First, remember to give a bit of background about what you were thinking about, wondering, questioning that has brought you to the topic you want to research. Then list each bibliography separately in APA format followed by no more than two-three sentences that summarize the content of the article and help us to see the thread of connection to your original question/idea/puzzle of practice. Below is a sample entry from last year (from the Community Connection strand) to help you get started. Not the exact same format I requested of you, but gets at the same idea. By Thursday midnight, please respond to the posts of two (or more) classmates in a meaningful way.
#1
Cleaver, S. (2009, September). Simple steps to a peaceful classroom: Why social and emotional learning has to come first. Scholastic | Instructor magazine. Retrieved May 26, 2010, from http://www2.scholastic.com/browse/article.jsp?id=3754088
This article is about creating peaceful classrooms, schools, and districts by implementing social-emotional learning (SEL). Compared to previous decades, more kids are growing up in single-parent or dual-working-parent homes. SEL programs deal with teaching respect and help kids to deal with the world around them. As a teacher my "puzzle of practice" is reflecting on the causes and roots of an issue instead of just looking at why a kid is acting out. SEL programs could help in a variety of classrooms.
#2
Flannery, M. E. (2010, May). Building a better school: How do you close the achievement gaps? National Education Association | NEA. Retrieved May 26, 2010, from http://www.nea.org/home/38962.htm
This article is about increasing academic achievement and graduation rates by a combination of academic programs, parental involvement, and professional development. This school is getting the students and community involved by having events such as "Hispanic Family Night" and having a group where the kids go to the elementary school down the road and tutor or down to the food pantry to help the hungry. This fits into my "puzzle of practice" by helping me to understand that it is not always about the content we teach, but how we teach it. Teaching kids the skills that will help them to make better moral and ethical choices as adults - making them productive members of society.
Hu, Chun and Weinel, Miriam. (2006). Reflective Practice in Lesson Design. Proceedings of the 23rd Annual Acsilite Conference: Who's Learning? Whose Technology? University of Sydney. Retrieved May 17, 2011, from www.ascilite.org.au/conferences/sydney06/proceeding/pdf_papers/p218.pdf
ReplyDeleteThis article contains the reflections on the design and delivery of a unit of study at the master's level. Through their own personal reflections as instructors, the authors learn that reflection helps teachers meet student's needs and also helps teachers to become critical of their own assumptions and open to examining their own beliefs and practices. The authors do make reference to Zeichner and Liston, as well as Dewey. This fits into my puzzle of practice by helping me to understand that no matter what level (grade/age) I am teaching, I need to be a teacher who is practicing reflection. In this way I will be able to give my students meaningful learning experiences.
University of Oregon. (2007). Module 14 Reflective Teaching. Shaping the Way We Teach English. Retrieved 17 May, 2011, from eflclassroom.com/teachertraining/module14.pdf
ReplyDeleteThis module outlines actual methods for engaging in the practice of reflection. It shows the reader how to set up a Teacher Diary and has a comprehensive list of questions that pertain to Lesson Objectives, Activities and Materials, Classroom Management, and the Overall Lesson. It also prompts the user to write down a Metaphor for each lesson reviewed. The module stresses that Reflection is to be used as a Professional Development Tool and contains several practice sessions for the user to complete. This fits into my "puzzle of practice" by showing me a concrete way in which to organize my reflection. It provides me, as a pre-service teacher, with a method for beginning my career as a thoughtful and purposeful teacher.
Beal, J (2011, May). How to become a Reflective Teacher. eHow Education. Retrieved May 16, 2011, from http://www.ehow.com/how_5011663_become-reflective-teacher.html
ReplyDeleteThis article discusses the continual process of becoming a reflective teacher. The article outlines suggestions for incorporating methods of reflection on a daily basis. The article addresses issues such as: establishing time for reflection, focusing on individual students, creating interest from scripted curriculum, and collaboration with colleagues. The article provides the reader with a few ideas that can be implemented on a daily basis. This fits into “my puzzle of practice” because it outlines a way for me to exercise in-action and on-action reflection practices that will enhance my effectiveness as a teacher.
I was curious to find out some ideas for developing reflective teaching. The first article discusses reflection from teachers’ perspectives and the second gives specific ideas to jumpstart reflective teaching.
ReplyDelete#1
Canning, C. (1991, March). What teachers say about reflection. Educational Leadership, 48, 18-21.
