The Teach-Assess-Reflect Model: Using a Peer Feedback Cycle to Improve Preservice Intern Practices

By Chan Evans, Jennifer Williams and Debbie Metcalf.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Special education seniors in a university teacher training program participated in this pilot project. They were assigned internship placements in K-12 settings, and they met on campus for weekly seminars. Students self-selected peer partners to participate in the Teach-Assess-Reflect (T-A-R) model, designed to improve and increase effective practices. They used compact video cameras to record themselves teaching direct instruction lessons, with emphasis on five specific behaviors: 1) opportunity to respond, (2) verbal praise, (3) prompt hesitant response, (4) restate questions, and (5) corrective feedback. During university seminars, dyads viewed each video, recorded frequency data for target behaviors, and shared reflections and suggestions with peer partners. They individually completed a two-page assessment form: (1) directions, operational definitions of target behaviors, and space to record number of incidents for each behavior; (2) reflective notes, strengths, considerations for improvement, and what to include “next time.” Afterward, they discussed the videotaped lessons and gave each other positive and constructive feedback. This paper presents operational definitions and examples of effective teacher behaviors, technology and assessment protocol, and results of self-and peer-reflection and a social validity survey. Implications for refining and expanding the pilot project are discussed.

Keywords: Effective Teacher Behavior, Peer Assessment, Peer Coaching, Performance Feedback, Preservice Teacher Training, Videotape Technology

The International Journal of Learning, Volume 18, Issue 6, pp.161-172. Article: Print (Spiral Bound). Article: Electronic (PDF File; 812.713KB).

Dr. Chan Evans

Assistant Professor, Department of Curriculum and Instruction, East Carolina University, Greenville, NC, USA

Dr. Evans is an assistant professor in the Department of Curriculum and Instruction in the Special Education program at East Carolina University. Her research interests include preservice teacher training, teachers-as-researchers, characteristics of students with emotional/behavioral disabilities, and using positive behavior interventions and supports to improve academics and behavior of students with emotional/behavioral disabilities.

Dr. Jennifer Williams

Assistant Professor, Department of Curriculum and Instruction, East Carolina University, Greenville, NC, USA

Dr. Williams is an assistant professor in the Department of Curriculum and Instruction in the Special Education program at East Carolina University. She teaches a variety of undergraduate and graduate level special education courses. Her primary research interests include effective instruction, Universal Design for Learning, teacher retention, and mentoring techniques.

Mrs. Debbie Metcalf

Teacher-in-Residence, Department of Curriculum and Instruction, East Carolina University, Greenville, NC, USA

Mrs. Metcalf is a teacher-in-residence in the Department of Curriculum and Instruction in the Special Education program at East Carolina University and an interventionist for Pitt County Schools. Her interests include Universal Design for Learning, Response to Intervention, and preservice teacher training.

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