What is reflective protocol?

Reflective feedback is a protocol used to assist a teacher in reflecting on his or her lesson. This form of classroom support helps teachers hone their instructional skills and strengthen their practice. It also supports a teacher in becoming a reflective practitioner who regularly examines his or her own practice.

What is the guided reflection protocol?

A protocol, or guide, enables teachers to refine the process of reflection, alone or with colleagues. The Guided Reflection Protocol is useful for teachers who choose to reflect alone.

What are the steps of reflection?

Stages. The traditional stages of reflection are self-awareness, description, critical analysis, synthesis, and evaluation. This is the cognitive model of learning by reflection.

What are the 4 levels of reflection?

Four levels of reflection emerged that Larrivee labeled as pre-reflection, surface, pedagogical, and critical reflection.

What is the 3 2 1 reading strategy?

Rationale. A 3-2-1 prompt helps students structure their responses to a text, film, or lesson by asking them to describe three takeaways, two questions, and one thing they enjoyed. It provides an easy way for teachers to check for understanding and to gauge students’ interest in a topic.

What is directive feedback?

Directive feedback tells someone what to do, even if you’re phrasing it “nicely.” For example, “I suggest that you make priorities clearer to your team.” Contingency feedback gives a future consequence: “If you keep interrupting people in meetings, they’ll stop cooperating with you.”

What is the purpose of the guided reflection protocol?

What are the benefits of grades?

Grading enables teachers to communicate the achievements of students to parents and others, provide incentives to learn, and provide information that students can use for self-evaluation.

What are the effects of grading on learners?

Some education researchers have even concluded that grades “depressed creativity, fostered fear of failure, and weakened students’ interest.” These effects are amplified in low achievers who experience “dramatic declines” in academic interest upon receiving low scores.