Feedback from the Feedback: Teacher Educators' Growth

Feedback from the Feedback: Teacher Educators’ Growth

Raichle Farrelly Assistant Professor MA TESOL Program American University of Armenia

What is Reflective Practice?

• “Reflective Practice means more than fleeting thoughts before, during, or after a lesson; it means examining what you do in a the classroom and why you do it.” (Farrell, p.4)

• Involves: • Considering beliefs and values for ELT

• Gathering information about practice and analyzing it

• Comparing classroom practices to beliefs and values

• Contextualizing practice to consider impact and relevance

• Who should reflect?

What about the teacher educators?

• How are we reflecting on the practice of teacher education?

• How do we reflect on our roles as mentors and on our feedback process?

• How does this reflection impact curriculum design in our programs?

Framing the Context: The L2 Teaching Practicum and Internship

Think-Pair-Share

• Do you have both at your institution?

• What do they ‘look’ like? When do they occur?

• Who does the classroom observations?

• How many times are student teachers observed?

• At what point in the program do they experience student teaching?

Practicum and Internship in our Program

• Context: EFL teacher education in Armenia MA TESOL Program; 30 Ss per cohort

• Practicum (Y1): 4 observed sessions; 4 independent teaching sessions

• Internship (Y2): 10 weeks (20 hours) of independent teaching; 4-5 observed sessions

• Consultations: Pre- and Post-

• Observations: Feedback Form, Criteria, Observation Style

Reflections

Reflections on the Feedback Process

Reflection: Observation feedback contradicts student teachers’ perceptions of teaching experience.

How can they say this lesson went well?

Aim: Teaching student teachers how to reflect, how to be critical

Mechanisms:

1. Peer feedback on micro-teaching and activity design

2. Drawing attention to areas for improvement in teaching practice

3. Requiring self-reflection prior to consultation

Reflections on the Actual Feedback

Reflection: There are trends in comments; copy & paste is becoming more attractive to me.

Am I saying the same thing over and over?

Aim: Target recurring criteria more effectively in MA TESOL courses.

Mechanisms:

1. Teach these aspects of classroom practice (explicit)

2. Model these aspects of classroom practice (implicit)

3. Reflect out loud! (Woah, I really didn’t do that well…)

4. Create opportunities to notice and reflect upon classroom practice

Criteria for Classroom Observations • Learning Objectives

• Warm-Up/Review (begins on time, with outline, engaging activity)

• Activity Selection (Presentation & Practice)

• Assessment (Monitoring, Feedback)

• Wrap-Up (applies to life, review main points)

• T-S and S-S Interactions (instructions, error correction, noticing lost Ss)

• Instructor Interpersonal skills (Presence, Language)

• Flow of Lesson (flow, progression, pacing)

• Classroom Management (creates positive learning environment)

• Presentation Tools (audio, visual, technology)

Reflections on the Feedback Instrument

Reflection: This form has gaps. This form could be even more useful. This form is scored incorrectly!

Focus: Create space to highlight missing criteria. Open the feedback with a summary of positive and constructive items.

Mechanisms:

1. Elaborate on critical items: e.g., flow, pacing, classroom management, error correction

2. Open with a summary of strengths, followed by brief overview of top areas for growth

3. Modify scoring to reflect categories of effectiveness

Impact on MA TESOL Curriculum

• Lesson Planning & Activity Design moved from Introduction to Methods

• Increased focus on Classroom Mgmnt, Error Correction

• More opportunities for peer feedback & reflection

Teaching Reading & Writing

Teaching Listening

& Speaking

Teaching Language Skills I Teaching Language Skills II

Discussion Questions?? Methodology, Reflecting on Process, Changing a Course, Guiding Ss to be more Critical, etc.

Thank You!

Contact information:

Raichle ‘Rai’ Farrelly American University of Armenia [email protected]