Scribd Logo
Hochladen

Willkommen bei Scribd!

  • Reflection On Practice

    Hochgeladen von

    api-310438620
    42 Ansichten3 Seiten
    The document describes a teacher's reflections on improving the feedback they provide to students. Over multiple weeks of practice teaching, the teacher made conscious efforts to focus feedback on the learning intention rather than effort. With experience and the use of a modeling book to record learning intentions, the teacher found their feedback became more targeted and effective at helping students improve. The teacher recognized a difference between their written and oral feedback, and identified continuing to prepare for oral feedback as a next step.

    Originalbeschreibung:

    Originaltitel

    6 reflectiononresearchrelatedpracticumgoal

    Copyright

    © © All Rights Reserved

    Verfügbare Formate

    PDF, TXT oder online auf Scribd lesen

    Stufen Sie dieses Dokument als nützlich ein?

    Sind diese Inhalte unangemessen?

    Dieses Dokument melden
    The document describes a teacher's reflections on improving the feedback they provide to students. Over multiple weeks of practice teaching, the teacher made conscious efforts to focus feedback on the learning intention rather than effort. With experience and the use of a modeling book to record learning intentions, the teacher found their feedback became more targeted and effective at helping students improve. The teacher recognized a difference between their written and oral feedback, and identified continuing to prepare for oral feedback as a next step.

    Copyright:

    © All Rights Reserved
    Als PDF, TXT herunterladen oder online auf Scribd lesen
    Markieren Sie unangemessene Inhalte
    42 Ansichten3 Seiten

    Reflection On Practice

    Hochgeladen von

    api-310438620
    The document describes a teacher's reflections on improving the feedback they provide to students. Over multiple weeks of practice teaching, the teacher made conscious efforts to focus feedback on the learning intention rather than effort. With experience and the use of a modeling book to record learning intentions, the teacher found their feedback became more targeted and effective at helping students improve. The teacher recognized a difference between their written and oral feedback, and identified continuing to prepare for oral feedback as a next step.

    Copyright:

    © All Rights Reserved
    Als PDF, TXT herunterladen oder online auf Scribd lesen
    Markieren Sie unangemessene Inhalte
    von 3

    Reflectiononpractice

    WhileinmyfirstweekweekatTeAkaukiPapamoaschool,Iwasmakingaconsciousefforttoimplement
    mynewlearningfromtheliterature.IdocumentedthisjourneyduringmyfirstweekwhenIwasgivingsome
    feedbacktostudentsontheirwork.Initially,duringthistime,Iwasautomaticallygivingfeedbackthatwas
    relatedtothestudentseffort.ThiswascontrarytothenewknowledgeIhadgained.ItwasatthispointthatI
    realisedthatalthoughIhavedonesignificantreadingaroundthistopic,itwontchangemyactions.Ihadto
    thenmakeaconsciousdecisiontopulltheresearchtothefrontofmymindandactonwhatIhadlearned.
    Fortherestofthislesson,Iwasintentionallygivingfeedbackthatspecificallyrelatedtothelearning
    intention.ThestudentswereabletoaltertheirworkaccordingtothefeedbackandIsawamuchbetter
    resultofworkfollowingthefeedback.

    Aftermysecondweekonpracticum,IrecordedareflectionwhichnotedthatIfeltthefeedbackIwasgiving
    wasbecomingmorefocusedonthelearningintention.Thisdocumentsgoodprogresstowardsthe
    achievementofmygoal.Iidentifiedthatmynextareaforimprovementwastofollowthefeedbackupwitha
    specificsuggestionofhowthestudentcanimprovetheirworktobecomeclosertoachievingthelearning
    intention.

    Myweeksoffullresponsibilityinitiallyputpressureonalotofmyteachingpractices,includingmygivingof
    feedback.However,intomysecondweekIwasfeelingmoreincontrolofmyselfandtherewasspacefor
    myintentionalitytocomebackintoplay.AsIwasreflectingduringthissecondweekoffullresponsibility,I
    feltthatmyfeedbackwasnaturallybecomingmoreeffective.Tobemorespecific,myfeedbackwas
    targetedtothelearningintentionandIwasreceivingpositivefeedbackfrommyAssociateTeacherandmy
    VisitingTutortoreinforcethis.Inthisreflection,Inoticedthatbettermyplanningis,thebettermyfeedback
    canbe.Thisisbecausewiththoroughplanning,Iunderstandthelearningtaskbetterandthelessonismore
    closelyalignedwiththelearningintention.Thissetsthestudentsupforachievementofthelearning
    intention.AnotherreflectionImadeherewasthatitisessentialthatthestudentsareclearaboutthelearning
    intentionbeforetheteachingbegins.Althoughinthepastthishasbeenaweaknessofmine,throughthe
    useofmymodellingbookIfoundthismucheasiertorememberandunpack.

    Overall,Ifeelthatmyfeedbackbecamemuchmoreeffectiveduringmyfifthpracticum.Arealturningpoint
    formewastheuseofamodellingbook,whichiswhereIrecordedthelearningintentionforthebeginningof
    eachlesson.AsIgotintotheroutineofreadingoverthiswiththestudents,Ifoundthatmyfeedback
    becamemoretargetingtothislearningintention.Inoticedthattherewasadifferenceinmywrittenandoral
    feedback.Thiswasbecausewhengivingwrittenfeedback,Ihadtimetothinkaboutwhatthestudenthad
    done,andthentimetoconsidertheappropriateresponse.OralfeedbackhappensalotfasterandIdonot
    maximisemythinktimetogivethebestfeedbackthatIknowIcould.

    MynextstepswouldbetocontinuetoensurethatIamtakingtimetopreparemyoralfeedback.Itismy
    hopethatwithmorefocusonthisareathatbothmyoralandwrittenfeedbackbothfollowthesamekey
    stepsofeffectivefeedback.

    Belowissomeevidenceofmywrittenfeedbacktostudents:

    Inoticedthatthisboyactuallyrepliedtomycommentinhispersonalwritingbook.Hiscommentsays
    Charlotteyoureawesome.

    Ihavenoticedthatyouranswersareclosebutnotquitecorrect.Iwonderifyoutryandworksloweryou
    mightgetmoreaccuracyinyouranswers.

    Das könnte Ihnen auch gefallen