Why were you there? If the students didn't understand a language point we introduced we need to think about what we did and why it may have been unclear. curriculum plan so they can monitor student learning and make adjustments to their teaching strategies as required. 2. uses previously learned and newly acquired academic skills and knowledge. You may also describe your own reactions and feelings and those you observed on the part of the students. Analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning.Apply minimum core elements in planning, delivering and assessing inclusive teaching and learning. actively reflect on society's needs in each stage of the curriculum development process. Involve students in finding solutions. uses previously learned and newly acquired academic skills and knowledge. adjusting the school strategic plan (SSP) (see evaluate and diagnose) ... reflect on the following principles of adaptive implementation and consider to what extent is there evidence of their operation in your school’s approach to using the improvement cycle: School leaders manage expectations of staff at the initial stage of implementation. We may only notice reactions of the louder students. Recording lessons 612-330-1000, Inside Augsburg Site Index | Administrator Login, Curricula, Guides, Lessons, and Activities. Invite a colleague to come into your class to collect information about your lesson. Suggestions for students to make projects more visible: Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works - a process of self-observation and self-evaluation. Your teaching plan should include what will be taught, when teaching will occur, where teaching will take place, who will teach and learn, and how teaching will occur. After each lesson you write in a notebook about what happened. Student feedback Do they match our expectations? You are likely to begin to pose questions about what you have observed. This is the easiest way to begin a process of reflection since it is purely personal. Once you have some information recorded about what goes on in your classroom, what do you do? 2009. General questions to consider during the action phase: Public work, by definition, should be visible; it is one of the things that make the work, public. In two-three paragraphs explain your teaching plan, describe how the teaching was implemented, and the outcome of the education. Some specialist units will have a specific assessment form for a family assessment which can include questions about knowledge of a patient’s diagnosis, feelings about this diagnosis, how the family is coping and any dependants, for example children, adolescents, pets or other ill family members. Gathering data and teaching/course materials. In school/organization: Reflection can be written, oral, or large group dialogue. What did you and the other people do? Reflective teaching is a cyclical process, because once you start to implement changes, then the reflective and evaluative cycle begins again. Reflective practice is a means of developing self-awareness relating to performance and behavioural change, enabling growth and development (Osterman 1993). • describe the main stages of strategic planning; • explain the main actors and processes underpinning strategic planning today. 7. If students are misbehaving - what were they doing, when and why? Implement the evaluation plan: To clarify the objectives and expected results of the interventions in order to define the evaluation questions, indicators and data-collection plan. Once you complete the CHANGE tool, you enter the fourth phase of the community change process - implementation. Always plan as many opportunities to address the need as possible. (Such reflection can assist in modifying the project, as in the case of “Fish to Goats” see Appendix 1). A lesson plan is defined simply as a teacher’s detailed description of the course of instruction for a class. •Through pre-teaching evaluation and post-teaching reflection, students are able to make a connection between the importance of Tell your parents what your are doing in PA; Write a story in the school newsletter or school district newspaper; Make a presentation at a PTA or school board meeting; Write your own story and submit it to a local paper; Talk to people in shopping malls, libraries, business places; Make presentations to local businesses, organizations, government offices; Ask different people who know things about your issue to make a presentation in your group; Get on public radio, public TV, and local cable. Reflective teaching therefore implies a more systematic process of collecting, recording and analysing our thoughts and observations, as well as those of our students, and then going on to making changes. The 3 Stages of lesson planning. Here are some suggestions for areas to focus on to help you start your diary. Video recordings can be useful in showing you aspects of your own behaviour. What to do next has value, purpose, and meaning both for themselves and a larger community. Gibbs (1988) developed a simple, idealised six stage model of the iterative process of reflection through which the reflective learner progresses cyclically. Why it is important; Beginning the process of reflection Teacher diary; Peer observation; Recording lessons; Student feedback; What to do next Think; Talk; Read; Ask; Conclusion; Why it is important Minneapolis, MN Use the attached documents to discuss and answer the following. Or the project? Talk to friends, teachers, principal, staff; Make a presentation to your school, other PA groups, the PTA, or teachers. Do you consider yourself a reflective teacher? Reflection on your teaching or educational practice is a form of evaluation and we will continue to explore this in detail in this course. The most rewarding? Self-reflection is important because it’s a process that makes you collect, record, and analyze everything that happened in the lesson so you can make improvements in your teaching strategies where necessary. Here you have a chance to describe the situation in detail. You may decide to focus on a particular class of students, or to look at a feature of your teaching - for example how you deal with incidents of misbehaviour or how you can encourage your students to speak more English in class. The mor… Trust me, it works. What kind of skills and/or knowledge do we need to make this project a success? Connecting self-reflection to effective teaching is a process. Have unseen needs arisen? A. What happened? 