FairviewCIDTEDPP 7113 Evaluation CIDTL Professional Practice Environmental Norms

Fairview-CIDT-EDPP 7113 Evaluation CIDTL -Professional Practice

Environmental Norms • Be respectful of the prior experience in the room • Engage completely – Participate in all activities and task – Be accountable to the task at hand – Place cell phones in “silent mode” • Be responsible for your own learning 2

Your Expectations reflect on the processes of design, practice and assessment, what do you expect to learn about evaluation which will help to develop your professional practice? Write it on you post-it-notes and stick it on to the evaluation wall

Objectives • UNDERSTAND the key connection between Unit plan/SOW , lesson planning, effective instruction, and student learning-what needs to change and why • KNOW research-based effective teaching strategies and why/how to incorporate • APPLY the strategies in context by setting your personal goal 4

Are we making difference?

Exploring the topic

Find a Partner/Buddy

TAKE CARE OF YOUR PARTNER TALK HIGH ENERGY EXCITEMENT MOTIVATION Examining Your Current Practice Pair Share

LISTEN ENCOURAGE SUPPORT

Examining Your Current Practice Pair Share Reflecting on the video /or My story Q 1 Have you felt the same as this teacher? Q 2 Do you know anyone who had a similar experience? Tell your partner about it Q 3 What areas of your practice are you looking to improve? 10

Let’s begin with the end in mind. …. • Base all stages of evaluating & improving unit plans on recognized good practice • Develop goals and plans for implementing future developments of the unit plans/lesson plan and own professional practice • Complete your professional development plan on the template provided 11

REFLECTION You've planned and taught your unit plan, and assessed the learners’ progress and achievement. You've been keeping notes and reflections which you have kept since you started teaching your class. • Let's remind ourselves about the Kolb experiential learning cycle

Kolb experiential learning cycle

PLANNING FOR EVALUATION 1. A set of criteria against which success can be measured 2. Effective methods of gathering and analysing information 3. Procedures covering the ways in which evaluation is to take place and the part to be played by everyone concerned

You can't measure unless you have something to measure against • • • performance indicators measurable objectives School curriculum or IB standards National standards personal expectations or goals.

BASIC STEPS IN PROGRAMME (UNIT PLAN) EVALUATION • Decide what you want to find out about • Decide from whom you can obtain the variety of information needed for successful evaluation. Use notes on self-evaluation, too • Decide the methods you will use to collect the required information • Design your criteria for success against which you can evaluate the information you will collect.

METHODS OF EVALUATION • • discussion planned oral feedback during the programme written feedback spontaneous feedback NOTE: aim for a variety of evaluation sources as each of the above will have their own (probably different) perspective on the learning programme.

WHAT SHOULD BE EVALUATED? • learning methods/learning strategies • organisation of learning sessions and the learning programme itself • use of resources • the content of the programme • individual satisfaction of results and addressing needs • contribution of activities to other aspects of learner development eg language skills.

Using evaluation to plan improvements • • • Refer to handout 2 Round Robin Read and share one point that 1. you feel is important 2. you will like your team members to clarify

Making improvements and planning further evaluation CLOSING THE CIRCLE -stage 4 in the Kolb learning cycle This is where we get to put plans into action. This means that when we come to the next round of design, practice and assessment, of our unit palns/LP we can include changes we have ourselves identified as a result of ongoing evaluation.

• • • Why planned improvements sometimes fail staff are not committed to the ethos of continuous quality improvement implementation of improvements has not been planned no mechanisms have been planned for checking progress staff are constrained by other priorities or have insufficient time & unable to see benefits resources which are needed to implement improvements are not made available.

EVALUATING THE SUCCESS OF PLANNED IMPROVEMENTS • Evaluation of learning plans on a continuous basis. where improvements have been made • Oral or written feedback from learners and others involved • Final evaluation of the next learning programme (unit plans) • Own observation to ensure planned benefits have been achieved • Observation carried out by others to obtain an objective opinion.

Collaboration as an evaluation tool

10 suggestion • https: //whatedsaid. wordpress. com/2011/05/ 18/10 -ways-for-teachers-to-collaborate

Evaluating your own practice • BE POSITIVE • COLLECTING DATA • CRITERIA, METHODS AND ANALYSIS • READ- & ROUND ROBIN –EACH SHARE ONE INTERESTING POINT FROM YOU READING AND ONE CLARIFICATIONS YOU REQUIRE

Basic Self Evaluating Tool • • Evaluating my work with my learners Evaluating my work with my teachers Identifying what you do well in your work Identifying what would you like to improve in your work

Identifying goals for improvement Professional development sequence

The Prompts • Which sources, methods and procedures have you used to evaluate your programme plan and why have you chosen them? • How have you collected analysed this information for evaluation? • What are the key strengths of the current programme plan and what areas need to be improved?

• What ideas do you have for making realistic and feasible improvements to the structure, balance and content of the current programme plan for future practice • How are you going to take these ideas for planned improvements forward, in consultation with colleagues and managers? • How will these improvements enhance future learning programmes? Which sources have you used to evaluate your own professional practice? • Why have you chosen these?

• What are the significant strengths of your practice and what areas require further development? • What are your short and long term goals to improve your professional practice? • Why do you consider these goals to be important for your future professional development? • Complete your professional development plan and say how you are going to evaluate its effectiveness

and finally … Learners sense a teacher or trainer's feelings If you feel confident, they will feel confident in your ability to pull them through If you enjoy then so will they Enthusiasm is greeted by enthusiasm So in your teaching be confident and enthusiastic, but above all Enjoy