Intermediate AQ Part 1 - The Elementary Teachers` Federation of

Transcription

Jardin d’enfants: apprentissage par le jeu
Table of Contents
Introduction to ETFO Book Clubs ..................................................................... 2
Introduction to Jardin d’enfants: apprentissage par le jeu............................. 8
Session One: The theory of play-based learning ......................................... 10
Session Two: Experiencing centres .............................................................. 14
Session Three: Planning ................................................................................. 18
Session Four: Evaluation................................................................................. 21
Support Materials Section ............................................................................... 24
ETFO statement and definition of equity
It is the goal of the Elementary Teachers’ Federation of Ontario to work with others to create
schools, communities, and a society free from all forms of individual and systemic discrimination.
To further this goal, ETFO defines equity as fairness achieved through proactive measures
which result in equality, promote diversity, and foster respect and dignity for all.
June 2011
ETFO Book Club Facilitator Guide
Page 2
Introduction to ETFO Book Clubs
The Elementary Teachers’ Federation of Ontario is committed to providing
professional development for it members in a variety of forms. Teachers are best able
to determine what professional development they need to pursue as life-long learners
and ETFO Book Clubs are designed for voluntary participation of interested members.
As ETFO professional development programs and services continue to evolve to meet
the challenging needs of educators and their students, the new season of offerings
has been expanded to include ETFO Book Clubs with a focus on classroom
management, differentiated instruction, Kindergarten and equity and social justice.
Professional book clubs provide an excellent opportunity for members to reflect on
their classroom practice, enhance their professional knowledge, and engage in the
professional learning that best meets their needs and the needs of their students.
An ETFO Book Club is a learning experience that gives educators an opportunity for
professional networking, sharing, and reflection through an in-depth examination of
ideas, concepts, research, and strategies presented in a professional resource.
The main goals of ETFO Book Clubs are:
•
To enhance the professional knowledge of our members.
•
To enhance the professional practice of our members.
•
To foster leadership at the local level.
•
To implement high-yield, research-based instructional strategies.
•
To monitor the impact or effects of instructional decisions on students.
•
To reflect on current teaching practices.
When professional book club experiences are tied to the real work of teachers, and to
authentic issues they are grappling with in their classrooms, teachers have a deeper
understanding of their impact on classroom practice and student learning.
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ETFO Book Club Structure
ETFO Book Clubs provide an excellent opportunity for our members to enhance their
professional knowledge and practice. Participants attend four two-hour sessions that
focus on specific chapters of the various resources highlighted, consider strategies
they can try in their classroom, and reflect on and share their experiences within a
community of learners. As a facilitator, you will contribute to building leadership
capacity within our locals in the area of professional development.
Roles and Responsibilities
ETFO Book Clubs are offered in partnership between locals and the provincial office.
Facilitator guides, such as this one, have been developed by members to support you
as you facilitate.
The Role of the Facilitator
An ETFO Book Club facilitator guides a group of participants through an
interactive discussion of a selected title. The facilitator organizes the
session and conducts the meetings. Group members can expect the
facilitator to use open-ended questions, wait time, and paraphrasing to
encourage participation. The facilitator also emphasizes the importance
of keeping the discussion on track, focusing on one topic or task at a
time. The person in this role is not an expert and should remain neutral
allowing group members to share different perspectives.
All group
members are valued and encouraged to participate in their own way.
“The most
valuable
insight a
group can
have is that
the most
effective
resources for
moving
ahead are
found within
their
situation
and within
themselves.”
R. Bruce
Williams
Establishing Group Norms
Any group that meets regularly to work together needs to identify a set of norms or
ground rules that will help a group do its work and discourage behaviours that interfere
with a group’s effectiveness. Norms govern how the group will interact, share, and
learn together.
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It is ideal to set norms at the beginning of a group’s work together inviting group
members to suggest ideal behaviours for groups, eventually refining them into an
agreed-upon set of norms. Once established and posted, groups need to continually
remind themselves about the norms they have created.
Some topics you may want to raise as starting points for discussion with your group
are:
Expectations for behaviour – How will your group relate to one another within (and
beyond) the group? Considering norms in TRIBES such as right to pass, attentive
listening, and taking turns, may be helpful.
Shared leadership – How will members share responsibility for the group? How will
decisions be made about what to read, when to meet, and where to meet be made?
Participation and interaction – How will members work together? Considering roles
such as recorder, timekeeper, and encourager may ensure that all group members
become involved in the discussions.
