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  Feature Name: Prompts for Reflection-on-Action in CASES
 
Author: David, Tamar, Yael

Category: Other

Subject: Others

Kind: Element/Applet

Audience:
 Elementary School
 Middle School
 High School
 Higher Education
 Teachers & Principals
 Other


Projects:

Software URL: NA

Created by:

Reference URL

This Feature is connected to (1) Principles
  • Provide just in time guidance
     
    Feature in Visual Map
     
    Description:
    An important feature in CASES environment (Curriculum Access System for Elementary Science Teachers, an online environment designed to support preservice and inservice elementary and middle school science teachers) is called Prompts for Reflection.
    These prompts appear as sentence starters or questions listed on the left side of a teachers’ online journal tool. Building on Loughran and Gunstone’s (1997) notion of anticipatory and retrospective reflection, two to six prompts are listed under each of three different categories: a) thinking about today, b) planning ahead, and c) general thoughts. For example a teacher can select a prompt “How will I know if my objectives are met?” under the category “planning ahead”. This prompt appears in her journal and she can begin thinking and writing about this question.
    The Rationale Behind the Feature (Specific Design Principle):
    Guidance is best used when learners know where to find it at any time, but are not required to use it when not needed. This feature enable guidance on demand, and state that “new teachers should be allowed the opportunity to request contextualized guidance when they need it” (Davis, 2006a). the prompts in CASES provide teachers with ideas, for example, about how to enact instructional recommendations.

    calls for situating and organizing guidance so that students and teachers are able to access it when they need it.

    to one aspect of this principle involving teachers, as . T
    Context of Use:
    CASES (Curriculum Access System for Elementary Science Teachers) (Davis, 2006b) an online environment designed to support preservice and inservice elementary and middle school science teachers.
    Field-based Evidence:
    need to add
    References:
    Kali, Y., Fortus, D., & Ronen-Fuhrmann, T. (in press). Synthesizing TELS and CCMS design knowledge. In Y. Kali, M. C. Linn & J. E. Roseman (Eds.), Designing Coherent Science Education. NY: Teachers College Press.


    Davis, E. A. (2006a). Characterizing productive reflection among preservice elementary teachers: Seeing what matters. Teaching and Teacher Education, 22(3), 281-301.

    Davis, E. A. (2006b). Preservice elementary teachers’ critique of instructional materials for science. Science Education, 90(2), 3-14.

    Loughran and Gunstone’s (1997)