it so the learning pit is also another fun reflective tool that we can use with our students to engage them in reflecting on what or where they are in like regarding a skill or regarding a concept so uh if they're facing a challenge of what they want to learn about something so the students actually might actually be engaged in like for example putting posit notes to identify where they are on the spit actually we want the student as you can see on this pitch we have kind of collaboration in order to get out of this we have to consider the fact that we are engaging the students in collaborative tasks they are sitting together they are scaffolding and the teacher right here is not the only one doing the scaffolding or the guidance so it is a learning community and everyone is really involved in order to make actually successful learning experiences for everyone one more thing i would like here to share is that we need to make actually clear learning outcomes for the students and we need to use a lot and various visible very tools and the strategies and here i would like uh to point at the importance and the power of using exemplars as complementary to a rubric here i would like to to talk about my personal experience um actually when i used to you when i used to use the rubric alone with my students uh and co-construct actually successful criteria for uh let's say an informative writing or a persuasive writing or whatever the product that i would like to engage them in the students used some of them used not to see actually what i want them to do or the expectations however if i accompany this rubric with a with an exampler this is how it looks like this makes a big difference so some students might prefer okay so this is the rubric this is actually how you will be assessed and this is the exemplar this is actually what a good informative writing uh looks like this is what a good personal reason writing looks like and it might be really an inquiry of like okay so they will be analyzing and examining this good example that might be from previous experiences of students of their age who has done actually really quite quite well in the tasks that you are engaging the students in the last thing that i would like to share with you is a coat and i would like you as assessment capable teachers developing assessment capable students to keep on and value self evaluation because this is actually very a very major part of our lives as believers as people who are making a better world and preparing the students actually for the future that nobody knows about thank you ali for this session thank you so while we are waiting for some question and some interaction in the chat i would like to share my screen and so here i would like to remind everyone that today the day is full of learning we just started with rula and then after rula we are going to focus on feedback to fit forward with hala and then i'm having gems where we are going to look at assessment and how to use assessment to improve learning outcome after the lunch break we will go to a different place so we're starting in the uae then we jump to the uk and then we go to india where we are going to look at some effective online assessment with asana and there's one and then in the late afternoon we will check with fani what if we assess our assessment and then we are going to look at the unconventional assessment for the current situation and the current work so all this is done for free for everyone you can join us live on facebook or even here live on zoom you can still spread the word and you can still register if you didn't do so for our french speaker i know we have many french speakers you can also look at our french event we have monthly events in french and then we have some new workshops for you a synchronous workshop and so we will be talking more about this event uh was funny this afternoon and then we have also some arabic events for the arabic speakers next month we have a session a paid session or a paid workshop for our interactive workshops about critical thinking and feedback and then the fear and the impact of fear on the learning inside the school so feel free to join and to spread the word and again check the youtube channel uh subscribe in our youtube channel all the events of today will be published if it's the first time you are looking and you are watching this event all our events since last year are available categorized in categories and all these are available for you for your professional development and if you want for your asynchronous work so now going back to this uh session and the morning session we're getting plenty of uh thank you it was very informative constructive so rula i would like to go back to this chat with you and to check with you like in a startup school now as a pyp coordinator you are starting in a school or even any leader in a startup school what is your advice to create a culture of shared assessment between the teacher the student and the parents of course uh to be honest with you where do i start where do you start actually actually i'm starting from the policy yes so i have engaged the uh teachers in reflecting on the assessment policy with definitely what the ib because we are an ib pyp school candidate school so far so with the ib beliefs about assessment in mind the teachers were engaged in revising the assessment policy and then what we are doing right now is reflecting on continuously on our assessment practices during our collaborative meetings uh we are actually reflecting on the fact of to what extent our students are assessment capable students to what extent they they can reflect on what they know and what they can do because actually our purpose is to empower them and create a culture of thinking that could allow them to express actually this prior learning uh we are emphasizing greatly on the connection with prior learning and this is one of the major questions actually in our planner because in the new enhancements we have a question related to okay so this is what we want the students or this is actually how we will assess the students prior learning but actually there is a question that says okay what connections do you make with prior learning so how will you make this and this is related to the zpd approach that i think that it's really valuable implementing in so many other platforms or like in many other school communities regardless of what the curriculum or what the program they develop but but we have to be aware of it are you as assessment capable teachers making connection between prior learning and the new learning continuously with with the students so okay so this is it so i engage with the students and expressing the their prayer learning and i'm engaging them let's say in expressing their new learning but are you making connections between these two responses okay good so rola this was a beautiful inspiring start of the day so munna we will get a short break and then after the break hala will be talking about uh feedback make sure you are connected on a laptop because there will be a lot of interaction using a padlet i'm happy also to announce that in four weeks from now our new event will be approaches to learning or the 21st century skills with also speakers that they are going to speak and share with you all the experience regarding creative thinking regarding critical thinking reflective thinking and a lot of details we are preparing it now the announcement will be published the beginning of november so thanks for also she is watching on facebook thanks for all the friends and the colleagues who are following and i'm sure that many of you will attend all the six sessions of today so have a short break and see you in a few minutes thank you again have a nice day everyone bye