One strategy that may be helpful when reviewing group norms is ‘Round-Robin
Reflection’. In this process everyone takes 30 seconds to silently reflect on the extent
to which he/she honoured the group’s norms and to what extent it enhanced the
group’s work. The facilitator then chooses someone at random to share their
reflections. When this person is finished then another group member paraphrases
what they have heard. This process is repeated in round-robin fashion beginning with
the person to the right of the first speaker.
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Building Inclusion
Grounding is an excellent inclusion activity for introductory meetings. It serves several
purposes including:
•
establishing a norm for respectful listening;
•
bringing people into the here and now;
•
allowing people to connect with one another; and
•
allowing for expression of hopes and apprehensions.
Directions - Each person in round-robin fashion, speaks to these points:
•
name;
•
current role;
•
school;
•
reasons for joining a professional book club; and
•
expectations of the ETFO Book Club experience.
Powerful
Conversations:
•
Focused
•
Productive
•
Interactive
Needs of Individuals in Groups
Regardless of the nature of the group and its purpose, some basic needs must be met
within the group setting for it to be as focused, productive, and interactive as possible.
A good facilitator looks for signs of the characteristics listed below to determine
whether it provides the kind of satisfaction group members need. Periodically it may
be helpful to give group members time to evaluate the extent to which the group is
meeting their individual needs.
The following are important needs group members value. As the group evolves, it is
about finding the balance between the needs of the group members and the group
work that needs to be accomplished.
Feeling a sense of belonging – Group members need a collaborative environment
where they feel safe and supported in their presence and their contribution to the
group’s work.
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Commitment to group goals – Group members achieve commitment when they see
value in the goals selected, having a part in selecting and refining those goals, and
directing the group process.
Sense of progress – It is important to give group members opportunities to reflect on
their progress toward goals so that members feel a sense of accomplishment.
Having confidence in the facilitator – A good facilitator establishes a supportive, risk
free learning environment emphasizing the importance of professional dialogue. The
facilitator organizes the sessions and conducts the meetings. The person in the role
of facilitator is not intended to be an expert and should remain neutral, allowing
participants to share different perspectives.
Knowing Your Participants
When developing a group’s capacity for powerful conversations, Robert Garmston
suggests that group members set aside unproductive patterns of listening, talking, and
participating.
However, from time-to-time, facilitators may need to confront challenging situations.
Late arrivals at meetings, overbearing participants, and conflict among group
members can negatively impact on a group. Although there is no “right” way to
respond to these problems, here are some possible solutions to common problems
faced by facilitators.
Non talker – Honour an individual’s right to pass. Each member has the right to
choose when and to what extent they will participate in the group discussion; ask open
ended questions and learn to be silent.
Underminer – Focus on the agenda and topics agreed upon by the group. Don’t
acknowledge or over react; at the end of the session revisit the group norms and their
purpose.
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Rambler – When the member pauses, refocus attention by restating the relevant
points and move on; ask "How does that relate to ________?"
Side talker – Re-direct conversation by asking the person an easy question or to
paraphrase what has been stated; create a parking lot (flip chart, sticky notes) to post
questions or issues that can be discussed in a later session.
Over talkative – State "We only have a limited amount of time today. We want
everyone to have a chance.”
Further Reading
Robert Garmston. “Teacher Talk That Makes a Difference”. Educational Leadership,
ASCD, April 1998.
Garmston, R. & Wellman, B. The Adaptive School: A Sourcebook for Developing
Collaborative Groups, Christopher-Gordon Publishers, 1999.
Richardson, J. “Norms Put the ‘Golden Rule’ into Practice for Groups”. Tools for
Schools, NSDC, August-September 1999.
Easton, L.B. Powerful Designs for Professional Learning. NSDC, 2004.
Richard G. Weaver & John D. Farrell. Managers as Facilitators: A Practical Guide to
Getting Work Done in a Changing Workplace, McGraw Hill, 1999.
Bennett J., Dawson R., & Torney. “Book Study Facilitator’s Guide for Teaching
Student-Centred Mathematics”. Pearson Education, Canada, 2007.
Wisconsin Staff Development Council – www.wi-sdc.org.
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Introduction to Jardin d’enfants: apprentissage par le
jeu
This book provides theoretical information about play based learning and its
importance in our kindergarten program. It offers practical information about how to
plan different centres and gives specific ideas of what to include. It offers practical
schedules and important components of the learning environment. In these sessions
participants will learn:
•
The theory of play-based learning.
•
Experience Centres.