3. Who was present? A well-documented evaluation plan enhances transparency and accountability. Helpful questions: 1. Post-teaching phase, , is the one that involves teacher’s activities such as analysing evaluation results to determine students’ learning, especially their problems in understanding specific areas, to reflect on the teaching by self, and to decide on the necessary changes to be brought in the system in the next instructional period. If you have colleagues who also wish to develop their teaching using reflection as a tool, you can meet to discuss issues. Making Work Public Suggested questions for reflection: Copyright © 2020 It can be a self-evaluation done by students or evaluation of the project by the group. Always plan as many opportunities to address the need as possible. The appendices provide additional resources. Planning and implementing teaching The next step in the process is to plan and implement an individualized teaching plan. Through Public Achievement students take action that: Once the plan is formed, schedule and perform the activities. Use the Internet to tell the world about your project; Write letters to Congress / President / leaders of foreign countries; What kinds of things are we doing? •By using the reflective lesson plan template, students learned the importance of evaluating their lesson plans before teaching and reflecting on the experience afterwards. © BBC World Service, Bush House, Strand, London WC2B 4PH, UK, Taking responsibility for professional development, Introducing a mentoring model in a large-scale teacher development project in India, Distance learning and English Language Learners, Teacher wellbeing: Five lessons from the experts, Teacher professional development through WhatsApp-based Communities of Practice in challenging contexts. Outlining stage Creating an overview of the curriculum, desirable outcomes, learning objectives etc. Reflecting on and evaluating your teaching after a lesson is over will give you insights that may save you lots of trouble later. Guidelines for the preparation of an Education Sector Plan… Augsburg University What? plan, implement it, evaluate its success, and revise it to ensure continuous improvement. This will relate back to the area you have identified to reflect upon. Your feelings and conclusions will come later. opportunities to observe child development, share teaching responsibilities, and begin to create, plan and implement activities and lessons generated through methods coursework. Structuring the timeline for the plan. REASONS FOR CURRICULUM EVALUATION • Curriculum evaluation identifies the strengths and weaknesses of an existing curriculum that will be the basis of the intended plan, design or implementation. Reflective teaching is therefore a means of professional development which begins in our classroom. 5. Collecting information from a family member is called a family assessment. A detailed PI Evaluation Plan. Using a list of statements about teaching beliefs (for example, pairwork is a valuable activity in the language class or lexis is more important than grammar) you can discuss which ones you agree or disagree with, and which ones are reflected in your own teaching giving evidence from your self-observation. An effective evaluation plan will also ensure better results in upcoming projects of the same nature. 5. offers a safe environment to learn, to make mistakes, and to succeed. You can also ask your students what they think about what goes on in the classroom. 6. The title of the teaching session chosen was: “Pressure Ulcer Risk Assessment.” I have performed an in-depth critical reflection of the whole process of undertaking the teaching session and the details of this are presented below. Overview For example, you might ask your colleague to focus on which students contribute most in the lesson, what different patterns of interaction occur or how you deal with errors. (b) Pre-requisite Skills ─ These are the basic skills that the children should have mastered before learning other more difficult skills. Self-reflection and evaluation are an important part of my daily routine. The stages described in the guide include: 1) exploration, 2) installation, 3) initial implementation, 4) full implementation, and 5) expansion and scale-up. The more often students perform a particular action the stronger the learning impact. Video or audio recordings of lessons can provide very useful information for reflection. Target Behaviour ─ This is the behaviour that the children are expected to achieve after learning or mastering the target. Discussion can be based around scenarios from your own classes. Once the plan is formed, schedule and perform the activities. How are students feeling about the process? Here are some different ways of doing this. Conclusion offers a safe environment to learn, to make mistakes, and to succeed. This may then lead to changes and improvements in our teaching. This may then lead to changes and improvements in our teaching. Are there any other needs arising that might be a good second project. How do our actions match our goals and objectives (both as a group and as individuals; refer to posted goals and objectives)? Peer observation d. Evaluating Implementing the Professional Development Plan: The PDC conducts an ongoing formal evaluation of the degree of fidelity with which the district’s plan is implemented. Teacher diary  How can you make explicit the connection between the project and learning? The main points to include here concern what happened. Their opinions and perceptions can add a different and valuable perspective. You might think or tell someone that "My lesson went well" or "My students didn't seem to understand" or "My students were so badly behaved today.". As the Community Action Plan takes shape, consider steps to maintain the momentum of your CHANGE activities. How much time do you allocate to student talk? When and where did it happen? 