Рефлексивті есептерді жазу және таныстырылым сөздерін дайындау бойынша әдістемелік ұсыныстар Семей, 2013
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- Бұл бет үшін навигация:
- Good Pass Reflection Trainer’s notes
- Recommendations to: Reflective account on participating in a collaborative presentation
- Recommendations to the reflective account on the implementation of changes in own practice of teaching and learning
- Recommendations on the account on the implementation the ideas of one module of the Program when planning a sequence of lessons
- Recommendations to the report on one lesson out of the sequence
- Good luck, dear colleagues!
- Name of the file Name of the presentation Presentstions
- How to prepare an effective speech
- Name of the reflective account Name of the presentation
Good Pass Application Trainer’s notes The account demon- strates the methodology of using the ideas of the seven modules of the Program in own teaching practice. The teacher have accomplished the tasks listed in the manual «School-based tasks » relevant to the content of the account. 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 his teaching practice. The account demon- strates the reflection on the lesson from different perspectives. In his lesson, the teacher differentiated teacher and students’ activity, thought over the ways to differentiate and evaluate the students during the lesson, gave time at different stages of a lesson in accordance with the recommendations of the SMART acronym. The teacher pointed out the type of a discussion used in the class to assist dialogical teaching. In his lesson plan the teacher notes the questions he asks in the class. The teacher points the resources used in the classroom. Learning aims and objectives formulated in accordance with the SMART acronym. Learning aims and objectives concise and specific. The teacher refers to SMART acronym - the abbreviation used for setting learning aims and objectives, introduced in 1981 by George Doran. Acronym SMART is based on a set of adjectives that, in the opinion of the author, should describe learning aims and objectives - S pecific - M easurable - A ttainable - R ealistic - T imed
uses the verbs in the future tense in accordance with Bloom’s Taxonomy and Bloom’s Wheel.
of the assessment methods. A ttainable – the learning outcomes is clearly obvious for the teacher and a student by a definite time period. R ealistic – the learning objectives can be reached by the students during a planned period of time. T imed - the learning objectives are limited by a certain period of time (usually by the time of a lesson). In the reflective account of my Colleague C I saw an example of formulating the learning objectives of the lesson: «The goal was to learn how to solve problems on construction, that is, learn how to build a triangle without divisions using a ruler and a caliper, on the specified elements, to analyze the construction and prove that the resulting figure satisfies the condition». From this example, I can clearly see what the children will be able to demonstrate by the end of the lesson. Moreover, I see that the teacher used Bloom’s taxonomy when planning the learning outcomes and the learning objectives include development both the skills of low and high order. There is a lot of valid evidence of teacher and students’ learning. Valid evidence are those which prove the realization of a definite learning objective. In the example of me Colleague B’s reflective account, you can find such a phrase: «... At the end of the lesson the students knew the structure, classification and the functions of carbohydrates and fats ... Students with low motivation became interested in the lesson, there was intrinsic motivation». At this point the teacher completed his discourse on the learning outcomes of students. Do these sentences convince you? For me, as a trainer, those common phrases do not carry any meaning. In the given report, I have not found any evidence of that «at the end of the lesson, students knew the structure, classification and the functions of carbohydrates and fats». What wording should the teacher use to give examples of his evidence of the learning outcomes? In my opinion, the results of a written questionnaire, which clearly traced students’ responses could convince me. And I’m glad that after the formative assessment of the reflective account, my Colleague had made some positive changes in his wording.
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.
