Reflective Practice Presentation
Namrata Faheem PGCE
Summary
Reflective practice is part of the Department for Education’s Teachers’ Standards. As part of the section titled, “Plan and teach well-structured lessons”, teachers are required to “reflect systematically on the effectiveness of lessons and approaches to teaching”.
My Cohort - Post 16 GCSE English Resits
National Association for the Teaching of English
Experience of Teaching GCSE English
Language
(a) Responses to ‘My experience of teaching GCSE English
Language is rewarding’:
A startling 54% of respondents disagreed that teaching
GCSE English Language was rewarding – with only 3%
strongly believing that it is rewarding.
Brookfield's Reflective Model
Theoritical Lens
Co-Worker Lens
Client Lens
Autobiographical Lens
Literature andResearch
Observation of self - diary, journal, PDP, Teaching File
Reflective sources that informed and influenced change
Online Quiz Outcomes
Student work outcomes
Student Feedback
Interviews
Statistics
Comparing my observations of peers observations against my practice
My Strengths As A Trainee Teacher
Evaluated from a broad range of sources
Humanist and Constructivist pedagogical approach to learner development and welfare
Subject Knowledge and expertise
Confident Presence in the the Classroom
Positive and sustainable relationaships with learner and peer groups
Flexible and Adabtable to change and disruption
Structure
Surpise
What have I reflected on
1 - Motivation Level
Low to negligble.
2 - Learner Engagement
Engagement inconsistant and influenced by activities, tasks and sequence of lesson plan
3 - Learning Outcomes
Comparative techniques, language features, critical thinking, vocabulary, relevance, context
Punctuality and attendance
4- Irratic attendance causing further disruptions to motication and learning outcomes.
Reasons for Low Motivation
✨ Lessons not adapted for the diverse learning levels and needs
Lesson plans, tasks and activities not engaging enough
Fear associated with past failure
Absence of context to real-world experiences
Student A
“Lessons feel monotonous. I come away with some new fact that add a bit of extra information to what I did not know before,which is useful. But at other times I feel I have not gained a lot because none of the information was relevant to me. I was bored reading a text from Victorian times and comparing it to another from modern times because it made no sense or seem useful in any way.
Student B
The lessons at the beginning of the term were great, but I’ve found it repetitive and boring. I would enjoy learning much more if they were activities and tasks that needed me to use the facts in many different ways as this would reinforce the concept of the fact. This would be more interesting, would motivate me more, inspire me more , whereas now I just get bored and don’t get excited about learning new facts and information.
- Always quote the author
Co-Worker Lens
Peer A
“Capture the educational potential of new technologies! This will elevate the quality and pace of teaching and learning and reduce challenging behaviour.” Peer B
“Keep a record of learners’ accomplishments beyond the classroom. Make a note of their learning needs and styles from their wider academic activities so lessons can be adapted consistently for each individual” Peer C
“Develop and document strategy for working with individual students or specific student groups (as is relevant to my case).”
According to Shulman(1987)”Being a strong subject-expert is crucial but not sufficient in relation to his notion of “pedagogical content knowledge”. Teachers need to enable students to learn in their discipline.
Shulman(1987)”Being a strong subject-expert is crucial but not sufficient in relation to his notion of “pedagogical content knowledge”. Teachers need to enable students to learn in their discipline.
Academic learning time – time spent actively and successfully involved in learning – is strongly related to achievement. (Fisher et al, 1980).
Pl
Shulman1987
20XX
(Fisher and others, 1980).
McLean argues that “teachers need to conceptualise learning as a complex process of interpretation and attempts at meaning making, as opposed to a process of transmission of knowledge from the teacher to the student.”
Structure
20XX
Department for Education, July 2021.
2XX
“Really consider the value of activities delivered and how they will help students progress in the long term. Look beyond how quiet they were and look at whether what they did actually resulted in them learning.”
Department for Education, July 2021.
