Esprit Rock

Written feedback The learner given a respond with an incomplete answer this means that the learner only understands the operational inverse only in additive inverse not multiplicative inverse

Written feedback The learner given a respond with an incomplete answer this means that the learner only understands the operational inverse only in additive inverse not multiplicative inverse. The written feedback I have given the learner is that well done, you applied steps correctly but you did not use the multiplicative inverse to get rid of 3 so that you will be left with the value of x”. I selected this specific lesson because most learners were finding it difficult to understand the operational inverse. Therefore, it was my duty to fill up those gaps so that learners can be able to move forward. The types of errors detected are not know how to use operational inverse, in particular multiplicative inverse. The reason of the feedback was to fill the gap between what learners know and what they do not know. In order to ensure that learning takes place and learners move forward with their learning. Examples

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5. Change in my teaching practices 5.1 AFL strategies How did my use of AFL strategies improve? My use for assessment for learning strategies has improved drastically, the field of improvements and the way I have improved they will be discussed below: In terms of clarifying and sharing learning intentions and success criteria, I was able to use various techniques in sharing LI and SC which resulted in effective teaching and learning. I used various techniques such as read aloud, class basketball, 3-2-1, have a go and etc. I was able to support learners to make connections among lessons within a larger sequence by generating LI and SC that were sequential and that shows learners where learning is going. I was also using techniques “be the teacher” to allow learners to decide on the goals and identifying criteria for assessing progress. In relation to engineering classroom discussions and tasks that elicit evidence of learning, during my lessons I was able to utilize a range of tasks and activities to elicit information about learning. I have improved very much in using questions like open-ended and close-ended question. I was setting this questions using bloom’s taxonomy to ensure that learners cognitive ability is trained and developed. I used various questioning techniques in order to make learners to actively involve during the lesson. The techniques I used much was no hand up technique, this technique was enabling learners to be actively involved and it was enabling learners to be actively involved and it was also encouraging them to think because they did not know who will answer the question. When learner answers this questions, I was taking learners respond into a serious consideration and apply reflective practice in order to improve their learning and my own teaching. When I was reporting to learners’ respond, I was doing it in a manner that will move those learners forward and this is called effective constructive feedback that is the third AFL strategy that will be discussed below. With regard to the third AFL strategy, providing feedback that moves learners forward. This strategy was applied immediately after the learner was responded to the effective question. This was meant to help learners understand their strength and weakness of their current performance and achievement. I have improved a lot in terms of sticking or aligning the feedback provided with the LI and SC of the lesson, this feedback shows exactly where and how they might improve their performance. For example, LI might be “we are learning to know visible light”, then the feedback given will be fostering learners to achieve the given LI and SC. The technique a liked to use was “mark comments to work”. I like to use this technique because it was fostering peer-assessment (social interaction) where learner learn from each other, this technique it was discussed earlier in this report. The next strategy is peerassessment. In terms of strategy four, which is activating learners as instructional resources for one another. This strategy involves collaborative learning (peer-assessment). I am improved in guiding learners to support each other through peer assessment. Most of my lessons I have taught they ended with peer assessment where learners were going to help each other in achieving learning goals. I was usually link this with the
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feedback provided. The feedback technique called mark comment the work is the one that made me to be able to utilize this strategy and implement it successfully. This technique was discussed earlier in this report. I have also improved in giving learners group work, this is evident from the way I was arranging those learners. I was arranging them according to their ability, high learner was mixed with low learners. This bred effective result. The last strategy I used which is activating learners as owners of their own learning. I ensured that learners must take charge of their own learning. I did so by assessing them with individualist tasks and individualist questioning using effective AFL techniques. I improved on strategy by giving those learners timed assessment task so that they cannot get time to ask friends and obviously they will learn to selfrespect and self-assess. They also will know that they are different and at some time they must be able to account on their own. What new ideas did I introduce or revisions made to the AFL strategies. The new ideas that I tried to revised was the issue of reflective process, I found it in my heart that the might not only be five(5) AFL strategies, the reflective practice in order to improve teaching and learning must also receive the full attention as those other 5 AFL strategies. Therefore, I make it a point that I utilize the reflective practice in my teaching. 