Transforming Teaching and Learning

Institution

Course

Professor

Date
 Transforming Teaching and Learning

Studying the Master's assignment writing session was enlightening and provided many

useful suggestions. Essay writers must use their knowledge to find relevant sources (Rahmat,

2020). But like any learning process, it had its problems.

First, the session's focus on critical writing and analysis changed my assignment

approach. I understood critical thinking, but the session included critical analysis, which was

difficult. Critically examining facts, challenging assumptions, and building well-supported

arguments changed my academic writing style. This was difficult since it forced me to write less

descriptively and superficially. Second, the seminar exposed me to reflective practice models and

frameworks, which I had never heard of. Reflective practice was recommended for personal

improvement and assignment structuring. It taught me the value of rigorous reflection and

incorporating my experiences into my academic work. I liked this new approach and saw how it

may improve my teaching.

The session's difficulties might affect my teaching. Critical thinking and well-reasoned

arguments were applicable to my teaching. It stressed the significance of teaching pupils to think

critically about the topic. This session reminded me that teaching should be about developing

students' critical thinking and independent analysis abilities, not just memorizing material. The

workshop challenged my teaching beliefs, notably on assessment. I previously assessed students'

knowledge and comprehension rather than their critical thinking and argumentation skills. I

realized that evaluations should match learning goals, which often involve critical thinking and

analytical abilities, after this change in emphasis. It made me think about better ways to measure

these talents.
 The seminar made me realize I already used some of the methods and ideas covered in

my teaching. I encouraged kids to ask questions, challenge assumptions, and have critical

debates. There were many informal practices. The seminar prompted me to codify these methods

and include critical analysis into lesson planning and evaluations. My teaching method will shift

in various ways. I want to create critical thinking and analysis tests first. Include argumentative

essays, debates, or case studies that encourage students to build and defend their ideas. Second, I

want to include organized reflective practice into my classes to help students analyze their

learning and how it relates to the course material. Finally, I will emphasize critical analysis and

evidence-based arguments in academic writing.

The next three stages will help me execute these modifications. I will start curriculum

modification by assessing my course materials and assessment techniques to match them with

critical thinking and analysis. This will need redesigning tasks to include critical analysis and

revising learning objectives to promote critical abilities. I will also create detailed rubrics that

emphasize critical thinking to clearly identify evaluation criteria and link them with intended

objectives. Second, I make reflective practice a key part of my classes. This requires scheduling

organized reflection time in each course. I will provide them meaningful ideas and direction to

help them relate course material to their own experiences. This exercise will stimulate self-

assessment and critical thinking as students examine the relevance and importance of their

experiences in the course content. Finally, I value ongoing professional growth to improve my

critical thinking and analytical skills. I aim to actively participate in teaching these key skills.

This may involve attending educational seminars, webinars hosted by specialists, or conferences

on pedagogical methods that develop critical thinking in pupils. I constantly seek such chances to
keep current on research and creative teaching methods that will help my students' critical and

analytical thinking.

The session laid the groundwork, but I want to go further. I want to know how to promote

critical thinking in the classroom. This covers ways for fostering critical analysis dialogues,

creating critical thinking tasks, and giving constructive criticism that improves analytical

abilities. I also want to study reflective practice theory and research to guarantee I'm doing it

right.

Finally, the Master's assignment writing session challenged my teaching and academic

writing. Critical analysis, introspective practice, and well-reasoned arguments were taught to me.

While I had some problems, I am anxious to apply the session's principles and ideas to my

teaching, focusing on critical thinking evaluations and organized reflective practice. I also aim to

continue my professional development to learn excellent classroom critical thinking skills. This

session reaffirmed my dedication to teaching kids to think critically and examine material.
 References

Rahmat, N. H. (2020). Thinking about thinking in writing. European Journal of Literature,

Language and Linguistics Studies, 3(4).