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rekomendacii po napisaniju refleksivnykh otchetov

Good 
Pass
Reflection 
Trainer’s notes
The work is of 
analytical matter.
In his account the teacher analyzes the situation, but not just 
describes it. 
In the account of my Colleague A one can find the following 
example: «The next lesson I decided to pair them (students) 
in the following way: weak ability students with strong ability 
ones to ensure that they would work in the following way: 
firstly, a strong student explains the way he solves a task to 
a weaker one. Then, on the contrary, a strong student needs 
to listen. I did so because I suppose the process of mutual 
learning will help a weak child to obtain confidence, because 
«students learn more easily when there is an opportunity 
for a dialogue with others classmates, who play the role of 
more knowledgeable ones» (Handbook for Teacher,p.155))». 
In my view, this is a good example of reflection where 
the teacher shows that he has analyzed the situation in his 
classroom, was able to identify the problem and outlined ways 
to solve it and predicted the expected result of his actions. 
The work contains 
answers 
to 
such 
questions 
as 
why 
something happened/ 
did not happen?
The teacher expresses his view points on the questions given, 
supporting his opinion with theoretical knowledge and 
practical examples. 
In the paper there 
are 
findings 
and 
conclusions.
The findings and conclusions that the teacher makes at the 
end of the reflective account coincide with the topic of the 
account and resume it. 


72
73
The author’s points of 
view is clearly traced.
The account gives a clear vision of the author’s 
position 
in 
relation 
to 
the 
topic 
covered.
In example below, think whether you can get an idea of what 
my Colleague C means when using a term – a gifted child.
«However, in my opinion, a gifted child - is not just a kid 
who has extraordinary abilities ... and who needs education 
and training in a specialized school, but also anyone who 
is taught at secondary schools, is potentially gifted, that 
is, has the possibility to achieve good results in learning». 
To me, the mentioned definition presents clearly the position 
of my Colleague C towards the students of his class - each 
student in her class is considered to be potentially gifted and 
able to achieve positive results in learning.
The paper contains 
plans for future actions.
The 
author 
outlines 
future 
plans 
for 
working 
within 
the 
topic 
of 
the 
account.
Together, let us reflect on the plans of my Colleague B: «My 
mistake was that I did not give detailed instructions on how the 
task should be performed, so the second group did not cope with 
the job completely. In the future, I will consider it carefully, 
and then I think the lesson will be even more productive». 
Do you understand exactly what the teacher 
will do to avoid a similar situation in the future? 
Let’s think what kind of semantic meaning contains 
the phrase. As a reader, I clearly understand that the 
teacher has identified the problem, «did not give 
clear instructions», but the answer to the question: 
“What I will do in the future?” is the phrase: “I will consider it 
carefully.” In your opinion, is this the answer? I immediately 
have a question, what do you mean by “I will consider”? 
What exactly will you do in order your instructions to be 
comprehensive? 
I think in this case, the teacher should identify specific 
strategies to address the problem. For example, give written 
instructions to the task in order the students could always 
have them in front of their eyes or ask students to discuss the 
instructions for a minute and confirm that they understand the 
task, etc. 


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