The teacher education student demonstrates 3.1.1 ‘Graduate achieved’ through:
G: The goal for the teacher education student is 3.1.1
R: The teacher education student is ‘Graduate achieved’ for 3.1.1
O: What specific mentoring strategies could you employ with this teacher education student to help him move towards ‘Graduate exceeds’ for 3.1.1?
W: What is the next step you would negotiate as a goal for him? What will you do as a Mentor to help him achieve this goal?
G: To set learning goals that provide achievable challenges for students of varying abilities and characteristics.
R: Which level of the graduate continuum are you currently at for 3.1.1? Refer to recent feedback you have received.
O: What specific actions could you take to demonstrate your ability to set challenging learning goals for students of varying abilities?
W: What is your next step to demonstrate your ability to set challenging learning goals for students of varying abilities? Set yourself a timeline.