The Impact Of Creating A Positive Culture For Feedback Within The Secondary Career & Technical Education Classroom

Feedback is one of the most influential factors on student learning. It is paramount for educators to spend considerable focus on feedback as instructional time, and learning activities are abundant with opportunities for providing feedback to students (Havnes, Smith, Dysthe, & Ludvigsen, 2012). The purpose of this research study was to ascertain what effect providing a culture of feedback has on student learning in the secondary Career and Technical Education (CTE) classroom, which differ from core classes in their delivery methods, content and overall outcomes. The goal was to utilize feedback with students in a way that promotes a culture where feedback is positively and routinely used and understood to further student learning. The study sample included approximately 54 students in grades ten through twelve in three elective CTE courses: Restaurant Skills, Desktop Publishing (Yearbook), and Health Science II. Data was collected using the following tools: self-assessments, a feedback survey, performance assessments, and observational checklists. The study was conducted for four consecutive weeks in the fall of 2017. The study contained both quantitative and qualitative features. The data sources revealed that students felt positive about feedback as a classroom norm and that feedback helped improve their learning. Feedback culture will continue to be implemented in the classrooms. Future research will investigate additional teaching and guided practice on self-reflection and providing feedback to others

Opening the Door to Possibilities: Research Journals in Pre-Service Art Education

Preparing to be an art educator is a time when future teachers anticipate the endless possibilities the profession has to offer. Unfortunately, many leave teaching within a few years of service because of lack of support and preparation. This qualitative study investigates how preservice art education students enrolled in their first university art education course used the Art for Life method to create research journals. The research question that guided this study is: What themes drive student research journals and how does the exploration of these themes espouse preservice art education? After coding student journals, I discovered three majors themes including self-reflection, what it means to be an art teacher, and creative ways to connect the disciplines of art education to social issues. The discussion identifies strategies for faculty to consider when using journals in preservice education including communicating objectives, providing feedback, ethical considerations, and means to improve teaching

Flipping the Feedback: Formative Assessment in a Flipped Freshman Circuits Class

This paper describes the application of formative assessment methods in a flipped freshman engineering circuits course. This student-centered approach provided value for the instructor seeking to improve the learning environment and content in real-time, and for the students who actively participated in the process of course improvement. Three types of assessment were used in this course: online formative course feedback every three weeks; weekly ‘muddiest point’ content feedback; and midterm exam scores. Data were assessed using a mixed-methods approach. The formative feedback from this course provided information on how students perceived the flipped classroom and how those perceptions changed across the semester. This approach provided a low-effort strategy for incorporating the student voice for teaching and learning improvement. Although the intended assessment outcome was real-time improvement of the course, an unintended outcome of incorporating student voices and reflection during the course process was realized. Student acceptance of the flipped class increased as the semester progressed, and they placed high value on in-class active learning, the ability to re-visit the online lectures, and having a professor who valued their feedback and suggestions for course improvement. The majority of students also faced time management challenges that extended beyond this specific class

Evaluation of the undergraduate family medicine programme of Faculty of Medicine, University of Kelaniya : quantitative and qualitative student feedback

Background: Worldwide there is an increasing emphasis on the importance of primary care. The ministry of health Sri Lanka issued a directive in 2016 that training of doctors in primary care should be strengthened. Medical students of the Faculty of Medicine, University of Kelaniya follow a 1 month long clinical appointment in family medicine in their fourth year of study. Methods: Feedback is taken from students on completion of the appointment. Half the students from each group complete a pre tested structured feedback questionnaire that consists of answers to questions based on a likert scale with a space for free comments. The other half provide qualitative feedback. In this evaluation data were gathered from 185 (98%) students from all eight clinical groups throughout the year 2016. Quantitative data were analysed using SPSS version 22. Inductive thematic analysis was used to analyse the qualitative data from the Round Robin activity and free comments from the questionnaire. Results: The qualitative feedback provided a richer indepth overview of student ideas on the appointment compared to the quantitative data. In reflection of a desire for learning to be of relevance students wanted clinically oriented teaching focused on management. They preferred active teaching learning methods such as the opportunity to conduct consultations and receive immediate feedback. Students had a high regard for the teaching sessions by general practitioners at their clinics. The appointment had created an interest in the discipline of family medicine which could have an impact on future choice of career. There were indications to suggest that student attitudes towards patients may have evolved to be more patient centred. Students appreciated the inclusive and low stress ambience of the learning environment. Conclusions and recommendations: Regular evaluation of teaching programmes helps maintain accountability of faculty and paves the way for more student centred teaching through the incorporation of students’ views in devising teaching methods. This evaluation found that qualitative feedback provided more descriptive material to reflect on and therefore improve teaching on the programme. It is recommended that more use should be made of qualitative methodologies in programme evaluations