McClean
Theoretical Lens
Communicate
One of the most commonly measured indicators of motivation is persistence (Keller, 1983: Schunk, 1991)
Keller, 1983, Schunk1991
Maslow's Hierarchy of Needs
Designs
Human motivation is based on the pursuit of different levels of needs.
20XX
Surprising
🤩
Action Plan
Lesson Plan
AQA GCSE Eng;ish Scheme of WOrk, Suggested resources,
Structure, Sequence, Technology Integration,
Referred to online teaching support sites like Exampro and Educake that provides ready made reading and comprehension tests.
Collaboration with learner's vocational teachers to develop content.
Lessons adapted to diversity
Learning needs, levels, socio-cultural diversity, neuro-diversity
Relevance to Real-World Examples
Content adapted to real-world current events and context Eg Using interests of learners to generate activities and tasks ( football, AI gaming, social media etc)
Changes Actioned...
- Adapted technology to create engaging and subject specific resources/activities and tasks to address academic and personal orientation.
- Challenging behaviour addressed holistically with confidence and positivity. Eg Phone policy published, explicitly communicated and managed consistently.
- Managed absenteeism through mentoring learners, offering blended learning options which has increased attendance by 60 per cent since the start of the academic year in 2023.
- Teacher student interactions less fractious due to collaborative approach to teaching and learning. eg innovative lesson plans, Think-Pair-Share, Group Discussions, Jigsawstrategy. (Cuseo, 1996)
Resources Used to Enhance Motivation
- Jamboard – Embedding IT
- Genially – Auditory and Visual
- Nearpod – Embedding IT
- Skills Workshop - Kinesthetic
- Smartboard – Visual
- IWB – Visual, Kinesthtic and Audio
Other Reflective Exercise - Gibbs Reflective Cycle
Description – describing the experience
Feelings – emotions and thoughts about the experience
Evaluation – about what worked well, what did others contribute, what was missing.
Analysis – in order to make sense of the experience, why did something work well or not
Conclusion – what was learned as a result and what could be improved.
Action Plan – how to deal with this situation in the future. How to develop the skills and abilities to act differently next time.
References
- Anon, (n.d.). https://www.nate.org.uk/wp-content/uploads/2021/10/NATE-GCSE-English-Language-report-Nov-2021.pdf.
- AQA-8700-POST-16-CASE-STUDIES.PDF
- Brookfield, S. D. (2017) Becoming a Critically Reflective Teacher, 2nd edition, John Wiley & Sons, Incorporated.
- Beaty,L.,Gibbs,G, and Morgan,A. (1997)Learning Orientatins and study contracts.’ In F.Marton, D.Hounsell and N.Entwistle(eds), The Experienceof Learning, 2nd edn Edinburgh:Scottish Academic Press, 72-86
- Cuseo, J.B (1996), Cooperative Learning: A Pedagogy for Addressing Contemporary Challenges & Critical Issues in Higher Education Stillwater, OK: New Forums Press
- Davidson, N. & Worsham, T. (Eds.).(1992). Enhancing Thinking through Cooperative Learning . New York:Teachers College Press.
References
- Wlodkowski, R.J, and Ginsberg, M,B. (2017). Enhancing adult motivation to learn a comprehensive guide for teaching all adults. San Francisco Jossey-Bass.
- How to hone your skills as a reflective practitioner | Tes
- Lever, C. (2017) Understanding challenging behaviour in inclusive classrooms. ROUTLEDGE.
- Roffey-Barentsen, J. and Malthouse, R. (2013) Reflective practice in education and training. Exeter: Learning Matters.
Communicate
Wow!
Tip: Interactivity is the key to capturing the interest and attention of your audience. A genially is interactive because your audience explores and interacts with it.
Surprising
Tip: Emotional connection or engagement with your content increases when you get your audience to identify with the message you want to convey.
Plan
Did you know... We retain 42% more information when content is moving? It is perhaps the most effective resource to capture your audience's attention.