•
Planning of centres, activities and long-range plans.
•
Evaluation of centres.
Teachers will leave this book club with practical ideas for their classroom and ways in
which to implement them.
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Session One: The theory of play-based learning
Readings:
•
Jardin d’enfants, Research concerning play-based learning, pages 3 – 7; The
importance of games for children, pages 9 – 11; and Social Development and
Games, pages 13 – 18.
General Overview:
In this session participants will discuss a brief overview of the theory behind playbased learning, the impact of play-based learning on brain development and the
importance of learning through play. Thoughts of past and present theories of early
childhood education will also be discussed.
Key Learning/Objectives:
•
Look at the key finding in the research of play-based learning.
•
Understand why games are so important for children.
•
Reflect on the impact on social development and games
Time: 120 minutes
Materials:
•
Line Master 1A – The theory of play-based learning.
•
Line Master 1B – Les jeux
•
Chart paper
•
Markers
•
Index Cards
•
Paper
Page 10
Instructional Tasks: 100 minutes
Icebreaker No. 1
To foster an inclusive and safe environment for sharing begin the session with the
following icebreakers.
Play the game Marooned (15-20 minutes): Give people a minute or two to think
about this question: If you were marooned on a deserted island, which three people
would you want with you? They can be dead, alive, or imaginary. Ask participants to
introduce themselves and share their choices with the group. Start with yourself so
they have an example. Example: “Hi, my name is Deb. If I were marooned on a
deserted island, I would want Tim with me because he’s smart, strong, and fun, and I
love him. He would know how to make a shelter and find food, and we’d have
wonderful conversations. My second choice would be someone who tells great stories,
like Garrison Keillor or Eoin Colfer. And my third would be Solomon Burke, the blues
singer, so we’d have soulful music.” Debrief by asking if there were any surprises in
the group and if anybody has a question for another participant. You will have listened
carefully to the introductions. If somebody has chosen a person related in any way to
your topic, use that person as a transition to your first lecture or activity. Source:
http://adulted.about.com/od/icebreakers/qt/marooned.htm
Icebreaker No. 2:
To get a sense of participants’ perspective on theories in play-based learning, have
them do an inside and outside circle (10 minutes):
1. Split the group into 2, A and B.
2. Have Group A be the outside circle and group B be the inside circle.
3. Put a question or statement on the board.
4. Give participants at least ten seconds to think on their own ("think time").
5. Ask participants in the inside circle to share their response with the colleague
facing them in the outside circle. When they have done this, ask them to say
"pass", at which point the participants in the outside circle will share their
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responses with the colleague facing them in the inside circle.
6. Have the outside circle move one step to the left or right and discuss the same
question with the new partner.
7. Option: post a new question for another discussion
Here are some suggested questions: What are your thoughts on play-based learning?
Has your teaching philosophy changed as a result of teaching kindergarten?
Source: http://eworkshop.on.ca/edu/pdf/Mod36_coop_inside-outside.pdf
Objective No 1 (40 minutes):
Look at the key finding in the research of play-based learning. Use the Jigsaw
instructional strategy, have the participants read and discuss page 3 - 18.
1. Have 4 “home” groups, for example, Group A, B, C, and D.
2. Assign these pages evenly among the four groups.
3. The “home” groups will review, discuss and summarize the assigned pages for 5-
10 minutes.
4. After 5-10 minutes, ask the “home” groups to divide into groups that have a person
from each “home” group. For example, one group will now be a person from A, B,
C and D.
5. The new groups will take another 5-10 minutes to share the ideas of the text they
reviewed and discussed.
6. The whole group will come together for 5 minutes and discuss their thoughts and
findings.
Objective No. 2 (20 minutes):
Understand why games for children are so important. Participants are paired in
groups and they work together to fill out the place mat on games (Line Master 1B in
the Support Materials Section). The objective is to discuss and record the difference
between games. Participants will discuss as a whole group what they recorded.
Reflect on the impact on social development and games. Participants, in pairs, will
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make a list of games that they play in their class and connect it to how it helps their
students develop socially. For example, when you play the “roll the ball” game, the
students all sit in a circle and as the students roll the ball to each other they say “mon
nom est X. Quel est ton nom?” This allows students to get to know each other using
kinesthetic learning. They can also share in a big group the different games
discussed. They can use a blank piece of paper to record their findings.
Reflection: (10 minutes)
Using Line Master 1B in the Support Materials Section, have the participants fill out
their expectations of the book club.
Homework: (10 minutes)
Read pages 37-71 in preparation for Session Two.
