Explain at least 2 models of reflective practice linking them to theories and 4 principles of reflective practice

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Explain at least 2 models of reflective practice linking them to theories and 4 principles of reflective practice

Part A (5.1 and 5.2)

Task 1: Using the provided reading list, analyse the range of theories, principles and models of reflective practice. Research and select one to start producing your reflective activities. Begin with a justification of the reasons for selecting the chosen approach, supporting it with evidence from your research.

This forms your ‘Personal Learning Journal’. It should be continued throughout the course and you should use it to reflect on a regular basis and for ‘Eureka’ moments.

1. a.    Explain at least 2 models of reflective practice linking them to theories and 4 principles of reflective practice.
2. b.    Choose one model of reflective practice that you use and justify your choice.

Points to be considered:     Theories, principles and models, e.g. as part of Kolb’s Learning Cycle, Honey & Mumford (learning styles), Schon (reflection-in- action/reflection-on-action), Greenaway (plan-do-review), Gibbs (reflective cycle), Johns (description, reflection, influencing factors, alternative strategies, learning), Murphy (new situation, awareness of thoughts, describing situation, analysing knowledge, evaluating relevance and use of knowledge, identifying learning to apply to new experience), Moon, Dewey, Schon, Tripp: critical incident approach, Brookfield — critical lenses.

1. c.    Now link the techniques that you use for reflective practice to the above model and explain them briefly. The techniques can be (at least 3 from the following): Reflecting on own practice, e.g. Scaffolded questioning, analysing personal experiences, SWOT analysis, session evaluation, formal course evaluation, action research, use of critical thinking, questioning choices, problem solving, identifying coping strategies, identifying ways to adapt and improve current practice, identifying sources of best practice, identifying development opportunities, action planning, networking.

Task 2: As part of your Personal Learning Journal produce an individual statement to analyse how the development of wider skills can improve student motivation, confidence and achievement. Collect examples from practice to include in your teaching practice portfolio.

a. Analyse how the development of wider skills can improve learner motivation, confidence and achievement

i. what are wider professional skills?

ii. How can your wider professional skills improve learner motivation, confidence and achievement?

iii. How can your learners’ wider professional skills improve learner motivation, confidence and achievement?

Task 3: As part of your Personal Development Record collect evidence from practice and produce an individual statement to report on the validity and reliability of data relating to your learners and the role of assessment and evaluation in the quality cycle. Explain your role in and contribution to the quality improvement and quality assurance in your organisation. (Unit 4 AC 5.1 and 5.2).

.

1. a.    What is quality assurance and quality improvement?
2. b.    What is your role in the quality improvement and quality assurance of your organisation?

Points to be considered (at least 3 from each paragraph):

□ Quality assurance, e.g. standardised pro forma and course files, verification of documentation and assessment, course review, observation scheme, achievement prediction and tracking, self-assessment review, annual staff review.

□ Quality improvement, e.g. quality improvement plan, sharing best practice (Advanced Practitioners, peer observations), staff mentoring, in- service training, creating opportunities for promotion and personal development.

c. Examine how assessment is monitored within the quality cycle, its purpose, the recording of it etc (add a paragraph on how you ensure that the data from your learners are valid).

Points to be considered (at least 3 from each paragraph):

□ Quality cycle, e.g. respond to student feedback, identify opportunities for change, implement change and evaluate, identify modification of future delivery, measure impact of change

□ Self-assessment, e.g. informal session and course evaluation, formal self-assessment review, using feedback from others to inform practice.

Please add on IQA’s and EQA’s role in maintaining quality in assessment.

Valid data from learners:

e.g. Personal data: original documents

Assessment data: against standards

Please, ignore task 4!

Task 4: Plan-participate-record-evaluate a minimum of 20 hours of appropriate professional development opportunities that meet your development needs and improve your wider professional practice

PDP and CPD log

Alternative methods: recording through audio or video, professional discussion, group reflection using video and web2 technologies, blogs, wikis, professional learning networks, action learning sets approach or ‘video clubs’ approach, collaborative approaches, using self-video in own teaching.

Part B (1.1, 1.2, 1.3 and 1.4)

Task 5: Undertake research into theories, principles and models of learning that can be related to your area of practice, learners and subject.

Use this research to analyse those theories and models that can be related to your teaching, learning and assessment.

