Module 8 Reflection
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Highline College *
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348
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Communications
Date
Apr 3, 2024
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docx
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Uploaded by PresidentAtom13167
PART l:
Refer to
The Assessment Playbook for Distance & Blended Learning 74-91
(Section 3. Assessment Upgrades)
Write roughly a paragraph (5-7 sentences).
Make sure to include APA in-text citations.
Take some time to reflect on the required reading this week from the
Assessment Playbook
. What
is one takeaway from the reading? How is it significant? How will it impact your practice moving forward? Provide specific examples from the text in your response.
An ipsative assessment that stood out to me from this week’s reading was the video diaries. Fisher, Frey, Bustamante, and Hattie (2021) explained that video diaries are videos students create that is related to content learning or about themselves and can be revisited throughout the school year to make comparisons and reflections about the changes they notice whether of themselves or of their performance (pp. 87-88). This is significant because as teachers, we want to implement tools that Generation Z students are interested in and skillful at and use it to promote student learning and self-assessment. In my future classroom, I will implement monthly video diaries if we have the technology to do so. These monthly diaries can be used as artifacts to show to parents during parent-teacher conferences to monitor student progress. It would also be a tool that I can watch to see where students feel most successful in and areas that they need more support in.
References:
Fisher, D., Frey, N., Bustamante, V., & Hattie, J. (2021).
The assessment playbook for distance and blended learning: Measuring student learning in any setting
. Corwin, A SAGE Company.
PART ll:
Refer to page 154 of
The Distance Learning Playbook
.
Write roughly a paragraph (3-5 sentences per prompt).
Make sure to include APA in-text citations.
In what ways do you foster social and emotional elements of learning to leverage feedback? What errors do you want to avoid?
1.
Teacher-student relationships--Ways you foster and errors to avoid.
Fisher, Frey, and Hattie (2020) stated that student-teacher relationship must be positive for feedbacks to be useful (p. 151). Without a positive relationship, my students will not trust me in their learning. I have not proven to them that I am a credible teacher. I would avoid making promises that I cannot keep, being dishonest when I make mistakes, and being inconsistent and unprepared.
2.
Teacher credibility--Ways you foster and errors to avoid.
I will foster teacher credibility by establishing trust with my students, demonstrating competence in teaching, being passionate about teaching, and ensuring I am accessible to my students. I will avoid being last minute in my instruction planning and avoid coming to class unprepared and unresponsive to my students’ needs. I cannot be dishonest or unreliable, as that can ruin my credibility as well.
3.
Classroom climate that accepts errors--Ways you foster and errors to avoid.
In my classroom, my students will not be shamed for errors. My students will be informed that everyone makes mistakes and that errors are opportunities to learn and become better. When students make mistakes, I will avoid giving students the answer, but rather provide additional information, such as the process to get to the answer themselves. For every error, I will provide positive feedback. For instance, I would praise a student for writing a strong thesis and for being very detailed. Then, I would state something along the lines of, “let’s work on proofreading for grammatical errors.” This informs my students that we are not focused on their mistakes, but their successes as well.
References:
Fisher, D., Frey, N., & Hattie, J. (2020).
The distance learning playbook, grades K-12: Teaching for engagement and impact in any setting.
Corwin, A SAGE Company.
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