Using Feedback From Your Instructor And Peers

Using The Feedback From Your Instructor And Your Peers Revise Your Pr

Using the feedback from your instructor and your peers, revise your professional development session in preparation for delivery in Topic 4. Use the information you have learned thus far in the program through observations, interviews, instructor feedback, supplemental resources, etc., about effective professional development to make relevant revisions. Justify the revisions you made and how these revisions will improve the session’s relevance and effectiveness.

Paper For Above instruction

Professional development (PD) sessions are crucial for enhancing educators' skills and knowledge, ultimately fostering improved student outcomes. Revising a PD session based on feedback involves strategic planning to make the session more engaging, practical, and relevant to participants’ needs. In this paper, I will detail the revisions made to my original PD plan, justifying each change with the intent to enhance its relevance and effectiveness, drawing on best practices and the feedback received.

An essential piece of feedback was the recommendation to incorporate more visual aids or interactive elements, such as videos, images, or demonstrations of communication methods. To implement this, I integrated a series of short multimedia clips showcasing effective communication strategies among teachers. For instance, I included videos that illustrate active listening, constructive feedback, and non-verbal cues. These visual aids serve to model best practices, making abstract concepts tangible and easier to understand, which aligns with research indicating that multimedia learning enhances comprehension (Mayer, 2009). Furthermore, I added role-playing activities where teachers can practice these communication techniques in small groups. Role-playing enables active participation, allowing teachers to apply theories in simulated real-world contexts, which improves retention and skill transfer (Frey & Fisher, 2011).

Another significant revision involved designing a dedicated segment for small-group role-play scenarios, as suggested by peer feedback. Dividing teachers into small groups allows for more personalized and meaningful practice. During these sessions, participants will enact scenarios such as giving peer feedback or conducting collaborative planning, applying the communication methods demonstrated in the videos. Facilitators will observe and provide constructive feedback, fostering a reflective learning environment. Incorporating role-playing addresses different learning styles, promotes peer collaboration, and helps teachers internalize communication strategies by "learning by doing," supported by experiential learning theories (Kolb, 1984).

Moreover, I refined the session activities to ensure higher relevance to participants' daily teaching experiences. For instance, I included scenario examples specific to classroom challenges faced by teachers, which were collected during interviews and observations. Customizing content enhances perceived relevance, increasing engagement and motivation (Guskey, 2002). These scenarios will be discussed during the role-playing exercises, prompting teachers to think critically about implementing communication strategies in their contexts.

To further increase effectiveness, I integrated formative assessment points throughout the session. These include quick reflection prompts and peer reviews, allowing for immediate feedback and adjustments. This aligns with principles from formative assessment research, emphasizing the importance of ongoing feedback to improve learning outcomes (Black & Wiliam, 1998). I also incorporated a follow-up plan involving collaborative planning and peer coaching, which will solidify the learning and foster continued professional growth beyond the initial session.

The revisions aim to create an engaging, practical, and contextually relevant PD session. By including visual demonstrations and role-playing, teachers are more likely to retain and transfer skills into their classrooms. These changes are justified by research demonstrating that active learning strategies, such as role-playing and multimedia usage, significantly improve comprehension and application (Schunk, 2012). Additionally, tailoring scenarios based on actual classroom challenges ensures that the content remains pertinent, boosting teacher motivation and buy-in.

In conclusion, the revisions made to my PD session based on instructor and peer feedback focus on increasing interactivity, relevance, and practical application. Incorporating visual aids and role-playing exercises transforms theoretical content into experiential learning opportunities. These changes are justified by evidence-based practices and will contribute to a more effective professional development experience, ultimately leading to more meaningful improvements in teaching practice.

References

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessing student learning, 5(1), 7-74.

Frey, N., & Fisher, D. (2011). The formative assessment action plan. ASCD.

Guskey, T. R. (2002). Does professional development improve student achievement? Phi Delta Kappan, 84(5), 748-750.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.

Mayer, R. E. (2009). Multimedia learning. Cambridge University Press.

Schunk, D. H. (2012). Learning theories: An educational perspective. Pearson Education.