You can briefly describe what your presentation timeline consists of and present the milestones achieved orally so that nobody falls asleep.
step 1
You can briefly describe what your presentation timeline consists of and present the milestones achieved orally so no one falls asleep.
Step 3
Did you know that...In Genially you will find over 1,000 templates ready to showcase your content and 100% customizable, which will help you tell your stories?
Design
Did you know... In Genially you will find more than 1,000 templates ready to showcase your content and 100% customizable, which will help you tell your stories?
Did you know: ... We retain 42% more information when the content moves? It is perhaps the most effective resource to capture your audience's attention.
You can briefly describe what the timeline of your presentation consists of and orally present the milestones achieved so nobody falls asleep.
step 2
Tip: The emotional connection or engagement with your content increases when you manage to make your audience identify with the message you want to convey.
Wow!
Tip: Interactivity is the key to capturing the interest and attention of your audience. A genially is interactive because your audience explores and interacts with it.
Structure
¡Ojo! En Genially utilizamos AI (Awesome Interactivity) en todos nuestros diseños, para que subas de nivel con interactividad y conviertas tu contenido en algo que aporta valor y engancha.
Reflective Practice - NF
Namrata Faheem
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Transcript
Reflective Practice Presentation
Namrata Faheem PGCE
Summary
Reflective practice is part of the Department for Education’s Teachers’ Standards. As part of the section titled, “Plan and teach well-structured lessons”, teachers are required to “reflect systematically on the effectiveness of lessons and approaches to teaching”.
My Cohort - Post 16 GCSE English Resits
National Association for the Teaching of English
Experience of Teaching GCSE English Language (a) Responses to ‘My experience of teaching GCSE English Language is rewarding’:
A startling 54% of respondents disagreed that teaching GCSE English Language was rewarding – with only 3% strongly believing that it is rewarding.
Brookfield's Reflective Model
Theoritical Lens
Co-Worker Lens
Client Lens
Autobiographical Lens
Literature andResearch
Observation of self - diary, journal, PDP, Teaching File
Reflective sources that informed and influenced change
Online Quiz Outcomes
Student work outcomes
Student Feedback
Interviews
Statistics
Comparing my observations of peers observations against my practice
My Strengths As A Trainee Teacher
Evaluated from a broad range of sources
Humanist and Constructivist pedagogical approach to learner development and welfare
Subject Knowledge and expertise
Confident Presence in the the Classroom
Positive and sustainable relationaships with learner and peer groups
Flexible and Adabtable to change and disruption
Structure
Surpise
What have I reflected on
1 - Motivation Level
Low to negligble.
2 - Learner Engagement
Engagement inconsistant and influenced by activities, tasks and sequence of lesson plan
3 - Learning Outcomes
Comparative techniques, language features, critical thinking, vocabulary, relevance, context
Punctuality and attendance
4- Irratic attendance causing further disruptions to motication and learning outcomes.
Reasons for Low Motivation
✨ Lessons not adapted for the diverse learning levels and needs
Lesson plans, tasks and activities not engaging enough
Fear associated with past failure
Absence of context to real-world experiences
Student A “Lessons feel monotonous. I come away with some new fact that add a bit of extra information to what I did not know before,which is useful. But at other times I feel I have not gained a lot because none of the information was relevant to me. I was bored reading a text from Victorian times and comparing it to another from modern times because it made no sense or seem useful in any way.
Student B The lessons at the beginning of the term were great, but I’ve found it repetitive and boring. I would enjoy learning much more if they were activities and tasks that needed me to use the facts in many different ways as this would reinforce the concept of the fact. This would be more interesting, would motivate me more, inspire me more , whereas now I just get bored and don’t get excited about learning new facts and information.
- Always quote the author
Co-Worker Lens
Peer A “Capture the educational potential of new technologies! This will elevate the quality and pace of teaching and learning and reduce challenging behaviour.” Peer B “Keep a record of learners’ accomplishments beyond the classroom. Make a note of their learning needs and styles from their wider academic activities so lessons can be adapted consistently for each individual” Peer C “Develop and document strategy for working with individual students or specific student groups (as is relevant to my case).”