I suggest, when writing preparing this report, to consider the following recommendations: • Give a name to your reflective account. For this you may have a look at the exemplary content portfolio («School-based tasks»). • Try to answer the following questions: Why have I decided to reflect specifically on the chosen group presentation? Why do I consider important the realization of the ideas discussed in the group? Have I substantiated my point of view in response to the previous two questions? • What were my own ideas that I wanted to convey to my colleagues during the discussion? Why did I express those ideas? What were the goals I pursued? What did I want colleagues to learn from what I intended to say? • Did I refer to any research evidence when stating my point of view during the discussion? Why did I choose that literature? • How did my colleagues respond to my ideas? What issues were discussed? • Who was the speaker of our group? Why? • What was the reaction of my colleagues after the presentation? What comments did they express? What positive aspects did a my colleagues point out? What were the recommendations? What were the questions? What feedback did we get from our trainer? Did I agree with everything said? Why? Was the received feedback useful? Why? • Make a conclusion about the work done: what have you learned in the course of work? • Make sure that your report meets three criteria: knowledge, application, analysis (reflection). Recommendations to the reflective account on the implementation of changes in own practice of teaching and learning In opinion of the trainer and her trainees, when working on this account, the following recommendations should be taken into consideration: • Consider the levels at which there were changes: have you changed personally? How and why? Have your approaches to teaching and learning changed? How and why? Have you changed your attitude to your students? How and why? Have there been any changes in the relationship with students’ parents? Have you made any changes at the school level? Have the changes gone beyond your own school? • You may use a cluster, which helps to stay focused when writing the account. For example:
74 75
Levels
Teacher himself
School
What has changed? How has it changed?
Why has it changed?
What is the evidence of the changes?
Perhaps, the answers to the following questions might be useful when writing this account: • Why have I chosen this module? Why do I consider important the realization of the ideas of this module? Have I substantiated my point of view in response to the previous two questions? • What are my learning outcomes for this module? How will I apply this knowledge into my practice? • What literature regarding to the ideas of this module have I analyzed? Have I included references to the theoretical data in my account? Have I expressed my own opinion on the listed theoretical material? • Have I given practical examples relating to the ideas of this module? Have I considered what went well during my practice? Have I reflected on what still needs improving? Have I had any obstacles in realization of the ideas of the module? Why? How am I going to overcome these obstacles in the future? • What do I plan for the future in relation to the work within this module? What do I want to improve in my practice? • What conclusions have I made when studying and practically applying the ideas of this module?
When writing this report, I recommend to pay attention to the following: • Give a name to your reflective account. For this you may have a look at the exemplary content portfolio («School-based tasks»). • Consider whether you need to specify a class, age, number of students and the duration of the lesson you are writing about? • Try to transform your account into an essay, not a report. For this, avoid traditional dry phrases in the beginning of the account, for example: THEME, OBJECTIVES, EQUIPMENT. Transform these words into text, filled with meaning. Perhaps the answers to the following questions might help: why was such a goal set? why was such equipment chosen? • Consider, what is it, in your opinion, the most important in the lesson? What is this? Why is that? Do you mention the answer to this question in your account? • Think whether you are mentioning the learning outcomes of your lesson in the reflective account that you are writing? Have the learning aims and objectives been achieved? How did you realize that you have achieved them? What is your evidence? Is the evidence valid? Do the learning outcomes relate to the learning aims and objectives of the lesson? • Consider the learning aims and objectives of the lesson: do they fit the acronym SMART? i.e. whether they are precise, measurable, achievable at this particular lesson? • Constantly answer the Why? question. What happened after you have done something? What has changed? Why did it happen (didn’t happen)? How did you react to these changes? Why did you react in that way? What do you plan to do in the future? Why? • The account should include analysis and evaluation - that means your own opinion regarding to a particular situation. Make sure that your paper contains such words as: I think so ...., I consider this... because ...., I believe that...., In my opinion…, etc. • DO NOT BE AFRAID to write in simple language! • DO NOT BE AFRAID to write in the smallest details! • DO NOT BE AFRAID to write about your mistakes! On the contrary, show that you see them, realize that they present in your teaching practice and you know how to overcome them! • Remember that plagiarism is prosecuted by the law! I hope that the explanations and recommendations offered in the framework of this chapter will help you when working on your reflective accounts, and the examples of my colleagues’ reflection will contribute into development of your own reflective thinking. Good luck, dear colleagues! 76 77
