2016/2017 | piyawansunasuan

Goal Setting 2016/2017

Area/ Topic to Be Addressed
Student engagement in the classroom

Where I am now?
I identified students' needs and problems based on their classroom engagement and tied to use a variety of methods to assess student engagement.

Goal Statement (My desired results)
I will encourage students to participate more actively by synthesizing knowledge, sharing ideas, thinking critically, developing and communicating their original ideas logically and clearly, and using reliable resources.

Activities I will use to accomplish my goal
1. I will incorporate a variety of activities and projects for students to grasp the concept of the lessons/topics and allow them to develop a higher level of thinking, original ideas, which are presented and, where appropriate, discussed in relation to existing knowledge.
2. Real business case studies focusing on world-famous companies will be demonstrated, allowing students to easily connect to their experiences and learn about customer behavior from different cultures.
3. I will concentrate on child-centered learning activities that will lead each individual student to discover his or her passion and interest so that they can provide deep thought and deep information because they are well-versed in them.

Accomplishments at Year End

Meet the goals

In comparison to last year, I provided a wider range of class activities and instructions. Previously, I would have students research some concepts on the internet, summarize the ideas on paper, and/or present their findings to peers. I used more games this year to help them learn concepts, such as matching games, word guesses, and the price is right.

Example: Matching game

Each student group received a vocabulary pack. They had to match them with the characteristics given to them. This game allowed them to discuss and exchange ideas within their group in order to identify and differentiate between the business and consumer markets.

Example: Word guess game

Self-directed projects were also used more frequently. Students were free to select their own topics and create essential questions. The class knowledge was also required to adapt and expand in order to work on their project and find the results.

You can browse for more example of projects on the instruction page here.

Teachers' Annual performance Review of the school year of 2016/2017

Observed by

Stephen C., Deputy Director of Academics for MUIDS

February 20, 2017

Teacher got 4 rate out of 4 for:

Instruction: The teacher

"Plans for students' intellectual engagement and involvement with the content so that they are actively constructing meaning and understanding."

Teacher got 3 rate out of 4 for:

Planning and preparation: The teacher

"Is aware of a variety of human, textual, and community resources that will enhance students’ learning
experiences."

"Demonstrates the ability to translate learning goals into appropriate, meaningful, relevant, and coherent learning
experiences."

"Demonstrates that learning goals can be assessed appropriately, and uses assessment results to improve
teaching and learning."

The instructional environment: The teacher

"Demonstrates procedures for the smooth operation of the classroom and the efficient use of time."

Instruction: The teacher

"Demonstrates skill in questioning and in leading discussion, eliciting student reflection, and challenging deeper
student engagement."

Professional Responsibilities: The teacher

"Demonstrates thinking and reflections on practice to improve teaching and learning."

* 4 = Excels

The teacher who performs at this level consistently surpasses established standards for teaching and maintains high levels of accomplishment and performance.

3 = Highly Effective.

The teacher consistently meets school goals and standards for teaching in a manner that is above average.