TESL 0140: Assignment 3 - Learning Plan Reflection
TESL 0140 Assignment #3 – Personal Learning Plan
Reflection
When I drafted my learning plan at the beginning of the
module, the intent was that it be detailed enough to be validated or measurable
in several specific outcomes that I chose based on the course learning outcome, and that it would be
realistic. I added some stretch goals to
ensure that I would allow myself to be pushed beyond that which is comfortable
while still ensuring that I maintain appropriate work-life-school integration. Overall, I am satisfied with my progress to this point, knowing
that I do not have the results of this reflection and one other assignment when
this is handed in, and those specific outcomes in the learning plan will not be
able to be measured at this time.
Reflection on Specific Outcomes
Goal 1: To become more familiar with relevant
vocabulary.
I have a greater grasp of
the various types of assessments, and how and when they might be used in a
classroom. I did find that the achievement
level and demonstration of this has not happened in positive outcomes in the unit
quizzes as I anticipated. I struggled more
than I anticipated with the questions and the reasoning behind the
answers. Through discussion with other
learners in the class, I believe I am not alone in my struggle, but overall this
was a disappointing outcome for me. Having
said that, I still believe that I have a greater grasp of the vocabulary surrounding
the concepts of assessment and evaluation and particularly appreciate the last
module discussion on holistic and analytic rubrics. That was positive for me and I believe
I can apply that knowledge immediately in my current work. I appreciate opportunities to transfer my learning which helps to reinforce the concepts I am working to assimilate into my current experience.
Goal 2, 3 & 5: Active engagement in
discussion; Give myself learning opportunities; Be faithful with regular
check-ins online for feedback and to give feedback
My activity in the online course is easily measured through
the course user progress feature. As of
the writing of this reflection, I have logged into the course 61 times and
been active 27 days in the course. I
have actively participated in discussion posts generated by myself and others,
and created new posts that ask questions, seek clarification, and admit to struggles
I have faced in understanding the content and/or directions. I have spent eight to ten hours per week on
the course to read, engage, discuss, think, respond, post, research, watch, and
listen.
Goal 4: Take opportunity to share relevant knowledge
that might help others
It’s not unusual for me to respond to discussion boards
early in each week as the structure of my life requires that I can spend only a
designated amount of time each day and week in the course content in order to ensure that other responsibilities are being met. This class has been smaller than most of the classes I have participated
in and there is a little less feedback than I am used to, however I have found it
much easier to connect with the other learners and have appreciated their
feedback on my ideas. My goal is to use
personal experience where I cannot use classroom experience to share ideas and
bring understanding and share resources where I have them available. I have done that through sharing about
specific resources such as the web link to New Journey Housing, discussion
around the Canadian Manufacturers and Exporters Reading, Writing and Math Skills
Assessment, and being willing to address and challenge ideas when there are
gaps, perceived gaps, or I have not understood the content.
Goal 6: Complete the required assignments
I fully anticipate being able to complete the required assignments,
however the outcomes will be available following the completion of this assignment,
and success level will not be available to validate satisfactory final grade
outcomes at the time of this submission.
In my learning plan, I indicated that part of the way that I would validate
the learning is that I would use appropriate tools at my disposal and I feel I have
been much more effective at using the CLB resources to understand how to develop
materials for assessment and evaluation.
It has been more than two years since I took the Fundamentals course, and even then,
there is so much information, that there is not a strong focus on the Canadian Language
Benchmarks and how to interpret and use the information that the documents
provide. In knowing how to read and
understand this information, I have found myself more intrigued by how I will
plan and prepare lessons and resources. I
believe it would be valuable to add some specific content around CLB and LINC
within the TESL programming so that TESL teachers-in-development can learn more
about the contexts and how to use the tools, regardless of their final
classroom destination.
Other thoughts:
Several times in the past four weeks I have been excited to
understand ideas in a broader context than I have before. I have developed a greater understanding of
how to use portfolios as a tool for assessment and evaluation, and as mentioned
earlier, I really enjoyed learning about rubric development in unit four. When my learning is personal and applicable,
I feel a greater sense of accomplishment and feel that I have a reasonable
expectation that I can be a good teacher.
At the end of this program, it is my hope that I will be able to help
others become better at functional living.
There are so many people in our communities that are still struggling with
the basics of functional living and my goal is to be a positive support in
moving people to higher levels of function within society (think Maslow's Hierarchy). I like to be good at what I do, and I like knowing “stuff”. Learning is regularly hard for me and so I have
tried to describe my learning process for the TESL modules with a graphic I
have included below. I chose a circle
that is mostly continuous, but indicates a pause between knowing and exploring because
for me, exploring is where my cycle of learning begins. When a course is “opened”, I explore
the ideas and the topics before the week of learning begins; I always struggle
with content and applicability and have worked at putting strategies in place
to pace my efforts and save myself from discouragement over not knowing something;
I ask a lot of questions – I write them down while I study, I ask in the
discussions and I directly ask the instructor for specific feedback at times; I
gain understanding; and at the end I know more
than I did before. I chose green to represent
this concept as this is a growth pattern and a growth mindset that I choose to
engage in. Growth is green, in my mind.
This month I have learned how to more effectively use the
CLB to inform assessment and evaluation which will help me set better objectives
that may be clearly measured. I have
learned how to use assessment to focus on specific outcomes I would like the learner to achieve and I have come to a new understanding of the value of performance-based
assessment, along with alternatives in assessment. They both have benefits and limitations and
it is important to be aware of both and learn how to use each of them, in the right
circumstances. I have re-discovered that
I am a huge fan of authenticity and practicality in learning and that any
assessments, either formative or summative, should use authentic language to
support the authenticity of the content and the learner outcomes I am trying to
achieve. And, of marked interest to me
is the discussion and attempts made toward developing rubrics based on sound
evaluation principles. I am excited
about that, knowing that the learning circle above is ready to start again as I
attempt to put into practice that which I have been learning.
Conclusion
While not fully satisfied with all the specific outcomes of my
learning plan, I am satisfied with my effort and my increased knowledge. I have thought about the applicability of
this module daily – to the class outcomes, my work, and my life. I think I have been building rubrics in my
mind for many years in relation to many things and it nice to have a more robust
picture of the theory behind the practice.
I am pleased that I have been able to scaffold my own learning from previous
courses to support my development in this one.
Just because I have struggled, does not mean I have not been able to
build on that which I already knew, into that which is supporting greater
connections for me in the world of TESL.
References
Centre for Canadian Language Benchmarks. (n.d.). English as Second Language for
Adults. Toronto, ON: Centre for Canadian Language Benchmarks. Retrieved from
Webb, S. (2017, April) Creating Effective Rubrics. Powerpoint presented at TESL Peel Halton Etobicoke Conference, 2017, Mississauga, ON. Retrieved from
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