INDIANA UNIVERSITY
Department of Language Education

Practicum in Language X425/L525

Dr. Hope Elkins, Ph.D.
 Syllabus

HOME PAGE

MODULE 10

EVALUATING AND REVISING THE PROGRAM
and
REFLECTION ON THE COURSE

1. In this module we will learn about:

  • Evaluating our instruction.

2. We will:

  • Using a checklist we have developed, evaluate our tutoring experience.
  • Suggest ways to revise targeted points of instruction.

3. Reading Assignment:

  • You might also wish to review the RELATE Model in Module 2.

4. Progress check-list:

  • Hopefully you're finished with all assignments and projects!

5. Comments:

The area of educational evaluation is a discipline unto itself. We could talk about formative and summative evaluation, the difference between issues and concerns, ethnographic case studies, document analysis, statistics, gatekeepers, becoming part of the woodwork, remaining objective, the impossibility of remaining objective -- the list could go on and on. The evaluative aspect of this course, however, concerns whether or not our teaching results in learning and why or why not?

Sometimes we get so busy with the business of teaching we forget to reflect on what worked and what didn't. It can be rather deflating to admit we, the class power figures, make mistakes and experience failures. If we plan to become increasingly better teachers, we must be willing to identify and change unsound practices and build on teaching strengths. Thorough self-evaluation is necessary to the profession because it encourages teachers to:

  • Know what aspects of teaching need revision.
  • Appreciate and strengthen areas of teaching success.
  • Demonstrate accountability to oneself, parents, students, administrators, and other stakeholders in the community.
  • Solidly document what happens in the classroom.
  • Teach reflectively.
  • Implement positive change.
  • Be confident in knowing how to make rational decisions based on solid knowledge.
  • Carefully observe students and be responsive to their needs.
  • See teaching in terms of the whole school and community

Reflect on what makes a good reading program. Look at your individual lesson evaluations, and think about what made your tutoring lessons effective or ineffective. Look below at the RELATE categories (Module 2) which can become a good framework for your reflections. Here is how you might include them in your selfevaluation. For example, "Overview" includes what you bring to teaching. You might ask who you are as a teacher. Do you have a strong teaching philosophy, grounded in solid educational theory and research? Do you have the temperament to work with students in a classroom? These are questions I've asked myself many times. Include questions that deal directly with your own experience. Look at the "Setting Goals and Objectives." Overall, were the learner goals and objectives met?

Below are the RELATE categories. I have included a sample question I might ask about my teaching under each. Develop a personal selfevaluation checklist that would fit your tutoring experience.

RELATE INSTRUCTIONAL PLAN

OVERVIEW
(Have I read professional literature dealing with my learner's needs?)

DESCRIBING LEARNER CHARACTERISTICS
(Did I include enough descriptive data to facilitate goal setting and beginning instruction?)

SETTING GOALS AND OBJECTIVES
(Did the goals and objectives correspond to my learner's needs?)

ASSESSMENT
(Did my assessments assess the stated goals?)

STRATEGIES
(Did my strategies include authentic reading and writing?)

RESOURCES
(Were my resources effective in complimenting the strategies?)

ORGANIZATION
(Were the lessons organized to make the best use of time and space?)

IMPLEMENTATION
(Did I identify and prepare for places in the lessons where my student would need scaffolding?)

EVALUATION
(Did I evaluate each lesson?)

REVISION
(Did I reflect on ways to make my teaching better after every lesson?)

COURSE REFLECTION

Congratulations! If you've covered the last nine modules, it is hoped you know much more about teaching reading than when the class began. I would appreciate your taking some time to evaluate X425/1_525. We worked hard to make a student-friendly course but know when working from a distance, the best laid plans can go astray. Will you please take some time to reflect on the whole course experience, and give your honest input, so that like you, we can strengthen our strong points and revise the weak? Below are some guiding questions, but feel free to include other points. I sincerely appreciate your help.

  • Was it difficult finding the Website and registering for the course?
  • Was the format user friendly?
  • Did you find the use of different textbooks useful? If not, why? What about the other texts? Were any especially useful or not? Do you have suggestions for texts that might be added to the list? For ESL students, did you find the course packet useful? Are there articles that were not helpful; articles you know of that might be added?
  • Did the material in the "comments" adequately complement the text?
  • Was the assignment load manageable, and if not, how could I improve in this area?
  • Did I respond quickly to your questions and work?
  • Was my grading fair and consistent?
  • What assignment did you particulary like and why?
  • Did you have trouble using Oncourse? Are you familiar with Oncourse CL?
  • How could I encourage more discussion? Did you like the conferencing aspect of the course? Why or why not?

Thank you for taking time to share. Your responses will be a great help in further course development. It's been a pleasure working with each of you, and please keep in touch! Let us all remember this quote from Tryon Edwards, "Thoroughly to teach another is the best way to learn yourself." May we all remain life-long learners!



Comments: disted@indiana.edu
Copyright 2000, The Trustees of Indiana University