Рефлексивті есептерді жазу және таныстырылым сөздерін дайындау бойынша әдістемелік ұсыныстар Семей, 2013
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- Module was integrated into the lesson sequence.
- Modules were integrated Medium term planning
- Dear colleagues, think, please, how can we avoid the above mentioned errors
- GLOSSARY Rubrics
- Rubrics to: Reflective account on how and why the theme of one Module was integrated into the lesson sequence Knowledge and
- Rubrics to: Medium term planning Knowledge and Understanding Application Reflection
- Rubrics to: Reflective account on a lesson from the planned sequence of lessons Knowledge and Understanding
- Knowledge and Understanding Trainer’s notes Good Pass
RECOMMENDATIONS ON HOW TO WRITE REFLECTIVE ACCOUNTS Dear Colleagues, Have you ever met the concept «a reflective account» before? Have you ever written such an account? Would you like to improve what you have already written? I hope that the suggested guidelines below will help you: • to understand what a reflective account is; • to write a good reflective account; • to get acquainted with the assessment criteria for reflective accounts developed by the trainer and her trainees. In accordance with the Program of the training courses for the teachers of the Republic of Kazakhstan (Handbook for Teacher, p.203), the course participants on the third (basic) level must submit the following reflective accounts for going through the assessment process:
the validity and methodology of using the ideas of one Module of the Program in the lesson sequence (2000 words)
(includes examples of all the activities within at least 4 lessons demonstrating technique of using the ideas of the seven Modules of the Program in their own practice of teaching and learning)
(includes evidence of pupil learning (e.g. photographs of pupil activity, examples of pupils’ work and pupil assessment records etc.)) (1000 words) 4) В3 – Reflection on collaborative presenta- tion in relation to the school based tasks Reflective account on participating in a collaborative presentation (on the teaching of their subject, including what they have learned and opinions on this assignment) (1000 words)
(shows the progress and methodology of implementing changes in the practice of teaching and learning and the process of managing them) (2000 words) Working with my trainees, I had the opportunity to formatively and summatively assess their reflective accounts, and these are the conclusions I came to. I found out that teachers tend to make the following errors when writing a reflective report: 1. teachers engage in plagiarism, either completely copy someone else’s work from the internet or do not provide links to the source of information; 2. teachers «pour the water», i.e. do not stick to the point or deviate from the subject of their account; 3. teachers tend to write accounts of a descriptive rather than analytical matter, i.e. write much about how something happened, but do not answer the question why something happened (or didn’t happen); 4. teachers tend to idealize, i.e. are not able (or willing) to see areas for improvement in their own practical work at school, do not reflect on drawbacks of lessons, and, therefore, cannot determine over what should be changed in their practice in the future;
5. teachers ignore a set number of words, they write too little or too much; 6. teachers do not indicate reference links and bibliography when necessary. Dear colleagues, think, please, how can we avoid the above mentioned errors? I think that first of all I should explain what I stipulate by the concept of a reflective account. A reflective account is a document which contains examples of teaching practice, backed up by appropriate knowledge of the theoretical material and accompanied by in- depth analysis of the outcomes of learning. Namely, it includes answers to the following questions about own experience: why something happened or did not happen? how to turn own “cons” in the “pros”? and how to improve own practices in the future? John Biggs (2003), an Australian educational psychologist, said: “In order that the student was able to get a high score, he needs to know about the expected results and learn how to reach them.” With this aim, at one of the training sessions during the third (basic) level courses, the teachers of my group number 2 independently came to the conclusion what the components of a quality reflective account are and developed a “scheme of evaluation,” or as we say in Kazakhstan – «Rubrics» that includes the criteria themselves, labels and descriptors.
