Reflective report In your report you should reflect on your overall experience of evaluating the programme and your own practice as a teacher.
They themselves learn lessons each time they teach, evaluating what they do and using these self-critical evaluations to adjust what they do next time.
Why Colleges Succeed, Ofstedpara. To ask for an evaluation is one thing but to receive feedback especially in the form of criticism is difficult. No one like to be told they are wrong or not doing well.
However, it is a necessary evil, as to improve, one has to know their flaws and I soon overcame my pride. I firmly believe that one cannot rely on a single evaluation technique. To have an effective on-going evaluation, several methods of evaluation have to be employed. It needs to take into account student outcomes and evaluations of the programme, peer classroom observation, peer evaluation of course syllabus and materials, as well as self-reflection.
Students can be brutally honest but are more likely to tell you what they think you want to hear. As my methods of obtaining feedback from them are more often from informal face-to-face chats, this is even more likely to occur.
In the future I plan to use more formal, written, anonymous feedback mechanisms such as questionnaires. This would result in a more objective evaluation, allows for record keeping and for future comparison. It is often difficult to obtain peer observation and evaluation as there is always time constrains.
Timetable clashes are often unavoidable and colleagues have to be committed to your learning as well as their own. Of all evaluation methods, I find that self reflection is the most critical. Why the need for self-reflection? Reflective teachers are more likely to develop reflective students who take responsibility for their own learning.
For me the process of evaluating my practices came about from the very beginning, however it was done informally with a quick self-reflection of a lesson. When I first started teaching very often I would feel lost. I thought teachers were born teachers; there was no need to planning required. You were supposed to just know what you were going to teach.
It was all about was chalk and board. During my first in-house CPD which served as an orientation as well, I came across words like pedagogy, teaching strategies, active learning. I had no idea what any of these words meant. Neither did I know the difference between lesson goals and objectives.
I was also required to prepare unit and lesson plans which I have never done before. So for a while my teaching style was almost pure lecture and mimicked what I went through in school: Chalk and board, students making their own notes and lots of worksheets.
I thought that was it. However, unlike most curriculum that I am familiar with, the IB not about exams only. This led to problems of student motivation, attendance and engagement in class as well as homework submission as their workload piled up.
This was a challenging problem for me as I now had to look for methods to correct these problems. So I started researching alternative teaching strategies. I decided some took too much effort and time, and with time constraints due to having to learn the new subject matter, having to prepare programme plans and other administrative duties.
Eventually I found the question and answer strategy, use of animation and visual aids helped.
Home Essays Cidtt Reflective Report. Cidtt Reflective Report. Topics: Learning As part of the CIDTT course I have of course used the material given by Cambridge and those that was given by TTF. Apart from that Ian Barker’s “Teachers and Trainees” was a big help in trying to planning the session plan. Reflective Report. CIDTT- Cambridge International Diploma for Teachers & Trainers Home; CIDTT- An Overview; Part A involves step–by–step structured tasks which can be completed during the stage, and Part B involves a reflective report which is completed at the end of the stage. Q. Reflective report of Marketing Reflective writing is an intricate process of inscription, what one learned from particular area and how it is useful in future. In my reflection I will try to construct an assertive image of what exactly happened during my marketing module, like what went correct and what went incorrect and how it could be useful.
So I adapted these into my lessons as often as I could. However, students soon got bored, I had some resistance from students who are used to the traditional chalk and board system and unexpected events occur so I cannot use it. I learnt I had to incorporate activities gradually and in a manner where students almost do not realise they are actively learning.
In order to keep things fresh and I needed a larger repertoire of activities.
They felt their degree or masters in education as well as experience has taught them all they needed to know and it was not useful for them. Eventually they all came around and the collaborative setting has given me a lot of insight with regards to my practice and others as well as ways to improve my programme as well as practices.
The few things that stood out to me and I am keen to develop are mainly related to class planning as I have found planning and being well prepared helps with success of a lesson Differentiation is an area which I have found to be very difficult and I hope to explore and implement it further in my lessons.
I have also found the idea of active learning very intriguing and the occasions I have been able to use it well has proven a huge success for student learning. I hope to incorporate this into my lessons more fully in the future.
However, for me to use differentiation and active learning strategies, I must first be completely comfortable with the subject knowledge.ashio-midori.com and CIDTT. Longman Across Cultures Teacher's Book - 97p of the syllabus falling significantly short of the recommended word limit for each Step in Part A of the assignment and Part B the Reflective Report thereby failing to communicate sufficient range, depth and quality of the required evidence Documents Similar To CIDTT.
process of reflection and reflective writing Assignment 3 in IPLU1 week B requires you to be both analytical and reflective.
The Oxford Dictionary says that reflection refers to calm, lengthy and intent consideration, contemplation or musing.
ashio-midori.com and CIDTT. GATE Life Sciences Question Paper of the syllabus falling significantly short of the recommended word limit for each Step in Part A of the assignment and Part B the Reflective Report thereby failing to communicate sufficient range, depth and quality of the required evidence Documents Similar To CIDTT.
Reflective Reports – how to write 1st class reflective reports. Reflective Reports are a common assignment in UK universities. Unlike traditional essays and presentations, the Reflective Report gives students a chance to highlight their own experiences and opinions in an academic setting.
Tee Siok Hoon _CIDTT_Assignment Module 4(Evaluation) Part B: Reflective report. In your report you should reflect on your overall experience of evaluating the programme and your own practice as .
Part B: Reflective Report. In your report you should reflect on your overall experience of facilitating active learning and effective teaching. Among your reflections on this stage of the teaching and learning cycle and your Diploma project, you should include the following themes.