Professional Development Plan Goal 2
PDP Goal 2: By the end of year four, semester one (level 7), I will be able to develop and improve students' participation individually and as groups to make them work more actively during the classroom activities.
Objectives for choosing goal 2:
Objective 1
1) Encouraging students to participate gives every student in the class an opportunity or a chance to express their point of view (Dallimore, Hertenstein, & Platt, 2010).
Objective 2
2) Motivating students to participate can help in making all of the students with different personalities contribute to the class discussion and activities (Quinn & Owen, 2016).
Objective 3
3) Participation is useful to make students share their information together during the class discussion and increase their knowledge (Dara Hill, 2012).
Objective 4
4) Participation can develop and promote the communication and cooperation skills between the students in working on the activities(Gornto, 2009).
Objective 1
1) Encouraging students to participate gives every student in the class an opportunity or a chance to express their point of view (Dallimore, Hertenstein, & Platt, 2010).
Objective 2
2) Motivating students to participate can help in making all of the students with different personalities contribute to the class discussion and activities (Quinn & Owen, 2016).
Objective 3
3) Participation is useful to make students share their information together during the class discussion and increase their knowledge (Dara Hill, 2012).
Objective 4
4) Participation can develop and promote the communication and cooperation skills between the students in working on the activities(Gornto, 2009).
The importance of Particiaption
This video talks about the definition of participation and how it is significant to the students (Powtoon, 2015).
Areas of Competencies:
1) Commitment to Profession
Encouraging students to express their point of view can improve their participation through different kinds of activities. It can enhance students' participation in a variety of activities and develop their collaboration and communication with the others professionally.
2) Implementing Learning
Implementing different activities and utilizing different questions during the lesson can motivate students to learn more. It can increase students' participation through variety of tasks provided during the lessons.
3) Assessment
Giving students formative assessment such as the tasks that are provided during the lessons can promote students' participation. Related to the interactions of each activity, students can work on the activities individually by themselves or as groups by sharing their information together. Formative assessment can motivate each student to participate and have a role in the tasks.
1) Commitment to Profession
Encouraging students to express their point of view can improve their participation through different kinds of activities. It can enhance students' participation in a variety of activities and develop their collaboration and communication with the others professionally.
2) Implementing Learning
Implementing different activities and utilizing different questions during the lesson can motivate students to learn more. It can increase students' participation through variety of tasks provided during the lessons.
3) Assessment
Giving students formative assessment such as the tasks that are provided during the lessons can promote students' participation. Related to the interactions of each activity, students can work on the activities individually by themselves or as groups by sharing their information together. Formative assessment can motivate each student to participate and have a role in the tasks.
Implementation strategies to achieve goal 2:
Strategy 1 Strategy: Ice cream chart for groups participation Target Date: 6th of November 2016 Interaction: Groups work Needed resources: Colorful papers/ pictures of ice creams/ colorful points/ glue/ and magnets Strategy 3 Strategy: Differentiated activities Target Date: From 6th of November 2016 to 13th of November 2016 Interaction: Whole class Needed resources: Different kinds of activities/ colorful papers/ pencils/ powerpoint/ and data show Strategy 5 Strategy: Groups' names chart for groups participation Target Date: From 6th of November 2016 to 13th of November 2016 Interaction: Groups work Needed resources: One paper size A4/ list of groups' names/ magnets/ and stickers Strategy 7 Strategy: Positive reinforcement Target Date: From 6th of November 2016 to 13th of November 2016 Interaction: Whole class Needed resources: Stickers |
Strategy 2 Strategy: Flower chart for groups participation Target Date: 8th of November 2016 Interaction: Groups class Needed resources: Colorful papers/ pictures of flowers/ colorful points/ glue/ and magnets Strategy 4 Strategy: Students' names chart for individual participation Target Date: From 6th of November 2016 to 8th of November 2016 Interaction: Individual work Needed resources: One paper size A4/ list of students' names/magnets/ and stickers Strategy 6 Strategy: Students' names chart for participation Target Date: 13th of November 2016 Interaction: Individual work Needed resources: One paper size A4/ list of students' names/ magnets/ and stickers Strategy 8 Strategy: Certificates for participation Target Date: From 6th of November 2016 to 13th of November 2016 Interaction: Whole class Needed resources: Certificates for participation |
Strategies for Developing Particiaption
This video shows the strategies that encourage and motivate students to participate actively in the class (Smartatmath, 2011).
Justification for strategies:
Justification for strategy 1: Ice cream chart for groups participation
I used ice cream chart to encourage students to participate as groups. Each group has a color. When each group participates, I gave them one point until their ice cream chart complete. This chart helped me to motivate students to share their information and participate together as groups.
Justification for strategy 1: Ice cream chart for groups participation
I used ice cream chart to encourage students to participate as groups. Each group has a color. When each group participates, I gave them one point until their ice cream chart complete. This chart helped me to motivate students to share their information and participate together as groups.
