Use Theories And Models To Evaluate The Effectiveness Of Own Practice

7.1 Use theories and models of reflection to evaluate the effectiveness of own practice in planning, delivering and assessing inclusive teaching and learning. (400 words minimum) Students are to reflect upon their practice and think of a time where they used theories and models of reflection to evaluate the effectiveness of own practice in planning, delivering and assessing inclusive teaching and learning. Reflective practices are methods and techniques that allow individuals to reflect on their experiences and actions which allows for the process of continuous learning (Bolton, 2010). Reflective practice is a crucial process in order to develop your teaching ability and it is important that evaluation, defined as making a judgement about an

(400 words minimum) Students are to reflect on their own practice by reviewing and evaluating at least 3 models of reflective practice in planning, delivering and assessing inclusive teaching and learning and how they can apply theories and models to improve their practice. I undertook a reflection of my teaching practice using the ‘plan-do-review’ process (Greenaway, 1995). The process indicated the need to plan lessons, do the lessons and review the quality of the lesson and if the students had met the learning outcomes and if not, why not. I utilised this model with regards to the planning of my psychology scheme of work. I planned the scheme of work considering the student cohorts needs, the curriculum requirements and the outcomes in line with the School Improvement Plan. When doing the scheme of work, I noticed it was too advanced for certain individuals and adapted the outcomes and activities so the learning. When reviewing this scheme of work, I reflected on why the learning was challenging for some individuals; due to their ASD needs, psychology does not often offer a yes or no answer and involves high levels of thinking, opinion formation and discussion. Some students have not yet developed this skill. When designing the next scheme of work, I would implement opportunities for identified individuals to develop their discussion skills and reciprocal language.

(2015) ‘Reflection in teacher education: issues emerging from a review of current literature’, Reflective Practice, 16(1). doi: 10.1080/14623943.2014.982525. Bolton, G. (2010) Reflective Practice, Writing and Professional Development. 3rd edn. of the year. California: SAGE Publications, Inc. Brookfield, S. (1992) ‘Uncovering assumptions: The key to reflective practice’, Adult Learning, 3(4), pp. 113-117. 13–18. The syllables of the syllables. Brookfield, S. (1998) ‘Critically reflective practice’, Journal of Continuing Education in the Health Professions, 18(4), pp. 113-117. 197–205. The. Brookfield, S. (2000) ‘The concept of critically reflective practice’, Handbook of adult and continuing education, pp. 113-117. 33–49. The syllable of the syllable. Fitzgerald, M. (1994) ‘Theories of reflection for learning’, in Reflective Practice in Nursing. Oxford: Blackwell Scientific, Inc. Gibbs, G. (1988) Learning by doing: A guide to teaching and learning methods. Further Education Unit. Greenaway, R. (1995) Powerful Learning Experiences in Management Learning and Development. Lancaster: doctoral thesis at the Centre for the Study of Management Learning. Kolb, D. A. & Co., Inc. (1984) Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. McGregor, D. and Cartwright, L. (2011) Developing Reflective Practice: A guide for beginning teachers. Open University Press. Moon, J. (1999) Reflection in Learning and