Teachers discuss their own experiences with reflection. Through reflection teachers realized that they had individual voices. Many teachers learned to ask themselves questions and reflect through an internal dialogue, which led to personal insights. Reflection often resulted in more questions. The article includes a list of questions that prompt reflection.
#2
Richards, J. C. (2011, March). Towards reflective teaching. The Teacher Trainer, 25(1), 1-5. Retrieved May 16 from http://www.tttjournal.co.uk/uploads/File/back_articles/Towards_Reflective_Teaching.pdf
This article explores how a reflective view of teaching can be developed. Many different approaches can be employed to become a critically reflective teacher. Peer observation allows teachers to observe each other’s teaching in order to reflect on their own teaching practices. Writing is a form of critical reflection including self-reports, autobiographies, journal writing, and collaborative diary keeping. Audio and video recording of lessons can also provide an avenue for reflection.
This is a test post. Heidi
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ReplyDelete#1 Vygotsky’s Zone of Proximal Development
ReplyDeletehttp://www.learnnc.org/lp/pages/5075
Hedegaard, M. (1996). “The ZPD as Basis for Instruction.” In Harry Daniels (Ed.) An Introduction to Vygotsky. London: Routledge. p. 229.
This website describes Vygotsky’s zone of proximal development (ZPD). Vygotsky believes that learners need to be taught in a step by step format. I have reflected on my teaching with this theory of scaffolding in the classroom in mind. I was able to implement it much more towards the middle to end of student teaching and had much success with it. I think sometimes we forget what common sense tells us about learning due to the stresses of teaching and feeling that we need to get through so much content. The other article is more on Vygotsky and ZPD. My Regis supervisor mentioned this to me when we were discussing interview topics. So I reflected on my student teaching and researched it. I was asked some questions in my interviews where I could relate this theory and talk about scaffolding and I was told they were very impressed with my answers so in terms of interviews it’s a good thing to think about.
#2 Understanding by Design
http://www.lifescied.org/cgi/content/full/6/2/95
Review of: Understanding by Design, by G. Wiggins, J. McTighe 2nd ed.; 2006; Association for Supervision and Curriculum Development (Alexandria, VA); ISBN: 0-13-195084-3
Another reflection that was suggested to me by my Regis supervisor in preparing for interviews was thinking about understanding by design (UbD). So I started to reflect and realized that my best lessons were always the ones where I was able to do backwards planning. Starting with the end in mind and asking myself what I want the students to take away from the unit, how I will get them there, and how I will know they got there. This questioning was always the best start to a good solid unit. My supervisor couldn’t have been more right on with this one they asked questions relating to this and having freshly thought about UbD I had the answers and could give them examples of how I had used it. This is a good thing to think about in terms of how you implemented it and how you will in future lessons.
Pratt, D. D. (Forthcoming).Good teaching: one size fits all? In An Up-date on Teaching Theory, Jovita
ReplyDeleteRoss-Gordon (Ed.), San Francisco: Jossey-Bass, Publishers. Retrieved May 17, 2011 from http://www.teachingperspectives.com/PDF/goodteaching.pdf#search=%27Daniel%20D.%20Pratt%20&%20Associates%27
Transmission, Developmental, Apprenticeship, Nurturing and Social Reform are 5 perspectives that teachers can identify with. Each perspective contains differing beliefs, actions and teacher intentions and the research has found that teachers can strongly identify with one or two perspectives, not all 5. By identifying which perspective you as a teacher relate to, you can proceed with the proper reflective techniques to become a "good" teacher.
Hello Everyone! In case you didn’t know, I am passionate about educating English Language Learners. As you saw in my Prezi, the school I student taught at is 73% ELL and 92% free/reduced lunches. This is exactly the type of school I want to teach in and these are exactly the type of children I want to spend my life helping. With that said, my puzzle of practice is summed up with this question: What can I do better to increase student achievement within the ELL population of my school? As Zeichner and Liston (1996) wrote, “…it is through reflection on our teaching that we become more skilled, more capable, and in general better teachers” (p. xvii); therefore, I found the following resources that address my puzzle of practice and I am hopeful they will help me during this reflective process.
ReplyDeleteFarrell, T. S. C. (2009). Teaching reading to English language learners: A reflective guide. Thousand Oaks, Calif: Corwin Press.
This book touches on how the linguistic differences between two languages can affect comprehension and fluency and how it is important for teachers to know their student’s first language orthography and rhetorical structures. Each chapter of the book focuses on a different aspect of reading instruction and how it should be approached for the ELL.
