Skip to content
project banner

MeLSA Survey

2.  

Please rate the questions below using the descriptors provided, from Strongly Disagree to Strongly Agree.

* required
I always think about the specific skills that the learning task requires the learner to have before I start teaching (e.g. shifting attention, motivation, comparing)
I always think about the specific skills that each learner has when doing a learning task (e.g. planning, organisation, attention)
I always think about my specific skills when supporting each learner doing a learning task (e.g. questioning, level of instruction, modelling)
I always introduce a task by explaining what we are learning, why we are learning it, and where else the learning can be used
When a learner is reluctant to engage, I take the time to focus on exploring any personal barriers (e.g. confidence, self-perception, finding out about interests and concerns) and not focusing on task completion
Whenever possible, I always adjust tasks to link to a learner’s interests or personal goals to increase motivation
I always give very specific feedback on things the learner has done well or improved. This feedback focuses on processes (e.g. “I noticed that you did not give up and you kept on trying…”) rather than attainment (e.g. “You got that correct, well done!”).
I always use language that is encourages self-talk, focuses on suggested improvements, and celebrates making mistakes.
I always adjust tasks implicitly (e.g. varying the rules, time boundaries, choice of task) and explicitly (e.g. breaking tasks down into smaller steps, removing aspects of the task).
I always provide frameworks to model how to structure a task (e.g. breaking tasks down into steps, encouraging the learner to complete one step at a time, modelling an organised and systematic approach).
I always ‘hold back’ and allow thinking time, even when the learner finds the task challenging.
I always provide support starting at the lowest level possible (e.g. prompting, specific questioning) rather than instructions.
I always provide prompts and model thinking to draw attention to ways to regulate impulsivity (e.g. ‘stop and think’, ‘take your time’) and explain why this is important.
I always model the thinking for solving problems (e.g. “We need a plan here, what could we do first…?”, “What happened last time?”, “I wonder what would happen if…?”, “How could we remember…?”, “What else could we do/think/try…?”, “How are these similar or different?”).
I always use different levels of questioning to check out the conceptual thinking of a learner (e.g. can the learner perceive and label objects correctly, can the learner group specific features of objects, can the learner group conceptual features, can the learner make inferences and solve problems).
I always use/move between providing information, modelling skills, and asking different levels of questions to test knowledge and reasoning.
I always use/ move between providing information, modelling skills, and asking different levels of questions to test knowledge and reasoning.
Terms and Conditions
Privacy Policy
Moderation Policy
Accessibility
Technical Support
Cookie Policy