So, how do you write a reflection paper for a class? Yes, he took the help of an essay writing service and got an essay written on critical reflection.
In my 8th grade English language arts classroom, I often use the Socrative student-response system to ask students multiple-choice or short-answer questions at the beginning of class about the novel they are reading.
They can use iPads, laptops, or smartphones to answer the questions; and the program immediately sends me a report with student responses that I can use to address comprehension issues right away.
The last time my students took one of these reading check-in quizzes, for example, it showed that almost half of them did not understand how one of the plot events affected the protagonist's characterization. As a result, I changed my lesson for the day to focus on indirect characterization.
For example, to create a mind map of a U. Civil War battle, students need to convey all of the information they've learned about that battle with minimal Self assessment and reflection essay.
A large key might indicate that the battle was the "key" to victory, a graph representing the number of soldiers might reveal one side's advantage, and so on. To create these mind maps, students need to determine what they know and then choose a way to represent the information. Both the process and the product reveal to me the depth of a student's learning.
These assessments can be used formatively throughout a unit—with students adding information as they learn more—and also as a summative assessment at the end. Students use examples from their own work during the semester to show how they have grown as writers, how their approach to and attitude about writing have changed, and what writing goals they have for the future.
This is, hands-down, the best piece of writing most of them do all semester. I use the results not only to evaluate their readiness to move on in our writing program, but also as valuable feedback for the course itself.
Each semester, the course changes in response to the students' comments. Working together, students and I set individual learning goals. I use Evernote to record the conferences and take photos of students' notebooks and work samples. I use the results of these conferences to determine students' progress toward learning targets and to plan instruction based on their needs.
I have a pocket chart mounted on the wall right next to my classroom door. Each day, students write on an index card a brief reflection about their learning, either in response to a specific prompt from me or on their own.
I collect and review the index cards daily. Sometimes I use the information as fodder for the next day's class meeting, and other times I use it to group students by their strengths and challenges for instruction.
We keep these exit tickets from month to month to reflect on personal growth throughout the school year. I usually showcase selected student answers in class anonymously of course and make connections to the new learning for the week.
This assessment can show me patterns of misconceptions among students.
If we prepare students by giving them clear instructions about how to reflect on their progress or their completion of a task, they will almost always diagnose their own strengths and weaknesses accurately. Recently, a self-evaluation exercise on a persuasive essay allowed my 9th grade literature students to volunteer comments ranging from the practical "I need to start wearing my glasses—I can't see the whiteboard and made some mistakes I could have avoided" to the thoughtful "I found this too easy.
I need to work on challenging myself to use a deeper vocabulary". Student self-evaluation enables me to see where I need to target reteaching and improve my content or teaching style. With this data in hand, we then discuss what individuals and small groups need if they are to progress as confident and capable readers.
Next, we carefully plan our guided reading instruction—the books to use, the standards we'll focus on, the teaching points for each lesson, and how we'll engage our students. This meaningful assess-plan-implement cycle remains a steady piece of our assessment-portfolio. The survey is not only an exercise in metacognition for students, but also an opportunity for me to reflect on my teaching and evaluate the strategies I employed to meet the unit objectives.
I have found that students use the survey as an opportunity to tell me how they learn best and what they need help with. I use the feedback from the survey to adjust and plan future units of instruction, share strategies with my colleagues, and track various trends over time.
As part of our daily minute class period, my students read books of their choice silently for 10—20 minutes.
While they're reading, my teaching partner and I alternate days in which one of us confers with individual students outside the classroom while the other stays in the classroom and reads along with the other students. Through the conferences, my partner and I can get a good understanding of students' fluency we have them read out loud to uscomprehension, interests, and attitudes about reading.
We also learn whether they read at home, what obstacles they face in becoming better readers, and whether they are making wise choices about what they're reading. We work with them to set their own reading goals, to find the right books for them, to overcome their obstacles, and to celebrate books and passages that they love.
I use the information to individually assist those in need of it, as well as to get an overall view of the collective skills of my class and reteach anything they haven't mastered as a group. I really get to know each student's strengths and needs as well as their interests.
This enables me to guide my instruction while also giving the students the immediate feedback they need to grow as readers. The year I removed all classroom assessments, behavioral issues were reduced 90 percent, attendance rose, and learning and academic achievement increased dramatically as engagement and rigor skyrocketed.Self-Assessment and Reflection In the last seven weeks, I had an opportunity to look back and analyze the events that has shaped my life.
This was a unique experience where I was emotionally comfortable enough to look back at life. My President Was Black.
A history of the first African American White House—and of what came next. Essay on Self-Assessment and Reflection Words | 5 Pages. Self-Assessment and Reflection In the last seven weeks, I had an opportunity to look back and analyze the events that has shaped my life. INTRODUCTION.
Assessment plays a major role in student learning. There are many new approaches to assessment with an emphasis on the process of . - Self-Assessment and Reflection In the last seven weeks, I had an opportunity to look back and analyze the events that has shaped my life.
This was a unique experience where I was emotionally comfortable enough to look back at life. Self-assessment is always a challengeable task because people always attempt to conduct a self-assessment but they do not always succeed in this regard.
The main reason for the failure of the self-assessment is the inadequate self-esteem or self-awareness. At the same time, it is necessary to.