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MS PowerPoint 97 Fundamentals. MS Project MS Proxy Server 2. MS Publisher MS Site Server 3. MS Systems Mgmt. For example, in the classroom you may be teaching a topic which you can see the students are not understanding. Your reflection-in-action allows you to understand why this has happened and how to respond to overcome this situation. Reflection-in-action allows you to deal with surprising incidents that may happen in a learning environment. It allows you to be responsible and resourceful, drawing on your own knowledge and allowing you to apply it to new experiences.

It also allows for personalised learning as, rather than using preconceived ideas about what you should do in a particular situation, you decide what works best at that time for that unique experience and student.

Reflection-on-action , on the other hand, involves reflecting on how practice can be developed after the lesson has been taught. Reflection-on-action means you reflect after the event on how your knowledge of previous teaching may have directed you to the experience you had. Reflection-on-action should encourage ideas on what you need to change for the future. You carry out reflection-on-action outside the classroom, where you consider the situation again.

This requires deeper thought, for example, as to why the students did not understand the topic. It encourages you to consider causes and options, which should be informed by a wider network of understanding from research. By following any of the above models of reflection, you will have a questioning approach to teaching. You will consider why things are as they are, and how they could be. You will consider the strengths and areas of development in your own practice, questioning why learning experiences might be this way and considering how to develop them.

As a result, what you do in the classroom will be carefully planned, informed by research and previous experience, and focused, with logical reasons. All of these models stress the importance of repeating the cycle to make sure knowledge is secure and progression is continued.

The reflections you make will directly affect the next lesson or block of teaching as you plan to rework and reteach ideas. Ask yourself: What did not work? How can I adapt this idea for next time? This might mean redesigning a task, changing from group to paired work or reordering the lesson. You should be reflecting on things as they happen in the classroom.

Ask yourself: What is working well? What are the students struggling with? Do the students fully understand my instructions? If not, why not? Do the students fully understand the task? Do your students ultimately understand what success looks like in the task or activity?

Can they express this for themselves? You will reteach and reassess the lessons you have taught, and this will allow students the chance to gain new skills and strengthen learning. Creating evaluation models will help you to know whether the actions you have taken have had the intended effect. You should plan to draw on your own strengths and the best practice of colleagues, which you then apply to your own teaching. Try any of the reflection models listed in this unit to help you progress.

By getting involved in a supportive network everyone will develop. You can draw on the support of colleagues by asking them to observe and give feedback. You can also draw on student feedback.

Reflection should trigger discussion and co-operation. As a reflective practitioner you will continuously review the learning process to make sure all students make maximum progress. While working through this document you may have identified a model which appeals to you.

As well as using a model of reflection, you can carry out other reflective activities to develop your practice. These can include the following. Self-questioning Asking yourself questions can help you understand the effect and efficiency of your teaching. Experimenting with new ideas Trying out new methods or approaches in the classroom can create new learning opportunities. These changes can be as simple as varying a small activity or as adventurous as changing your whole approach or plan.

Discussing with students Drawing on student feedback will make sure your reflections are focused on your students. By reflecting with students, you allow them to play an active part in their learning and gain insight into what needs to improve to support student development.

Observing your colleagues can also provide new ideas and approaches which you can try in your own practice. Listen to these educators talking about how they reflect. How could you use their techniques in your practice? These are sometimes referred to as the five Rs. Reacting How will I decide what area of my practice I need to focus on? Recording logging your reflections How will I assess my performance? Will this take the form of an observation, discussion or shared planning?

How will I log this? What documents will you use to record your reflections? For example, a journal, notebook or form provided by your school or institution. When will I log this? Will your reflections be logged straight after the lesson, during or before the lesson? How often will you record these reflections?

Reviewing understanding your current teaching methods What worked well and how do I know this? Consider what the students really understood and enjoyed about the lesson, and why. How do you know improvements have been made? What did not work as planned? Consider what the students did not get involved with or find challenging, and why. What could I try next time? How could you adapt the activity? Some practical ideas include introducing a different task, clearer instructions, time-based activities and activities which appeal to different learning styles.