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Rubrics (or a marking scheme) - a document explaining the method of estimation of student work and suggesting the presence of criteria, labels and descriptors. Evaluation criterion (or assessment criterion) - a key characteristic or feature of the work on the task on which one can judge the quality of the work. Label - characteristic of the level of the work performed. In the Republic of Kazakhstan there are common labels of the quantified level from 1 (or 0) to 5. However, the labels could include such quality features as “excellent”, “advanced”, “sufficient”, “not sufficient”, “requires improvement”. Descriptor (or standard) - a statement describing the level or the quality of work performed by students. After the sessions, we were able to develop rubrics with descriptors for the criteria and labels proposed by the Examination Board of the University of Cambridge. In this chapter you will find descriptors for the following reflective accounts: «Reflective account on how and why the theme of one Module was integrated into the lesson sequence», «Medium term planning», «Reflective account on a lesson from the planned sequence of lessons», as well trainer’s explanations to the proposed descriptors. Additionally, you will receive a piece of «feedforward» to such reflective accounts as: «Reflective account on participating in a collaborative presentation» and «Reflective account of the complete lesson sequence demonstrating how changes to teaching and learning were led and managed». In addition to the descriptors «feedforward» is also given to the following reflective accounts: «Reflective account on how and why the theme of one Module was integrated into the lesson sequence», «Reflective account on a lesson from the planned sequence of lessons». At the moment, the proposed rubrics and recommendations are used by me and my trainees for formative assessment of reflective accounts. Rubrics to: Reflective account on how and why the theme of one Module was integrated into the lesson sequence Knowledge and Understanding Application Reflection Good Pass The account reflects the knowledge and understanding of how the ideas of one module are used in teaching practice. The account contains logically traceable refe- rences to the Program and additional recommended material. The account demonstrates the methodology of using the ideas of the module in own teaching and learning practice. There is a lot of valid evidence of teacher and students’ learning in the subject matter of the module. The
work is
of analytical matter. The
work contains answers to such questions as
why something happened/ did not happen? In the paper there are findings and conclusions. The author’s points of view is clearly traced. The paper contains plans for future actions.
The account reflects the knowledge and understanding of how the ideas of one module are used in teaching practice. The account contains logically traceable references to the
Program and additional recommended material. The account demonstrates the methodology of using the ideas of the module in own teaching and learning practice. There is a lot of valid evidence of teacher and students’ learning in the subject matter of the module.
The work
is of
analytical matter.
The work
contains answers to such questions as why
something happened/ did not happen? In the paper there are findings and conclusions. The author’s points of view is clearly traced. 66 67
the knowledge and understanding of how the ideas of one module are used in teaching practice. The account demonstrates the methodology of using the ideas of the module in own teaching and learning practice. The
evidence of
learning are missing or inconvincible. Analysis is missing or limited, the work is of a descriptive matter. The work contains ans- wers to the question how something happened? But, there are no answers to the question: why is
something happening/ happened? The ideas expressed in the account are not consistent and logically connected. The account contains vague examples of teaching practice (there are vague words such as:
various tasks,
different methods etc.). The paper’s conclu- sions are
absent. The author’s opinion is absent or limited. The paper doesn’t contain plans for future actions.
The reflective account was not handed in. The reflective account is an example of plagiarism. The reflective account was not handed in. The reflective account is an example of plagiarism. The reflective account was not handed in. The reflective account is an example of plagiarism.
The account reflects the knowledge and understanding of how the ideas of the seven modules of the Program can be integrated into teaching practice within the sequence of lessons. The account contains logically traceable references to
the Program and additional recommended material. All the tasks listed in the manual «School-based tasks» have been tested in practice, and the medium term plan demonstrates the methodology of using the ideas of the seven modules of the Program in teaching practice. There is a lot of valid evidence of teacher and students’ learning. The
work is
of analytical matter. The
work contains answers to such questions as
why something happened/ did not happen? In the paper there are findings and conclusions. The author’s points of view is clearly traced. The paper contains plans for future actions.
