Peer Learning and Assessment Strategies

Shane Brouder
G00287783

Reflective practice has been a difficult challenge for me to date. Through

experimentation and practice I have found Professor Graham Gibbs to be
a shining star in relation to the art of reflection, it is through his
framework that I have developed my critical thinking analogies. The first
section of this weeks critical reflection is structured around Gibbs (1998)
reflective cycle (Cumbria, 2014).

Incident 1: Peer Learning.

Description: Each Monday and Wednesday I have been timetabled to
teach a double fifth year construction studies class. On Mondays class I
chose to integrate some peer teaching and collaborative group work into
the lesson. As we had explored the terminology behind roofing in the last
class I felt that the task for this class was to discuss the construction
methodology behind a traditional cut roof. The class took to their
respected groups for the activity, as I tried to explain the procedure I
found that the students were talking over me and I couldnt get my point
across effectively. At this point I tried to pull the lesson back under control
by correcting students individually, this did not work and the lesson soon
lost purpose. In a moment of desperation I tried to redeem the lesson by
instructing the students to return to their original positions and I began to
teach through lecturing.

Feelings: I felt completely demoralised by the episode. I sensed that

my professional figure of authority was dented and the lesson had
diminished when I entered a cocoon mode, namely lecturing. This action
was a direct breech to my personal philosophy. I also felt determined to
get it right in the next lesson.

Evaluation: A bad point in relation to the lesson would be the fact that
the students did not partake in peer learning and teaching, the main
objective of my lesson. When I began to lecture I was immediately unable
to apply a fun wow factor lesson that I had originally planned for. A good
point from the lesson is that although we did not carry out peer teaching
and learning we affectively covered the material, therefore sticking to the
six week scheme, all be it by lecturing.

Analysis: In my opinion I felt the battle was lost because I failed to have
Gibbs
a rigid framework behind the exercise, this in turn
refers back to
(1998)
classroom management. Although yes we have classroom rules and
reflective
routines, I feel that the exercise needed a framework to steer the students
on the path of peer teaching and learning, thus carrying out the exercise
effectively. I fully agree that Good classroom management depends more
upon teachers and children working equitably together because they are
confident together, than upon peremptory instruction and resigned
obedience (Smith & Laslett, 1993).

Conclusion: Just like my analysis of the situation I gathered that a rigid

framework is undoubtedly the best method of facilitating peer teaching
and learning. I do believe that reinforcing rules, routines and disciplinary
procedures is vital to the success of any classroom activity.

Action Plan: My aim is to prevent the spark before the fire. I wish to
have a sound rules and routines framework for exercises and collaborative
group activities as well as the general rules and routines in the classroom.
The rule is, if for any reason the teacher cannot explain the activity, the
activity will be halted and a punishment exercise will be issued for
homework. I must admit that There are times when teachers must exert
their authority clearly and unmistakably (Smith & Laslett, 1993). In
general the students love group activities and it is seen as punishment
enough if a group activity has to be halted. I believe in discovery and
active learning, it cannot
be facilitated if students do
not co-operate with the
teachers instructions.

Note: I understand that

this reflection is directed
towards classroom
management but I feel it is

important to associate it with peer learning as it was this exercise that I

encountered the problem.

Incident 2: Assessment
According to Marzano, classroom assessment is a form of feedback to
students regarding their progress, and it stands to reason that feedback
will enhance learning (Marzano, 2006). Just like Marzano, I too am fully
aware of the extreme importance of formative assessment and feedback.
This week I tried to incorporate a method of assessment into each class. I
tend not to assess each individual student but promote group discussions
and peer learning, thus provoking the notion of peer assessment.
In one particular class, my first year double woodwork class, I employed
one of many assessment strategies. As agreed, Tuesdays are practical
classes and we were due to begin the marking out process. The class ran
splendidly, tools and stock were distributed efficiently and safely. The
students were rather anxious to begin and once the demonstration was
finished the students worked in pairs to solve the problem. Now group
work is rather important in my eyes but what is its use if you dont assess
the progress and issue formative feedback. Once I could see that the
students were just about to finish their marking out I issued a statement. I
gave out a marking scheme to paired students, the marking scheme
stated that the different work pieces were to be graded between 1/10 and
a comment for improvement was to be recorded. Once the students
understood the task in hand I felt the assessment ran rather smoothly.
Each student assumed the teacher role and took it rather seriously giving
great formative feedback and very accurate assessment results. Once this
activity was completed I allowed the students to improve their work
pieces and I must say that from observation, the results were dramatic.
The markings on the work pieces were accurate and any missing markings
were quickly addressed. My intention for this activity was that not only will
it give formative feedback on each individuals progress but it ensured
that the students work pieces were correctly marked out for the next
stage of the project, the sawing stage.
In my philosophy I have stated that one does not teach to a strict
curriculum but to the students capabilities and I believe Marzano further
reiterates the motion when he said, the straightforward but not simple
answer is to dramatically decrease the amount of content teachers are
expected to address in class (Marzano, 2006). If we can get the small
things right we can then move on to accomplishing greater goals.

I am looking forward to your comments and reflections,

I hope all is working well on teaching practise,
Shane.

Bibliography
Cumbria, U. o. (2014). Gibbs (1988) reflective cycle. Carlisle: University of
Cumbria.
Marzano, R. J. (2006). Classroom Assessment & Grading that Work. Virginia:
Association for Supervison & Curriculum Development .
Smith, C. J., & Laslett, R. (1993). Effective Classroom Management. London &
NewYork: Routledge.