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Session Two: Experiencing Centres
Readings:
•
Jardin d’enfants, pages 37-71.
General Overview:
In this session, participants will learn, explore and reflect on the key elements of
learning centres within the kindergarten classroom. Participants will use the
information provided in the text to identify these elements.
In general, some key elements of learning centres as described in the text include:
●
Encouraging play, exploration, problem solving.
●
Improving skills and understanding concepts.
●
Addressing all learning styles.
●
Helping with social skills.
●
Developing language and mathematic skills.
•
To learn about the key elements of learning centres.
•
To experience learning centres.
•
To reflect on the elements of the centre that participants have experienced.
Time: 120 minutes
Materials:
•
Line Master 2A – Four Questions
•
Line Master 2B – Experiencing Centres
•
Line Master 2C – Experiencing Centres
•
Line Master 2D – Reflection
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•
Chart paper
•
Markers
•
clock or watch
•
whistle or any noise maker
•
glue
Instructional Tasks: (100 minutes)
Icebreaker (10 minutes): to foster an inclusive and safe environment for sharing.
Begin the session with the following icebreaker.
2-Minute Mixer: Materials Needed: A clock or watch and a whistle or some other
noise maker. You can also provide canned questions if you want, but it’s not
necessary. Adults don’t have any trouble making conversation on their own.
Instructions: Ask people to get up, pair up, and chat for two minutes with each other
about whatever interests them. You’ll be the timer. When two minutes are up, you’ll
blow your whistle or make some other sound loud enough for everyone to hear. When
they hear your signal, everyone is to find a new partner and chat for the next two
minutes. Source: http://adulted.about.com/od/icebreakers/qt/2minutemixer.htm
To learn about the key elements of learning centres. Using the Graffiti instructional
strategies, participants will review the following four questions about the key elements
of learning centres. Instruction for graffiti instructional strategy:
1. (Prior to session) Print off a copy of Line Master 2A in the support materials
section. Cut and paste one question on four pieces of chart paper.
2. (During session) Have participants form four groups in whatever manner you
choose appropriate.
3. Give each group a question already placed on the chart paper
4. Have each participants read question and then write their thoughts about the
question for two minutes, time this portion so that you have a chance to go through
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each question.
5. Each participant in each group will be writing on the chart paper at the same
time.
6. After 2 minutes, have the group switch their question, and then repeat step 4.
7. Once all groups have answered all questions, have the groups discuss their
original question for five minutes and they will present to the whole group.
Four Questions:
1. What is the goal of a learning centre? / Quel est le but d’un centre
d’apprentissage?
2. What elements do you need to have a good learning centre? / Quels sont les
composants d’un centre d’apprentissage?
3. How can learning centres help with social development? / Comment est-ce que
les centres d’apprentissages aide le développement social des enfants?
4. When you have a well-planned centre what does it allow the students to do? /
Quels sortes d’opportunités un centre bien planifié donnent aux enfants?
Objective No. 2: To experience learning centres
Objective 3 (65 minutes):
To reflect on the elements of the centre that participants have experienced.
Participants will experience four centres.
1. (Prior to activity) Prepare centres: please see Line Master 2B in the support
materials section
2. (Prior to activity) Prepare the glow and grow feedback chart for participants,
see Line Master 2C in the support materials section
3. Divide participants into four groups
4. Have the participate go to a centre
5. They will be given 5-10 minutes at each centre
6. Ask them to use the glow and grow feedback found the support materials to
reflect on their learning.
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7. After 30-45 minutes, come together as a whole group to discuss their findings
for 10-15 minutes.
Teachers will complete the reflection sheet found in Line Master 2D in the support
materials section.
Next session the focus is on planning centres. Have participants choose a partner
and decide what they will need to bring for next session to plan their centre.
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Session Three: Planning
Readings
•
Jardin d’enfants, pages 19-26.
General Overview:
In this session, teachers will discuss how to use long term and short term planning to
prepare for their students. In the text, it provides tools to guide your planning. For the
short term planning, they suggest themes and describe 6 components to consider.
The six components are relevancy, connections, fun, goal, choices, and subject
integration. For the long term planning, they offer a planning template on page 21 that
includes: expectations, learning goals, evaluation and activities.
•
Planning for the long term and for the short term.
•
Planning a centre.
•
Share planning.
Time: 120 minutes
Materials:
•
Line Master 3A - Reflection
•
Chart paper
•
Markers
•
wand or stick
•
blank paper
•
pens
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Icebreaker (10 minutes): To foster an inclusive and safe environment for sharing
begin the session with the following icebreaker.