According to Shulman(1987)”Being a strong subject-expert is crucial but not sufficient in relation to his notion of “pedagogical content knowledge”. Teachers need to enable students to learn in their discipline.
Shulman(1987)”Being a strong subject-expert is crucial but not sufficient in relation to his notion of “pedagogical content knowledge”. Teachers need to enable students to learn in their discipline.
Academic learning time – time spent actively and successfully involved in learning – is strongly related to achievement. (Fisher et al, 1980).
Pl
Shulman1987
20XX
(Fisher and others, 1980).
McLean argues that “teachers need to conceptualise learning as a complex process of interpretation and attempts at meaning making, as opposed to a process of transmission of knowledge from the teacher to the student.”
Structure
20XX
Department for Education, July 2021.
2XX
“Really consider the value of activities delivered and how they will help students progress in the long term. Look beyond how quiet they were and look at whether what they did actually resulted in them learning.”
Department for Education, July 2021.
McClean
Theoretical Lens
Communicate
One of the most commonly measured indicators of motivation is persistence (Keller, 1983: Schunk, 1991)
Keller, 1983, Schunk1991
Maslow's Hierarchy of Needs
Designs
Human motivation is based on the pursuit of different levels of needs.
20XX
Surprising
🤩
Action Plan
Lesson Plan
AQA GCSE Eng;ish Scheme of WOrk, Suggested resources,
Structure, Sequence, Technology Integration,
Referred to online teaching support sites like Exampro and Educake that provides ready made reading and comprehension tests.
Collaboration with learner's vocational teachers to develop content.
Lessons adapted to diversity
Learning needs, levels, socio-cultural diversity, neuro-diversity
Relevance to Real-World Examples
Content adapted to real-world current events and context Eg Using interests of learners to generate activities and tasks ( football, AI gaming, social media etc)
Changes Actioned...
Resources Used to Enhance Motivation
Other Reflective Exercise - Gibbs Reflective Cycle
Description – describing the experience Feelings – emotions and thoughts about the experience Evaluation – about what worked well, what did others contribute, what was missing. Analysis – in order to make sense of the experience, why did something work well or not Conclusion – what was learned as a result and what could be improved. Action Plan – how to deal with this situation in the future. How to develop the skills and abilities to act differently next time.
References
References
Communicate
Wow!
Tip: Interactivity is the key to capturing the interest and attention of your audience. A genially is interactive because your audience explores and interacts with it.
Surprising
Tip: Emotional connection or engagement with your content increases when you get your audience to identify with the message you want to convey.
Plan
Did you know... We retain 42% more information when content is moving? It is perhaps the most effective resource to capture your audience's attention.
You can briefly describe what your presentation timeline consists of and present the milestones achieved orally so that nobody falls asleep.
step 1
You can briefly describe what your presentation timeline consists of and present the milestones achieved orally so no one falls asleep.
Step 3
Did you know that...In Genially you will find over 1,000 templates ready to showcase your content and 100% customizable, which will help you tell your stories?
Design
Did you know... In Genially you will find more than 1,000 templates ready to showcase your content and 100% customizable, which will help you tell your stories?
Did you know: ... We retain 42% more information when the content moves? It is perhaps the most effective resource to capture your audience's attention.
You can briefly describe what the timeline of your presentation consists of and orally present the milestones achieved so nobody falls asleep.
step 2
Tip: The emotional connection or engagement with your content increases when you manage to make your audience identify with the message you want to convey.
Wow!
Tip: Interactivity is the key to capturing the interest and attention of your audience. A genially is interactive because your audience explores and interacts with it.
Structure
¡Ojo! En Genially utilizamos AI (Awesome Interactivity) en todos nuestros diseños, para que subas de nivel con interactividad y conviertas tu contenido en algo que aporta valor y engancha.