Self-Evaluation Resource

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Self-Evaluation Resource
Reflecting on the effectiveness of
Introduction to the EST self-reflection activity
• The levels on the board are as
in Howfeature
Good Is Our school?
Welcome to the interactive self-reflection section of the resource. This
• Above the board, type in the
title of the topic you are
enables you to evaluate the work you have done on this topic.
reflecting upon.
• Below is a card stack with
reflective statements relevant to
the topic.
• Drag each card onto the section
of the board that best reflects
your evaluation.
• You can save and/or print your
PowerPoint presentation at any
stage.
• The next slide contains a self-evaluation board with a stack of cards,
each card featuring a self-reflection statement to be used for the relevant EST
topic. As each card is dragged onto the board, additional cards are revealed
below (see the detailed instructions provided on the slide).
• Relevant statements that cover some of the main aspects of the topic have
been included. The statements are based on key aspects of Curriculum for
Excellence. If you want to undertake a more extensive review you can create
your own statements and then save as many boards as you wish.
• Clicking on ‘Self-Reflection Record’ on the next slide takes you to tables in
which, for each statement, you can record your strengths, areas for
improvement, evidence and next steps.
School/Centre:
Self-Evaluation Resource
Reflecting on the effectiveness of …(insert topic title)
Self-Reflection Record
• The levels on the board are as
in How Good Is Our school?
• Above the board, type in the
title of the topic you are
reflecting upon.
• Below is a card stack with
reflective statements relevant to
the topic.
• Drag each card onto the section
of the board that best reflects
your evaluation.
• You can save and/or print your
PowerPoint presentation at any
stage.
Through partnerships
Learners
make
Learners share
Learners
with parents,
connections
demonstrate
recognise
develop
between
Learners develop
observations
that they
responsible
that
skills
Through
employers
experiences
science
of scientific
purposeful,
and
use
affects
in of
curiosity
problem
have
made
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about
about
their
skills
the
resources,
their
inquiry
creative
outside
science
lives
by
agencies,
and
play,
and
observing,
skills
learners
the for
world through
through
natural
and
active
physical
working
considering
world
exploring,
make
learners
learning,
around
sense
develop
lifethe
of
and
them,
thetheir
independently
involvement
world,
developing
in andand
impact
and
experimenting
world
understanding
work,
can
around
supported
ofgive
theirthem
actions
and
ofby
the
with otherstheir
enterprising
extending
tasks
on
examples
testing
rolethe
the
practical
andenvironment
influence
contexts
of
language skills
science
and
tasks
in in
society
the topic
School/Centre:
…insert name of your school / centre…
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