At the beginning of school year, when I did the initial goal setting, I identified two areas that I want to work further work on this year (see below).
Which of the 7Cs will you work on this year? Why?
I will work on “Consolidate” and “Challenge” as my professional growth goals this year. The reason is I need to be more consistent when asking students to summarize what they have learned at the end of class. I think there needs to be more connection between what we learned before and what we are learning, especially characters. Besides, I think I will work more on challenging students in thinking deeply about what they are learning, and set the expectation high for doing their work.
When I got the first students’ survey results, I found they were mostly in alignment with how I reflected on my classes. My greater strengths are in the areas of “Care” and “Captivate”. I feel grateful that all students think “My teacher in this class makes me feel that s/he really cares about me.” I’m glad to see that students like the way they learn and they don’t feel bored in class. These are what I will keep doing.
I appreciated the many positive feedback on “Confer” and “Clarify”, and know students value the time they have to explain their ideas/give their answers, and the comments they get to help improve their learning. In future, I’ll also do more check-ins with my students to make sure they follow the instructions and understand what they are learning.
The areas I have a lot of space to grow on are “Consolidate” and “Challenge”.
- For “Consolidate”: 8% of students disagree and 31% of students feel neutral about “My teacher takes the time to summarize what we learn each day”, and “My teacher asks questions to be sure we are following along when s/he is teaching.”
- For “Challenge”, almost every student agrees that “My teacher doesn’t let people give up when the work gets hard.” When it comes to the questions about “thinking skills”, such as “My teacher wants us to use our thinking skills, not just memorize things.” and “My teacher makes us explain our answers – why we think what we think.” I saw higher ratio of students disagreement (17%) or neutral (33%) feedback. For our language class, we are in the Novice to Intermediate proficiency level according to ACTFL. The thinking we do in class are more on the nature of language, cultural comparison, word use etc. We don’t do much thinking on “why I got this wrong” and “explaining the wrong answers I got”, because most of the mistakes have things in common, such as the impact of mother tongue, or can’t remember the right expressions. This makes me wonder if the thinking we do in class is the same “thinking” that students think they do in other classes.
At the same time, I also want to know more about how to apply thinking skills in the language acquisition classroom.
- For “Consolidate”, I will try to be more consistent in “summarizing what we learn each day” at the end of class verbally, in addition to posting the class debrief on DX. For consolidation, even though this is not listed in the survey, I’ll work on providing more opportunities for students to review and practice what they learned in class, because I noticed some students are not consistent in doing homework, which is a way of consolidating what was learned. Learning a language is more than just understanding, and it takes time and practice to consolidate. The time and practice also need to the consistent and continuous. The category of “Consolidate” will be my major focus this year.
- For “Challenge”, I’ll read Project Zero’s “Making Thinking Visible”, and join the study group initiated by Chuyu on Fridays as much as I can (when I don’t have ASA classes). With these PD activities, I’ll try to integrate more thinking skills for students in our learning. The category “Challenge” will be my long term goal of professional development.