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English and ICTUsing ICT for reflection – Using ICT for teacher self-evaluation
We are keen to encourage students to become reflective practitioners. Paired placements offer opportunities for students to record each other teaching, reflect on the results and thus gain insight into their own practice. To prepare them for this kind of activity, when we use recordings of classroom practice in taught sessions to illustrate aspects of teaching, we tend to include opportunities for students to identify what is effective about the practice shown and ways in which the session could be more successful. This can then provide a useful model for students’ own reflections. Activity summary – Self-evaluation
- Evaluate examples of classroom practice
- Create checklist for own planning and practice
- Using a recording to reflect on own practice
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| 1. |
When teaching students about guided reading we use extracts from videos supplied by the NLS: Guided Reading: Supporting transition from KS1 to KS2 and guided Reading Year 5. The students watch selected extracts and are asked to consider the following:
- How does this teacher encourage and develop children’s response – List strategies used.
- Are there any changes you would suggest to make this session more effective?
The different approaches adopted by the teachers represented provoke considerable discussion amongst the students. |
| 2. |
Following their discussion, the students devise a list of points they will need to consider in planning and teaching guided reading. Key teaching strategies are highlighted, including use of questioning, wait time, the use of non-verbal cues, praise and ways of encouraging children to deepen and develop their responses in a non-threatening way.
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| 3. |
In their placement the students are then encouraged to find an opportunity to be filmed taking a guided reading session. They are then expected to use this recording to reflect on their own use of the strategies listed and identify areas of success and opportunities for development.
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