By Georgea M. Langer
Whilst lecturers party and follow their mixed wisdom and event to the demanding situations of educating and studying, outstanding issues can ensue. during this ebook, you will find out how you can manage collaborative research of pupil paintings on your college. built and subtle with greater than a hundred common and secondary academics, this adaptable method combines the simplest of motion learn, research teams, standards-based studying, scholar evaluate, instructor mirrored image, and portfolio evaluate. The authors consultant you thru every one part with concrete, designated descriptions and real examples. you are going to examine * principles for developing potent examine teams * techniques for documenting scholars' development towards studying criteria * tools for reflecting on specialist development * how you can proportion the advantages with colleagues and scholars. the program inquiry demanding situations you to check your ideals approximately what scholars can do and is helping you establish which instructing equipment are operating such a lot effectively. You and your colleagues can collect deeper perception into the hyperlink among your guideline and every student's learning-and improve your skill to assist each scholar be triumphant.
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Extra resources for Collaborative Analysis of Student Work: Improving Teaching and Learning
Too often we are so eager to interject our own thoughts that we miss much of what the other person has said. A helpful strategy, when you are first learning to attend fully, is to ask yourself periodically how well you are attending. ” As you become more conscious of distractions, you will find it easier to shift your focus back to the person speaking. But attending to what has been said is only the first step to opening up the lines of communication. Pausing to Interpret the Message Before you respond to a message, it is often wise to pause so that you can mentally process what you have heard and formulate an appropriate response (Ellinor & Gerard, 1998).
I would think, “The students aren’t doing well . . ” I didn’t have the training to analyze their work. ” After participating in the system, teachers were more willing to entertain multiple factors that may be affecting their students’ learning. They were less likely to write off some factors as “out of my control” and would try to overcome the many barriers that interfere with learning. For example, in the early sessions, one group of teachers made many hopeless references to poor children from a particular part of town.
To ensure that teachers avoid this trap and identify the appropriate focus of inquiry, they need to identify all relevant information prior to interpreting what it all means. In a CASL study group, teachers start with observing the student work sample presented by the teacher. Everyone describes, without judgment or interpretation, what he sees in the work. In this way, the teachers gain the benefits of viewing the work from multiple perspectives. Observe and Gather To illustrate how this first phase works, return to the study group session in which Patton shared Matt’s written work.
Collaborative Analysis of Student Work: Improving Teaching and Learning by Georgea M. Langer