Difference between revisions of "4: Reflection & References"

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==Debrief==
 
==Debrief==
After, implementing your lesson it is important to 'de-brief' or reflect upon your performance. It is expected that you are also an active and reflective learner, just like your students. You've already gone through this course, so "Congratulations!" you are on the right track!
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After implementing your lesson it is important to 'de-brief' or reflect upon your performance. It is expected that you are also an active and reflective learner, just like your students. You've already gone through this course, so "Congratulations!" you are on the right track!
  
 
Try to answer the following questions:
 
Try to answer the following questions:

Revision as of 17:32, 12 May 2012

Debrief

After implementing your lesson it is important to 'de-brief' or reflect upon your performance. It is expected that you are also an active and reflective learner, just like your students. You've already gone through this course, so "Congratulations!" you are on the right track!

Try to answer the following questions:

  • Did your solution help you to acquire and provide more feedback on student learning? Why or Why not?
  • What would change or amend if you were to try this again?

Professional Learning Community (PLC)

There is so much information out there for us to acquire, that we cannot possibly be expected to do it alone. Collaboration within our own schools is vital to the growth and learning of both our students and ourselves. Teachers should, at least bi-yearly, meet to discuss the following within their own learning community, regardless meeting in regards to course, department, or school-wide objectives. Dufour recommends that the PLC focus on the following three questions:

  1. What do we want each student to learn?
  2. How will we know when each student has learned it?
  3. How will we respond (to those who have not yet succeeded...and those who have)?

Reference 1


Another resource [1], which also cites the above reference, adds the additional three questions to help focus and direct the goals of the PLC:

  1. How can we ensure shared ownership as a team of this process?
  2. How can we focus on all students' achievement by differentiating our approach
  3. How can we meet assessment demands by the state, division, and school in a meaningful way while ensuring student success and teacher collaboration?

References

  1. Buck, A., Trauth-Nare, Gayle. (2011). Assessment for Learning. The Science Teacher, 78 (1), Jan 11, 34-40.
  2. Chappuis, S., & Chappuis, J. (2007). The Best Value in Formative Assessment.Educational Leadership, 65 (4), 14-18.
  3. DuFour, R., Stiggins, R. (2009). Maximizing the Power of Formative Assessments. Phi Delta Kappan, May 09, 640-644.
  4. Heritage, M. (2007). Formative Assessment: What Do Teachers Need to Know and Do? Phi Delta Kappan, Oct 07, 140-145.
  5. Sterrett, W., Fiddner, P., Gilman, C. (2010). Using formative assessment for genuine improvement in an age of accountability. Submitted to Journal of Cases in Educational Leadership-under revision and consideration.

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