1.2 Understand how students learn
Proficient
Structure teaching programs using research and collegial advice about how students learn.
Highly Accomplished
Expand understanding of how students learn using research and workplace knowledge.
Lead
Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
Structure teaching programs using research and collegial advice about how students learn.
Highly Accomplished
Expand understanding of how students learn using research and workplace knowledge.
Lead
Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
Response
Key themes to consider when creating your response
Teachers can examine the effectiveness of their teaching / learning programs using a range of strategies and resources. The information can come from:
Student evaluation and feedback
Student feedback is a rich and valuable source of information for both formative and summative purposes. Methods of obtaining student feedback may be formal or informal, structured, semi-structured or unstructured. They include surveys, focus groups, oral feedback, journal and blog entries etc - capture this evidence).
Peer observation and review
Colleagues from your own and other disciplines are often a good source of data for evaluating your teaching and units, providing professional feedback and guidance. You can find out how they perceive your teaching, how your library program supports the development of information literacy skills , and any aspects of your teaching you might try to improve.
Self-observation, self-assessment and critical reflection
There are many ways that you can undertake critical reflection.
Use the Performance Management Process already in place at your school
Use the Self Assessment and Reflection Tool on the AITSL website.
If you work collaboratively with teachers or take classes ask the class teachers to give you written feedback on your lessons - use this as evidence
Keep a reflective journal (or use your daily work pad) and comment on lessons.
Provide examples of annual reports etc that are given to the Principal or Academic Council.
Student assessment tasks and attainment of learning outcomes
The assessment tasks and other work that students produce i is a valuable source of information about your teaching and curriculum design. There are many ways to use students' work in both self- and peer-evaluation, for purposes such as developing teaching skills, refining curriculum, diagnosing problem areas and providing evidence of effective teaching.
Teachers can examine the effectiveness of their teaching / learning programs using a range of strategies and resources. The information can come from:
- Your students, (how well do they respond to the programs you run? Create surveys to get responses / use this data as evidence)
- Your own observations, (make annotations on lesson plans, in your diary about ythe effectiveness of lessons - use this feedback as evidence)
- Your peers and colleagues (ask colleagues to give you written feedback about your programs / lessons - use as evidence) and
Student evaluation and feedback
Student feedback is a rich and valuable source of information for both formative and summative purposes. Methods of obtaining student feedback may be formal or informal, structured, semi-structured or unstructured. They include surveys, focus groups, oral feedback, journal and blog entries etc - capture this evidence).
Peer observation and review
Colleagues from your own and other disciplines are often a good source of data for evaluating your teaching and units, providing professional feedback and guidance. You can find out how they perceive your teaching, how your library program supports the development of information literacy skills , and any aspects of your teaching you might try to improve.
Self-observation, self-assessment and critical reflection
There are many ways that you can undertake critical reflection.
Use the Performance Management Process already in place at your school
Use the Self Assessment and Reflection Tool on the AITSL website.
If you work collaboratively with teachers or take classes ask the class teachers to give you written feedback on your lessons - use this as evidence
Keep a reflective journal (or use your daily work pad) and comment on lessons.
Provide examples of annual reports etc that are given to the Principal or Academic Council.
Student assessment tasks and attainment of learning outcomes
The assessment tasks and other work that students produce i is a valuable source of information about your teaching and curriculum design. There are many ways to use students' work in both self- and peer-evaluation, for purposes such as developing teaching skills, refining curriculum, diagnosing problem areas and providing evidence of effective teaching.
Exemplars
Evidence
|
Resources |