Candidates engage in reflection on their own practice and lesson observations. Reflective Journal entries that focus on the insights and puzzling questions on their own teaching practice. The journal (350-500 words) should be a record of your journey in the classroom and plans for continual improvement.
Remember, the point of the journal is to have a place to record ongoing thoughts/ideas and impressions that can also inform the final Looking Back/Planning Forward paper .
The Reflective Journal entry will address the following questions:
1. Thinking about feedback provided following POP Cycle 1 what changes did you make to your teaching approaches for your second observed lesson?
2. Provide overview of your classroom context and Student Achievement Chart.
3. Having reviewed the course learning outcomes Download course learning outcomes Professional Pedagogical Response, Reflective Journals Modules 2&4 tell us in which components of the five domains: Learner C
Candidates engage in reflection on their own practice and lesson observations. Reflective Journal entries that focus on the insights and puzzling questions on their own teaching practice. The journal (350-500 words) should be a record of your journey in the classroom and plans for continual improvement.
Remember, the point of the journal is to have a place to record ongoing thoughts/ideas and impressions that can also inform the final Looking Back/Planning Forward paper .
The Reflective Journal entry will address the following questions:
1. Provide overview of your classroom context ( TCAP #1: Classroom Report) and Student Achievement Chart ( TCAP #4: Analysis of Student Work ).
2. Having reviewed the course learning outcomes Download course learning outcomes Professional Pedagogical Response, Reflective Journals Modules 2&4 ( TCAP #5. Reflection on Professional Feedback & 6. Professional Development and Ethical Leadership Plan) tell us in which components of the five domains: Learner Centeredness, Discipline Knowledge and Skills, Professional Commitment to Action, Data Literacy and Research and Equity & Access you made a progress and hope to develop more by the end of this class and why? At least one component per domain should be used.
3. What kind of instructional and behavioral strategies did you use and why?
4. How did you accommodate and modify your instruction to meet the needs of diverse learners?
5. How were diagnostic, formative, and summative assessmentsLinks to an external site. used to monitor student learning and/or to engage students in understanding/monitoring their own learning?
6. How did the assessments help guide instructional choices?
7. To what extent was overall learning demonstrated by the whole class?
8. To what extent did the outcomes match the goals of the lesson?
9. How did you create a student-centered learning environment that affirmed racial, linguistic and cultural identities in line with Touro CLO Equity and Access Indicators and the four principles of the NYSED Culturally Responsive-Sustaining Education FrameworkLinks to an external site. ?
10. What kind of academic and behavioral interventionLinks to an external site. strategies would you use if you were to reteach this lesson and why?
11. How will you collect and use data and progress monitoringLinks to an external site. to inform instruction moving forward?
12. What evidence from educational literature/research (provide references) can support your decision to use specific instructional and behavioral strategies?
Related Resources:
https://www.nysed.gov/sites/default/files/programs/crs/culturally-responsive-sustaining-education-framework.pdf