Justification for strategy 2: Flower chart for groups participation
I used flower chart to encourage students to participate as groups. Each group has a color. When each group participates, I add one leaf of the flower to their flower chart until it finishes. This chart helped me to encourage students to share their information and participate together as groups.
I used flower chart to encourage students to participate as groups. Each group has a color. When each group participates, I add one leaf of the flower to their flower chart until it finishes. This chart helped me to encourage students to share their information and participate together as groups.
Justification for strategy 3: Differentiated activities
I was always giving students differentiated activities in PowerPoint, and worksheets to encourage students to participate in a variety of activities. Different activities can make students engaged and motivated to do different kinds of activities in each lesson.
I was always giving students differentiated activities in PowerPoint, and worksheets to encourage students to participate in a variety of activities. Different activities can make students engaged and motivated to do different kinds of activities in each lesson.
Justification for strategy 4: Students' names chart for individual participation
Using students' names chart helped me to encourage students to participate in the class. When I was observing that the students were participating, I was putting a sticker beside their names on the chart. That motivated them more to participate and express their answers individually.
Using students' names chart helped me to encourage students to participate in the class. When I was observing that the students were participating, I was putting a sticker beside their names on the chart. That motivated them more to participate and express their answers individually.
Justification for strategy 5: Students' names chart for groups participation
Using groups' names chart helped me to encourage students to participate with their friends as groups. When I was observing the groups that participate and share their information together, I was putting a sticker for the groups in the chart. That motivated them more to work with a collaborative team to participate together as groups.
Using groups' names chart helped me to encourage students to participate with their friends as groups. When I was observing the groups that participate and share their information together, I was putting a sticker for the groups in the chart. That motivated them more to work with a collaborative team to participate together as groups.
Justification for strategy 6: Students' names chart for participation
Using students' names charts for individual participation helped me to motivate students to participate in the activities. The students who were participating in the class were getting stickers beside their names in the chart which encouraged them to participate more.
Using students' names charts for individual participation helped me to motivate students to participate in the activities. The students who were participating in the class were getting stickers beside their names in the chart which encouraged them to participate more.
Justification for strategy 7: Positive reinforcement
Giving students positive reinforcement such as stickers encouraged students to participate more actively in the class. They started to participate to get positive reinforcement from the teacher for their participation.
Giving students positive reinforcement such as stickers encouraged students to participate more actively in the class. They started to participate to get positive reinforcement from the teacher for their participation.
Justification for strategy 8: Certificates for participation
Giving students certificates for participation encouraged students to participate to get certificates from the teacher for their participation in the class.
Giving students certificates for participation encouraged students to participate to get certificates from the teacher for their participation in the class.
Evidence and Reflection:
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The mentor college teacher wrote in the feedback that I planned differentiated activities and assessments that motivated students to participate more in them. |
The MCT mentioned that I used a good review in the beginning of the lesson and she discussed that was very good to make them active in the class. |
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The MCT discussed that giving students positive feedback motivated them to work actively in the class. |
The mentor school teacher mentioned that I was able to motivate students to participate in the class during the activities individually and as groups. |
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The MST mentioned in the feedback rewarding is a significant idea to improve students' motivation in the class. |
The MST wrote in the feedback that I was able to motivate students to work together as groups for participation. |
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References:
Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2010). Class participation in accounting courses: Factors that affect student comfort and
learning. Issues in Accounting Education, 25(4), 613-629.
Dara Hill, K. (2012). Primary students' book club participation. Language and Literacy, 14(1), 91-n/a.
Gornto, J. S. (2009). The impact of student leadership in classroom management on student achievement (Order No. 3376763). Available
from Education Database. (305175201).
Powtoon. (2015, October 17). Ingredients to Participation [Video file]. Retrieved from https://www.youtube.com/watch?v=SEbbQ8B_iDI
Quinn, S., & Owen, S. (2016). Digging deeper: Understanding the power of 'student voice'. Australian Journal of Education, 60(1), 60-72.
doi:http://dx.doi.org/10.1177/0004944115626402
Smartatmath. (2011, June 11). Student Engagement & Motivation Strategies & Tips [Video file]. Retrieved from
https://www.youtube.com/watch?v=s9yOOwGYYfU
Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2010). Class participation in accounting courses: Factors that affect student comfort and
learning. Issues in Accounting Education, 25(4), 613-629.
Dara Hill, K. (2012). Primary students' book club participation. Language and Literacy, 14(1), 91-n/a.
Gornto, J. S. (2009). The impact of student leadership in classroom management on student achievement (Order No. 3376763). Available
from Education Database. (305175201).
Powtoon. (2015, October 17). Ingredients to Participation [Video file]. Retrieved from https://www.youtube.com/watch?v=SEbbQ8B_iDI
Quinn, S., & Owen, S. (2016). Digging deeper: Understanding the power of 'student voice'. Australian Journal of Education, 60(1), 60-72.
doi:http://dx.doi.org/10.1177/0004944115626402
Smartatmath. (2011, June 11). Student Engagement & Motivation Strategies & Tips [Video file]. Retrieved from
https://www.youtube.com/watch?v=s9yOOwGYYfU