VIEWS: 730 PAGES: 4 POSTED ON: 12/10/2011
REFLECTIVE SUMMARY DIRECTIONS (INTASC Principles in parentheses) A Reflective Summary is NOT A JOURNAL. It does not ramble on and on vaguely describing random experiences but rather addresses specific topics with a clear focus and purpose. A Reflective Summary does NOT include every detail that takes place each day. HIGHLIGHTS AND SIGNIFICANT LEARING EXPERIENCES should be focused on rather than long lists without explanations. Large amounts of time should not be spent describing things that your supervisor can actually see in your classroom. When you are done writing your Reflective Summary, you should feel satisfied that your supervisor and cooperating teacher know everything that you want them to know about your experience at a specific point in time. Because your university supervisor will only visit your classroom once a week, the Reflective Summary becomes an important communication tool that should carefully cover areas in which the university supervisor will be required to evaluate you. The cooperating teacher will also benefit from this written communication because he or she will be able to see the insightfulness with which you are able to evaluate your teaching and students and also learn about feelings that you may find difficult to express in words. Correct spelling and grammar are required. The use of slang expressions should be avoided. When slang expressions are used, they should be put inside of quotation marks. Reflective summaries should be proofread and examples of your best work. They will not only be used to help your teacher and supervisor determine your teaching abilities and efforts but also to determine your writing ability as well as your ability to present yourself professionally through written communication. Reflective Summaries must be double-spaced and typed. CATEGORIES: Every reflective summary (except the last one), must include ALL of the following categories: Every reflective summary (except the last one) must be divided into sections that begin with the following headings: What I have accomplished: Describes accomplished tasks not future plans. Informs about the learning experiences that have taken place during the time since the last summary was written and describes relevant information about those experiences in relation to: 1. How subject matter was made meaningful.(#1) 2. How the developmental levels of the learners influenced instruction.(#2) 3. How different types of learners and their needs were provided for. (#3) 4. How a variety of instructional strategies were used. (#4) 5. How different communication techniques were used. (#6) 6. How instruction was based on knowledge of students, subject matter, the community, and curriculum goals. (#7) Communicates how relationships were fostered with students, parents, colleagues, and the larger community.(#10) Relates how opportunities to grow professionally were sought.(#9) ***Please note, it is not expected that all of these topics will be written about at any one time. Rather, throughout the semester, when applicable, different topics should be featured in order to give the readers insights into the student teacher’s knowledge and teaching skills. What I Have learned: (about myself as a teacher, my students, and any other school related topics) Shows continuous evaluation of the effects of one’s choices and actions on others (students, parents, and other professionals in the learning community) (#9) Includes at appropriate times: 1. Things you are noticing about the growth in your teaching. (#9) 2. How you see your abilities changing.(#9) 3. How you are overcoming problems. (#9) 4. Evidence that you are analyzing your teaching techniques and strategies to perfect your teaching skills. (#9) Displays a growing knowledge of how children learn and develop. (#2) Relates an understanding of how students differ in their approaches to learning and instruction. (#2,3) Provides examples of the use of individual and group motivation and behavior to create learning environments that encourage positive interaction, active engagement in learning, and self-motivation. (#5) Describes instructional planning based on knowledge of students and their interests as well as needs. (#7) Gives examples of formal and informal assessment strategies used to evaluate and ensure the continuous intellectual, social, and physical development of the learner. (#8) Proof of my effort: Lists specific things that were done that show how much time and effort is being put into the student teaching experience. These may include such things as: describing bulletin boards and learning centers that were made, ways in which preprogrammed lessons were enhanced, materials that were made and/or brought into the classroom, outside involvement in school related activities, advice that was received from others and applied, guest speakers or field trips that were planned for, units that were designed and taught etc. (#1,4,5,7,9,10) My biggest success: Describes the one thing that you are most proud of doing or accomplishing since writing the previous summary and the reason why you feel this is your biggest success. (#9) What I will change to improve classroom instruction: Focuses on a change that can actually take place and be accomplished by you(#9) Focuses on an instructional change. (#9) One goal for next week and my future goals: Must focus on a goal that relates to the students, improving instruction, communication, classroom management, and/or professional growth. (#9) The Reflective Summary should address how well the goal for the previous week(s) has been accomplished. You may add categories to your Reflective Summary if an additional category is needed for an appropriate topic. SPECIAL TOPIC REFLECTIVE SUMMARIES These are summaries that focus exclusively on designated topics. 1. My Classroom Management and Organization Using the required, Reflective Summary categories, the student teacher will focus on the areas of classroom management and organization. Using the Benchmark Evaluation Form, the student teacher must go through the categories listed under “Classroom Management and Organization” and describe with one or two examples the types of things s/he is doing in these categories. If examples are numerous in a category, the student teacher may provide them in a bulleted list format as long as the items on the list are complete enough that the reader can understand why they were included. The student teacher should use the “Benchmark and Final Evaluation Guide” to make sure that each category on the evaluation form is understood before writing this summary. 2. Evaluation Using the required categories, this summary focuses on the topic of “Evaluation.” Using the Benchmark Evaluation Form, the student teacher must go through the categories listed under “Evaluation” and describe with examples the types of things he or she is doing in these categories. If examples are numerous in a category, the student teacher may provide them in a bulleted list format as long as the items on the list are complete enough that the reader can understand why they were included. The student teacher should use the “Benchmark and Final Evaluation Guide” to make sure that each category on the evaluation form is understood before writing this summary. 3. The Final Reflective Summary will contain two parts and reflect back over the entire student teaching experience. a. Part one is a “Top 3 List.” This list should be written as if in response to an interviewer who asks the student teacher to describe the three things that he or she is most proud of doing or accomplishing during the practicum student teaching experience. The student teacher must list these three things and describe them in detail using specific examples. The list should be ordered from least important to most important. (i.e. 3,2,1) The list may either be written in a narrative or bulleted format. (See complete directions) b. Part two is entitled “What I Have Learned,” and summarizes what has been learned about oneself as a teacher, one’s students, and other school related topics that will be useful to the student teacher in the future. This summary may be written as a bulleted list with learned concepts succinctly described. This format is ideal for inclusion in the student teacher’s showcase portfolio. Reflective Summaries are due as specified on the Assignment Due Date Calendar. Individual university supervisors will determine where, on what day, and how Reflective Summaries will be turned into them. When deemed necessary, university supervisors will use the Reflective Summary Rubric to evaluate summaries. Student teachers should look at the Reflective Summary Rubric before writing the first summary. ALL REFLECTIVE SUMMARIES MUST BE SIGNED BY THE COOPERATING TEACHER to confirm content validity. Encourage your cooperating teacher to add written comments so that you and the university supervisor may benefit from this feedback. The ideas you write about don’t have to be your original ideas. If you helped prepare or prepared for something, planned or helped plan for something, carried out or helped carry out an idea, you may write about it in your summary. For confidentiality reasons, please identify your students by their first names only. IT IS BETTER TO TURN SUMMARIES IN EARLY RATHER THAN LATE. Please view examples in packet.
Pages to are hidden for
"REFLECTIVE SUMMARY"Please download to view full document