Continuous professional development
Continuous Professional Development
Task 1
Reflective Practice is an integral part of a teachers practice as it allows you to develop your own teaching practices as we can reflect on things that have already happened and decide how they can be improved so that I am providing the best possible learning for my learners. There are any different reflective theories, but I have decided to look at Kolb and Brookfield.
Kolb’s reflective theory is based on a learning cycle that has four stages to it which are concrete experience, reflective observation, abstract conceptualisation and active experimentation. Kolb’s learning cycle is a useful reflective theory to me as you can start at any point of the cycle but you must move round the cycle in a clockwise direction. Each stage of Kolb’s cycle requires you to work in a different style: activist, reflector, theorist and pragmatist. By using Kolb’s cycle when planning my lesson it has enabled me to produce a well structure lesson as Petty states; “Kolb believed that good learning requires that we go round the cycle, and so use all the learning styles at appropriate times.” Petty,2009,p151 I have found this to be beneficial to my learning practices especially when teaching maths to my learners as it allows them do try the mathematical problem, review how they found it accompanied by myself showing alternative ways of working the problem out and then applying this to solve the mathematical problem.
Brookfield reflective critical lenses suggests we employ the four critical lenses to reflect upon our own practice and these are: our own view, that of our students, that of fellow professionals and various theoretical perspective propounded in education literature. The advantage of Brookfield’s lenses is that there are views taken from different points with the learning process which therefore allows me to have a more holistic view of my teaching practices and role. Brookfield’s lenses encourages me as a practitioner to
Task 1
Reflective Practice is an integral part of a teachers practice as it allows you to develop your own teaching practices as we can reflect on things that have already happened and decide how they can be improved so that I am providing the best possible learning for my learners. There are any different reflective theories, but I have decided to look at Kolb and Brookfield.
Kolb’s reflective theory is based on a learning cycle that has four stages to it which are concrete experience, reflective observation, abstract conceptualisation and active experimentation. Kolb’s learning cycle is a useful reflective theory to me as you can start at any point of the cycle but you must move round the cycle in a clockwise direction. Each stage of Kolb’s cycle requires you to work in a different style: activist, reflector, theorist and pragmatist. By using Kolb’s cycle when planning my lesson it has enabled me to produce a well structure lesson as Petty states; “Kolb believed that good learning requires that we go round the cycle, and so use all the learning styles at appropriate times.” Petty,2009,p151 I have found this to be beneficial to my learning practices especially when teaching maths to my learners as it allows them do try the mathematical problem, review how they found it accompanied by myself showing alternative ways of working the problem out and then applying this to solve the mathematical problem.
Brookfield reflective critical lenses suggests we employ the four critical lenses to reflect upon our own practice and these are: our own view, that of our students, that of fellow professionals and various theoretical perspective propounded in education literature. The advantage of Brookfield’s lenses is that there are views taken from different points with the learning process which therefore allows me to have a more holistic view of my teaching practices and role. Brookfield’s lenses encourages me as a practitioner to