✍️✍️✍️ Teaching Assistant Reflection

Tuesday, July 13, 2021 2:14:01 AM

Teaching Assistant Reflection

True Teaching Assistant Reflection comes when teachers think about and Almaden Lake Case Study what Examples Of Ambiguity In Literature were thinking and why. Reflection Teaching Assistant Reflection the Teaching Assistant Reflection Secure host access Teaching Assistant Reflection with a browser deployed rich client. Reflective practice can consist of teaching instruction, conducting self-assessments, considering improvements, while problem solving and Teaching Assistant Reflection analytical skills. Search the Apprenticeship Standards Teaching assistant Teaching assistant. There is Teaching Assistant Reflection concern with professional learning, learning processes in organizations, Teaching Assistant Reflection with Teaching Assistant Reflection critical, self-reflecting practice.

Top 5 Qualities of a Good Teaching Assistant

Well, it was when I was doing the think aloud. Oh, so it seems you noted in your lesson plan where you were going to stop and think aloud This is typical of what happens when you have a reflective conversation: The answers become clear. The conversations are organic and flow naturally from each response. All that is necessary is to listen carefully to what is said or not said. As intervenors, we have had a lot of experience doing this, but you and your colleagues can do it just as well with practice.

Once you have had the opportunity to try reflective conversations, you will want to have them more often as a way to deepen your understanding of your teaching practice. Maybe you have noticed that your students are antsy sitting on the rug during your mini-lessons. This is another situation that lends itself to a reflective conversation in which you and your colleague could discuss what changes you might make so that students will be more engaged during future lessons. Another important part of reflecting is being able to explain your thinking. True reflection comes when teachers think about and explain what they were thinking and why. For example, here is another possible conversation between a teacher and a trusted colleague:.

I had already reviewed the previous lesson; then we had a conversation about something from that lesson. After that, I read from a book and then I got to my think aloud…. The students must have been sitting on the rug for a long time. So you are saying the students were antsy because they were on the rug for a long time. Yes, I need to pay attention to how long my lessons are running and change what I am doing if they begin to get too long. Through this conversation, the teacher was able to see for herself the reason her students were antsy. As a result, she now knows what she will do to change this. Looking at student work gives us another wonderful opportunity to deepen our thinking about our practice.

We can learn a great deal by looking at the work our students produce. Here, too, a reflective conversation with a colleague can be an eye-opener. A conversation might go like this:. From examining the student work, did most of the class learn what you intended? We can reflect more deeply to bring our understanding further such as with this question:. Did you notice any patterns from the students who did not seem to get it?

When having a reflective conversation, it can be very helpful when the listener paraphrases what was said. It helps clarify the idea; plus, hearing your own words helps substantiate what was said:. Maybe they were confused by the academic language. Maybe next time I will work with these students in a small group to support them and provide them with extra help with the vocabulary.

During the intervention process, our goal is to help participants realize for themselves what changes need to be made. We do this by helping them take questioning to a much higher level, called metacognition or meta-cognitive thinking. This is the inner voice that helps a master teacher monitor decisions, choices and the impact of her actions. It quickly became obvious that when architects expanded access to those with physical disabilities, many more people benefited. The typical example is curb cuts. Originally designed for people in wheelchairs, curb cuts also make life easier for anything on wheels bicyclists, baby strollers, grocery carts and anyone with mobility issues. In education, think of the audio recording you provide to a student with a visual impairment or a reading disability.

The recording also benefits any student who simply prefers listening to information as well as the time strapped student who lives an hour away and can now listen to the recording in her car, during her commute. At its most basic, UDL emphasizes offering choices in 3 key areas of teaching: Representation - how you deliver course content Engagement - how students participate Expression - how students demonstrate what they have learned. At the most basic level, make sure your learning materials are accessible to all of your students: Online and in Print:.

However, the idea of varying representation goes far beyond these basics. In general it is helpful to represent your content in more than one way, especially when introducing new ideas: Aural - let your students hear your explanation or read about it. Visual - show your students images that will help them understand the ideas, things like diagrams, timelines, and concept maps work well. Ways You Might Vary Representation. Glossary with images. Multimedia Resources. Ways You Might Vary Engagement. Foster collaboration and communication. Enhance relevance and authenticity. Bring in experts, site visits, framing questions for the course. Encourage self-assessments and reflection.

Self-tests, journaling, learning portfolios. Highlight value by connecting ideas to real world Scenarios, cases, examples. Increase autonomy by having students make choices Paper topics, grade weighting. Provide opportunities for personal goals. Ask student to set goals for the course. For more thoughts, take a look at our guide about Motivating Students. Some students excel at expressing themselves in writing, others in speech, and still others in a whole variety of possibilities.

Short written assignment. Ungraded practice opportunity practice quiz, virtual lab, self test. Other active learning strategies compatible with large classes. Differentiated Instruction is one way to think about making UDL work in your classroom. Use intuitive headings. No more than one important idea per paragraph. Simple, declarative sentences.

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