Task 6: Draw on examples taken from your teaching practice to help explain ways in which theories, principles and models of learning can be applied to your teaching, learning and assessment.

Points to be considered: Theories (at least 2), e.g. procedural v declarative knowledge (Anderson) –skills development (Gagne), scaffolding learning (Bruner/Vygotsky), knowing that/knowing how (Ryle), Inductive (Bruner) v deductive (Ausubel) approaches, situated approaches to learning (Lave and Wenger), banking concept of education (Freire)

(At least one) competency based models, learning as change in behaviour, learner-based models (Dewey/Rogers), constructivist approaches, Formal v non- formal learning (Erraut).

Models of learning preferences (at least 2),e.g. Honey and Mumford and Gardner’s Multiple Intelligences, Coffield et al critique of learning styles, learning preferences dependent on context (Entwistle), Metacognition ability to set explicit, challenging goals, to identify strategies to reach these goals and to monitor progress towards goals.

Points to be considered:     Applied theories, principles and models, e.g. linking aspects of existing practice with theories, developing teacher’s personal theories of learning, developing competency-based programmes, Individual Learning Plans (ILPS), product- focused learning outcomes, SMART targets, applied use of constructivist approaches, e.g. card sorts, graphic organisers, matching and labelling type activities.

Response to learning preferences, e.g. importance of multisensory approach to engage all learners, to challenge their dominant preference to maximise learning, to introduce alternative learning approaches, enabling individuals to see and to question their long-held habitual behaviours (Sadler Smith) and to understand strengths and weaknesses, to develop a range of learning strategies.

Evidence: Background research and Essay

Part C (2.1 and 2.2)

Task 7: Making use of a range of resources, undertake individual research on ways in which theories and principles of communication can be applied to learning and teaching.

Use this research to help select a minimum of TWO case studies from your teaching practice, providing examples of different situations where communications have had a clear impact on teaching and learning or where the impact was negative but where you learnt from the situation.

ONE case study should relate to 1:1 communications.   ONE case study should relate to group communications.

Use these case studies to analyse the impact of communication on learning and the effectiveness of your application of theories and principles of learning and communication, as well as your strengths and areas for improvement.

1:1 communication

1. Describe the case study
2. The theory and principles it is based on

• Communication theories, e.g. language linked to stages of development (Piaget), role of language on cognitive development (Vygotsky), transactional analysis (Berne) – ego states, crossed transactions, interactionist approaches (Bruner), impact of non-verbal or body language, elaborate or restricted language code (Bernstein).
• Principles of communication

1. How effective it is?
2. How can you improve?

Group communication

1. Describe the case study
2. The theory and principles it is based on

• Communication theories, e.g. language linked to stages of development (Piaget), role of language on cognitive development (Vygotsky), transactional analysis (Berne) – ego states, crossed transactions, interactionist approaches (Bruner), impact of non-verbal or body language, elaborate or restricted language code (Bernstein).
• Principles of communication

1. How effective it is?
2. How can you improve?

When discussing about “how effective it is” and “how can you improve”, please make sure that you use at least 2 points from each of the following:

• Other forms of communication,

e.g. accessibility (paper based and online), SMOG measure of readability, use of chatrooms (synchronous and asynchronous), distance learning communication, email communication.

• Verbal, e.g. use of video to review sessions, use of voice, physical space, crossed transactions impact on behaviour, group v 1x1 interaction, motivational language, feedback on process and product, empowering learners, developing learner communication skills and expression, empathic, responsive.
• Non-verbal, e.g. awareness of body language, impact of emotion or ego states, script questions to assess accessibility for those with dyslexia or with English as an additional language, accessibility of handouts and digital materials, clear rubric in assessment material for validity of assessment, positive written feedback.

Evidence: Case studies, Examples from teaching practice portfolio

Part D (3.1 and 3.2)

Task 8: Based on one assessment scheme from your teaching practice portfolio, research a range of theories and principles of formal and informal assessment that are demonstrated in the design of the scheme, in order to produce a detailed written report, It should be supported with evidence from at least THREE examples of assessment improving learning, in order to analyse the relationship between assessment and inclusive learning.

A sample assessment from ONE student from each example should be included to help justify the design of formal and informal assessment methods and instruments employed in specialist areas, and the impact on enabling learning and progression for different learners.

