DIGPA

DIGPA is a powerful tool to improve your lessons. It helps you to reflect and create action plans to perfect your
best practices and helps you to find solutions in your improvement areas. DIGPA can be developed alone, but
its results are better if you are with someone who helps you. In the BEAR Program, you are expected to have
reflection sessions using DIGPA. You will use it with the Assistant Coordinators and with your peer teachers.

DIGPA can be used to reflect on “good” and “bad” experiences, not only in teaching but on a regular basis. We
will use it to reflect on significant moments in our classes. One single one-hour class will have many significant
moments; that is why it is essential to use DIGPA for each one of them in the feedback sessions. You DO NOT
do DIGPA for the whole class; you do DIGPA for significant moments.

Task 1 – Evaluating teacher Victor and teacher Ester simulation

Instructions: Read the description of how each step of feedback should be. When you finish, answer “Was the
simulation between teacher Victor and teacher Ester similar to the definition of each step?”

Description
It is about only one clear and significant moment in the class. The description is in the past tense and
chronological order, like a video. There are many useful details, and it contains as many details as possible.

Interpretation
There is a clear link to the moment that was described. There are multiple explanations and/or interpretations
that are explored. There are different reasons, speculations, and possibilities to answer why the actions
happened in the moment described previously.

Generalization
There is a link to the moment that was described. There are developed ideas about student learning and
participation. The generalizations connect with the theory. Also, the generalization connects with more
experiences from the past.

Planning Action
There is a link to the moment that was described—future steps to follow to improve or to change in future
classes. The plans must be real and clear. In the end, a SMART plan is created for future experiences. In
feedback sessions, the Action Plan should come from the teacher who taught, not from the person who is
helping him/her to reflect.
Questions to help you to do DIGPA
Describe Interpret Generalize Plan Actions

(Questioning) (Questioning) (Questioning) (Questioning)

*What happened?
*What did the students do?
Who exactly?
*How many? How long? When?
*What exactly did the
teacher do?
*What materials were
there? *How were students
*Why might this have *How do you think _____
happened? helps/hinders students’
learning in general?
*What are other possible
reasons? *Based on this experience,
what theories about learning
*How do you think that
can you make?
helped/hindered student
learning/participation in *What do you believe about…?
this class?
*What have you
read/heard about…?
*What would you do differently
if you were to do this lesson
again?
*What would you keep
the same?
*What guidelines can you
make for yourself in future
lessons?

arranged? *How is this similar to your

prior experiences?
*What else was happening in
the environment? Situation?
 (Offering) (Offering) (Offering) (Offering)

*One thing I noticed was… *Maybe s/he… *I believe ______ can *One thing that I’ve tried…
help/hinder students
*As a student, I felt… *One possibility is… *I once saw someone…
learn/participate because…
*When I was doing this I … *It could be that…
*This is similar to when…
*When you… I…
*This reminds me of...

Other resources
What can I do to write effective …?
Descriptions Interpretations Generalizations Plans of Action
 • names of students • link to Ss behavior • rationale for doing the • What can be done
• materials used • explanations of errors activity differently next time?
• feelings that the T was • several possible • based on prior • specific about what to
having explanations experiences and own use next time
• what the teacher did • identify the problem learning • can/will do differently
• what the Ss did/ didn’t • leaving it open for further • general statements of • adding/adjusting new
do investigation techniques that work things
• using past simple • use of modals of • empathy for Ss • Practice-how!
• just the facts speculation • use of the plural:
• action teacher took in • guesses about general plural
response to what feelings/needs • beliefs
happened • bring in outside theories
• chronological
• specific
• quote the Ss
• focus on one “slice” (3-5
minutes long)

1. https://www.youtube.com/watch?v=J5THjo_NrU4
2. http://sittrainers.weebly.com/blog/supporting-the-development-of-reflective-skills