5.2 AFL Techniques. Class basketball Learners stand up and I pass a soft ball to one of them. This learner gives one main idea from the lesson. The learner then passes the ball to second learner who has to state a different main idea and pass the ball to a third learner. Once a learner has taken part, he or she sits down and the ball will never be passed to him or her again. This continues until I think that all the main points of the lesson are given. My use of this technique is improve, because I was able to communicate the aims of the lessons with learners successfully using this technique. I adopted the nature of reminding learners about the ground rules of the classroom prior using this technique. This is also an evidence of improvement. Mini whiteboards This is a great way of keeping all learners actively involved in a lesson. I will ask a question and instructs learners to write their answers on the mini white-board. After giving the required wait time, learners hold up their answers. I can see at a glance the different answers given by learners and know where learners stand in their learning. My use of this technique is improved because I was able to instruct learners and therefore provide effective feedback to learners in need. Match comment to work Write comment about learners’ work on strips of paper without names. Then I arrange in groups of four. Each group of four learners get back their four pieces of work and their four comments. The group needs to decide which comment goes with which piece of work. This technique helped to improve the use of peer-assessment in the classroom. It also equipped me with skills to provide effective feedback and teach learners how to use feedback provided.
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In terms of new ideas, I made an effort of introducing a lot technique adopted from like a various publication, for instance, 100% (teach like a champion), mark comment work and focused marking. In terms of 100%, it was adopted from tech like a champion book authored by Doug Lemov, furthermore, this technique emphasises the importance of involving all learners. In relation to mark comment the work, here you give feedback to learners work on the piece of paper not stating that learners name the put learners in groups of 4. Through group work learners find out which feedback goes with work. With regard to focused marking, this refers to proving feedback that is strictly in line with LT and SC of the lesson. 5.3. Positive experiences. ? The AFL techniques in implementing AFL strategies worked well to learn more, because most learners were activity involved and eager to learn more, in fact, their anxiety and fear were destroyed by the use of AFL techniques. ? AFL approach it did improved my teaching made me to be encouraged and motivated to plan and prepare my lessons meticulously, because learners were enjoying being with me and also enjoyed activities we were engaging in using AFL techniques in order to implement AFL strategies. ? It improved learners learning, because most learners were performing in an acceptable manner. I also think that it improved learning because it acknowledges most of the learning theories that were rated the most effective once. 5.4. Key challenges. I experienced the challenges in co-operation with other staff members, they were not acknowledging us as knowledgeable colleagues. They were even telling the learners about our status. This impacted on our relationship with learners, learners started to disrespect us knowing precisely that the is nothing we can do. I addressed this challenge by refraining to have unnecessary conversation with learners, but in some way, this helped me because when I was planning my lesson I was planning them 100%. I did not leave any space for disruptive behaviour. 5.5. Lesson learnt. ? I have learnt that as a teacher you must be emotionally intelligent and do not be angered early because learners always test boundaries. ? I have also learnt that planning and preparation is what makes a good teacher a great treat teacher. ? I have also learnt about the power of voice, I have learnt about the power to us be a calm and slow voice when teaching in order for those little kid to hear me. I have realised that if you are fast and noisy, learners lose you and start to be noisy too. 5.6. Story of change.

Yes, there is story of change. This story of change is about me. I will describe this story in terms of three aspects namely: Physical appearance, Body language (nonverbal communication) and Organisation. With reference to physical appearance, I
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have realised that if you were professional code, most people including learners takes you seriously. In terms of body language, I have recognised that teacher should be able to manage and use non-verbal cues correctly, because learners are confused if 6he teacher words does not correspond with his action. In Organisation I will highlight some of my experience about organisation. Organisation is basic building block of being good stresses less professional. On my rank of management organisation is my second importance. Teachers works with a lot of paper and if they do not have a form of place to professionally arrange them they might get lost. I once lost the script of the whole class then now I realise that I, must have an organised place to put my stuff.