Revising adapting your teaching by trying new strategies What will I change or adapt? This could be a whole task or something specific about a task. Some practical ideas include changing the task from independent work to paired work, adding a scaffold to a challenging task, providing instructions step by step, and making activities time based.

Reworking action plan of how you can put these ideas in place in a practical way How will I put this in place? Consider what will you need to do before and during the lesson to make sure your changes happen. What will the students be doing differently to make sure they make progress? What materials do I need? What things will you need to put your revised ideas into practice?

Some practical examples include coloured pens, larger paper, handouts, cut-up activities, specialised equipment. Reassessing understanding how these new strategies affected learning How successful were the new strategies?

Once you have redelivered the lesson, consider how engaged the students were. How well did they understand this time? What changed? Consider the following areas of potential change: delivery, planning and assessment.

Learning journal What is it? A learning journal is a collection of notes, observations, thoughts and other relevant materials built up over a period of time and recorded together. What happens? After each lesson you record your thoughts and feelings regarding the lesson. Use the five Rs in the Checklist section to help focus your journal. Lesson evaluations What are they? Evaluations require you to think back on the lesson, assessing its strengths, weaknesses and opportunities for development.

How do I know? Once you have taught your lesson, record your reflections on the lesson as soon as possible. Observations What are they? Observations are when someone assesses your practice through watching it in action. These observations should have a very specific focus, for example the quality of questioning or the quality of student-led activities. This focus can then be specific, measured, reflected upon and revised to make sure your students make progress.

Once you have set the specific focus or target area, a colleague will watch you deliver the lesson and give feedback on the strengths of your practice or some possible ideas for development. These observations could also be carried out over a block of lessons to show progression. Student dialogue What is it? This is where you make sure students play an active part in their learning. Ask a student to keep a learning journal of their lessons.

This journal could include what they enjoyed, how they felt in the lesson, what they understood and engaged with, what they still need more help with, what they liked about the lesson and things they thought could have been better.

Shared planning What is it? Shared planning is where you draw on support from colleagues to plan lessons together. The shared-planning process should encourage talking and co-operation. You should draw on support from colleagues to help develop practice and share ideas.

This entry was posted in Professional Development and tagged dialogue , journal , learning , learning journal , observation , observations , Planning , shared planning , student.

You must be logged in to post a comment. Domain 2. Domain 3. Domain 4. Domain 5. Main types of social media: Social network, microblogging, etc. Communicate with colleagues Stay current Promote self in professional community Choose your outlets, and get everyone on board.

Always professional, courteous, helpful Above all… Have Fun. Play with it. He cannot be as filled with knowledge as google PHP personal home page was the original name. This conference opened the door for me. I look forward to presenting more in the future. State of the Web state of the web: adobe marketing cloud: woo woo As this video demonstrates, there is a very fluid environment on the web.

Javascript Libraries vs. Frameworks Libraries slot themselves into your existing architecture. Where Is It Going? Reflective Practice In Teaching. What is reflective practice? The process of reflection is a cycle which needs to be repeated.

What are the benefits of reflective practice? What is the research behind reflective practice? First, practitioners have a concrete experience. This means experiencing something new for the first time in the classroom. The experience should be an active one, used to test out new ideas and teaching methods. This is followed by… Observation of the concrete experience, then reflecting on the experience. Here practitioners should consider the strengths of the experience and areas of development.

This should lead to… The formation of abstract concepts. The practitioner needs to make sense of what has happened.

They should do this through making links between what they have done, what they already know and what they need to learn. The practitioner should draw on ideas from research and textbooks to help support development and understanding. They could also draw on support from other colleagues and their previous knowledge. Practitioners should modify their ideas or devise new approaches, based on what they have learnt from their observations and wider research.

The final stage of this cycle is when… The practitioner considers how they are going to put what they have learnt into practice. The ideas from the observations and conceptualisations are made into active experimentation as they are implemented into future teaching. The cycle is then repeated on this new method. Description In this section, the practitioner should clearly outline the experience.

This needs to be a factual account of what happened in the classroom. It should not be analytical at this stage. Feelings This section encourages the practitioner to explore any thoughts or feelings they had at the time of the event. Here the practitioner should explain feelings and give examples which directly reference the teaching experience.

It is important the practitioner is honest with how they feel, even if these feelings might be negative.