Plan, Reflect, Repeat: The Whittaker Journal

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Please do encourage all employers and training providers to offer apprenticeships, or if you a are Chartered with three years experience, then consider becoming an Assessor for the Professional Discussion element. 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. The "align" step asks what the national and state standards require and how they will be assessed. Teaching staff also plans curricula by looking at what is taught at earlier and later grade levels and in other disciplines to ensure a clear continuity of instruction throughout the student’s schooling. In this example, the "act" step is "standardization." When goals are met, the curriculum design and teaching methods are considered standardized. Teachers share best practices in formal and informal settings. Results from this cycle become input for the "analyze" phase of the next A+ Approach cycle. PDCA Resources The evaluation section gives the opportunity for the practitioner to discuss what went well and analyse practice. It is also important to consider areas needed for development and things that did not work out as initially planned. This evaluation should consider both the practitioner’s learning and the students’ learning.

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When you become more aware of your students’ preferences and strengths, learning becomes more tailored to their needs and so they are more curious and are equipped to explore more deeply. Reflection is a cyclical process, meaning you grow and adapt. 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. Once the student starts to play an active part in the learning cycle, they become more aware of different learning styles and tasks. They become more aware of how they learn and they develop key skills and strategies to become lifelong learners. 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. All these approaches are explained in the ‘Next steps’ section and provide a guide of how to carry out reflective practice, using the following.Act: Take action based on what you learned in the study step. If the change did not work, go through the cycle again with a different plan. If you were successful, incorporate what you learned from the test into wider changes. Use what you learned to plan new improvements, beginning the cycle again. In the rest of this unit, we will look at the basics of reflective practice in more detail. We will look at the research behind reflective practice, discuss the benefits and explore some practical examples. Throughout the unit, we will encourage you to think about how you can include reflective practice in your own classroom practice. is complementary to the PDCA and DMAIC models of quality improvement, as described in this article. The final model builds on the other three and adds more stages. It is one of the more complex models of reflection but it may be that you find having multiple stages of the process to guide you reassuring. Gibb's cycle contains six stages: As well as using a model of reflection, you can carry out other reflective activities to develop your practice. These can include the following.

Getting started with Reflective Practice - Cambridge community Getting started with Reflective Practice - Cambridge community

Stewardship And Sustainability: Serigraph's Journey To ISO 14001 ( Journal for Quality and Participation) By utilizing ISO 14001 and Lean Six Sigma, including the PDCA cycle, as templates for continuous environmental improvement, a variety of actions are taken to become a socially responsible organization (SRO) and minimize Serigraph Inc.’s environmental footprint 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 can be done on the spot (Schön: reflection-in-action). You should be reflecting on things as they happen in the classroom.Reflective practice allows you to adapt lessons to suit your classes. You can create and experiment with new ideas and approaches to your teaching to gain maximum success. Reflective practice is ‘learning through and from experience towards gaining new insights of self and practice’ (Finlay, 2008). Once you start the reflective process, your quality of teaching and learning will improve. You will take account of students’ various learning styles and individual needs, and plan new lessons based on these. Reflection helps focus on the learning process, so learning outcomes and results will improve as you reflect on how your learners are learning.

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During this final stage, the practitioner sums up all previous elements of this cycle. They create a step-by-step plan for the new learning experience. The practitioner identifies what they will keep, what they will develop and what they will do differently. The action plan might also outline the next steps needed to overcome any barriers, for example enrolling on a course or observing another colleague. By working with other colleagues and students, relationships become positive and demonstrate mutual respect. Students feel part of the learning cycle and are more self-aware. Colleagues can ‘team up’, drawing on expertise and support. This will develop the whole institution’s best practice. All of these things together result in a productive working environment.

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 shared-planning process should encourage talking and co-operation. You should draw on support from colleagues to help develop practice and share ideas. Tell Me About It ( Quality Progress) Based on the PDSA cycle, this article introduces the plan-do-study-act-export (PDSA-X) cycle, which supports the collaborative pursuit of excellence across organizational boundaries, geography and time. Case Studies Reflecting and responding to your reflections will directly affect your students as you change and adapt your teaching. 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. 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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Once you have redelivered the lesson, consider how engaged the students were. How well did they understand this time? 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: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. By reflecting, you will develop abilities to solve problems. Through questioning and changing the way you deliver your lessons, you will find new solutions and become more flexible with your teaching. It allows you to take time to assess and appreciate your own teaching. Figure 2 shows their "A+ Approach to Classroom Success." This is a continuous cycle of designing curriculum and delivering classroom instruction. Improvement is not a separate activity—it is built into the work process. Kolb's model (1984)takes things a step further. Based on theories about how people learn, this modelcentreson the concept of developing understanding through actual experiences and contains four key stages: