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Use Theories And Models To Evaluate The Effectiveness Of Own Practice

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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 …show more content…

(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. …show more content…

(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

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Reflective practice is thinking or studying about your own experiences, reflecting on what you do. It is process of critically analysing the situations or events and actions in the workplace. Reflective practice has a great impact on the way and quality of care being provided. There are many models available to use to enhance and support reflective practice in care setting. Gibbs’ reflective cycle has described six steps that are involved in reflective process.

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Pedagogical Philosophy Statement Dr. Divya Desai As an occupational therapy practitioner, I have embraced the practice of regular reflection. Some examples include- reflection of my effectiveness in communicating with my clients, their caregivers and other stakeholders alike, reflection of my ability to use evidence-based interventions, and reflection of my ability to deliver superior experience to my clients. I bring the same philosophy to my role as an instructor. Working as an instructor in an OTA program, I routinely reflected how my students engaged in the class.

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According to Hogston and Simpson (2002, p398) reflection is "a process of reviewing an experience of practice in order to better describe, analyse and evaluate, and so inform learning about practice". Wolverson (2000, p24) includes this is an important process for all nurses wishing to improve their practice. I hope that by using reflection I will be able to identify my strengths and weaknesses. This will enable me to focus on particular learning goals and benefit more from my placements. Driscoll (2000, p17) states that reflective learning will help you become more self-aware in your clinical practice.

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When we learn in schools or anywhere we are not just memorising the facts but having an internal dialogue with us and relating it to reality. That is why only things that are important to an individual or group is reflected upon. Reflective practice is important in the development of education especially clinical expertise. It helps nursing professionals have autonomy and critical thinking. It is not a static process rather it is a cyclical process which makes it an appropriate approach to use in nursing for example using the framework of Gibbs which has 6 components .they are : Description - what happened?

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Driscoll (2000) model) consists of three stages (What, So what & Now what) completing one cycle help me to improve my caring practice continuously and learning from those experience for better practice in the future. The cycle starts with a description of the situation (“What”), which include analysis of the incident. “So what” evaluate the experience, including the analysis to make sense of the experience, and the final stage “Now what” is a conclusion of what else could I have done better and an action plan to prepare for, if the similar situation arose again. Baird and winter (2005) gave some reasons why reflection is required in the reflective practice. They highlighted that a reflection could generate the practical knowledge, help to adapt

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This reflection is sought about through the use of reflective cycles, for example Gibbs (1988). Reflection enables the student to develop his or her own theories behind why an event occurred, this is also achieved by linking theory to practice in order to gain a deeper understanding (Levett C. 2010, Stonehouse D. 2011). For this practice placement portfolio the reflective cycle that I have chosen is The Reflective Cycle by Gibbs (See appendix one) (Gibbs 1988). Although it wasn’t made predominantly for reflection through nursing scenarios, as it was developed for educational purposes, it does give the student a cycle which can be used easily to analyse their event in a linear fashion. Although Gibbs reflective cycle is one which is mainly focused on the event itself, rather than the knowledge that can be sought from delving further into the reasoning behind an event, it does create a cycle which allows the individual to focus on their actions and the reasoning behind what they did.

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II. Professional Reflection (How would you use in your classroom?)

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Description Reflection is a necessary component in learning to regulate opinion, feelings, and actions. Reflection links experience and knowledge by providing an opportunity to explore areas of concern in a critical way and to make adjustments based on these reflections (Knowles Z., Tyler G., 2006). I will be using the Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods (Davies S., 2012).

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