Reflection SOTL ≠ Diane Klemme

I used a series of on-going reflection questions to encourage students' learning regarding classroom observations of FCE teachers in Menomonie, WI school district. These questions were sent to half the students participating in the observations. The students were asked to respond back to the questions (non-graded) via email.

For me, a teaching question addresses the ≥how to≤ of the teaching process. How will I present this concept to the class? A learning question seeks how I know students have taken new material, integrated this new material with prior knowledge, and process the information so they get that ≥ah≤ moment. If one has a ≥deep learning experience≤, I would expect to see this learning infused into daily activities.

Students in my class are starting this deep learning process as they begin to think about their role as a teacher. Every experience that helps them with this process, such as classroom observations, helps contribute to their deeply learning about students, teaching and their role in this process. Fortunately, I have the opportunity to see this process develop over the next semester and during the students' student teaching experience.

I have very mixed feelings about the significance of my results; but I really do have the impression that making ≥more≤ of their observation time does contribute to the students' overall feeling that they have gained from the experience. If I have a larger class next semester ≠ I may try this process again. I'm also thinking about incorporating the reflection questions as part of an on-going assessment of the observation experience.