6. is legal and respectful. How are community partners feeling about the process? Lesson Plan Self-reflection and Evaluation Self-evaluation is a powerful tool that will help you become a better teacher. The evaluation phase is the fifth phase of the community change process. Evaluation is a systematic process to understand what a program does and how well the program does it. Implementation of Family Education & Evaluation of outcomes. And that is what professional development is all about. Audio recordings can be useful for considering aspects of teacher talk. As a result of your reflection you may decide to do something in a different way, or you may just decide that what you are doing is the best way. implementation of professional learning, with the assistance continuing as needed until educators implement the learning with comfort and accuracy. ... Six stage model. In particular I incorporated theories of teaching and learning including learning styles. Each school and school community has unique needs and characteristics. You may do things in class you are not aware of or there may be things happening in the class that as the teacher you do not normally see. Why it is important Reflective teaching is therefore a means of professional development which begins in our classroom. Reflection and Evaluation. LESSON PLAN, IMPLEMENTATION, and REFLECTION - EVALUATION RUBRIC Author: Lenovo User Last modified by: smaj Created Date: 10/10/2011 6:57:00 PM Company: Lenovo Other titles: LESSON PLAN, IMPLEMENTATION, and REFLECTION - EVALUATION RUBRIC Schools may find, as they work through the handbook, that they want to modify some of the premises, steps, and activi- Be sure to record the project in action. 4. has real consequences. Evaluation is important, and is woven into every aspect of the work you have done thus far. Putting Evidence to Work – a School’s guide to Implementation provides guidance for schools about how stages in implementation can be used to inform school improvement. What was the outcome of the situation? Evaluation results can be used to maintain or improve program quality and to ensure that future planning can be more evidence-based. 2. Through Public Achievement students take action that: 1. has value, purpose, and meaning both for themselves and a larger community. If a lesson went well we can describe it and think about why it was successful. A good evaluation plan should cater to the smooth running of the project from its initial stages to its completion. It gets the word out and raise awareness about your issue and Public Achievement; It may bring you into contact with other people who have a stake in your issue, which; Enables you to build relationships and partnerships; It is a way to leave you mark, to have people see and remember what you have done; You get recognition from others for a job well done. In addition to various written assignments, candidates are introduced to the process of appropriate lesson planning and The pur… Even a few brief evaluative notes on a lesson plan will help you immensely the next 3. offers unique learning experiences. Did we miss something in our planning? This may be with a simple observation task or through note taking. This can be done with simple questionnaires or learning diaries for example. Julie Tice, Teacher, Trainer, Writer, British Council Lisbon, © British Council, 10 Spring Gardens, London SW1A 2BN, UK The first step is to gather information about what happens in the class. TEACHING Pre-Active Phase (Planning Stage) Interactive Phase (Implementation Stage) Post-Active Phase (Evaluation Stage) fteaching operations phase PREACTIVE PHASE 1 I reflected upon factors (personal, interpersonal, contextual) that might have influenced the effectiveness of the teaching and learning utilising support and evidence from the literature. However, without more time spent focussing on or discussing what has happened, we may tend to jump to conclusions about why things are happening. There are various theories and Learning and understanding how you can use self-reflection and evaluation in education to move your career and personal life forward to achieve your goals. For most, reflexive practice is a skill that has to be learnt. If not, should we revise expectations? What did you want to happen? The whole idea about lesson plan was originally created by Benjamin Bloom when he chaired a committee of educational pshologists based in the America education to develop a system of categories of learning behaviour to assist in the design and assessment of education learning. The Implementation Stages – Key Activities tool gives more information about the four stages and includes a checklist of activities at each stage. The Process of Reflection. What is the most difficult part? 1 This Unit is a slightly shortened and adapted version of two documents: IIEP. By collecting information about what goes on in our classroom, and by analysing and evaluating this information, we identify and explore our own practices and underlying beliefs. Many teachers already think about their teaching and talk to colleagues about it too. Each stage has specific steps and associated 4. Review your plans for each session to keep on track with goals, reflect on progress and problems, and continue striving for solutions. Diary writing does require a certain discipline in taking the time to do it on a regular basis. You may begin a process of reflection in response to a particular problem that has arisen with one or your classes, or simply as a way of finding out more about your teaching. Beginning the process of reflection (c) Instruction and Materials Required ─ This refers to the instruction and materials required for teaching.
  • A continuous process of feedback and reflection is made in this three phases of teaching
  • Feedback is the reflection of the feedback ;
  • Reflection is the process embedded in teaching where the teacher inquires into his action and provides deep and critical thinking
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