lior naamati
Apr 5, 2018

The "WAZE" way to learn

1 comment


ways of integrating the Open Budget and the Next Jump – (next step of the student's progress) into the evaluating process and looked at it as a road map.

We put the focus on the transition between stages in the student's development in various areas: academic and personal development. The map aim is to reflect the student's abilities profile. The student will map his / her skills at the beginning of the course, define one or two goals / objectives in each category, including a timetable and milestones in the process, and how he knows that he has reached them. This process is similar to Manage by Goals (dividing the ultimate goal into sub-stages / small goals).

Using the tool will require the lecturers to build 4-5 assignments for the curse. These tasks will enable students to walk throughout the course in the path they choose, to take responsibility for their progress. This will make it possible to obtain a wider profile of the students in which they develop relative to themselves rather than to others.

The design side (game / map / squares/ with islands / colors etc.) of the tool will be built after we'll develop the categories. It will include:

1. Academic skills and knowledge and personal skills / qualities from which students can choose (including "other" - open);

2. A reference page of evaluation with semi-reflective questions for the lecturer and the student (there was also an idea of ​​using evaluation within a group according to these reference pages).

Catherine O Mahony
May 2, 2018

Hi Lior,

I like the maze - ways of learning link! The academic element is evident but perhaps if we also want to look at personal development we could look at personal motivations as well as skills at the beginning of the course? This would also help us align with the Universal Design for Learning guidelines with its emphasis on engaging the student and encouraging them to be self-regulated learners.

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  • nini.chikovani
    Aug 24, 2018

    On the 16th of August the asset members from the 4th group “Learning to leave together” had a scheduled online meeting where they discussed the design and development of new/renewed assessment methodologies and particularly soft skill assessment tools. Amongst the attendants there were Niva Dolev, Kakha Kvashilava, Nino Chikovani, Adaya Meitovich and Anabel ……? The idea of soft skills assessment comes from the experience of the last two decades since the study curricula and the courses are supposed to develop some other abilities, skills and competencies besides the existing ones. Such skills are often referred to as soft skills and cover Emotional intelligence (EI), Social-Emotional Intelligence (SEI), or Social-Emotional Competence (SEC) that are not less important than other skills and competences the students acquire during the studies. This methodology is particularly a revolution since it is not based on achievement score and how to motivate students to make the best use of it is a challenge and a matter of concern for teachers, especially at the higher educational institutions. During the online meeting Ms Niva and Ms Adaya outlined the key features of the soft skills and answered some of the basic questions coming from the other group members followed by the discussion-debate upon the approaches how to fit the methodology into the range of courses and their specifics. Ms Nino Chikovani drew parallels to her subjects at the university, particularly courses in Children’s rights and education, General English, English for specific purposes, etc and mentioned that while using brainstorming, PBL, discussion-debates, case studies, etc, the elements of soft skills are automatically practiced, sometimes on purpose, but sometimes subconsciously. There were further comments and evaluations from the other group members in order to accommodate and find their niche, or a function in the abovementioned workload. Mr Kakha and Ms Adaya promised to provide the group with supplementary material for reflective writing. Consequently the members of the group agreed on the following action plan: Integrating reflective writing in developing the assessment tools, think and work on creating the relevant learning environment and finally selecting one or two soft skills from the list provided by the Israeli partners that each member would work on, make up some tasks on them and later share with the team members to set further action plan for implementation. I am attaching the photos of the online meeting promoting the collaborative team work on the common interests.
  • lior naamati
    Aug 4, 2018
  • lior naamati
    Jul 23, 2018

    Hello everyone Attached is the draft file we worked on ( SOFT SKILLS 22/7/28 ) We look forward to your comments

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