Peer Observation Guide
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This document outlines guidelines for a peer coaching process called "Observer as Coach" where teachers provide feedback to each other. The process is designed so that the person being observed remains in control. Teachers choose their own partners and set ground rules. The observed teacher specifies areas for feedback. The observer watches briefly and shares objective data from the observation at a follow-up meeting, without judgment. The focus is on reflection and improvement rather than evaluation.
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The student observed various technology tools used in the classroom, including the school learning resource center, bulletin board displays, teaching aids, handouts, slide presentations, and educational websites. She found some tools like books and visual aids easy to use, while others such as making graphic organizers and slide presentations with many numbers were more difficult. Through exploring different technology resources, the student gained confidence in researching topics and understood how to better present information to students.
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Fs 2 episode 3
This document contains templates and tools for a student to observe, analyze, and reflect on lessons focusing on cognitive, skill-based, and affective content. The student will observe three different types of lessons - one each of cognitive, skill, and affective. They will complete an observation sheet for each lesson and answer analysis questions. They will also reflect on organizing content for meaningful learning and whether subjects can truly be dull. Their portfolio will include a sample lesson plan integrating a value into a cognitive or skill-based lesson.
Field Study 2 Episode 3
This document contains a student's evaluation form for their field study performance in organizing content for meaningful learning. It includes categories for observation/documentation, analysis, reflection, portfolio, and submission. The student will receive a score and rating in each category, which will be totaled for an overall score. The overall score will then be converted to a grade based on a provided transmutation scale. The document also includes the student's tools - an observation sheet where they documented their observation of a resource teacher, an analysis of how the teacher taught the content meaningfully, a reflection on teaching subjects interestingly, and their lesson plan portfolio integrating a value into a cognitive or skill lesson.
Fs2full 130316065959-phpapp02
Mrs. Dizon first introduced the
lesson for the day which is about
adjectives. She told the students that by
the end of the lesson, they should be able
to identify and classify adjectives.
2. Specify the desired learning
outcomes.
Mrs. Dizon specified the learning
outcomes which are:
1. Identify adjectives in sentences.
2. Classify adjectives into describing
adjectives and limiting adjectives.
8|Field Study 2 - Experiencing the Teaching - Learning Process
3. Focus on the learner.
Mrs. Dizon focused on the learners by
giving them activities to apply what they
Field Study 2
The document thanks friends and God for their help and support in completing the portfolio. It is dedicated to the author's classmates, friends, and family for contributing ideas and inspiration. Biographical information is provided about the author including their name, age, birthplace, education background, hobbies, and ambition to become a successful teacher.
Field Study 2 Episode 4
The document provides guidelines for students to follow in selecting and using teaching strategies during their field study, including focusing on applying principles like ensuring learning is active, involving multiple senses, creating a non-threatening environment, incorporating emotion, going beyond recall, relating lessons to real life, and using an integrated approach. The student's performance will be rated in areas like observation, analysis, reflection, portfolio, and submission. Scores will be transmuted into a final grade or rating.
Episode4
This document appears to be a student evaluation form for field study placement. It outlines the student's targets, how their performance will be rated in areas like tasks, analysis, reflection, and portfolio. The form also includes a tool for observing lessons and noting what teaching strategies and principles the cooperating teacher applies. Specifically, it lists principles like learning being active, involving multiple senses, a non-threatening atmosphere, connecting to students' lives, and integrated teaching. The student will observe their cooperating teacher, analyze if the strategies align with brain-based learning, reflect on the best teaching methods, and include their reflections in their portfolio.
Recommended
My Porfolio
The student observed various technology tools used in the classroom, including the school learning resource center, bulletin board displays, teaching aids, handouts, slide presentations, and educational websites. She found some tools like books and visual aids easy to use, while others such as making graphic organizers and slide presentations with many numbers were more difficult. Through exploring different technology resources, the student gained confidence in researching topics and understood how to better present information to students.
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Este documento lista locais e atrações turísticas em Portugal, incluindo cidades como Lisboa, Porto, Coimbra, Évora e locais no Algarve, com menção especial às cidades de Fátima e Batalha, assim como atrações naturais como Serra da Estrela e Gerês.
Fs 2 episode 3
This document contains templates and tools for a student to observe, analyze, and reflect on lessons focusing on cognitive, skill-based, and affective content. The student will observe three different types of lessons - one each of cognitive, skill, and affective. They will complete an observation sheet for each lesson and answer analysis questions. They will also reflect on organizing content for meaningful learning and whether subjects can truly be dull. Their portfolio will include a sample lesson plan integrating a value into a cognitive or skill-based lesson.