Jacob, E. (1995). Reflective Practice and Anthropology in Culturally Diverse Classrooms. The Elementary School Journal, 95(5), 451-463.
The author of this article focuses on reflective practice informed by anthropological perspectives. She ascertains that this strategy improves educational practice in culturally diverse classrooms.
Pappas, P. (2010, January). The Reflective Teacher: A Taxonomy of Reflection (Part III. Retrieved May 17, 2011 from http://peterpappas.blogs.com/copy_paste/2010/01/reflective-teacher-taxonomy-reflection.html
ReplyDeleteBlog spot article in which Bloom's Taxonomy is transposed for teachers to utilize as a means for reflection-on-teaching. This blog produces insightful, Bloom's vocabulary generated questions that can focus an educator's attention according to a desired effect, i.e. understanding, remembering, analysis. This is an interesting blog that correlates closely to the evidence outcome section of the Regis lesson plans.
I wanted to learn more about the strategies and benefits of reflective teaching.
ReplyDeleteFerraro, J.M. (2000, October). Reflective practice and professional development. Retrieved from ERIC http://www.ericdigests.org/2001-3/reflective.htm
This article is about the effectiveness of practicing active reflection. Active reflection can be beneficial to educators at both the pre-service (student teacher) and in service (practicing teacher) levels or teaching. The article indicates the benefits and strategies of reflective teaching. In-service practice suggests that teachers collaborate and coach one another. As a teacher, my "puzzle of practice" is to effectively and actively reflect on the why of my teaching and the objective for learning. I am always reflecting on ways to create relevance with students and their learning.
California State University Northridge (date unknown). “Reflective Teaching.” PDF packet accessed May 17, 2011 from www.csun.edu/coe/eed/holle/PACT/reflectiveteaching.pdf.
ReplyDeleteThe concept “reflective teaching” seemed like such a large, amorphous topic that I needed a source that made things simple for me. That’s what I like about this article (actual a packet, apparently for teaching other teachers about reflecting on their teaching). What types of questions should a teacher ask about their practice? Answer: Hypothesizing, Analyzing, Imagining, Comparing & Contrasting. Question starters include: What do you need to do next? What do you think would happen if . . . ? When is another time you need to . . . ? The last page is an excellent worksheet a teacher can fill out quickly to evaluate themselves right after presenting a lesson – very easy to apply! The packet also includes a complete reprinting of a Jack C. Richards article and a paper by Joan M. Ferraro.
I was interested in learning about strategies for becoming a reflective teacher.
ReplyDeleteThe first article starts with the basic concept of developing a reflective teaching statement and asks some good questions - they almost sound like interview questions.
The second article gives some methods for incorporating reflection into the teaching day.
#1
University of Virginia Teaching Resource Center. Develop Your Reflective Teaching Statement. Retrieved May 17, 2011 from http://trc.virginia.edu/Programs/TPT/PDFs/S4_RTS.pdf
#2
Abromitis, B. (2010, May) Reflective Teaching Strategies for More Effective K-8 Instruction. Retrieved 5-17-11 from http://www.suite101.com/content/reflective-teaching-strategies-for-more-effective-k-8-instruction-a237493
Renee- I agree with Jacob's view that the contexts in which we teach (culturally diverse and otherwise) should be viewed as a "puzzlement" not as a problem. As a reflective teacher, it is important for me to consider the contexts of what I teach, where I teach, and to whom I teach. I need to consider and question the aspects of curricula, student culture, school culture, school imbalances (ex. predominantly white female teachers), and biases influence the "puzzlement".
ReplyDeleteTim - I posted the same article, but the one you posted is more complete. I found the description of the reflective teaching stages and strategies most helpful so that we as teachers have tools (peer observations, self-reports, mediation questions) that are useful for us to immediately begin active reflection. The worksheet is a good tool to attach to our lessons and planner for future reference.
I would like to respond to mnis/Monica's article "How to Become a Reflective Teacher". Stressing that one of the first steps in the reflective process is making time, this article outlined some very good and easy to understand points about what reflective teaching is. Setting aside portions of time to delve into reflection is key, although I do appreciate that the article admits that this is a big challenge for many teachers. This piece also brings to light the teacher's relationship with students. I am glad to see that listed as a starting point for reflection; we cannot effectively teach children if we do not first establish a positive relationship with them. The discussion concerning observations made me think of our Supervisor Teacher observations during student teaching. The feedback that I received from these visits and write-ups definitely made me look very closely at what I was doing, why I was doing it, and the experience gave me the keys to improve my teaching. Thanks for this helpful article, Monica!
