The teacher education student demonstrates 5.2.1 ‘Working towards graduate’ through:
This example also demonstrates 4.2.1 at the ‘Working towards graduate’ level as the teacher education student uses some students’ names and gives time limits for finishing different parts of the task and the task overall.
G: The goal for this teacher education student is 5.2.1.
R: The teacher education student is working towards 5.2.1 at graduate level.
O: What specific mentoring strategies could you employ with this teacher education student to help her move towards ‘Graduate achieved’ for 5.2.1?
W: What is the next step you would negotiate as a goal for this teacher education student? What will you do as a Mentor to help her achieve this goal?
G: To demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning and to move up on the 5.2.1 graduate continuum.
R: Which level of the graduate continuum are you currently at for 5.2.1? Refer to recent feedback you have received.
O: What specific actions could you take to improve your understanding and use of timely and appropriate feedback to students about their learning?
W: What is your next step in improving your understanding and use of timely and appropriate feedback to students about their learning? Try to formulate a specific goal.