Education reflection

EDT 500

Ling Zhang

Comprehensible Expectations

Considering my skill and knowledge levels, I think I am currently at the developing level regarding comprehensive expectations. My students can explicitly articulate and understand the learning goals so that most students chosen randomly may justify or prove what they learned, why they learned it, and how they learned it(Fisher et al., 2016).In improving my practice to reach the teaching level, I may invite the other teachers to express understandable perceptions of learning, clarify or illustrate what they learn by most randomly chosen pupils, why they learn the information, and how they understood it.

Goal-setting Opportunities

Regarding goal-setting opportunities, I feel I am at the developing level where I allow students to set their goals and promote their summative use by students, limiting their capability to monitor formative progress. In improving my practice, I wish to attain the teaching and leading levels (Fisher et al., 2016). I may achieve the teaching level by providing focused and clear chances for my learners to set and measure their evolution towards achieving mastery and learning objectives. On the other hand, to attain the leading level, I need to support my colleagues to offer focused and clear opportunities for learners to set and monitor progress in achieving their goals related to mastery and learning.

Types of Feedback

On the types of feedback, I am at the developing stage where I provide feedback on self-regulation, tasks, and progress. However, this feedback does not match the learners' progress in learning (Fisher et al., 2016). I feel that I praise the students so much that I end up diluting the feedback. I wish to attain the teaching level where I will select the kind of feedback most favorable for offering learners progressive feedback concerning self-regulation and the tasks.

Usefulness of Feedback

On the usefulness of feedback, I feel I am at the teaching level where I successfully provide learners with actionable, understandable, specific, and timely feedback (Fisher et al., 2016). However, to improve my practice to attain the highest level, I need to support my workmates in their capacity to offer learners actionable, understandable, specific, and timely feedback.

Needs-based Instruction.

I feel I am not yet apparent in offering needs-based instructions. I need to improve my practice by organizing whole-class, small-group, and individual teaching that matches the learner's basic needed instructions required for academic progress (Fisher et al., 2016). This should be based on trend data. By doing this, I will attain the teaching level.

References

Fisher, D., Frey, N., & Hite, S. A. (2016). Intentional and Targeted Teaching: A framework for teacher growth and leadership. ASCD.