In summary:

1. analyse the effectiveness of one formal assessment and 2 informal assessment method/instruments used

2. identify and share your strengths and areas for improvement.

Evidence: Written report, one formal and one informal assessment tool

Introduction

Assessment tool 1:

1. what theories, models and principles of assessment is it based on?

• Assessment theories, e.g. initial or diagnostic, raining or learning needs analysis, standardised national assessment, QCA, QCF; measure of skills, aptitude or knowledge; credible and compatible with learning programme, promoting learning, assessment OF learning and FOR learning, part of training cycle, Medal-and-Mission (Petty), check-and-correct, embedded opportunities, integrated or holistic approaches, centrality of formative assessment in teaching, 2-way feedback (Hattie), including questioning approaches (Wiliam), e- assessment, e-portfolio.
• Principles of assessment
• For model please use Kolb

1. How effective was the assessment tool?
2. How can the assessment tool be improved?

Assessment tool 2:

1. what theories, models and principles of assessment is it based on?

• Assessment theories, e.g. initial or diagnostic, raining or learning needs analysis, standardised national assessment, QCA, QCF; measure of skills, aptitude or knowledge; credible and compatible with learning programme, promoting learning, assessment OF learning and FOR learning, part of training cycle, Medal-and-Mission (Petty), check-and-correct, embedded opportunities, integrated or holistic approaches, centrality of formative assessment in teaching, 2-way feedback (Hattie), including questioning approaches (Wiliam), e- assessment, e-portfolio.
• Principles of assessment
• For model please use Kolb

1. How effective was the assessment tool?
2. How can the assessment tool be improved?

Assessment tool 3:

1. what theories, models and principles of assessment is it based on?

• Assessment theories, e.g. initial or diagnostic, raining or learning needs analysis, standardised national assessment, QCA, QCF; measure of skills, aptitude or knowledge; credible and compatible with learning programme, promoting learning, assessment OF learning and FOR learning, part of training cycle, Medal-and-Mission (Petty), check-and-correct, embedded opportunities, integrated or holistic approaches, centrality of formative assessment in teaching, 2-way feedback (Hattie), including questioning approaches (Wiliam), e- assessment, e-portfolio.
• Principles of assessment
• For model please use Kolb

1. How effective was the assessment tool?
2. How can the assessment tool be improved?

When discussing about “How effective was the assessment tool” and “How can the assessment tool be improved”, please ensure that you are using at least one point from the following for each assessment tool.

Points to be considered

Application to assessing learning, e.g. link between initial and diagnostic assessment and retention and achievement rates, impact on planning and planning assessment schedules, writing of assignment briefs and activities.

Please, ignore task 9 and task 10 !

Part E (4.1 and 4.2)

Task 9: Undertake individual research into appropriate theories, principles and models of curriculum that can be related to your area and students. Use the result of your researches to prepare materials for your individual presentation – to be presented to other members of your group.

Your presentation must include:

•           your analysis of the theories and models more appropriate for your specialism

•           ways the curriculum approach can differ according to the context in which it is provided

•           how the curriculum in your specialist area meets the needs of your learners.

Present this information in a way that shows clearly the links between your practice and the appropriate theories or models, include appropriate referencing throughout.

Take the opportunity to use a range of approaches to learning and teaching in your presentation, that can count towards your teaching practice and observation requirements.

Task 10: Following the presentations done by the group select at least one contrasting curriculum so that you can evaluate the effectiveness of your practice and the ways in which curriculum may vary according to different contexts and needs.

Points to be considered (at least 3 from each paragraph): Theories and principles, e.g.broad – all teaching and learning related (Kelly), Humanist (Rogers, Maslow), Behaviourist (Skinner, Watson), Cognitive (Piaget, Gardner), learner-centred, developmental or progressive (Spiral), creative (Steiner/Waldorf), academic or product based (Stenhouse, Tyler), situational model (Skilbeck), curriculum as process, pyramid or spiral mastery learning(Bloom).

Models, e.g. national policy, economic, ideological (purpose of education), National Curriculum, Curriculum 2000, 14-16/19 curriculum, Diplomas, Apprenticeships, Sector Skills Councils, professional or vocational standards, intellectual process, inclusive curriculum, flexible, integrated, modular or unit-based, holistic, distance learning, blended learning.

Evidence: Individual research, Individual presentations, Presentation materials