The account reflects the knowledge and understanding of how the ideas of the seven modules of the Program can be integrated into teaching practice within the sequence of lessons. The account contains logically traceable references to
the Program and additional recommended material. All the tasks listed in the manual «School-based tasks» have been tested in practice, and the medium term plan demonstrates the methodology of using the ideas of the seven modules of the Program in teaching practice. There is a lot of valid evidence of teacher and students’ learning. The
work is
of analytical matter. The
work contains answers to such questions as
why something happened/ did not happen? In the paper there are findings and conclusions. The author’s points of view is clearly traced.
the
knowledge and
understanding of how the ideas of the seven modules of the Program can be integrated into teaching practice within the sequence of lessons. Most of the tasks listed in the manual «School- based tasks»
have been tested in practice, and the medium term plan demonstrates the methodology of using the ideas of the seven modules of the Program in teaching practice. The evidence of learning are missing or inconvincible. Analysis is missing or limited, the work is of a descriptive matter. The work
contains answers to the question how something happened? But, there are no answers to the question: why
is something happening/ happened? The ideas expressed in the account are not consistent and logically connected. The account contains vague
examples of
teaching practice (there are vague words such as:
tasks,
different methods etc.). The
paper’s conclusions are absent. The author’s opinion is absent or limited. The paper doesn’t contain plans for future actions. Failed The reflective account was not handed in. The reflective account is an example of plagiarism. The reflective account was not handed in. The reflective account is an example of plagiarism. The reflective account was not handed in. The reflective account is an example of plagiarism.
68 69
Reflective account on a lesson from the planned sequence of lessons Knowledge and Understanding Application Reflection Good Pass The account reflects the
knowledge and
understanding of how the ideas of the Program can be
integrated into teaching practice within one
lesson. The account contains logically traceable references to
the Program and additional recommended material. The account demonstrates the methodology of using the ideas of the seven modules of the Program in own teaching practice within one lesson out of the sequence. Learning aims
and objectives formulated in accordance with the SMART acronym. The account demonstrates the reflection on the
lesson from
different perspectives. There is a lot of valid evidence of teacher and students’ learning. The
work is
of analytical matter. The
work contains answers to such questions as
why something happened/ did not happen? In the paper there are findings and conclusions. The author’s points of view is clearly traced. The paper contains plans for future actions.
The account reflects the knowledge and understanding of how the ideas of the Program can
be integrated into teaching practice within
one lesson.
The account contains logically traceable references to the
Program and additional recommended material. The account demonstrates the methodology of using the ideas of the seven modules of the Program in own teaching practice within one lesson out of the sequence. Learning aims and
objectives formulated in accordance with the SMART acronym. The account demonstrates the
reflection on
the lesson
from different perspectives. There is a lot of valid evidence of teacher and students’ learning. The work
is of
analytical matter.
The work
contains answers to such questions as why
something happened/ did not happen? In the paper there are findings and conclusions. The author’s points of view is clearly traced. Borderline The account reflects the
knowledge and
understanding of how the ideas of the Program can be
integrated into teaching practice within one
lesson. The account demonstrates the methodology of using the ideas of some modules of the Program in own teaching practice within one lesson out of the sequence. Learning aims
and objectives formulated not in accordance with the SMART acronym. The evidence of learning are missing or inconvincible. Analysis is missing or limited, the work is of a descriptive matter. The work
contains answers to the question how something happened? But, there are no answers to the question: why is something happening/ happened? The ideas expressed in the account are not consistent and logically connected. The account contains vague examples of teaching practice (there are vague words such as:
methods etc.). The paper’s conclusions are absent. The author’s opinion is absent or limited. The paper doesn’t contain plans for future actions.
The reflective account was not handed in. The reflective account is an example of plagiarism. The reflective account was not handed in. The reflective account is an example of plagiarism. The reflective account was not handed in. The reflective account is an example of plagiarism. In order the reader could understand more clearly what is stipulated by the separate descriptors, the trainer may suggest the following explanation:
The account reflects the knowledge and understanding of how the ideas of the Program can be integrated into teaching practice within one lesson. The account contains logically traceable references to the Program and additional recommended material. The teacher shows knowledge of the ideas of the Program by presenting in the account the correct wording of the concepts and terms used in the Program. The teacher expresses his own opinion on one or another idea of the Program. The teacher explains how and why he used this or that idea of the Program in his teaching practice. The teacher refers to the Handbook for teachers and additional recommended material, draws links in accordance with the requirements (Handbook for Teacher, p.198). |