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Standard 3: Plans and delivers effective instruction and creates an environment that facilitates learning for students.
Standard 3: Plans and delivers effective instruction and creates an environment that facilitates learning for students.
*Element B: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.
*Element B: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.
Self-Reflection & Evaluation
Self-Reflection & Evaluation
The self- reflection assignment sheet that we used at the end of each assignment connects directly to Teaching Standard 3, Element B because it helps both students and teachers assess learning and figure out what’s working. For students, it’s a chance to think about what they’ve accomplished, what they’re proud of, and where they might want to improve. This process helps them take ownership of their learning and feel more connected to their growth, which is important for creating a supportive and engaging learning environment.
For teachers, these reflections are like a behind-the-scenes look at how the lesson went. They give us insight into what students understood, what stuck with them, and where they might have struggled. That feedback helps us adjust and improve our teaching, whether it’s by spending more time on a specific concept, providing additional support, or rethinking how we deliver the lesson. It’s not just about wrapping up an activity—it’s about using what we learn from the reflections to make future lessons more effective, inclusive, and responsive to our students’ needs.
Weekly Discussion:
Weekly Discussion:
Our weekly discussion posts directly support Teaching Standard 3, Element B because they create a space for both informal assessment and meaningful feedback, while also helping to shape future instruction. These posts give us the opportunity to reflect on the week’s topics and connect them to our own experiences, allowing us to deepen our understanding of the material. By writing about what resonated with us or posing questions, we’re not just summarizing content—we’re engaging with it on a personal level.
For our professors, these posts act as an informal assessment of how well we’re grasping the week’s material. They can see what concepts are clicking, where we might still have questions, and how we’re connecting theory to practice. This feedback helps guide future lectures, ensuring that our learning is responsive and relevant. The posts are a way to keep the conversation going outside of class and to use what we’re learning to inform how we’ll approach teaching in the future. It’s not just about participating in a discussion; it’s about using that space to reflect, grow, and shape the way we plan and deliver instruction.
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