Self-reflection peer evaluation

1. ONLINE ASSIGNMENT
TOPIC– Self reflection, Peer
Evaluation and Mental processes in
learning.
SUBMITTED TO
MURUGADAS sir
Assistant professor
Emmanuel college
of BEd training
SUBMITTED
BY
ATHIRA K P
Third semester

2. B Ed Geography
Emmanuel college of BEd training
INTRODUCTION
Self-reflection is a simple way to dig deeper into your
feelings and find out why you were doing something or
feeling a certain way. With a profession as challenging as
teaching, self reflection offers teachers an opportunityto
think about what works and what doesn’t in their
classroom.
Peer Evaluation of Teaching consists of the review of
teaching performance by colleagues, usually in the same
or a similar discipline, with the purposeof assessing and
improving the quality of teaching. Peer review is
evaluation, by colleagues or peers, of all teaching related
activities for either formative(for development)or
Summative(for personal decision)
Cognition is the process of acquiring knowledge through
our thought, experiences, and senses. cognition is the
ability that we have to assimilate and process the
information that we receive from different sources
(perception, experience, beliefs…) to convert them into
knowledge. Cognition includesdifferent cognitive
processes, like learning, attention, memory, language,
reasoning, decision making, etc., which form part of our
intellectual development and experience.

3. SELF REFLECTION
Self-reflection is a simple way to dig deeper into your
feelings and find out why you were doing something or
feeling a certain way.
With a profession as challenging as teaching, self-
reflection offers teachers an opportunityto think about
what works and what doesn’t in their classroom. We
teachers can use reflective teaching as a way to analyze
and evaluate our own practices so we can focus on
what works.
Self-reflection is important because it’s a process that
makes you collect,record, and analyze everything that
happenedin the lesson so you can make improvements in
your teaching strategies where necessary.
The Process of Self Reflection
Self-Reflective Journal: A journal is an easy way to
reflect upon what just happened during your instruction.
After each lesson, simply got down a few notes describing
your reactions and feelings and then follow up with any
observations you have about your students. If it helps, you

4. can break up your journal into concretesections, such
lesson objective, materials, classroommanagement,
students, teacher, etc. In this way, you can be consistent
with how you measure your assessments time after time.
You can find specific questionsto ask yourself below.
Video Recording: A video recording of your teaching
is valuable because it provides an unaltered and unbiased
vantage point for how effective your lesson may be from
both a teacherand student perspective. Additionally, a
video may act as an additional set of eyes to catch errant
behavior that you hadn’t spotted at the time. Many
colleges actuallyuse this method to teach up and coming
teachers the value of self-reflection.
Student Observation: Studentsare very observant and
love to give feedback. You can hand out a simple survey
or questionnaireafter your lesson to get students’
perspectives about how the lesson went. Think critically
about what questions you’d like to ask and encourage
your children to express their thoughts thoroughly. It’ll
not only be a learning experience for you, but also an
indirect exercise in writing for them.
Peer Observation: Invite a colleague to come into your
classroom and observe your teaching. Now this is much
different than when you have your principal come in and
watch you—it’s much more casual and devoid of darting
eyes. As a result, you’ll be able to teach more naturally

5. and give your colleague an honest perspective of your
instruction methods. To help him frame your lesson
critique more clearly, create a questionnaire(you can use
some of the questions below)for your colleague to fill out
as they observe. Afterward, make some time to sit down
with him so he can more accuratelyconvey what he saw.
PEER EVALUATION
Peer evaluation is a process of collegial feedback on
quality of teaching. It is a purposeful process of gathering
information and evidence about the effectiveness of
teaching processes and the educationalenvironment with
a view to subjecting it to constructive critical scrutiny. It
usually begins with peopleidentifying what areas they
would like feedback on, and works best where the process
is reciprocal between peers. A key component of peer
evaluation is peer review of current practice often based
on peer observation of teaching interactions. It should
always be viewed as an opportunitynot a threat for both
parties.
A crucial function in peer review of teaching is discussion
and reflection among observers and observed (Thomas,
et. al, 2014). Observers may notice particularclassroom
dynamics and instructionalbehaviors of which an
instructormay be unaware; in turn, the observer may
become aware of their own teaching practices by
observing others. Opportunitiesto discuss these findings

6. and explore methods of integration can improve teaching
for all parties while strengthening a department’sgeneral
approach.In this spirit, peers can also review and provide
feedback on course materials, practicing care toward both
teaching efforts and design.
This proposed peer review of teaching process is one that
is designed to be more formative than summative. It could
be a component of a continuousimprovement program.
Its main purpose is to provide faculty with meaningful
feedback that will help the faculty member set goals and
take steps toward improving teaching abilities.
Basic Cognitive Processes
Sensation and perception
Sensations are caused by different stimuli in our
environment. The stimuli first reach our senses and allow
us to filter information from the outsideworld. Once we
receive this information, perception takes over and we
start interpretingthese stimuli.
Attention
Life has many stimuli happeningat the same time,
however, we are capableof centering our attention on the
stimuli that interest us. Some actions such as walking and
chewing require little attention. Nonetheless, other
activities such as speaking and body language require
focus, especially when we are giving a lecture.

