Sentences with phrase «encourage teacher reflection»
Greater focus on encouraging teacher reflection captured in guiding questions that highlight the need for inquiry cycles.
http://blog.k-12leadership.org/ Not exact matches
Teachers can follow up by building reflection time into their classroom practices, having students journal about or talk in circle about tough situations they face, and encouraging students to think deeply about their values and life goals, for example.
Written by a teacher for teachers, Teach Like a Pirate is an easy - reading, well connected series of pedagogical stories, provocations and strategies designed to encourage critical self - reflection and development of own practice.
PBL changes a teacher's traditional role through framing the learning, helping students develop ideas, consulting as they revise, and encouraging feedback, reflection, and authentic presentations.
When they insist that ideas like school choice, performance pay, and teacher evaluations based on value - added measures will themselves boost student achievement, would - be reformers stifle creativity, encourage their allies to lock elbows and march forward rather than engage in useful debate and reflection, turn every reform proposal into an us - against - them steel - cage match, and push researchers into the awkward position of studying whether reforms «work» rather than when, why, and how they make it easier to improve schooling.
Teachers Observing Teachers Sparks Discussions, New Ideas Looking for a way to encourage more collaboration and reflection among his staff, principal Terry Bradley worked with university professors to implement peer walk - throughs.
In turn, PD offers a potentially meaningful space to immerse teachers in experiences that encourage their ongoing reflection.
Teacher leaders must engage teachers effectively, eliciting their thinking, and encouraging the kinds of reflection that advances teacher understTeacher leaders must engage teachers effectively, eliciting their thinking, and encouraging the kinds of reflection that advances teacher understteacher understanding.
From my work with teachers, I found that these are some of the critical teaching strategies that support students to become assessment - capable learners: Provide time for student reflection on their learning Involve the students in developing success criteria & rubrics for their own assessment Let students assess their own work & measure this against teacher judgements Provide feedback & encourage students to set goals from this assessment Be explicit about what learning progressions look like & encourage students to use these to set their own learning goals Provide opportunities for students to achieve goals through attending teacher - led or peer - led clinics And celebrate goals when they are achieved!
He believes reflection is at the heart of a principal's practice and encourages school leaders, teachers, and students to focus on personal leadership in order to create optimal conditions for learning to take place.
Not surprisingly, Betty became disappointed in the lack of participation from her fellow first - year teachers and eventually ranked the tool least likely to encourage meaningful reflection on her teaching.
Data collected from the interviews, surveys, videotapes, and online transcripts were analyzed to explore the effectiveness of the three technology tools for eliciting and encouraging beginning teacher reflection leading to improvement of teaching practice.
Videotaping teaching episodes to encourage reflection is not a new practice in preservice teacher education (Lambdin, Duffy, & Moore, 1997; Wedman, Espinosa, & Laffey, 1999).
To give instruction and support on creation of an electronic portfolio to encourage the first - year teachers» reflections on their experiences and knowledge.
Portfolio development gained popularity during the study as teachers began to realize how it might encourage reflection over time.
Familiarity with technology may support preservice teachers» engagement with reflective practice, encouraging preservice teachers to focus on the reflection created rather than the form of technology used.
This study was designed to explore technology as a tool for eliciting and encouraging beginning teacher reflection, in an attempt to address what technologies could be used and under what conditions they can be used effectively.
An identical analysis was applied to ascertain which technology tools encouraged the beginning teachers to engage in reflection for improvement of their teaching practice.
The potential for technology use to influence reflection in specific ways encourages teacher educators to consider the integration of reflection and technology as an area for further study.
In the following study, the preceding three technology tools were introduced to a group of 10 new teachers as a means of exploring their use for eliciting and encouraging reflection on their beginning teaching experiences.
These portfolios encourage preservice teachers to develop robust tools for learning, communication, and reflection to capture the complexities of teaching (Wolf & Dietz, 1998) and to facilitate students» responsibility as active learners in the learning process (Courts & McInerney, 1993).
As reported in this study, beginning teachers were encouraged to engage in reflection through the use of these technology tools, often leading to improvements in their teaching practice.
