Giving feedback – don’ts

•Don’t criticize without recommending
•Don’t comment on personal attributes (that can’t be changed)
•Don’t generalize
•Don’t be dishonestly kind – if there was room for improvement be specific and
explore alternative approaches.
•Don’t forget that your feedback says as much about YOU as about the person it
is directed to!

Guidelines for receiving constructive feedback

•Listen to it (rather than prepare your response/defense)
•Ask for it to be repeated if you did not hear it clearly
•Assume it is constructive until proven otherwise; then consider and use those
elements that are constructive
•Pause and think before responding
•Ask for clarification and examples if statements are unclear or unsupported
•Accept it positively (for consideration) rather than dismissively (for selfprotection)
•Ask for suggestions of ways you might modify or change your behaviour
•Respect and thank the person giving feedback.
•Be OPEN-MINDED and don’t take things personally.

Giving feedback – do’s

•Start with what went well – the positive - – however difficult it may seem
•Comment on specific aspects of the consultation
•Move to areas “to be improved” (avoid the term “negative”!)
•Please remember “No criticism without recommendation”
•Be specifi
•Focus on the behavior, not the person
•Focus on what you’ve seen or heard, not on what you guess are reasons for it:
•Use examples to support your findings.
•Always offer alternatives
•Begin with “…..I wonder if you had tried”
•“….perhaps you could have…..”
•“…sometimes I find…..helpful….”

Teacher Reflection

Reflection is one of the most important tools to ensure a successful service-learning experience. It is the means through which someone can make sense of what they are seeing and doing. Reflection activities can include writing a journal, newsletter, poem, or report; using art such as painting a mural, making a sculpture, or putting together a scrapbook of photos. In the classroom more structured reflection activities such as directed reading, student narratives, ethical case studies, and experiential research papers are often used.

Common Elements of Effective Schools

No single magic bullet prevails at the three schools. Each offers a different curriculum and different approaches to teaching and learning. However, each school has developed an environment that nurtures student achievement and personal development:
•Teachers engage students.
•Student settings, either class size or student population, are small.
•Ground rules set the tone for respectful behavior.
•High expectations and clear consequences are articulated to students frequently.
•Staff is dedicated and caring.
•Structured daily and classroom routines provide stability and direction.

WHAT IS AUTHENTIC ASSESSMENT & WHY USE IT WITH LEP STUDENTS?

Simply testing an isolated skill or a retained fact does not effectively measure a student's capabilities. To accurately evaluate what a student has learned, an assessment method must examine his or her collective abilities. The term authentic assessment describes the multiple forms of assessment that reflect student learning, achievement, motivation, and attitudes on instructionally relevant classroom activities.

Often, traditional types of assessments (i.e., essays, multiple choice, fill-in the- blank, etc.) are heavily language dependent. These content assessments quickly become English proficiency tests rather than a measure of what students know. Limited English Proficient (LEP) students frequently have difficulty expressing their mastery of content unless they have a certain level of English proficiency.

Classroom Learning Strategies

Classroom Learning Strategies

1. Teacher’s presentation of material in class.

2. Teacher’s demonstration in class

3. Teacher’s handouts

4. Teachers references to other materials

5. Hearing other students ask questions and the teacher’s answer

6. Group work (group discussions) in class

7. Informal contact with fellow students inside and outside the classroom

8. Practical work in class

9. Exercises done in class

10. Assignments done outside class time

The Learning Strategies below are from the CRISS - Project, creating Independence through Student owned Strategies.

Author's Clues and Style	Highlighting	Power Notes with Underlining	Power Notes
Power Paragraphs	Know-What to know Learn	Concept Mapping	Read and Say Something
Authentic Questions	Think-Pair-Share	Sticky Note Discussion	Free-Form Mapping
Character Mapping	Comparison Maps	Venn Diagrams	Story Plans
Two Column Notes	Study Cards	ADDING MORE SUCCESS	& INDEPENDENCE

USE THESE IN YOUR ACADEMIC CLASSES