ReplyDeleteI want to appologize. I put my postings up last night, but I never checked it. Here is a copy of it. Once again, I want to appologize to the class.
ReplyDeleteRodman, G. Facilitating the Teaching learning Process through the Reflective Engagement of Pre-service Teachers. Australian Journal of Teacher Education. V35, 2, March 2010.
This article essentiatly dwells into reflective teaching from the perspective of teachers before they start actually teaching...like us. I was interested to see what they had to say and how I could actually incorporate this information into my classroom.
Usakli, H. Reflective Teaching in Teaching Social Skills: Utopia or Necessity? Intercultural Relations Society 2009. pp 183-188.
This article is to show the emphasis on how much reflective teaching is actually needed in the classroom. This reasearcher debates whether reflective teaching is the ideal classroom or whether it is a necessity for every classroom.
I would like to respond to Sara's article "Towards Reflective Teaching". I like that this piece first addresses the fact that teachers need to move beyond their routine responses in the classroom. It does seem that there are teachers out there who are merely coming into their classroom everyday and presenting their students with a very superficial educational experience: let's just get through this curriculum, here's the behavior chart on the wall, there's your homework that's due tomorrow morning, and on the other end here's your report card. Additionally I like the idea about setting up a pre-observation meeting for peer observation times. By doing this prep piece the observer will be able to get more meaningful insights into the classroom, the students, and the lesson to then share back with the observed teacher. Great idea! Thank you for posting this article, Sara!
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ReplyDeleteI would like to respond to Barbara's article about Reflective Teaching Strategies for Effective K-8 Instruction. I agree that it is important to set personal goals for one's own professional development. The idea of a reflective joural where a teacher records daily events along with reactions to them is a reasonable way to reflect upon teaching and I will most likely do this to an extent. I have already tried asking students for input on art projects. They give great feedback about what they like and don't like and why. I like how the article reminds us that our students can participate in our reflection.
ReplyDeleteI am responding to Monica's article by Ferraro. I like how the article mentions that the primary benefit of reflective practice for teachers is a deeper understanding of their own teaching style and greater effectiveness as a teacher. That really resonates with me, especially as I am trying to develop my style of teaching. I found it interesting that reflective practice was initially developed for beginning teachers and now it is being used at all levels as it should be.
ReplyDeleteRichards, J.C. (date unknown). “Toward Reflective Teaching.” The Teacher Trainer Journal, 33.
ReplyDeleteOkay, I have to admit, this article was not as good as I first thought. It spends a lot of time defining “reflective teaching” and does so in “academese,” which often makes for a boring read. However, some of the highlights include page 1, “. . . asking ‘what and why’ questions gives us a certain power over our teaching.” Hey, I love power – at least when it is power to make myself a better professional. I hate that feeling I often got during the beginning of student teaching of “uhhh, who is exactly in charge here?” and “how far can I go with this lesson?” and “will one of my over-involved parents tell me I stink or that I should rewrite this lesson?” The article also has some illuminating quotes from educators, such as “[reflective teaching gave me] useful information on the group dynamics that occur during group work,” and “it made me aware of the limited range of teaching strategies that I have been using.” Richards also includes some fairly interesting directions on how to use COLLABORATIVE journaling and diary keeping. Otherwise, this article is better for someone like Carol Hill, who needs ideas on how to TEACH reflective teaching, not on how to be reflective herself, like we less-experienced teachers need.
Dearest Classmembers,
ReplyDeleteI also had the same issue as Leland last night -- I posted my second article, but it never "took" for some reason. I guess I should have checked it more closely. My apologies!
P.S. I will post my metaphor late tonight, as I have to go to work in a few minutes. Thank you for understanding.
I am responding to the blog that Kayleen posted, "The Reflective Teacher: A Taxonomy of Reflection". This blog contains some really good information. I like the way the author integrates Bloom's Taxonomy with the reflective teaching model. I also like the probing questions he included because they would help me to focus on different areas and explore them deeper. Thanks Kayleen!!
ReplyDeleteI am responding to the "Reflective Teaching" packet that Tim posted. I loved the opening quote, "Thinking is the hardest work in the world and most of us will go to great lengths to avoid it." I have to admit that I am guilty of this at times. hahah. I actually liked all the background on reflective teaching and appreciated reading about the benefits of it, especially the recognition of teaching as artistry. So true. The strategies that were described were helpful and the worksheet at the end is a great tool. Thanks Tim!!
