Plan, Reflect, Repeat: The Whittaker Journal

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By asking ourselves these three simple questions we can begin to analyse and learn from our experiences. Firstly we should describe what the situation or experience was to set it in context. This gives us a clear idea of what we are dealing with. We should then reflect on the experience by asking 'so what?' - what did we learn as a result of the experience? The final stage asks us to think about the action we will take as a result of this reflection. Will we change a behavior, try something new or carry on as we are?It is important to remember that there may be no changes as the result of reflection and that we feel that we are doing everything as we should. This is equally valid as an outcome and you should not worry if you can't think of something to change. The shared-planning process should encourage talking and co-operation. You should draw on support from colleagues to help develop practice and share ideas. 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 cycle shows that we will start with an experience, either something we have been through before or something completely new to us. This experience can be positive or negative and may be related to our work or something else. Once something has been experienced we will start to reflect on what happened. This will allow us to think through the experience, examine our feelings about what happened and decide on the next steps. This leads to the final element of the cycle - taking an action. What we do as a result of an experience will be different depending on the individual. This action will result in another experience and the cycle will continue. With so many different sources of CPD available, I am confident that Members should all be able to meet the Code of Conduct requirements of 50 hours of CPD over the last two years. We will soon be starting the annual audit of the Code of Conduct requirements and will be looking forward to seeing what you have done over the last two years and what you are planning on doing for the next two. In turn, this will help us plan a future programme of CPD activities for you, and will match the Core CPD Framework that categorizes the skills and knowledge required in planning.

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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. Consider what the students really understood and enjoyed about the lesson, and why. How do you know improvements have been made? Observation of the concrete experience, then reflecting on the experience. Here practitioners should consider the strengths of the experience and areas of development. Practitioners need to form an understanding of what helped students’ learning and what hindered it.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.

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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. Reflection-in-action allows you to deal with surprising incidents that may happen in a learning environment. It allows you to be responsible and resourceful, drawing on your own knowledge and allowing you to apply it to new experiences. It also allows for personalised learning as, rather than using preconceived ideas about what you should do in a particular situation, you decide what works best at that time for that unique experience and student. 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. Part 3: The final webcast provides an example application of PDCA and explores the benefits of using PDCA. Drawing on support from colleagues will allow you to cement understanding and get involved with others’ ideas and best practice.Some practical ideas include introducing a different task, clearer instructions, time-based activities and activities which appeal to different learning styles. As well as using a model of reflection, you can carry out other reflective activities to develop your practice. These can include the following. Part 2: This webcast compares and connects PDCA to other methodologies, including DMAIC, lean, and ISO 9001. 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.

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All these approaches are explained in the ‘Next steps’ section and provide a guide of how to carry out reflective practice, using the following.Teachers develop individual goals to improve their instruction where the "analyze" step showed any gaps. 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. 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.

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Will this be decided by looking at data, each learner’s performance or an aspect of the curriculum? This section is where the practitioner makes sense of the experience. They consider what might have helped the learning or hindered it. It is in this stage that the practitioner refers to any relevant literature or research to help make sense of the experience. For example, if you felt the instructions you gave were not clear, you could consult educational research on how to communicate effectively. 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. 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.is complementary to the PDCA and DMAIC models of quality improvement, as described in this article. First, practitioners have a concrete experience. This means experiencing something new for the first time in the classroom. The experience should be an active one, used to test out new ideas and teaching methods.