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Analysis of academic procrastination in professional students of a tertiary training programme
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| 22 |
Analysis of academic procrastination in professional students of a tertiary training programme
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| 23 |
Adult Educators at the Crossroads of Language Learning and Workforce Development: A Qualitative Study of Teacher Agency
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In: Graduate Masters Theses (2019)
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| 24 |
AN EXAMINED LIFE OF A LANGUAGE TEACHER OF CHINESE: AN AUTOETHNOGRAPHIC INVESTIGATION INTO AGENCY
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In: Doctoral Dissertations (2019)
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| 26 |
The Effects of Writing Instructors’ Motivational Strategies on Student Motivation
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In: Australian Journal of Teacher Education (2018)
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| 27 |
Online Professional Development for College Faculty to Support Dyslexic Students: A Multiple Case Study
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| 28 |
Formative and Summative Assessment of Library Instruction (LI): Encouraging and supporting "reflective teaching" practices through peer observation
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In: Georgia International Conference on Information Literacy (2018)
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| 29 |
A Teaching-Learning Grant Initiative: Developing the Critical Literacy Instructional Abilities of Pre-Service Educators
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In: National Youth Advocacy and Resilience Conference (2018)
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| 30 |
THE EFFECT OF LEXICAL INFERENCING STRATEGIES ON STUDENTS’ READING COMPREHENSION ...
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| 31 |
Creating Artful Thinkers - Transforming Research into Practice, Onsite to Online Learning
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In: ICOT 18 - International Conference on Thinking - Cultivating Mindsets for Global Citizens (2018)
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| 32 |
Exploring Solidarity in Teacher Learning and Activism for Social Justice
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2018)
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| 33 |
Teacher Attitude and Self-Efficacy Differences Regarding English Language Learners and Disabled Learners.
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In: Graduate Theses and Dissertations (2018)
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| 34 |
Communicative equality: Needs assessment of sign language interpreters in South Dakota
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2018)
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| 35 |
Preparing English language learners to be college and career ready for the 21st century: the leadership role of secondary school principals in the support of English language learners ...
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| 36 |
Deutsch als Zweitsprache: Wo der Markt (zu gut) funktioniert ... : German as a second language: Where the market works (too well) ...
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| 37 |
Educating Incarcerated Youth In Illinois: A Blended Learning Model
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In: Dissertations (2017)
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| 38 |
Deutsch als Zweitsprache: Wo der Markt (zu gut) funktioniert ; German as a second language: Where the market works (too well)
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In: Magazin erwachsenenbildung.at (2017) 32, 6 S. (2017)
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| 39 |
Formative and Summative Assessment of Library Instruction (LI): Encouraging and supporting "reflective teaching" practices through peer observation
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In: Georgia International Conference on Information Literacy (2017)
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Abstract:
This presentation will discuss how reviews that include “reflective teaching” peer recommendations in library instruction classroom observations can be an effective way to encourage and support excellence in teaching and learning. Encouraging such practices serves as a productive and positive way to coach instructor-librarians into monitoring their own teaching strategies and re-tooling lesson design for more creative, effective, and engaging IL sessions. Thus, integrating "reflective teaching practices" in IL peer observations can "gently" direct and guide instructor-librarians in becoming more cognizant of the their mediocrities, strengths, weaknesses, and failures. There are two types of peer classroom assessments conducted in education: formative and summative classroom observations. Understanding the difference between these two types of observations is crucially important in providing valid data to the instructor-librarian as well as those who review the applications for tenure and/or promotion. Formative assessment provides feedback to instructor-librarians on how to re-tool teaching and learning methodologies, materials/activities, lesson design, and classroom management techniques. When formative assessment is conducted, the observee can generally request that the observer pay attention to a particular activity, classroom management issue, or a specific concept to be presented in the lesson. Such feedback can provide ways to adjust teaching strategies, tweak learning materials/activities, or employ a different classroom management approach more strategically. Formative assessment can be a series of casual observations or merely an isolated informal visit from a colleague. On the other hand, summative assessment presents challenging requirements such as scheduling multiple reviewers to observe the same classes together, occurs over an extended period of time, includes a variety of lessons (e.g., lecture and demonstration, activity-based workshop, mixed lecture-discussion, etc.) involves observing different academic disciplines and levels, and other specifics depending on the institution. Avoiding bias in summative assessment of teaching is important and may demand that more than multiple observers be assigned to review particular lessons. If more than one lesson is to be observed, the same team of observers should review subsequent lessons. Since this type of assessment requires an objective review of an individual’s teaching dossier, the library must solicit feedback from several librarians and, perhaps, even assessment specialists, teaching faculty, instructional designers, and/or others to develop an “unbiased” departmental policy regarding summative classroom observations. This presentation will speak to how "reflective teaching practices" can be incorporated into formative and summative peer recommendations to help instructor-librarians develop an awareness and mindfulness toward their teaching styles. Peer observers will be able to guide instructor-librarians in developing these practices through formative and summative assessments. Following the suggestions given in these reviews, instructor-librarians will be able to develop more mindfulness toward their own pedagogies. Once they recognize different teaching issues, they will be able to organically orchestrate fluid active learning environments.
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Keyword:
Adult and Continuing Education and Teaching; and Research; Curriculum and Instruction; Education; Educational Assessment; Educational Methods; Educational Psychology; Evaluation; formative assessment; Higher Education and Teaching; Information Literacy; instruction and curriculum design; Library and Information Science; Organization Development; Other Communication; Other Education; Other Linguistics; Other Psychology; Other Teacher Education and Professional Development; reflective teaching practices; Scholarship of Teaching and Learning; summative assessment; teaching and learning; Vocational Education
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URL: https://digitalcommons.georgiasouthern.edu/gaintlit/2017/2017/39
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| 40 |
Neue Sprachen lehren und lernen: Fremdsprachenunterricht in der Weiterbildung
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In: Perspektive Praxis ; 236 (2017)
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