ReplyDeleteThis is in response to the CSU Northridge article posted by Tim. The quote that registered with me summarizes that reflective teaching does the following: "beneficial challenges to tradition, the recognition of teaching as artistry, and respect for diversity" (p. 6). I like the metaphor that teaching is "artistry" in that there is no black and white answer as how to teach well. It is a matter of trial and error with some creativity thrown in the mix. Also, the idea of respecting diversity connects with our Nieto reading this week. The emphasis is that teachers need to enable students to take pride in their culture and to build on their past experiences which in turn will more positively affect their learning success. Nice choice for an article Tim!
ReplyDeleteHeather- The article you chose on ZDP was helpful for me as it clarifies what ZDP is and how to use it in the classroom. I remember reading about the ZDP concept in one of our foundational classes but never fully understood what it was and how it worked. Now, after student teaching, I can see how scaffolding is beneficial. Interestingly I incorporated scaffolding and relating the instruction to student's previous knowledge while teaching but was not consciously aware that I was "scaffolding". Now that I'm aware of it, I will be cognizant of using ZDP while teaching in the classroom.
ReplyDeleteThis is in response to Heather's post about the ZPD and Vygotsky. I love Vygotsky's work, especially when it was the USSR where he came up with his theories of scaffolding, ZPD, and cooperative learning. I never really thought of his ideas when it comes to reflective teaching, even though the text mentions it. I see it as a good thing, especially in a group learning environment, similar to how you portrayed your metaphor to teaching. In my opinion, combine Piaget's self-directed learning and Vygotsky's cooperative learning and you may have the ideal teaching and learning environment.
ReplyDeleteMONICA -- Yes, the CSU-Northridge PDF I posted (my 1st post) is really cool. I'm actually looking forward to using it on a real lesson! (That's not often true of stuff we do in "grad school", ha!)
ReplyDeleteLeland...I think I can use your material to address my puzzle of practice. It is helpful that the information is geared for us "newbies"...exactly what I need!
ReplyDeleteHeather...I totally love the source on V's ZPD. I am a huge fan of this thinking and practice; therefore, I will look to your information for further reflection on the process. Nice!
HEIDI -- Were there any links to the actual videos to which your "Module 14" (U. of Oregon) refers? Or any summaries of what was in the videos? That would be cool. But overall, I like the practical, hands-on, experiential nature of your link. Even my advisor, Kelli Woodrow, hates going to conferences if the only thing that happens is "Ph.D.'s talking to one another", as she told me last week. Hey, we teachers need hands-on, engaging lessons to help as grow as much as our students do!! Hello!!
ReplyDeleteHEATHER – I like how you brought experiences from your Student Teaching into your post. I assume that helps YOU learn and engage more with this assignment, but also triggered memories of discussions, reflections, and discussions of reflections I had with my ST and my CT and Marcee (who taught my Professionalism). When you said,
ReplyDelete“So I started to reflect and realized that my best lessons were always the ones where I was able to do backwards planning . . . ”
it reminded me specifically of a time toward the very end of Student Teaching when I observed our Chinese teacher struggling with keeping a few kids engaged and on-task. I recognized the situation as so similar to one I had recently endured, so I immediately whispered to my CT, who was in the back of the room with me. We discussed how a lot of behavioral issues will “go away” or significantly lessen with increasing amounts of lesson preparation. “They [the students] can tell when you’re not prepared” my CT warned me.
I’m not sure if my example fits perfectly into UdB, but I am grateful for your approach to your article because it helped me connect better to this assignment.
RENEE’ & HEATHER – Yes, I’ve always liked Vygotsky’s ZPD theory. It is so valuable and obviously more than a “theory” – I bet a good social scientist good easily design a study that would “prove” its “truth” in practice. I would actually like to design such a study. You would just need students to rate their comfort with a topic/subject/subtopic before starting a lesson and then see what the correlations were to amount of “learning” achieved by the end of the lesson or unit. The variable could be amount of instruction given that was directly in each student’s ZPD versus outside their ZPD.
ReplyDeleteFor me, it brings up the bigger question (Renee’ knows how deep my thoughts can run sometimes!): when we are reflecting on our teaching, aren’t we really reflecting on how well our students “learn”, how firmly they are “engaged”, how deep their understanding becomes? So when we say, “I reflected on such-and-such and determined that I need to be better at Skill X,” we always must be thinking of how Skill X will help our students. This is a fine line – a gray area that I’m sure causes disagreements between teachers, administrators, districts, parents, etc., but we have to really think of the students first in these reflections. Skill X for Renee’ at her school with her students may look totally different than Skill X for me at my school with my students, and so on. Skill X may be virtually useless to me, while extremely vital for Renee’, and so on.
