Reflection On Selfconscious Learning

Through completing this activity, I learned more than I have with any other activity I have done thus far while earning my Education Specialist degree. I had to observe a teacher and provide constructive feedback using the Framework for Teaching. This observation included a pre-conference where the teacher told me what she wanted me to pay particular attention to. It required that I observe in real-time, rather than simply using a video where I can pause frequently. I then had to analyze the data I collected during the observation, in order to determine strengths and areas for improvement that I shared during the post-conference. The teacher was a master teacher and thought the lesson went very well. She was shocked when I had some ideas for how to improve her instruction. I mentioned that students seemed fidgety, and she could incorporate more cooperative structures to get students more active in their learning. I also thought she needed cooperative roles for students when they completed their group work, that way everyone was accountable for the work.

I don’t feel I managed equipment or space well in this lesson. I should have had the paddles out and the balls ready instead of having the students get them out of the ben. However, I do feel that I managed teacher movement well in this lesson. I made sure that I was moving at every moment that way I could accurate feedback to my students. If I had a group of 14 students, I would then break them down into groups of 2 or 4 depending on what sporting we are playing. I would do it this way so that I can see everybody and give appropriate feedback.

Did the activity go as planned? Why or why not? Overall the lesson didn’t go as planned, but I think overall it was still an effective lesson. The time I thought I would have to teach the lesson was a lot different the time I actually got to teach the lesson. I had to just scrap certain part of the lesson to make it fit in the time I was given. I didn’t get to work with all the students because the concurrent center my cooperating teacher was doing. The

The second observation was during a math period. The students were reviewing subtracting three digit numbers with regrouping. The teacher used the researched based strategy of reciprocal teaching. She chose a student that is socially outspoken and proficient in math. As he was reviewing the problems on the board, he would call upon his fellow peers to share answers. On a few occasions as he scanned the room for a student, it was observed that Mrs. Yglesias encouraged him to choose an ELL student to participate. On the difficult examples, the teacher would interject and us visual hand gestures to assist students in arriving to an answer without verbally offering the solution. Also, the teacher walked around the room offering support to all her

During this lesson students were working partners and they had the ability to use the think pair share strategy. This means that students could complete the activity in a lower stress group with just partners before they had to present to the class. This gives children the opportunity to work with just one person to get their idea “rule” across and they would have support from their partner and teacher if needed. This strategy is great in preschool because students are all beginning to interact with others and how to express themselves. This can also be done in small

The two educators expressed every aspect of learning throughout their interview, which expanded on what I reviewed in the video. I learned why Robert practiced this way in his classroom. He elaborated on strategies for special needs children, English language learners, and the significance of developmentally appropriate practice. I learned these areas through the video, but I did not know why he chose this way. I also gained knowledge on how to keep children engaged and respectful, while conflicts arose. Each area of competency in the video was elaborated on; if I had a question, he answered it through his interview. The video did not demonstrate how Robert planned his daily schedules, which left me question the time management for these. The classroom remained organized into centers, in which he went to everyone. Robert and the other educators used a timer for the students to demonstrate time management. He built a sense of community by making sure that each child felt trust and a sense of belonging. All of these aspects have gained a positive learning environment for students and educators. Furthermore, there are no recommendations that I would make to this teacher that I have

This young man’s growth in the face of past failure remains my proudest accomplishment as a teacher and as a person. I helped him go from sullen and reluctant to experience a feeling of accomplishment as a result of his own hard work and persistence. I refused to allow him to cut corners and pushed him to truly earn his credit in my class, and in doing so, helped him understand the value and results of hard work, something that will carry over in every aspect of his

Murphy, I learned that it is best to remain cool, calm, and collected in order to avoid any misunderstandings or potential disagreements. In addition to this, I learned that listening to someone is not the same as hearing them. When we listen to someone, we find meaning in what the other person is saying and we are offered their perspective. Instead of assuming or guessing what they mean to say, it is a better approach to paraphrase their words and ask for clarification when something doesn’t seem right or make sense; this proves that we are interested in what they are saying and we provide them with the validation they need to know that their opinion matters. Going hand-in-hand with listening, I noticed certain things that Mr. Murphy said that I did not agree with. Personally, I try to avoid conflict by accommodating to others but in this activity, I learned that our voice equally mattered and that compromising guarantees satisfaction on all ends: ours, his, Alejandro’s and his mother's. The goal is to remain student centered and make decisions that will improve Alejandros success rate despite how indifferently our views may be in regards to

As a student it takes a lot of responsibilities and to control and balance life and be a succeed in your goals. This class helps me so much to see what I have to learn more in how to be organize, make a plan, monitor and evaluate my daily life and what I have to set a goal for my priority first.

The students were successful in their learning process. The teachers in the video created classrooms that supported social learning and opportunities for collaboration and dialogue. Therefore, students were able to think more clearly and create better work.

Although it showed how well the students were progressing inside a classroom that used hands-on activities, it did not provide any data describing why and how the kids were progressing. This chapter was only written to explain how the classroom would look if the instructor used hands-on activities. It did not describe the reason as to how they came to that conclusion. However, I thought the chapter was very easy to read. It was well set up and it was enjoyable to see how the educators’ classrooms were set up. I would have liked to have known how the students acted before making this change. I honestly would not recommend this chapter to any teacher or administrator if they were looking for data. If they were looking to see how the classroom should be set up, then this would be the chapter that they need to

Like I have previously said I should have modified the soccer balls with Frisbees in my lesson to better fit the skill levels of my students. I have also learned the importance of collaborating with more experienced teachers to make myself a more effective educator. A perfect example of collaboration with more experienced educators would have been asking the homeroom teacher to review my lesson plan before I taught. In education a lot of times experience can mean a lot to an educators overall philosophy. This semester I have also learned the importance of an introduction. In watching my peers and reflecting on my own teach it’s evident that those who had the stronger introductions had the stronger and more effective lessons. The 80/ 20 rule which basically means that 80 percent will understand your intro and 20 percent will learn from hands on activity also proved to be important in instruction, but also equally important in overall time

For the most part, the students were behaved and engaged in the lesson. Most of the students were actively participating in the lesson and discussing the North East region. A few students, at times, were calling out and a little chatty. I have a very nice class but, at times, they can be very talkative. In addition, there were a few students that were either, not sitting properly or were distracted and in need of redirection. At the end of the lesson, I reminded the students that I was looking for students that were waiting nice and quietly to come up to the board to drag and group the states.

It appears to me that there was a sense of Low Implicit Control during this lesson. The teacher devoted a large amount of time to disciplining the student's behaviour and controlling the student's movements.

The aim of this literature review is to inform the reader about the influential groundwork studies and the research on self-directed learning in relation to this study. This chapter is divided into two separate but closely linked parts. It begins with a detailed account of the Malaysian context in which the current study was conducted, and particular attention is paid to the Malaysian Higher Education framework and the impact of three key pieces of government documents and reports - the National Philosophy of Education (Malaysian Education Blueprint 2013 - 2025 2013), the 'nationalization ' of public universities policy (Education Act 1996), and the University and University College Act of 1971 (UUCA 1971) which not only served as the core components in establishing a culturally-responsive Malaysian Higher Education system, but which had a significant impact on the learning, teaching and assessment practices in Malaysian Higher Education institutions. The discussion then turns to the Malaysian cultural context and its impact on teaching and learning practices in general with a particular focus on the Malay - Islamic values and Malaysian – Chinese - Confucian values. The second part of this chapter focuses on the elusive concept of self-directed learning. It begins with a brief introduction to the history of self-directed learning before three important terms which are often used interchangeably with self-directed learning in the