Field Study 2 Episode 3
This document contains a student's evaluation form for their field study performance in organizing content for meaningful learning. It includes categories for observation/documentation, analysis, reflection, portfolio, and submission. The student will receive a score and rating in each category, which will be totaled for an overall score. The overall score will then be converted to a grade based on a provided transmutation scale. The document also includes the student's tools - an observation sheet where they documented their observation of a resource teacher, an analysis of how the teacher taught the content meaningfully, a reflection on teaching subjects interestingly, and their lesson plan portfolio integrating a value into a cognitive or skill lesson.
Fs2full 130316065959-phpapp02
Mrs. Dizon first introduced the
lesson for the day which is about
adjectives. She told the students that by
the end of the lesson, they should be able
to identify and classify adjectives.
2. Specify the desired learning
outcomes.
Mrs. Dizon specified the learning
outcomes which are:
1. Identify adjectives in sentences.
2. Classify adjectives into describing
adjectives and limiting adjectives.
8|Field Study 2 - Experiencing the Teaching - Learning Process
3. Focus on the learner.
Mrs. Dizon focused on the learners by
giving them activities to apply what they
Field Study 2
The document thanks friends and God for their help and support in completing the portfolio. It is dedicated to the author's classmates, friends, and family for contributing ideas and inspiration. Biographical information is provided about the author including their name, age, birthplace, education background, hobbies, and ambition to become a successful teacher.
Field Study 2 Episode 4
The document provides guidelines for students to follow in selecting and using teaching strategies during their field study, including focusing on applying principles like ensuring learning is active, involving multiple senses, creating a non-threatening environment, incorporating emotion, going beyond recall, relating lessons to real life, and using an integrated approach. The student's performance will be rated in areas like observation, analysis, reflection, portfolio, and submission. Scores will be transmuted into a final grade or rating.
Episode4
This document appears to be a student evaluation form for field study placement. It outlines the student's targets, how their performance will be rated in areas like tasks, analysis, reflection, and portfolio. The form also includes a tool for observing lessons and noting what teaching strategies and principles the cooperating teacher applies. Specifically, it lists principles like learning being active, involving multiple senses, a non-threatening atmosphere, connecting to students' lives, and integrated teaching. The student will observe their cooperating teacher, analyze if the strategies align with brain-based learning, reflect on the best teaching methods, and include their reflections in their portfolio.
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This document summarizes Sarah Jane B. Cabilino's performance as a student teacher during her field study experience at Tanauan North Central School. It evaluates her based on criteria such as applying guiding principles to develop lesson objectives, analyzing her teaching performance, reflecting on her experience, and submitting required documents. The resource teacher observed that Sarah Jane was able to describe the three processes of the water cycle, state and explain these processes, and engage students in group activities, meeting the objectives of the lesson. Sarah Jane concluded that while the written objectives and actual lesson may sometimes differ, objectives generally guide lesson planning and development.
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The document summarizes observations of student interactions and diversity in a classroom. It finds that students generally group themselves by gender and age, but some mixed groupings exist. Students in the back of the class are more likely to be noisy, while those in front are more focused. Students generally cooperate with each other, though some competition exists around answering questions. Outside of class, students further separate into homogeneous groups, though they discuss shared interests like upcoming events. The document advocates embracing diversity and individual differences to promote interaction.
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The document summarizes a student's observation of an English lesson at Holy Cross College. It describes the teacher's objectives, which were to prepare students for finals and ensure mastery of parts of speech. It notes the learning activities like discussion, recitation, and drills, as well as assessment tools like quizzes. The student observed active student participation. They analyzed how the activities helped achieve objectives and allowed different learning styles. If they were the teacher, the student would use a variety of techniques to engage students and address weaknesses. Overall, the experience highlighted qualities of effective teachers and importance of reflection.
Fs 2 episode 4
This document outlines the tasks and requirements for Field Study 2, Episode 4 regarding the application of guiding principles in selecting and using teaching strategies. The student is evaluated on their observation of resource teachers, analysis of observations based on principles of teaching, reflection on observations, and submission of a portfolio before the deadline. The portfolio must include documentation of observations, analysis, and reflection for the student to receive a rating and grade.
