English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

In this paper, we focus on monitoring, a particular aspect of reflec- tion related to teaching. We define monitoring as a feedback mechanism which entails attending to and evaluating a multitude of cues in the envi- ronment in order to evaluate progress towards a goal. We direct our attention to monitoring because it is a way in which a teacher is able to gain understanding of how effective his/her teaching actions are. Thus, knowing what cues to evaluate (and being able to do so) is a critical skill in reflection. Further, we focus exclusively in this paper on the concur- rent monitoring of cues related to students since we believe that attention to student cues while teaching provides teachers with a window into their students' learning experiences. We call this particular type of reflection, reflection-in-action. As well as depicting multiple examples of monitoring drawn from our research, we explore the contribution of this work to the literature in higher education and to faculty development activities, particularly, to the growing literature on teacher thinking.

Monitoring Student Cues: Tracking Student Behaviour in Order to Improve Instruction in Higher Education