7. Fortunately, we managed to automatecertain processes
that we have to repeat several times a day, making it
easier to focus on other tasks. For example, at
first learning to driveand focus on all the things one must
do is difficult but after a while, it is donenaturallyand
without thinking.
Memory
What is the capital of France? Who was your best friend
in primary school?How do you play the guitar? Our
memory has the answers to these questionsand much
more. It allows us to encodethe data we receive from the
environment, consolidateand retrieve it later.
We have different types of memory; sensory
memory, short-termmemory, working memory, semantic
memory, etc. All these types of memories interact
together but they don’t all depend on the same brain
areas. An example of this is peoplewith amnesia still
remember how to walk but can’t remember their partner’s
name.
High or Complex Cognitive Processes
Intelligence
According to Gardner’s multiple bits of intelligence, there
is not only one intelligence but several different bits of
intelligence. He established that intrapersonal
intelligence, linguistic intelligence, logical-mathematical

8. intelligence and musical intelligence are examples of
higher cognitive processes. Recently, emotional
intelligence has caught people’sattention,it is the ability
to manage the difficulties we face daily.
We can always work to strengthen our different types of
intelligence and we shouldn’t limit ourselves to a number
given from a specific intelligence test.
Thought
The complexity and heterogeneity of our thoughts are
fascinating. This higher mental process is responsiblefor
tasks related to problem-solving, reasoning, decision-
making, creative thinking, divergent thinking, etc.
To simplify these functions, our brain creates
concepts. We need to group ideas, objects, peopleor any
otherkind of elements that come to mind. Usually, this
helps us streamline our cognitive processes. However,
sometimes we try to be logical and often ignore how
irrational we can be. We take shortcutsto process
information faster not taking into account the details that
might be important. This can lead to cognitive biases,
which are deviations from the normal process of
reasoning. For example, we sometimes believe that we are
able to figure out what is going to happen in a game of
chance.
Language

9. Astonishingly, we are capableof producingand
comprehendingdifferent sounds and words, combine
different lettersand phrases and expressing with precision
what we want to communicate, even in different
languages. We even use our body language to
communicate.
Language development is producedall throughoutour
lifetime. The communicative skills of each person vary
significantly and can be improved by practice. Some
language disorders especially make it difficult to
communicate for different reasons, although it is also
possible to help peoplewith these problems.
COGNITIVE PROCESSES IN EDUCATION
Cognitive Processes in psychology are analyzed in order
to help us improve our quality of life. It’s basic that we
learn how to develop and manage them from birth. In
school, we face different activities that test our skills and
ability to learn, listen and solve unforeseeableobstacles.
Cognitive Processes in Learning
All the different theories of learning, except for
associative learning, take into account our cognitive
processes. However, no cognitive process acts on its own
in the learning process. We strive to integrate all of our
resources to improve our study habits and achieve
meaningful learning. Cognitive processes play a part in

10. learning things such as math conceptsand abstract
operations. When these fail it is possible to develop
dyscalculia.
Cognitive Processes in Reading
When faced with a book, we must recognize the
letters, avoid distractingourselves with irrelevant
stimuli, remember the words we are reading, associate
what we read with other contents that we learned
previously, etc. We use our cognitive processes from
the beginningto the end. However, the number of
cognitiveprocesses will vary sincewe will not process
the information in the same way if we only want to
find a fragment that interests us other than reading
the whole book.
Cognitive Processes in Writing
As for the cognitive processes involved in writing, the
same happens with those related to reading. We need to
ignore the noises that make it difficult for us to write, to
make our writing readable, to remember what we have
written in the previous paragraphs, to worry about our
spelling, etc. In addition, we also need to properlyplan
what we want to write. Is this expression too colloquial?
Will others understandwhat I mean? Does this zero look
like an o?

11. When there is a problemin cognitive processes in reading
and/orwriting it might be symptoms of dyslexia.
CONCLUSION
Peer evaluation is a process of collegial feedback on
quality of teaching. It is a purposeful process of gathering
information and evidence about the effectiveness of
teaching processes and the educationalenvironment with
a view to subjecting it to constructive critical scrutiny.
Self-reflection is important because it’s a process that
makes you collect,record, and analyze everything that
happenedin the lesson so you can make improvements in
your teaching strategies where necessary.
Cognitive process refers to a number of tasks the
brain does continuously. They are proceduresin charge of
processing all the information we receive from
environment.
REFERENCE
www.flinders.edu.au
www.nmu.edu
www.teachhub.com
https://blog.cognifit.com