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This field study document outlines tasks for students to observe characteristics of learners from different age groups and educational levels. Students are asked to visit a school campus and classroom to evaluate the learning environment. They will then observe and compare preschool, elementary, and high school students to understand how their physical, cognitive, social, and emotional needs change with development. The goal is for students to learn how to differentiate learners and facilitate learning appropriate to their characteristics and needs.
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This document describes an observation conducted by students in their Field Study 2 course at Sta. Maria High School in Pampanga, Philippines. The observation focused on principles of learning, using lesson objectives, and organizing content for meaningful learning. Various teaching behaviors and learning behaviors of students are documented as examples of applying different educational principles.
Microlab Protocol
This document provides guidelines for facilitating a structured small group discussion called a microlab. The microlab involves forming groups of 3 people to discuss a series of questions for 8 minutes each. One person speaks for 1-2 minutes at a time while the others listen actively. The facilitator reads the questions and directs the discussion, ensuring each person has a turn to speak and that time limits are followed. After discussing all the questions, the full group reflects on what they learned from the process. The goal is to have an in-depth yet structured small group conversation on important topics.
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Formal observations are planned in advance by school administrators and involve creating formal lesson plans and assessments. They provide structured feedback to assess teaching capabilities. Informal observations are unplanned and casual to gather quick insights. Peer observations involve teachers observing each other to share techniques in a non-threatening environment. Overall, observations are an important professional development tool when used constructively to improve teaching practices and student performance.
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The document discusses the role and responsibilities of teachers. It explains that teachers should identify individual learner needs, abilities, and learning styles. This allows teachers to tailor their instruction and assessments to meet each learner's requirements. The document also discusses the importance of maintaining a safe and supportive learning environment free from discrimination and bullying. Teachers should promote respect and appropriate behavior.
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Behaviorism is a learning theory based on the idea that all behaviors are acquired through conditioning. It focuses on observable behaviors and interactions between stimuli and responses. The three major behaviorist learning theories are:
1. Contiguity theory - any stimulus and response connected in time and space will form an association.
2. Classical conditioning - involuntary learned responses, exemplified by Pavlov's dog experiment.
3. Operant conditioning - voluntary behaviors are shaped by consequences like reinforcement and punishment.
Behaviorism was influential in education, emphasizing reinforcement, punishment, and a structured teacher-centered approach, but it was criticized for being too reductionist and not accounting for internal cognitive processes.
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Spencer Kagan developed an approach called "Win-Win Discipline" to help teachers and students work collaboratively to address misbehavior. The approach has three pillars: seeing issues from the same side, finding collaborative solutions, and developing student responsibility. Kagan suggests rules and identifies common misbehaviors. He advocates identifying the underlying reason for a student's behavior and applying an appropriate structure, such as a chat or contract. Follow-up may include prevention procedures, new disruption responses, and training life skills. Long-term structures aim to address student needs like self-validation, determination, or motivation.
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This document discusses learning theories and principles. It defines learning as a process that results in relatively permanent changes to thinking, feeling and behavior. It describes several important learning theories including:
- Kolb's experiential learning cycle of concrete experience, reflective observation, abstract conceptualization and active experimentation.
- Thorndike's laws of learning including readiness, exercise and effect.
- Four learning styles - diverger, assimilator, converger and accommodator - based on how people perceive and process information.
- Characteristics of learning such as producing behavioral changes through practice and experience over time.
Psychological Foundations of Education
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This document discusses several theories of classroom management including choice theory by William Glasser, Kohn's student-directed learning, Canter's assertive discipline, Skinner's behavior management theory, positive behavior support, and preventative theories by Carl Rogers, Jacob Kounin, and Harry Wong. It provides an overview of each theory, including key principles and strategies for application in classroom settings. Theories emphasize creating a supportive environment, intrinsic motivation, clear expectations, reinforcement of positive behaviors, and establishing effective procedures and routines to minimize disruptions.
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This document discusses creating a learning-centered college based on theories of progressive education, constructivism, and learning organizations. It explores defining roles based on student needs rather than instruction, focusing on learning outcomes, and utilizing technology and peer learning. The document suggests topics like individualizing instruction, active learning methods, professional learning communities, and authentic assessment. The overall goal is to improve learning and increase student success by making students partners in the learning process and responsible for their own choices and growth.
