Transcript Slide 1

Liz Lee
Richard Taunton Sixth Form College
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Explore the reasons for professional reflection
Identify opportunities for reflection
Consider next steps
Reflection involves "a state of doubt, hesitation, perplexity,
or mental difficulty, in which thinking originates".
(Dewey, 1933)
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The ability to reflect is the hallmark of professional practice
(Schön, 1983)
Without critical reflection, teaching will remain at best uninformed,
and at worst ineffective, prejudiced and constraining (Hillier,
2002)
We can question our routine, convenient, everyday practices and
ask questions about what really does and doesn’t work. (Crawley,
2005)
Professional development which begins in the classroom
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Concrete Experience = DOING
Reflective Observation = REFLECTING
Abstract Conceptualisation = EVALUATING
Active Experimentation = LEARNING
“My lesson went well"
or
"My students didn't seem to understand"
or
"My students were so badly behaved today.“
Time to reflect….
In pairs, consider an occasion when you have said one of the above
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Why did the lesson go so well? What did you do? How did you
engage students?
What it was the students didn’t understand? Why is was hard for
them to understand? How can you remedy this?
What were students doing when they were misbehaving? When and
why did this happen?
Sometimes we only notice the obvious, hear the loudest…reflective
teaching requires a more systematic process of collecting,
recording and analysing our thoughts and observations, as well as
those of our students, and then going on to making changes.
Why start?
 A response to a particular problem that has arisen with a
class/student
 Discover more about your own teaching strengths/weaknesses
 Focus on a feature of your teaching
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dealing with misbehaviours…or with students who contribute little in class
The first step is to gather information about what happens in the
class.
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Peer observation
Student feedback
Recording lessons (audio/visual)
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Blogging
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Teacher diary / Blog
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http://createinnovateexplore.wordpress.com/2013/05/27/the-creative-process/
“The Creative Process
Reflecting on my own practice has led me to consider what it is to be a creative
practitioner, and the impact this might have on my learners. I’ve become
PowerPoint adverse and in the last few years thought increasing about how and
why the classroom activities I choose have had such a positive impact, not only
results, but on the aspirations and creativity of my learners. I believe strongly in
modelling positive behaviours, which includes not only working hard and resilience,
but also more abstract concepts such as creativity, and the importance of play to
learning – not matter how old the learner.
Having undertaking some research I found a model by Pilskha, (2009) that was
presented in a linear fashion, and I have reworked this to reproduce a model that I
recognise in terms of trying to produce creative lessons that will foster positive
learner characteristics as well as aid higher ordering skills for exams.”
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Teacher diary / Blog
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http://jaffacakesandcoffeebreaks.blogspot.co.uk/
Tuesday, 5 July 2011
Newly Qualified Teacher
Today marked an important milestone in my career: I have completed my NQT year and my two
years with The Programme. With my portfolio signed off, my final report filed and graduation from
The Programme on Friday, I can't quite believe the changes the last year has brought.
To be honest, I can't bring myself to read previous blogs. Last year I was miserable but on the mend.
I didn't enjoy teaching and I couldn't see myself going back to teaching in September. I'd survived
the hardest year of my life, both personally and professionally, and felt knocked down time and time
again.
Now - well, what a change. This year has seen my career metamorphose from a caterpillar of shit
into, not quite a beautiful butterfly but, at least a majestic moth.
Yes, school is hard. Teaching is hard. Whoever tells you differently has either never done it or never
worked with students who don't want to learn, in an institution with high standards.
Reflection forms crucial part of CPD
 Ensures you are actively involved in your
development
 Passive observation no longer an option
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Curriculum
support group
meetings
Action
research
Moodle/IT training
Online learning
(includes forums)
Attending
conferences
Teaching others how
to use ILT
Exam board training
Reading articles
What counts
as CPD?
EQR training
Become a subject
learning coach
Watching videos/TV
programmes
Job swap
Formal training
Peer
observation
Chairing meetings
Become an examiner
Work
Shadowing
Teachmeet
Assess
Plan
1. Assess
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What do I want to
achieve?
What do I need to learn?
Reflect
2. Plan
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(Link to lesson obs/appraisal)
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How will I learn it?
Log
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What activities will help
me achieve my aim?
Where can I access
these activities?
What preparation do I
need to have completed?
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Ask Geoff!
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TED Talks
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http://www.ifl.ac.uk/cpd/cpd-guidance-and-resources/askgeoff/geoffs-answers/keeping-noise-levels-down
http://www.ted.com/talks/tyler_dewitt_hey_science_teachers_make_it_
fun.html
Teachmeet
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http://teachmeet.pbworks.com/w/page/19975349/FrontPage
3. Reflect (GROW)
 Goals – what do I want to achieve?
 Reality – What do I need? Why
haven’t I done it before?
 Options – what are the
possibilities? Can others offer
suggestions?
 Will - how will I apply it in practice?
4. Log - should contain answers to
the following:
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What professional development
activities have I undertaken this year?
Have I reflected on the learning have
gained from these activities?
Have the activities and the reflection
made a difference to how I teach?
Can I show evidence of what the
difference is and the impact it has
made to learners, colleagues or the
organisation in which I work?
Date
28 &
29.1.13
Name of activity
Peer Review of partner
college
Why was this activity
carried out?
To assess quality
processes and offer
feedback to SMT
Feb –May Ofsted training (in house) To increase awareness of
2013
Ofsted requirements and
so be able to prepare
optimally for next
inspection
What was learned?
Planning cross college
assessments; alternatives
methods of presenting
college data
How will learning be
used?
To improve my own
planning techniques; to
improve practices in my
own college
More effective use of
To write course reviews
ProAchieve for analysis of and SAR more effectively
data; importance of
explicit judgements; need
for honestly in reflection
of own practice and
results
Further action needed?
Just need to do it!
Continued analysis of data
via ProAchieve to ensure
competent use
28.2.13
Brief Interventions
(alcohol awareness
training)
To improve recognition of
signs of alcohol use in
students and gain
strategies to discuss
alcohol related issues with
students.
Important of nonjudgemental approach
when counselling
students. Importance of
addressing the issue
rather than ignoring it.
Has been used many times Keep up to date with new
during lesson (esp H & SC) drinks/drugs students
when students talk about
their plans for the
weekend/drinking habits;
also applies to drug use.
22.3.13
New strategies in T & L
College Inset gain aimed at
introducing strategies
used by schools to
improve T & L
Building learning Power,
Guided Learning; Lazy
Teacher etc workshops
where methods for more
effective differentiation
and building students’
resilience and
independence discussed
Used ideas from Building Planning to use Guided
Learning Power already in learning more explicitly.
lessons in helping students
to find out for them selves
rather than rely on me for
answer when researching.
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Discuss with your mentor
Discuss with your line manager (as part of appraisal)
Plan your future
Reflect on your practice