Feb 12, 2018
Practicing two of the most salient aspects of teaching — reflection and assessment — can produce incredible efficiency for instructors seeking to improve student learning.
A process of determining the quality of a performance, work product, or skill and giving feedback that documents progress (strengths) and suggests ways to improve future performance (areas for improvement) in ways that will help the performer improve his or her future performance
Reflection is a process that involves playing back a period of time related to previous valued experiences in search of significant discoveries or insights about oneself, one’s behaviors, one’s values, or knowledge gained. Specific criteria for performance are usually not involved. An important goal in reflection is bringing focus to an indeterminate situation (Dewey, 1938) by gaining clarity and by fully experiencing what has happened. It is important to gain closure during reflection and not ruminate repeatedly about the experience. Reflection involves divergent thinking and often includes journaling.
Actions taken to help others learn or perform. In a learner-centered paradigm, facilitation takes the place of teaching, stressing the centrality of the learner’s work in the learning process.
Learning environment refers to the diverse physical locations, contexts, and cultures in which students learn. Since students may learn in a wide variety of settings, such as outside-of-school locations and outdoor environments, the term is often used as a more accurate or preferred alternative to classroom, which has more limited and traditional connotations—a room with rows of desks and a chalkboard, for example.
Instructional design is the determination and specification of the content, methodologies, activities, sequencing, evaluation, and assessment of the learning experience. The process of instructional design follows an iterative cycle which analyzes what the learner is to learn, designs and develops learning events to activate learning, implements the design, and assesses the process that leads to constant improvement of the instructional design.
Students who present with an ethnicity, race, socioeconomic status, gender, learning modality, cognitive development, and/or social development that differs from the predominant
Answer these on the forum for this worksohp: http://www.processeducation.org/moo/mod/forum/view.php?id=14
Teams each report on 1-3 concepts/ideas/insights gained about assessment and reflection (as applied to improving teaching and learning) during the session