The Magic Wand: Materials Needed: A flip chart or whiteboard, and markers if you
want to record the results, but this will depend on your topic and reason for playing. It
isn’t necessary. A fun wand of some kind to pass around would add to the fun. Give
the magic wand to the first participant with instructions to give his or her name, say a
little something about why they chose this book club, and what they would wish for
regarding the topic if they had a magic wand. Example: Hi, my name is Deb. I wanted
to take this class because I really struggle with math. My calculator is my best friend. If
I had a magic wand, I would have a calculator in my head so I could do math instantly.
Source: http://adulted.about.com/od/icebreakers/qt/magicwand.htm
Planning for the long- and short-term. Using the Jigsaw instructional strategy, have the
participants read and discuss pages 19-26.
1. Have four “home” groups, for example, Group A, B, C, and D.
2. Assign these pages evenly among the four groups.
3. The “home” groups will review, discuss and summarize the assigned pages for
5-10 minutes.
4. After 5-10 minutes, ask the “home” groups to divide into groups that have a
person from each “home” group. For example, one group will now be a person
from A, B, C and D.
5. The new groups will take another 5-10 minutes to share the ideas of the text
they reviewed and discussed.
6. The whole group will come together for five minutes and discuss their thoughts
and findings.
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Objective No. 2: Planning centres (40 minutes)
Activity: Participants will now have time to plan with their partner. They can use the
material they have brought to create a centre. The can refer to the text i.e. templates
in the book and any other planning materials that they need. Facilitator’s will be there
to support the participants and help with any questions that may arise.
Materials needed: blank paper and pens for teachers that may need it.
Objective three: Share Planning (20 minutes)
Activity: Each group will present to the whole group an overview of their planned
centres.
Participants fill out the reflection sheet for this session, Line Master 3A in the support
materials section.
Ask participants to type up their planned activities to be shared via email to the whole
group. Bring evaluation materials and any other questions that participants may have
in regards any subject mentioned in the book.
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Session Four: Evaluation
Readings:
•
Jardin d’enfants, pages 22, 28-31.
General Overview:
We will review the components of diagnostic evaluation, anecdotal observation, and
the goal of evaluation. In kindergarten evaluation, the teacher observes, listens and
questions the work the student is doing. A good summary can be found at the bottom
of page 22.
Learning/Objectives:
•
To discuss different types of evaluation.
•
To plan evaluation strategies for their learning centres in session three.
•
Review concepts and questions from all sessions.
Time: 120 minutes
Materials:
•
Line Master 4A – Four Questions
•
Line Master 4B – Reflection
•
Chart paper
•
Markers
•
wand or stick
•
blank 8 X 11 paper
•
pens, crayons, pencils, glue
Page 21
Icebreaker (30 minutes): to foster an inclusive and safe environment for sharing.
Begin the session with the following icebreaker.
Flags is a get-to-know-you activity, helping people express what's important to them or
more about themselves. Provide large sheets of paper, crayons, and markers. Ask
each person to draw a flag which contains some symbols or pictures describing who
they are, what's important to them or what they enjoy. Each flag is divided into 4 or 6
segments. Each segment can contain a picture i.e. favourite emotion, favourite food, a
hobby, a skill, where you were born, your family, your faith. Give everyone 15 minutes
to draw their flags. Ask some of the group to share their flags and explain the meaning
of what they drew. Source:
http://insight.typepad.co.uk/40_icebreakers_for_small_groups.pdf
Objective No. 1:
To discuss different types of evaluation (20 minutes)
1.
(Prior to the session) Cut up the four questions, Line Master 4A, provided in
the support materials section and glue each questions on a piece of chart
paper. Hang each paper in one part of the room, either on the wall or on a
table.
2. Provide each participant with a marker and ask them to go to each piece of
paper and write their thoughts in response to the questions.
3. Ask participants to reflect quietly as they move around the room.
4. After 10 minutes, ask the group to come together to discuss what was written
for each question, the facilitators will guide this portion of the session.
5. Group discussion should be 5-10 minutes.
Objective No. 2:
To plan evaluation strategies for their learning centres in session three.
1. Teachers pair again with their partners to finish planning the evaluation portion
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of their centres.