P.S. As I worked with 5th Grade GT students this Spring, I tended to want to push the envelope of my students’ ZPD (moving forward quickly beyond their ZPD) – my CT stated that with this population that is a good strategy. I’m wondering if I pushed it too far?
Response to Sara
ReplyDeleteI enjoyed the reflection questions. Sometimes I just need a little nudge to get thinking reflectively. I also enjoyed your article on peer evaluation. I have gotten so much out of the observation of my own teaching this semester. I think it takes a real open mind to listen to constructive criticism from peers. On the other hand I have stolen many ideas from observing other teachers as well. I know these kinds of reflections are not done nearly enough after student teaching but I feel they should be.
Response to Kayleen
Thanks for the link to Bloom’s taxonomy. I have never thought of reflecting based on that. It makes sense though to reflect and see if you ever made it to that higher level thinking in your lessons. Sometimes I just need to look at the blooms taxonomy to get my mind going in that thoughtful direction. The questions were very helpful in reflecting on the past semester.
Barbara’s 1st article “Develop Your Reflective Teaching Statement” – I thought it was very interesting because it reminded me of creating personal philosophies. I think at the end of the day it is healthy to reflect on a lot of those questions so that one can feel centered and remember the purpose (especially on rough days).
ReplyDeleteKayleen’s “Good teaching: one size fits all? In An Up-date on Teaching Theory” I know each teacher has their own style and approach but I had never thought about teachers having different perspectives as the ones that were identified. After I read it, I went back through each perspective trying to find the one I had. I struggled figuring out which one I fell into; I think I’m part apprenticeship and part nurturing. It would be interesting to have the perspectives laid out in a self-quiz similar to personality tests.
Ok, is anyone else having a problem with their posts showing up? I did back to back posts last night and they were both their before I closed the browser, but I come back today and there is only 1. I'll post again, but this is the second time this has happened...
ReplyDeleteTim...I think you nailed it with your last posting! I completely agree! The reflective process is going to be subjective given our own situations and the situations of the students we taught over the last four months. Thanks for putting this in perspective!
ReplyDeleteLeland...I had a problem the first time. But after reflecting on the matter :) I have come to the conclusion that I may have forgotten to enter in that funny looking word that pops up before you can post anything. Now, I am careful to look for that thing each time.
ReplyDeleteTim,
ReplyDeleteYour first article regarding the reflective packet for teachers, I can't help but think that it goes about evaluating and reflecting using the scientific method; Almost as if it is a science in itself. That is definitely a way of looking at things from a realistic point of view and dwelling on whether their is any proof behind the theory. As I have explained to the students throughout the semester, you can't really prove a theory, but you can disprove it.
1. Goh, P. S., & Matthews, B. (2011, March). Listening to the Concerns of Student Teachers in Malaysia during Teaching Practice [Electronic version]. Austrailian Journal of Teacher Education, 36(3), 92-103.
ReplyDeleteFour main themes the students teachers used to reflect their learnings were: (a) classroom management and student discipline; (b) institutional and personal adjustment; (c) classroom teaching; and (d) student learning.
Perhaps, I would go back to my student teaching journal and other data to reflect my teaching on those areas. Awaiting to see studnet performance improvement between the pre-test and the final exam my student are about to take next week to review d) student learning.
2. Watson, D. (2010, December). Teaching Teachers to Think: Reflective Journaling as a Strategy to Enhance Students' Understanding and Practice of Academic Writing [Electronic version]. Journal of College Teaching & Learning, 7(12), 11-18.
I agree with this article that by teachers keeping track of where they are in their teaching, it helps them set high expectations for themselves and their students, thereby take their teaching and learning to another level.
Heather - The ZPD article has informed me with the ways reflect on student performance by using the three different zones. I also have come to think of ways to differenciate students based on the zones each student is located at.
ReplyDeleteKayleen - Thanks for coming up with the Taxonomy article as I'm still finalzing my Work Sample. Now I can go back to the evidence outcomes in my unit plan and use the methods introduced in the article to justify the student result/improvement.
ReplyDeleteLeland - It's not user error - it's blogger. I had to post my articles and responses several times before they locked in - I completed the same process each time and finally (after several hours and checking) they posted. I emailed Carol about the problem and she commented that this happens at times :)
ReplyDelete