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The document discusses learning theories and the learning process. It describes learning as any change in behavior through experience or influence from the external world. Key learning theories discussed include connectionism, classical conditioning, and operant conditioning. Factors that affect learning include motivation, reinforcement, extinction, association, interest, and rewards/punishments. The implications for education discussed are that teachers should use varied teaching strategies to accommodate different learning styles, good study habits should be developed, and frequent review prevents forgetting.
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Fs2.episode2 sarah jane cabilino
This document summarizes Sarah Jane B. Cabilino's performance as a student teacher during her field study experience at Tanauan North Central School. It evaluates her based on criteria such as applying guiding principles to develop lesson objectives, analyzing her teaching performance, reflecting on her experience, and submitting required documents. The resource teacher observed that Sarah Jane was able to describe the three processes of the water cycle, state and explain these processes, and engage students in group activities, meeting the objectives of the lesson. Sarah Jane concluded that while the written objectives and actual lesson may sometimes differ, objectives generally guide lesson planning and development.
Field Study 1, Episode 4 "Individual Differences And Learner’s Interaction"
The document summarizes observations of student interactions and diversity in a classroom. It finds that students generally group themselves by gender and age, but some mixed groupings exist. Students in the back of the class are more likely to be noisy, while those in front are more focused. Students generally cooperate with each other, though some competition exists around answering questions. Outside of class, students further separate into homogeneous groups, though they discuss shared interests like upcoming events. The document advocates embracing diversity and individual differences to promote interaction.
FS2 Episode 3
The document summarizes a student's observation of an English lesson at Holy Cross College. It describes the teacher's objectives, which were to prepare students for finals and ensure mastery of parts of speech. It notes the learning activities like discussion, recitation, and drills, as well as assessment tools like quizzes. The student observed active student participation. They analyzed how the activities helped achieve objectives and allowed different learning styles. If they were the teacher, the student would use a variety of techniques to engage students and address weaknesses. Overall, the experience highlighted qualities of effective teachers and importance of reflection.
Fs 2 episode 4
This document outlines the tasks and requirements for Field Study 2, Episode 4 regarding the application of guiding principles in selecting and using teaching strategies. The student is evaluated on their observation of resource teachers, analysis of observations based on principles of teaching, reflection on observations, and submission of a portfolio before the deadline. The portfolio must include documentation of observations, analysis, and reflection for the student to receive a rating and grade.
FS 1 Episodes 1-6 plus attachments
This field study document outlines tasks for students to observe characteristics of learners from different age groups and educational levels. Students are asked to visit a school campus and classroom to evaluate the learning environment. They will then observe and compare preschool, elementary, and high school students to understand how their physical, cognitive, social, and emotional needs change with development. The goal is for students to learn how to differentiate learners and facilitate learning appropriate to their characteristics and needs.
FS 2 (Episodes 1,2,and 3)
This document describes an observation conducted by students in their Field Study 2 course at Sta. Maria High School in Pampanga, Philippines. The observation focused on principles of learning, using lesson objectives, and organizing content for meaningful learning. Various teaching behaviors and learning behaviors of students are documented as examples of applying different educational principles.
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Field Study 1, Episode 4 "Individual Differences And Learner’s Interaction"
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Similar to Peer Observation Guide
Microlab Protocol
This document provides guidelines for facilitating a structured small group discussion called a microlab. The microlab involves forming groups of 3 people to discuss a series of questions for 8 minutes each. One person speaks for 1-2 minutes at a time while the others listen actively. The facilitator reads the questions and directs the discussion, ensuring each person has a turn to speak and that time limits are followed. After discussing all the questions, the full group reflects on what they learned from the process. The goal is to have an in-depth yet structured small group conversation on important topics.
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Formal observations are planned in advance by school administrators and involve creating formal lesson plans and assessments. They provide structured feedback to assess teaching capabilities. Informal observations are unplanned and casual to gather quick insights. Peer observations involve teachers observing each other to share techniques in a non-threatening environment. Overall, observations are an important professional development tool when used constructively to improve teaching practices and student performance.
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The document discusses the role and responsibilities of teachers. It explains that teachers should identify individual learner needs, abilities, and learning styles. This allows teachers to tailor their instruction and assessments to meet each learner's requirements. The document also discusses the importance of maintaining a safe and supportive learning environment free from discrimination and bullying. Teachers should promote respect and appropriate behavior.
