How will you plan to provide specific feedback to students on their progress toward reaching the lesson objective?
I will observe the students in my small group center to determine if they are meeting the objective. I will give specific verbal feedback about what they need to work on and what they are doing well. For example, if students are not using complete sentences, I will ask the students how they could make that into a complete sentence. I will ask students if they are using a capital letter and a period in each sentence as well. I will collect their worksheets to understand how they did with the objective and provide feedback on their ideas. To help students learn more about presidents and what George Washington and Abraham
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2008. “Social Studies: School and Family”. Teacher’s Edition Curriculum. Liberty Edition. Houghton Mifflin Company.
Rusbult, Craig. 2007. “Active-Learning Theories (constructivism,...)”. Retrieved on February 9, 2016 from http://www.asa3.org/ASA/education/teach/active.htm#constructivism.
Mrs. Hays
Expectations for Student Behavior: Describe how your students will be intellectually engaged. How will you communicate expectations for them? How will you follow up on behavior expectations and how well you are engaging learners?
Students will be intellectually engaged through the prompts that are given to create their complete sentences about being president of the U.S. This also allows students to really think about what they could do if they were the president and allows room for brainstorming and the imagination. They will also work together with their peers to identify two facts about each of the two presidents we are learning about. I will then provide further information on the two presidents by having students listen to the facts. I will communicate expectations by verbally telling students what they will be doing and the instructions of the lesson activity. I will follow up on behavior expectations by having students who are being disrespectful or not listening to take a break or to sit next to me at the table. After the student is ready to learn, they will be allowed to come back to the table with the group on continue on their worksheet. I believe I am engaging my students well due to the prompting of writing and coloring as well. By having students color and write, they are using different materials and are able to have fun with it as
While observing students. Use a check list to formally assess students progress and understanding of the objective.
6. Show up to meetings and if meeting was missed contact the others in the group to be updated as to what was missed. 7. Complete assignments before class and group meetings. 8. Assist others if having trouble with assignments within the group. 9. Adapt to change in curriculum – remaining flexible. 10. Under any and all circumstances, get what work I am allotted to do, done and turned in on time. 11. If I am sick and unable to make it to class on the date a group assignment is due, I will call my group members to make other arrangements to get my work turned in on time. 12. Will do my share of the group work, there will never be an occasion where one group member does all of the work nor will there be a time when a group member does none of the work. 13. Will do everything in my capabilities to help my fellow group members understand each and every concept and problem. 14. Will
The fourth strategy, presented by Rick Wormeli, is to give formative feedback. It is important to motivate your students and to reward them when they accomplish feats. One way to measure a student’s understanding of a lesson is to use exit slips. Exit slips are slips of paper with maybe one or two questions on them that the students answer and hand
It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.
Once have identified the students needs and have planned and designed the course I can then deliver or facilitate the learning. I can use different styles and activities to keep the students interested. I can invite comments and discussions to enhance their learning. This could promote inclusion of the quietest of the students and also give me time to carefully observe and assess their learning . I may need ice breakers and energisers at times and also maintain any ground rules that may have been agreed at the beginning of the course by the students. I must conform to codes of practice at all times ensuring also that I promote respect, equality and diversity. I will also try to embed language, literacy, numeracy,and ict
To measure my success, I will plan to take 5-10 minutes daily after the students leave to reflect on comments and lessons for the day and note things I need to change. I will also review lesson plans weekly to ensure that they are inclusive of all the diverse learners I work with. Lastly, I will self evaluate by finding bias awareness quizzes and literature to gauge whether my personal biases have changed for better or for
Make judgments on successful completion or otherwise then giving constructive feedback in order to help further the learner or help for successful completion at a later date. A record should be made in order to track each learners progress.
I will design my lesson in such a way that each child can actively participate in the learning process. I believe in positive reinforcement
Feedback is important in an assessment but it must not be negative, just be constructive but positive. You can use a sandwich approach; start with positive feedback, then constructive feedback, the ending on positive note. Giving the learner a positive action plan and reassurance that it can be achieved.
“Award-winning teachers with the highest evaluations can produce the same results as teachers who are getting fired.” He asserts that he is “far more interested in learning than teaching,” and envisions a shift from “teaching” to “helping students learn.” The focus moves away from the lectern and toward the physical and imaginative activity of each student in class. The active-learning approach challenges lecturers to re-evaluate what they can accomplish during class that offers the greatest value for students. Mazur cites a quip to the effect that lectures are a way of transferring the instructor’s lecture notes to students’ notebooks without passing through the brains of either. (He also likes a quote from Albert Camus: “Some people talk
Three main theories of education exist: behavioral, constructivist, and cognitive. I find myself ideologically aligned most closely with the constructivist approach, yet for reasons to be explored later in this document, find the theory one that can only offer guidance for my actions as a teacher a portion of the time I am working with students. Constructivism means students don’t just absorb information and understand
I will be walking around in class examining them as they participate in their project. I will also be walking around helping them with their projects if they need my help I will answer any questions they have and provide them with my experiences. One of the reasons why I will require feedback from my students is that I will have them grade their teammates for the project. Then I will have their classmates grade them on how well they did on their presentation to the class. I will of course be providing a laptop to each group so that they can get this presentation set up. Then there might be some limitations when examining what the students could do and what they couldn't do that that's why I Then set up in teams so that it's just not relying on only one student but multiple
Learning, as defined by Slavin (2012), is “a change in an individual caused by experience” (p. 116). Learning can occur intentionally or unintentionally. All learning, however, is stimulated by something that is the learner (student) has encountered. As an instructor, your goal every day is to use the right stimuli to capture the student’s attention so they can absorb the knowledge you are trying to share.
Receiving Feedback From Students and Parents Collecting feedback from both students and parents are an integral part of building a learning program that best serves the school. Teachers can use feedback to modify their strategies, methods or content or use feedback to gain an idea of where a student sees him/ herself There are moves towards designing and "modifying reporting systems to more effectively communicate what students are learning and how well they are learning."
There are five identified central tenets of constructivism as a teaching philosophy: Constructivist teachers seek and value students’ points of view. This concept is similar to the reflective action process we call withitness, in which teachers attempt to perceive students’ needs and respond to them appropriately; Constructivist teachers challenge students to see different points of view and thereby construct new knowledge. Learning occurs when teachers ask students what they think they know about a subject and why they think they know it; Constructivist teachers recognize that curricula must have meaning for students. When students see the relevance of curricula, their interest in learning grows; Constructivist teachers create lessons that tackle big ideas, not small bits of information. By seeing the whole first, students are able to determine how the parts fit together; Constructivist teachers assess student learning in daily classroom activities, not through the use of separate testing or evaluation events. Students