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ERIC Number: EJ825642
Record Type: Journal
Publication Date: 2008
Pages: 3
Abstractor: ERIC
Reference Count: 3
ISBN: N/A
ISSN: ISSN-1083-5415
Letting Students Shape Instructional Strategies
Borich, Jeanette
Learning Languages, v14 n1 p22-24 Fall 2008
When the author was teaching in an elementary foreign language exposure (FLEX) program several years ago, she completed a research project that documented student learning gained from student dialogue journals. The action research initiative taught her the value of being reflective about her teaching practices. Her thesis research requirements forced her to carefully collect, analyze and reflect on student journals. In doing so, the author learned which teaching strategies made a difference. Now, the author teaches first-year 8th grade Spanish students who earn extra points for sincere, reflective feedback about their learning experiences. The feedback shows her that each 8th grader's needs and learning styles are unique. The students' comments gives her insight to how middle school learners with minimal second language learning are similar to, but also sometimes different from those of an elementary FLEX program learner. In this article, the author describes how the students' feedback guided her lesson planning and shaped her instructional strategies. She advocates that all teachers would benefit from reflecting on student feedback to inform instructional practice. By using this evaluation process of reflecting on professional practice based on student feedback, learning community leaders could help teachers teach more effectively.
National Network for Early Language Learning. Winston-Salem, NC. e-mail: nnell@wfu.edu; Web site: http://nnell.org/journal.php
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 8; Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A