Learning process- Theories, Principles and Characteristics (Lecture-1)-1)
Behaviorism is a learning theory based on the idea that all behaviors are acquired through conditioning. It focuses on observable behaviors and interactions between stimuli and responses. The three major behaviorist learning theories are:
1. Contiguity theory - any stimulus and response connected in time and space will form an association.
2. Classical conditioning - involuntary learned responses, exemplified by Pavlov's dog experiment.
3. Operant conditioning - voluntary behaviors are shaped by consequences like reinforcement and punishment.
Behaviorism was influential in education, emphasizing reinforcement, punishment, and a structured teacher-centered approach, but it was criticized for being too reductionist and not accounting for internal cognitive processes.
Spencer Kagan's Classroom Discipline
Spencer Kagan developed an approach called "Win-Win Discipline" to help teachers and students work collaboratively to address misbehavior. The approach has three pillars: seeing issues from the same side, finding collaborative solutions, and developing student responsibility. Kagan suggests rules and identifies common misbehaviors. He advocates identifying the underlying reason for a student's behavior and applying an appropriate structure, such as a chat or contract. Follow-up may include prevention procedures, new disruption responses, and training life skills. Long-term structures aim to address student needs like self-validation, determination, or motivation.
learningprocess-theoriesprinciplesandcharacteristicslec-1-171008163423.pdf
This document discusses learning theories and principles. It defines learning as a process that results in relatively permanent changes to thinking, feeling and behavior. It describes several important learning theories including:
- Kolb's experiential learning cycle of concrete experience, reflective observation, abstract conceptualization and active experimentation.
- Thorndike's laws of learning including readiness, exercise and effect.
- Four learning styles - diverger, assimilator, converger and accommodator - based on how people perceive and process information.
- Characteristics of learning such as producing behavioral changes through practice and experience over time.
Psychological Foundations of Education
Psychological Foundations of Education
*Behavioral Psychology and Learning
*Effective Teaching and Evaluation of Learning
*Foundations of Bilingual Education
Spe546 collaborative activity - classroom management theories
This document discusses several theories of classroom management including choice theory by William Glasser, Kohn's student-directed learning, Canter's assertive discipline, Skinner's behavior management theory, positive behavior support, and preventative theories by Carl Rogers, Jacob Kounin, and Harry Wong. It provides an overview of each theory, including key principles and strategies for application in classroom settings. Theories emphasize creating a supportive environment, intrinsic motivation, clear expectations, reinforcement of positive behaviors, and establishing effective procedures and routines to minimize disruptions.
Literacy walk banyule network
Literacy Walks are designed to improve literacy teaching and student achievement through focussed classroom observations. A Literacy Walk involves a small team visiting classrooms to observe literacy practices for 15 minutes each. The team collects evidence on classroom environment, student work and teacher practices without judgement. After each visit, the team discusses their observations to identify strengths and questions, then provides feedback to teachers to guide professional learning. The goal is for schools to engage in ongoing reflective practice through Literacy Walks to continuously improve literacy instruction.
Learning Centered College
This document discusses creating a learning-centered college based on theories of progressive education, constructivism, and learning organizations. It explores defining roles based on student needs rather than instruction, focusing on learning outcomes, and utilizing technology and peer learning. The document suggests topics like individualizing instruction, active learning methods, professional learning communities, and authentic assessment. The overall goal is to improve learning and increase student success by making students partners in the learning process and responsible for their own choices and growth.
Learning report curriculum/models
This document discusses psychological dimensions of curriculum development. It covers various theories of learning including association theories, field theories, and perceptual theories. Association theories include stimulus-response theory, respondent conditioning, and operant conditioning. Field theories view learning as perceiving wholes rather than parts. Perceptual theories see learning as self-perception. The document also discusses factors that affect learning, such as interests and attitudes, as well as techniques to improve learning like feedback and distributed practice. Overall, it provides an overview of psychological principles relevant to curriculum design and learning.
IB PYP overview
The document outlines the stages of planning a PYP unit using the "Bubble Planner". It includes 9 stages: 1) identifying the central idea and transdisciplinary theme; 2) key concepts, lines of inquiry, and driving questions; 3) assessing prior knowledge and student learning; 4) learning activities; 5) resources; 6) evaluating student understanding; 7) inclusion of PYP elements; 8) improvements; and 9) successful experiences. The planner is used to ensure PYP units incorporate essential elements like conceptual understanding, skills development, and learner profile attributes.