Effect of a practice-intensive course on doctoral teaching assistants' teaching self-efficacy and priorities

Doctoral teaching assistants (TAs) provide key support for learning in STEM fields because they are present during exercises, labs and projects when students are actively engaging with course material. While some institutions provide training for TAs, their effect on teaching activities is rarely assessed. We use the lens of Social Cognitive Theory (SCT) to analyse data on the pre and post course teaching priorities of 20 doctoral TAs who followed a 5 day practice-intensive course on STEM HE. Course time was split between instructors modelling interactive teaching strategies to engage TAs in a data-driven reevaluation of their beliefs about teaching and having each TA teach a lesson everyday using a structured feedback loop to promote reflection. TAs reported self efficacy gains for designing instruction, addressing disruptive behaviour and managing student attention spans after the course. Their priorities also appear to shift away from ‘teaching’ and towards ‘learning’. TAs’ affective reactions and utility judgements after the course indicated that they thought the course was useful and they intended to use the strategies that they had learnt. This practice and reflection intensive course model, able to accommodate up to 40 TAs, is relevant for institutions seeking to improve the quality of undergraduate education or doctoral candidates' preparation for academic roles

ACUE Effective Teaching Practices: Module Reflections

This is a collection of ACUE (Association of Colleges and University Educators) implementation and reflection assignments. The Teaching Resource Center partnered with ACUE and the corresponding modules were offered to a set of accepted instructors at CSUSB. These assignments focused on teaching practices designed to enhance the learning experience for both on-ground and online instruction. CSUSB – CNS – Department of Nursing Full-time Lecturer, Nancy Wolf, completed a 25-module course in effective teaching practices requiring the implementation of evidence-based instructional approaches. The credential is co-issued by the American Council on Education and distinguishes faculty for their commitment to educational excellence and student success. The certificate is in Effective Instruction Effective Teaching Practices: Cohort B, fall 2019 – Spring 2020 Association of College and University Educators. April 16, 2020 The attached assignments include reflections from the following modules Preparing an effective Syllabus (1D) Developing and Using Rubrics and Checklists (5B) Using Student Achievement and Feedback to Improve Teaching (5 E) Using Concept Maps (ACUE Module 4B) Planning and Effective Class Session (ACUE Module 1E) Delivering and Effective Lecture (ACUE Module 3C) Leading the First Day of Class: (ACUE Module 2 A) Connecting with Students (ACUE Module 2C) Teaching Powerful Note Taking Skills (ACUE Module 4C) Promoting A Civil Learning Environment (ACUE Module 2B) Engaging Underprepared Students (ACUE Module 2E) Motivating Your Students (ACUE Module 2D) Checking for Understanding (ACUE Module 5 D) Developing Fair, Consistent and Transparent Grading Practices (ACUE Module 5 A

Teacher Self-evaluation Models as Authentic Portfolio to Monitor Language Teachers' Performance

Teachers may not feel satisfied with the feedback they have got from their superiors' evaluation. This paper aims at inspiring teachers with ideas of self-learning to improve their teaching performance for professional development. The writer shares his own experience as a principal and a head of the English department in exploring self-evaluation models to monitor language teachers' performance in the classroom

Learning together through international collaboration in teacher education in Malaysia. Report of a project to develop a Bachelor of Education (Honours) in Primary Mathematics

Copyright University of Hertfordshire, School of Education 2011Learning together through international collaboration in teacher education in Malaysia is the report of an enterprising partnership between the University of Hertfordshire, UK, the Ministry of Education Malaysia and two Institutes of Teacher Education in Malaysia. Working collaboratively with colleagues in Malaysia, the University of Hertfordshire School of Education designed, validated, supported and quality assured a Bachelor of Education (Honours) degree programme for initial teacher training for a single cohort of 120 students over four years. All the students graduated in 2010. Learning together through international collaboration in teacher education in Malaysia provides a record of the project itself. It also documents in-depth insights from contributors to the project in two main areas: the collaborative approach to working together and issues relating to learning and teaching, including the Action – Reflection – Modelling (ARM) pedagogical approach, which underpinned the degree programme. Senior managers, teacher educators and lecturers share some of their learning from working together to develop and implement the new degree programme. Student teachers voice some experiences from their school placements. They describe how they used ARM; highlight some of the benefits of the approach and identify some of the challenges associated with introducing a different pedagogy in schools as they were 'learning to teach'. There are glimpses of 'lively and attractive' classes in which 'pupils enjoy and feel comfortable to learn' and 'are eager to answer my questions'. School mentors provide additional insights into the student teachers' learning and teaching practice. The richness of the contributions is reflected in the many quotations included in the report. The successful completion of this project was due to the dedication and expertise of many contributors. The findings documented in this report are relevant for all those engaged in international collaboration and teacher education.Final Published versio