Effective+ELA+Reflection

An Effective English Language Arts Program Reflection

The role of the reflective practitioner in education is a critical component of the teaching profession. To assist you in your own professional reflection, you may want to use the following questions that have been provided by Maureen Braun, Saskatchewan Ministry of Learning. As well, at the bottom of this page, there is an opportunity for you to reflect on your overall program.


 * What outcomes (in whole, or in part) will guide your planning?
 * How will students demonstrate the desired understandings, abilities, skills, processes, strategies, thinking?
 * How will students' achievements be formally evaluated and reported?
 * How have you planned for and identified students' readiness levels, prior knowledge, and background experience at the beginning of key lesson segments?
 * How have you facilitated/planned for student engagement with and exploration of the questions for deeper understanding (Q4DU)?
 * How have you facilitated students' ongoing reflection on and consideration of Q4DU?
 * How have you attended to Beofe, During, and After Learning organizational structure for each lesson?
 * How

At the end of the school year, you may want to reflect on the effectiveness of your own ELA course. Use the Sun West assessment terms Consistently, Usually, Sometimes, Rarely to guide your reflection


 * C || U || S || R || I provided meaningful contexts that addressed "big ideas" and questions for deeper understanding. ||
 * C || U || S || R || I focused on grade-specific outcomes to achieve the K-12 aim and goals of the program. ||
 * C || U || S || R || I focused language and helped students understand how it works. ||
 * C || U || S || R || I taught students through powerful cognitive and communication strategies. ||
 * C || U || S || R || I included a range of texts (oral, print, and other forms). ||
 * C || U || S || R || I encouraged student inquiry, social responsibility and personal agency, and self-reflection. ||