Which of the three technologies (videotaping teaching, online discussions, and portfolio development) is most effective for eliciting and encouraging meaningful reflection among the beginning teachers?
Exploring technology as a tool for eliciting and encouraging beginning teacher reflection.
Electronic portfolio development, online discussions, and videotaping teaching are three technology tools that may encourage reflection on teaching as it naturally occurs in a beginning teacher's practice.
The integration of technology into reflective practice, however, encourages teacher educators to consider the role of technology in preservice teacher reflection.
The rubric paints an in - depth portrait of teacher practice that is designed to encourage professional self - reflection, with assists from principals asking: «Where do you see yourself now?
Teachers will learn how to use technology with students to encourage self reflection.
Jessica shares her reflections from participating in «Move Beyond Satisfactory: Rally to Unite for Excellence» and encourages teachers to continue sharing...
Also in the book are «Reflect on the Teacher» questions to encourage your reflection on the information presented about the fictitious teacher in each cTeacher» questions to encourage your reflection on the information presented about the fictitious teacher in each cteacher in each chapter.
Each week, I responded to the preservice English teachers» reflections, offering a different perspective, encouraging new understandings, and providing support as necessary.
Despite its many benefits, reflection is a relatively uncommon professional practice (Gelter, 2003), suggesting that more must be done at the university level to encourage preservice teachers to take reflective practice with them into their future classrooms.
Modifying the informal reflection assignment to require the use of these less familiar forms of technology would extend the preservice English teachers» interactions with technology, in general, and provide specific experiences with a different medium that might encourage future experimentation in the classroom while supporting the development of preservice teachers» TPACK during university preparation.
Different forms of technology that support individual ways of engaging in reflection may encourage preservice English teachers to expand their understanding of reflective practice beyond the rigidity often associated with university reflection.
Word was more likely to be seen as encouraging formal language in reflection entries, as the preservice teachers» responses explained: «I maybe talked more formally than I would have if it was handwritten,» «My reflection was more «formal» because of the Word format,» and «I think it made me more conscious of my spelling / grammar and made me pay attention to make sure my writing was proper.»
She is strong in supporting teachers, encouraging reflection, and providing feedback and ideas that are relevant to classroom application.
In addition, preservice teachers are encouraged to develop their instructional activities collaboratively (and use collaborative online tools to facilitate the process) and are required to complete a blog (using a resource such as http://www.blogger.com or http://www.edublogs.org) to document the design process and to record their reflections on the implementation of their activities.
Pope and Golub (2000) have suggested several guiding principles specific to English teacher preparation for instructional technology integration, including (a) introducing different technologies that support both instructional and pedagogical goals; (b) reinforcing that teachers should know how to effectively model the use of technologies to their students; (c) addressing how to evaluate technologies for instructional purposes; and (d) encouraging reflection and evaluation on instruction with and without technologies.
The coach then descriptively captures information from the class, and then the coach encourages reflection from the teacher.
Strengths: Realistic assessment of a teacher's current practice; quicker to organize than other cycles; lighter preparation load for teacher and coach; encourages personal reflection on practice.
Realistic assessment of a teacher's current practice; quicker to organize than other cycles; lighter preparation load for teacher and coach; encourages personal reflection on practice.
Joan Isenberg and Mary Jalongo encourage teachers to use reflection with play to help students identify their learning and build on it in future opportunities to play.
No matter what the skill level of the teachers involved, Handbook for Qualities of Effective Teachers will encourage a new level of self - reflection and better focus efforts to develop the kind of teaching skills that make a positive difference in the clteachers involved, Handbook for Qualities of Effective Teachers will encourage a new level of self - reflection and better focus efforts to develop the kind of teaching skills that make a positive difference in the clTeachers will encourage a new level of self - reflection and better focus efforts to develop the kind of teaching skills that make a positive difference in the classroom.
After giving praise, teachers should encourage students to take advantage of this opportunity to offer a chance for reflection
As you work with a teacher, you not only model behaviors, you model your stance, your beliefs or perspective about teaching and learning, and you encourage reflection.