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Plan, Reflect, Repeat: The Whittaker Journal

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At this stage, the practitioner draws all the ideas together. They should now understand what they need to improve on and have some ideas on how to do this based on their wider research. What documents will you use to record your reflections? For example, a journal, notebook or form provided by your school or institution. Another simple model was developed by Driscoll in the mid-1990s. Driscoll based his model of the 3 What's on the key questions asked by Terry Borton in the 1970s: 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. Being reflective helps you challenge your own practice as you will justify decisions and rationalise choices you have made.

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The shared-planning process should encourage talking and co-operation. You should draw on support from colleagues to help develop practice and share ideas. Educational researchers have long promoted the importance of reflecting on practice to support student learning and staff development. By varying learning and experimenting with new approaches, students have a richer learning experience. They will think more creatively, imaginatively and resourcefully, and be ready to adapt to new ways and methods of thinking.

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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. As well as using a model of reflection, you can carry out other reflective activities to develop your practice. These can include the following.

Plan, Reflect, Repeat – HarperCollins

The theoretical approach of reflection as a cyclical model was further developed by Gibbs (1998). This model is based on a six-stage approach, leading from a description of the experience through to conclusions and considerations for future events. While most of the core principles are similar to Kolb’s, Gibbs' model is broken down further to encourage the teacher to reflect on their own thoughts and feelings. Some practical examples include coloured pens, larger paper, handouts, cut-up activities, specialised equipment. In Gibbs' model the first three sections are concerned with what happened. The final three sections relate to making sense of the experience and how you, as the teacher, can improve on the situation. is complementary to the PDCA and DMAIC models of quality improvement, as described in this article. Another approach to reflection is the work by Schön. Schön (1991) distinguishes between reflection-in-action and reflection-on-action.There are many different models of reflective practice. However, they all share the same basic aim: to get the best results from the learning, for both the teacher and students. Reflection is a basic part of teaching and learning. It aims to make you more aware of your own professional knowledge and action by ‘challenging assumptions of everyday practice and critically evaluating practitioners’ own responses to practice situations’ (Finlay, 2008). The reflective process encourages you to work with others as you can share best practice and draw on others for support. Ultimately, reflection makes sure all students learn more effectively as learning can be tailored to them. Variations: plan-do-study-act (PDSA) cycle, Deming cycle, Shewhart cycle. Understand the evolution of these variations.

Reflect-Plan-Do-Record-Reflect (Repeat) RTPI | Reflect-Plan-Do-Record-Reflect (Repeat)

Reflection can be done on the spot (Schön: reflection-in-action). You should be reflecting on things as they happen in the classroom. Part 1: This introduction walks through the PDCA cycle’s origins in the scientific method, as well as its connection to the Deming-Shewhart cycles. 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. Only once the feelings have been identified can the practitioner implement strategies to overcome these barriers.Will this be decided by looking at data, each learner’s performance or an aspect of the curriculum? The practitioner considers how they are going to put what they have learnt into practice. The practitioner’s abstract concepts are made concrete as they use these to test ideas in future situations, resulting in new experiences. 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. Reflective practice is ‘learning through and from experience towards gaining new insights of self and practice’ (Finlay, 2008). Reflective practice develops your ability to understand how your students learn and the best ways to teach them. By reflecting on your teaching, you identify any barriers to learning that your students have. You then create lessons which reteach any content which your students have not been able to access to allow them to overcome any obstacles and develop.

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The reflection process will also help you to understand yourself and the way you teach. By asking yourself questions and self-assessing, you will understand what your strengths are and any areas where development might be needed. Reflecting allows you to understand how you have helped others to achieve and what this looks like in a practical learning environment. Formal and informal assessments take place continually, from daily teacher assessments to six-week progress reports to annual standardized tests. Teachers also can access comparative data on the electronic database to identify trends. High-need students are monitored by a special child study team. 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.Drawing on support from colleagues will allow you to cement understanding and get involved with others’ ideas and best practice. Do your students ultimately understand what success looks like in the task or activity? Can they express this for themselves? David Kolb, educational researcher, developed a four-stage reflective model. Kolb’s Learning Cycle (1984) highlights reflective practice as a tool to gain conclusions and ideas from an experience. The aim is to take the learning into new experiences, completing the cycle. Kolb's cycle follows four stages. By reflecting, you create an environment which centres on the learner. This environment will support students and teachers all around you to become innovative, confident, engaged and responsible.

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