Reflective_Practice

In this assignment I will be looking at relevant theories, principles and models of reflective practice. I will compare the models/practice and explain how they have helped my development as a learner. This analysis will help me with my own CPPD and reflection in and on my practice. A great deal of research has been done on learning and reflection and its effectiveness on the practitioners. Is reflection necessary' How does it help and develop and understand not only ourselves, but that of our learners. Schon (1930-1997) an influential writer on reflection had to main ways of identifying reflection. Reflection in action and reflection on action, in simple terms this means if when you are teaching and you notice something wrong you change it straight away (reflection in action). However, you evaluate after the event and consider change next time, this is reflection on action. “The practitioner allows himself to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique. He reflects on the phenomenon before him, and on the prior understandings which have been implicit in his behaviour. He carries out an experiment which serves to generate both a new understanding of the phenomenon and a change in the situation”. (Schon 1983.68) Reflection in action is generally and commonly associated with experienced practitioners, but is generally neglected. Whilst reflection on action focuses on our development which can not only add to our knowledge, but challenges the norm and theories or beliefs we hold. The double loop theory is based on theory of action. It is seen as the more effective way of making informed decisions about the way we design and implement actions. This learning requires learning in which participants can examine and experiment with their theories of action. The individuals question the values, assumptions and policies that led to the action in the first place. The double loop theory is useful as it gives insights about why a situation works. We change the way we make decisions and understand our assumptions. It works well with major fixes or changes; double loop learning is the learning about single loop learning. “_We should not blame our learners for an ineffective lesson, but neither should we blame ourselves. There is nothing wrong with a minor disaster, so long as you can learn from it. Mistakes are not only inevitable;they are a necessary part of your learning process. If you don’t have the occasional _ failure, you are not experimenting enough. One must go too far to discover how far one can go”. Petty.(pg. 485). {draw:frame} Gibbs Reflective Cycle (1988) -_“this encourages a clear description of the situation, analysis of feelings, evaluation of the experience, and analysis to make sense of the experience to examine what you would do if the situation arose again.” _ Being responsible for my own learning helps me develop my self-consciousness, vision, practicality and freedom to decide how I apply the theories and models in my development as a reflective practitioner. Through teaching and studying, I have come to believe that an autonomous learner is one who is consciously aware of the learning process, who is aware of a range of strategies they can apply to learning, and that I have the necessary skills to try out a range of strategies and to evaluate their effectiveness. If as a learner I can do this, I can become autonomous by taking control of and responsibility for my own learning. The objective in participating in CPPD enables me to obtain practical, relevant training and development opportunities to develop in teaching and in my own specialist area. I have undertaken various workshops and courses since embarking on my teaching career, some of which I have done for my own progression and others as discussed and identified with my team leader. The impact of this on own my teaching practice has given me a better understanding of what my learners experience when returning to study and learning and provide them with the necessary support, experience and knowledge to achieve their learning objective. It also equips me with the necessary skills and knowledge not only to perform in my current job role but also prepares me for future opportunities. I have been able to identify further learning and development needs by undertaking a diagnostic assessment in my English and Maths skills. I was surprised at the outcome of my maths diagnostic and have decided to embark on taking my key skills assessments to update me with the necessary qualification to assist my learners in this area as I feel I would be unable to be confident in assisting them fully in this area. I need to declare my CPPD to the IFLwhich is an essential part of my membership. The IFL are able to ask for evidence of my CPD hours which they will review and offer feedback which is helpful and is good practice. I also am subject to the External Verifiers within my specialist area and on request they will look at my CPD and offer feedback and advice. As part of my CPD I also participate in standardisation meetings. As I work alongside my colleague who teaches/assesses in the same subject area we need to ensure that we agree on important assessment decisions. As we have recently encouraged learners to use the e-portfolio system we discovered a possible problem with authentication of learners work regarding witness statements. To ensure consistency and fairness we discussed how as best practice we would implement the authentication of learner’s work that had been witnessed and required a signature. We discussed various option and reached an agreement that would not have too much of impact on the learners, but would be workable for all. In conclusion it is important that I participate in CPD it contributes to improving results, helps open up my mind and increases my self-belief, and allows me to respond to changes and to keep pace with the changing needs of my learners. By allowing me to focus on my skills and competencies and on my reflective practice I am able to see what went well and what did not and make decisions on how I can improve my own learning and that of my learners. Using the relevant theories I have researched can reflect on what and in what way I can change and why this is going to benefit not only myself, but that of the learners within my own specialist area. Bibliography Petty G (2004) Teaching Today. A Practical Guide, 3rd edition. London: Nelson Thornes www.infed.org/thinkers/et-schon.htm www.wipp.nhs.uk/tools_gpn/toolu4_eg_reflective.php