Reflective questions for teacher’s self-assessment:
o Did the teacher scaffolded learners to effectively interact with both the declarative and procedural knowledge methodically using the Dimensions of Learning Framework?
o How efficiently the teacher is developing an identity as a self-directed teacher-learner: knowing how to learn?
o How competently the teacher is assisting students in the process of learning to learn as critical self-directed learners?
o Were the chosen resources and learning spaces appropriate and utilised efficiently?
o Were the teaching strategies relevant and effective?
o Were the chosen learning activities and instructional design approaches likely to engage all the students? Are they suitable for the learner’s developmental stage and situation?
o Use SWOAT analysis: Strengths, Weaknesses, Opportunities and Threats - to evaluate how best the learning experiences are crafted.
o What components of Marzano’s work i.e. 10 design questions (Mazano, 2007, p. 7) could be used to improve the unit planning?
o How effective is the teacher’s communication with the cohort (middle / senior phase of learning)?
o Did the teacher play a positive role model in demonstrating and participating in the inclusive education?
o Were the lesson plans, learning activities, teaching and assessment strategies appropriate for the members of Generation Z and a diverse range of learners?
o How effectively the teacher managed the time and resources in delivering the lessons?
o Did the students understand the importance of lifelong learning in order to survive in the contemporary realm? Did the teacher incorporate effective strategies to make students realise the importance of acquiring this crucial life skill to survive in the knowledge economy?
o Did the chosen DOL 1 and 5 strategies help students to develop positive attitudes and perceptions and maintain productive mental habits?
o Did the teacher build the learning environment that is energetic and full of inspiration to learn?
o What are the drawbacks of the planning process employed by the teacher? What could have been done differently?
o Was the teacher involved in the continuous learning and professional development to research and identify alternative and effective ways to teach students and generate learning outcomes for all learners?
o Were the desired learning outcomes experienced, achieved and developed?
o Why have the learners achieved or not achieved the desired learning outcomes?
o Which aspects of the instruction need improvement?
Productive pedagogies reflection tool:
http://vijay-managingelearning-test.weebly.com/productive-pedagogies-reflection-tool.html
References:
Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria: ASCD
o Did the teacher scaffolded learners to effectively interact with both the declarative and procedural knowledge methodically using the Dimensions of Learning Framework?
o How efficiently the teacher is developing an identity as a self-directed teacher-learner: knowing how to learn?
o How competently the teacher is assisting students in the process of learning to learn as critical self-directed learners?
o Were the chosen resources and learning spaces appropriate and utilised efficiently?
o Were the teaching strategies relevant and effective?
o Were the chosen learning activities and instructional design approaches likely to engage all the students? Are they suitable for the learner’s developmental stage and situation?
o Use SWOAT analysis: Strengths, Weaknesses, Opportunities and Threats - to evaluate how best the learning experiences are crafted.
o What components of Marzano’s work i.e. 10 design questions (Mazano, 2007, p. 7) could be used to improve the unit planning?
o How effective is the teacher’s communication with the cohort (middle / senior phase of learning)?
o Did the teacher play a positive role model in demonstrating and participating in the inclusive education?
o Were the lesson plans, learning activities, teaching and assessment strategies appropriate for the members of Generation Z and a diverse range of learners?
o How effectively the teacher managed the time and resources in delivering the lessons?
o Did the students understand the importance of lifelong learning in order to survive in the contemporary realm? Did the teacher incorporate effective strategies to make students realise the importance of acquiring this crucial life skill to survive in the knowledge economy?
o Did the chosen DOL 1 and 5 strategies help students to develop positive attitudes and perceptions and maintain productive mental habits?
o Did the teacher build the learning environment that is energetic and full of inspiration to learn?
o What are the drawbacks of the planning process employed by the teacher? What could have been done differently?
o Was the teacher involved in the continuous learning and professional development to research and identify alternative and effective ways to teach students and generate learning outcomes for all learners?
o Were the desired learning outcomes experienced, achieved and developed?
o Why have the learners achieved or not achieved the desired learning outcomes?
o Which aspects of the instruction need improvement?
Productive pedagogies reflection tool:
http://vijay-managingelearning-test.weebly.com/productive-pedagogies-reflection-tool.html
References:
Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria: ASCD