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CoPORA Reflective Model, GROUP 10, These served as evidences for them to…
CoPORA Reflective Model
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STAGE 4: Rationalisation
- A challenging stage alongside Action
- require the the pre-service teachers to master skills
listed by Farrell in order for them to execute the steps (Rationalisation and Actions) effectively
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STAGE 3: OBSERVATION
- The respondents were asked to report on what they can notice for themselves from the activity that they have conducted.
- They were asked to observe learner behaviours and seatwork as indications of how well they did in the lesson that they were reflecting.
-The respondents reported their pupils’ reaction, performance and their written outcome in observation.
STAGE 2: PRACTICE
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the practice is essentially the articulation of the cognition as a practitioner brings his or her cognition into reality
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GROUP 10
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- NUR ATIKAH ATHIRAH BINTI MHD ZAUS (D20191087997)
- ZAINATUL AFRINA BINTI ZOLKEPLI (D20191087995)
- NURUL AIN NADHIRAH BINTI SAMBLI@ALI (D20191087959)
- FARIHAH BINTI MOHAMAD SAFIAN (D20191087931)
- NORFARHEENA SUFIA BINTI NOR LIZAM (D20191088088)
These served as evidences for them to engage in their reflection and determine the issues that they are facing in their reflective vlogs.
Through my observation, they enjoyed and understood the story well, but I noticed that some of them did not understand the instruction well and most of them just copied the original story in the text with no alternative ending inside. So, only a few pupils came out with stories of their own. Vlogs- Mikail Round 1
From my observation, I saw that some of the pupils did not contribute to the group discussion. While the other two were discussing the group answer to the questions, the other two were talking to each other. Besides, I also saw pupils fighting over the answer cards. Vlogs- Lily Round 1
- teachers are to provide reasons for the challenges that they have encountered
- teachers to provide possible explanations for them
Teachers to spend adequate time to conduct rational analysis of the issues faced in lesson (deep understanding of the roots of the problems)
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Some respondents struggled with the Action stage where they were not able to suggest effective measures to tackle the issues that they face in their lessons.
They admitted stages in the model such as Rationalisation and Action were particularly challenging for them.
In that pre-service teachers experienced difficulty in assessing their own practice and observing their learners’ performance in their lessons.
The challenges encountered by the respondents were due to a lack of sufficient input or a lack of relevant skills on how to engage in reflective practice.
- Both stages are the steps in CoPORA which require the the pre-service teachers to master skills listed by Farrell in order for them to execute the steps effectively.
- They urged pre-service teachers to be trained in both observing and reasoning ability so that they are better equipped to bring about changes in the classroom.
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