How do I . . . Write a Reflection? Why reflective writing? Reflection offers you the opportunity to consider how your personal experiences and observations shape your thinking and your acceptance of new ideas. Professors often ask students to write reading reflections. They do this to encourage you to explore your own ideas about a text, to express your opinion rather than summarise the opinions of others. Reflective writing can help you to improve your analytical skills because it requires
teacher frames some questions designed to promote student thinking, but many have a single correct answer. Students were asked to "Turn and Talk" on the following questions: 1. Think of a lesson you learned in life 2. How did you learn? 3. Did you pass the lesson to another person? Was it successful? How do you know? The teacher invites students to respond directly to one another’s ideas, but few students responded to one another. She asked students to determine three of the most important messages
learning as metacognitive guide that enables students to regulate the strategies to be used when faced the task. It has four different stages, task definition, goal setting, planning, and enacting the strategies planned (Puustinen & Pulkkinen,
(HKEAA) in 2004, for respectively primary and secondary students. It was designed to assist to test for the learning and understanding of students, in the level of the three subjects --- Chinese language, English language and Mathematics. By the collected academic results of students, the curriculum planning with the education policies can be improved for better development of learning and teaching. Also, the general strengths and limitation of students can be observed so that teachers can set strategies
How can correction code strategy improve students’ ability to write independently? 1. Introduction Teacher evaluation can be divided into two steps. First step is documenting the quality of teacher performance, while the second step is helping teacher to improve her\his performance in teaching (ref). Teacher evaluations seem can be beneficial for both the teacher and the evaluator(ref). Thus, the evaluators' role is to make the evaluation process a meaningful experience through giving useful
To begin this reflection let me ask a couple questions, what are we supposed to expect when we as future teacher get hired at a urban school compared to a non-urban school? How is it going to be different? These are just a few questions I had in my mind going into this field experience. The reason for this thought process was the result of the school system I grew up. The school I grew up in was mainly a white based student population and non-urban. So, before this field experience I had no idea
was the ribbon cutting taking place, but the revealing of the campus cafeteria name was designated for this event as well. Trojan Eatery, symbolic of the campus mascot, was derived from Michael Morrison a student who submitted the winning name of the new cafeteria. This paper discusses my reflection of a community group visit as it relates to the purpose of the group, the theory underpinning the group, a discussion of the leadership, and other dynamics of the group that are relevant. In addition, five
For this guided reflection paper, I observed two classrooms, the first was “Mr. M’s” 10th grade, 3rd period ELA class and the second was “Mrs. L’s” 11th grade, 4th period ELA class. Both observations were done on April 9th at the same high school. The focus for this paper was the teachers and specific components of their lesson plans. Both classrooms were not only engaged in different reading materials but also in different parts of their unit plan. “Mr.’M’s” class was just beginning their unit plan
effectiveness of social constructivism in the classroom will take place in two different ways. When working on group projects or engaging in class discussion, students will be expected to demonstrate the five elements of cooperative learning: positive interdependence, individual accountability, face-to-face interaction, and social skills (Moreno, 2010). Students will then be provided with rubrics so they are aware of how they will be individually assessed pertinent to group work. This is abstract and as a
between student achievement and teacher quality.” Direct supervision and evaluation of teachers should effectively address teacher quality, and thereby effect student learning and achievement. Bret Range, an associate professor of educational leadership at the University of Wyoming has written two papers and maintains a blog related to teacher supervision. His research indicates, “the key to teacher development lies within well-planned teacher supervisory activities.” The focus of this paper is to