Perception and Learning in Organization Behavior
This slides are related to the Perception and Learning Concepts relating to the understanding, prediction and control of behaviour of an individual in and organization.
Perception and Learning in Organization Behavior
The slides are related to concept and description related to the perception and learning in an organization. I composes the theory of learning in depth knowledge of organizational behavior.
Foundations of Education: Biological-Psychological Foundations of Education [...
A brief presentation of discussion for Foundations of Education: Biological-Psychological Foundations of Education. The presentation discuss about The Learning Process & Theories of Learning.
foundations-140504090024-phpapp01.ppt
The document discusses learning theories and the learning process. It describes learning as any change in behavior through experience or influence from the external world. Key learning theories discussed include connectionism, classical conditioning, and operant conditioning. Factors that affect learning include motivation, reinforcement, extinction, association, interest, and rewards/punishments. The implications for education discussed are that teachers should use varied teaching strategies to accommodate different learning styles, good study habits should be developed, and frequent review prevents forgetting.
Bubble Planner
The document outlines the planning process for a PYP (Primary Years Programme) unit. It includes 9 stages to be completed by teachers for planning, teaching, and reflecting on a unit. The stages include determining the central idea, lines of inquiry, assessments, learning activities, and reflecting on what worked well and areas for improvement. Teachers are to collaboratively plan units to ensure concepts, skills, and attitudes are developed and assessed by all teachers involved.
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Classroom walkthroughs are brief, informal observations meant to encourage dialogue around teaching practices and student learning. They are not evaluations, but are intended to help teachers reflect on their work. The process involves identifying an instructional focus area, conducting observations with a non-judgmental lens, analyzing patterns in teaching and learning, and having reflective conversations to improve student outcomes. Repeating this cycle of inquiry supports continuous professional growth.
Observation
This document discusses peer observation models for teachers. It examines both evaluative models where teachers assess each other, as well as reflective models aimed at self-improvement. Reflective peer observation is presented as a better approach, as it encourages self-reflection rather than judgment. For a reflective model to be successful, both the observer and observee must understand it is not an evaluation and leave biases aside. Working as a team can also support improvement, but cultural challenges must be considered. Overall, reflective peer observation and self-observation are presented as effective ways for teachers to learn and enhance their practice through feedback and analysis of their own and others' teaching.
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Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
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https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneHindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcRecently uploaded (20)
South African Journal of Science: Writing with integrity workshop (2024)
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Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
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Film vocab for eal 3 students: Australia the movie
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How to Manage Your Lost Opportunities in Odoo 17 CRM
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Natural birth techniques - Mrs.Akanksha Trivedi Rama University
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Peer Observation Guide
- 1. National School Reform Faculty Harmony Education Center www.nsrfharmony.org Peer Coaching Observer as Coach Developed in the field by educators affiliated with NSRF. Receiving real feedback can be threatening to the receiver, therefore an important principle in this process is that at all times the person who is being observed is the one who is in control of the situation. Guidelines 1. Each person should choose the person with whom they will work. They should agree to take turns being the observer and the observed. 2. The pair should establish ground rules for giving and receiving feedback. For example: “Our observation data will remain confidential”; “We will meet to follow up on the observation within 24 hours of the observation.” 3. The person asking for feedback specifies the areas in which they want feedback. For example: “Track the kinds of questions I ask (are they memory questions, or do they require evaluation)”; “Do I give enough time for students to answer?”; “Do I ask boys more questions than girls?” 4. The observer, armed with a short list of what to look for from the person being observed, comes and watches the class or meeting for a short time (15-20 minutes at first, longer as the pair becomes more comfortable with both observation and feedback). 5. The two people meet afterwards — undisturbed. During this meeting: • the partners should sit with the data between them. • the observed should refocus on the questions s/he asked. That is, reflect on the questions in light of the data brought back by the observer. • the observer should share the things s/he saw, heard, and tracked rather than what s/he thought about them. Allowing the observer to evaluate or judge the observed will poison the process quickly. • there should be some talk of what did and didn’t happen and how the observed could make it happen next time. • the observed should encourage the observer to reflect on the relevance of the data to the questions. • both observer and observed should watch for defensive behavior. • the observer should check for signals to see if the other has had enough. Protocols are most powerful and effective when used within an ongoing professional learning community such as a Critical Friends Group® and facilitated by a skilled coach. To learn more about professional learning communities and seminars for new or experienced coaches, please visit the National School Reform Faculty website at www.nsrfharmony.org.