TASK 4: TEACHING SELF-EVALUATION
Reflection is an important part of teaching that allows teachers to constantly revise and improve their strategies related to classroom management, instruction, curriculum, assessment, classroom presence, and student interaction. In this task, you will record yourself presenting a segment of the lesson from Task 2 using evidence-based instructional strategies. You will then review the video presentation and reflect on your teaching.
In this task and others in this program, you will use Gibbs’ Reflective Cycle (Gibbs, 1988) as a framework to respond to observations and experiences. Gibbs’ Reflective Cycle encourages you to think systematically about the phases of an experience or activity, first describing the experience, then addressing how it made you feel, next evaluating and analyzing it, then drawing a conclusion, and finally considering how this experience will apply to your future practice.
Western Governors University employs a three-step developmental framework to support you through your preclinical and clinical experiences. This framework also helps to ensure you exit the program confident in your ability to meet the needs of your future students and the school system. This assessment falls under step one of the three-step framework. In this task, you will engage in activities that will go toward the preclinical hours of your Early Preclinical Experiences requirements.
A. Record a video (suggested length of 10–20 minutes) using Panopto, a cell phone, or another tool of your choice in which you present the “Presentation Procedures for New Information and/or Modeling” section from the lesson plan in Task 2 to an audience of your choice. Include the following in the lesson segment:
• demonstrate the use of appropriate evidence-based instructional strategies
• use academic language and supports that are appropriate for the content area and grade level of the lesson
• capture both you as the teacher and any instructional materials and technology used
Note: Your audience can be made up of friends, acquaintances, family members, or coworkers, and contain any number of people. However, having actual students in a school classroom as your audience is not permitted, regardless of your access to a classroom.
Note: You need to record this video to complete part B of this assessment. However, you do NOT need to upload the video and the video itself will not be evaluated.
B. Reflect on your recorded presentation from part A by doing the following:
1. Describe the lesson segment presentation objectively. Include the following details:
• your use of instructional strategies that were implemented
• your use of resources and technology
• your body language, speech, and interactions
• the actions and speech of other participants
2. Describe how you felt before, during, and after the presentation and how you think the audience members felt during the presentation.
3. Evaluate your presentation and teaching style.
4. Explain why you think the presentation unfolded as it did, including an analysis of the parts of the presentation that worked well and those that did not.
5. Explain what you learned about teaching in general from this experience and what you learned about your teaching style specifically.
6. Write an action plan that details what you can do to improve your teaching and presentation in the future.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford, UK: Oxford Brookes University.