2. After 20 minutes participants will share what they have planned.
Objective No. 3:
Review concepts and questions from all sessions (60 minutes). In this portion of the
session, the discussion will be based on the needs and interests of the group. For
example, we did not address routines, room set up, or schedules. If the group would
like to talk about transitions from half-time kindergarten to full time kindergarten that
could be also part of the discussion, classroom management or managing
relationships with colleagues. If there are additional centres that would like to be
discussed this would be an opportunity to do so.
Participants to complete the ETFO Book Club Evaluation Form, Line Master 4B in the
Support Material Section.
Page 23
Support Material Section
Page 24
Session One
Line Master 1A
The theory of play-based learning
Reflection:
What are your expectations for this book club?
Emulsifier:
How do you hope to improve your teaching?
What are some specific items that you would like to explore?
Page 25
Session One
Line Master 1B
Exploratoires
Autres
Constructifs
Dramatiques
Page 26
Session Two
Line Master 2A
Four Questions/Les quatres questions:
1. What is the goal of a learning centre? / Quel est le but d’un centre d’apprentissage?
2. What elements do you need to have a good learning centre? / Quels sont les composants
d’un centre d’apprentissage?
3. How can learning centres help with social development? / Comment est-ce que les
centres d’apprentissages aide le développement social des enfants?
4. When you have a well-planned centre what does it allow the students to do? / Quels
sortes d’opportunités un centre bien planifié donnent aux enfants?
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Session Two
Line Master 2B
Experiencing Centres
Here are four centres that you can set up prior to session two. These are suggestions. If
you feel different centres will be more appropriate for your group please make changes
as you see necessary. We have put minimal activities suggested to leave it open ended
and also to be able to have teachers think critically about the “glow” and “grow” of each
centre.
Name of Centre:
Materials Needed:
Activities suggested:
Dramatic play
Find 5 – 10 props such as, hats,
wands, cooking materials,
aprons, cloth, mirrors, plastic
food, puppets, etc.
●
Ask participants to take
the props and make a
story with what they
have.
Science
Magnify glass, rocks, shells, pine
cones, seeds, containers, etc.
●
Ask participants to
describe what they see,
what they observe and
sort them in a different
way.
Language
Plasticine, letters, pencils, paper,
index cards with letters, index
cards with words
●
Ask the teachers to use
the materials in different
ways.
Math
Geometric blocks
●
Ask the teachers to
create a pattern or
picture or construct
something.
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Session Two
Line Master 2C
Experiencing Centres
Use the following chart to reflect on the positive aspect and areas of improvement of each
centre.
Centre
What you liked….
“Glow”
What could be
improved…
“Grow”
Dramatic Play
Science
Language
Math
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Session Two
Line Master 2D
Reflection
Key points to Remember / Informations à retenir:
Connections I made / Les liens avec
Questions I still have… / Je me pose
mon enseignement :
toujours la question:
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Session Three
Line Master 3A
Reflection
1. What have I learned today? / Qu’est-ce que j’ai appris aujourd’hui?
2. What is it that I need to think more about? / J’ai besoin de réfléchir plus sur le sujet
suivant?
3. How will I use my new knowledge? Comment est-ce que je vais utiliser ce que j’ai
appris?
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Session Four
Line Master 4A
Four Questions/Les quatres questions:
1. What is the goal of evaluation? / Quel est le but d’évaluation?
2. How do you collect data? / Comment est-ce que tu amasses les données?
3. What should your evaluation show to the parents? / Qu’est ce que ton évaluation a
besoin de montrer tes parents?
4. Why is diagnostic evaluation important? / Pourquoi est-ce que l’évaluation diagnostique
est importante?
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Session Four
Line Master 4B
ETFO Book Club Evaluation Form
Excellent
Good
Fair
Poor
1. My overall impression of the ETFO Book Club is:
Please explain your answer:
2. Outline the most useful feature(s) of the program and why?
3. What three things from the ETFO Book Club had the most impact on you?
a.
b.
c.
4. How do you think your learning from the ETFO
Book Club will impact your work?
To a Great
Extent
Somewhat
Very
Little
Page 33
Not All
5. What one thing would you change or add to the program to enhance its effectiveness and
applicability in your work?
Agree
Disagree
6. The ETFO Book Club model was appropriate for the
type of learning I expected:
7. Attending the ETFO Book Club changed my
understanding of ETFO as a professional
organization:
Strongly
Agree
Agree
Disagree
8. Can you suggest ways this ETFO Book Club could be more environmentally friendly?
Overall comments:
Page 34
Strongly
Disagree

Intermediate AQ Part 1 - The Elementary Teachers` Federation of

Transcription

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