Dear colleagues, I hope that the following tips will help you: • to understand what is meant by a presentation in the context of the level Program; • to make a good presentation speech; • to get acquainted with the assessment criteria for presentations 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.204), the course participants on the third (basic) level must submit the following reflective accounts for going through the assessment process:
Name of the file Name of the presentation Presentstions 9) Presentation on the sequence of lessons within a medium-term planning 10) Presentation on the integration of the ideas of one module of the Program into the sequence of lessons (the theme of the module in the presentation must differ from the theme chosen for the reflective account) 11) Presentation of the reflection of one lesson out of sequence 12) Presentation on what changes have been made in your teaching practice and how you have managed those changes Working with my trainees, I had the opportunity to formatively and summatively assess their presentations, and these are the conclusions I came to. I found out that teachers tend to make the following errors when making a presentation speech: 1. teachers tend to describe rather than analyze the situation, i.e. speak much about how something happened, but do not answer the question why something happened (or didn’t happen); 2. teachers present anything but not what was required in the presentation; 3. teachers talk about anything, but not about the topic of the presentation; 4. teachers are not focused, jump from one topic to another; 5. teachers «pour the water», i.e. do not stick to the point or deviate from the subject of their account, use vague, not specific phrases; 6. teachers do present valid and relevant evidence of learning outcomes; 7. teachers do not prepare a written text of their presentation speech; 8. teachers do not fit in time; 9. teachers are afraid that they might tell something wrong, demonstrate lack of confidence; 10. teachers speak quietly, not confidently; 11. teachers do not interact with the audience, make the audience bored. At first, I need to mention that by a presentation I stipulate – speaker’s speech accompanied by presentation slides usually made by means of software Microsoft Power Point. In my opinion, one should begin preparing for the presentation from writing the presentation speech, because, unfortunately, not many of us can relate themselves to efficient speakers. However, using simple rules when preparing a speech, as well as systematic training can turn you into a first-class speaker! In connection with what has already been said, I offer you a number of recommendations for the preparation and presentation of your speech, as well as some guidance on how to prepare Power Point slides. The guidelines in this chapter were developed by the trainer and her trainees when being on the courses of the third basic level, and also based on the books of practicing psychologists Steve Allen (1988) «How to make a speech» and Joan Detz (2002) «How to write and give a speech» and include answers to the following questions : • How to prepare an effective speech? • What to consider when creating presentation slides? • How to behave during a presentation?
Dear colleagues, I’m sure that from the table below, it is obvious that in many cases the topic of the reflective account coincides with the topic of the presentation. That is why, a reflective account, written in accordance with the guidelines from the previous chapter, can serve as a basis for the teacher’s presentation speech. Name of the reflective account Name of the presentation А – Reflection on how and why one theme was integrated into the lesson sequence Presentation on the integration of the ideas of one module of the Program into the sequence of lessons (the theme of the module in the presen- tation must differ from the theme chosen for the reflective account) В1- One medium term planning of the se- quence of four lessons indicating how the seven themes of the Modules were integrated Presentation on the sequence of lessons within a medium-term planning В2 - One reflective account on a lesson from the sequence Presentation of the reflection of one lesson out of sequence В3 – Reflection on collaborative presentation in relation to the school based tasks С –One reflective account of the complete les- son sequence demonstrating how changes to teaching and learning were led and managed Presentation on what changes have been made in your teaching practice and how you have managed those changes Perhaps, when working on the presentation speech, the following tips might help you: • Think about what is the main purpose of your speech? What is the key idea (ideas) you want to convey to the audience? • State very clearly to yourself, what it is you want to convey to the audience as part of your speech. Will you agree if I say that each of us has a lot to say, and if given an opportunity, we could talk for hours? :) To avoid that, always remember and adhere to the theme of your presentation. The desire to «pour water» is not welcome, and creates the impression that you have nothing to say on the suggested topic, or you are not ready for the presentation. 78 79 • Write your speech - from the start to the end. Reread it. Show to your colleague. Ask him to ask you questions and give his opinion on the content of the speech. Practice the speech. Note the time and make sure that you keep within the time limits. • Make sure that your presentation speech includes a beginning, body, and conclusion. Make sure that every word of your speech has a meaning - otherwise, why is it in your speech? • Prepare a plan for your speech or cards with key words that will help you to gather your thoughts if necessary. • If necessary, prepare a handout to demonstrate the audience your evidence of school practice. • Practice your speech - take a marker or a pencil and make notes during the trial presentation. • Try to write your presentation on video. Watch the video and assess yourself critically, paying attention to the voice, tone, and the tempo of speech, sign language. • Before the performance, predict what questions the audience might ask. Think about whether you can confidently answer them.
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