Monday, September 10, 2012

The benefits of regular reflective writing 

Reflective writing enables the documentation of experiences, thoughts, questions, ideas and conclusions that signpost our learning journey. A scholarly approach to teaching requires critical inquiry into practice and into learning; change and improvement result after reflection, planning and action. Keeping a journal develops this as part of our every day practice. Scholarly teaching involves an appreciation of the teaching and learning process and the ability to intervene purposefully and positively in the learning experience. Reflective writing provides an opportunity for us to think critically about what we do and why. It provides a record of events and results and our reactions to them, data on which to base reflective discussion, opportunity for us to challenge ourselves and what we do and to free us to do it differently and better, impetus to take action that is informed and planned, he means to develop a personal philosophy of teaching, an opportunity to view our teaching objectively and not see all problems as personal inadequacy, an enrichment to our classroom because we are prepared to innovate, increased confidence through increased insight which enables us to trust our students and enjoy them, basic documentation to support future entries in our teaching portfolio and for job applications etc.


Your journal could be structured:-

  • as a personal learning journey, tracking and documenting an evolving understanding of university teaching and learning.
  • in terms of issues, an example might be the integration of your own learning into a personal teaching and learning strategy within the context of the Faculty Strategy.
  • a critical reflection on a staff development activity.

Ideas for getting started on reflective writing:

1. Use an Agenda

(Perhaps the issues you are exploring in your collaborative peer review activities or in your Talking about Teaching group)
  • What is the current problem or issue? Describe the context
  • What additional information would be useful?
  • How is it related to other issues?
  • Who or what could help?
  • What are my assumptions? How can I test them?
  • What can I do to create a change? Be as adventurous as you can
  • What are the possible outcomes of these?
  • What action will I take? Why?
  • List the outcomes you hope to achieve.
  • Reflection on the actual outcome What worked well?
  • What could I do differently next time.

2. Focus on the experience and think (not aloud) in writing:

Take something you have read in the literature on teaching and learning, or take something that occurred as part of your activities undertaking this module and use the following questions to guide your reflection:
  • How does this connect with an aspect of my practice?
  • What are the teaching and learning principles that are involved?
  • What could I change in relation to this?
  • What would happen if I did?

3. Focus on a critical incident that took place in your classroom.

  • Describe the incident as objectively as possible.
  • What were the assumptions that you were operating with?
  • Is there another way to see this event?
  • How would your students explain this event?
  • How do the two explanations compare?
  • What could you do differently?

4. Taking stock of my learning

  • What is the most important thing I have learnt about student learning?
  • What is the most important thing I have learnt about my teaching?
  • What is the most important thing I have learnt about my students?
  • How can I use my learning to improve student learning in my classes?

And from time to time...

  • What has using this journal confirmed that I already know about my students learning and how I effect that?
  • What do I need to do to improve the quality of what I do?
  • What might I do instead of what I do now?
  • What innovation could I introduce?
  • What professional development activities should I be seeking?

For more information on reflective practice see:

Ballantyne, R & Packer, J; (1995)Making Connections: Using Student Journals as a Teaching/Learning Aid, HERDSA ACT.
Boud, D; Keogh, R; & Walker, D, (1995) Reflection: Turning Experience into Learning, Kogan Page, London.
Brookefield, S. D. (1995) On Becoming a Critically Reflective Teacher, Jossey Bass, San Francisco.
Schn, D; (1987) Educating the Reflective Practitioner; Jossey Bass, San Francisco.
Moon reflective writing all in one pdf
View more ebooks on ebookbrowse.com

Wednesday, September 5, 2012

Reach the Stars!!!
You have a COLORED STAR REFLECTION. This will help you post a message here.

Wednesday, August 22, 2012

Team work @ Logos Pre-School

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It's been an extraodinary school year. I have learned so much from every single one of you. I thank God for this opportunity.

Thursday, August 2, 2012

Reflection Front and Back Covers



I understand reflecting is something uncommon. I have read from your productions that this activity is uncleat to you. It's a start! Learning about refelctions is a whole new world. Believe me once you gat the hang of it you will transfer that to your personal life. 


I's onle a matter of time. So farther I see you are taking action. Reading about your students, parents, and about your personal questions about what makes a great teacher. Precisely this is the point, to become a brilliant, successful, responsible, caring and loving teacher. 

Sunday, May 6, 2012

Friday, March 23, 2012

Pre-School Methodology



Teaching methods come in three main varieties, with lots of variation along the continuum:

  • teacher-directed (or "teacher-lead"): telling children what they need to know through lectures, readings, chalkboard displays or other methods;
  • student-discovery (or "choice," "free play" or "play based"): providing appropriate materials, perhaps with guiding questions or built-in goals, that allow children to figure out new knowledge for themselves, often in activities of their own choosing; and
  • a mixed approach.

The teacher-directed method is that of "expert": let me teach you what I know. The student discovery method is one more akin to "coach": let me use what I know - by providing the right materials and coaching you when you get stuck - to stimulate and motivate you to learn for yourself. Both styles can be effective when used well with older children. Research indicates that both work well for short term cognitive learning in preschool-age children. However, research also indicates that having some student-discovery in the preschool years greatly improves long-term social outcomes for children as adults. A mixed approach is superior to the extremes for combined cognitive and social outcomes with a broad range of children of differing capabilities. If you value an extreme approach, consider whether or not it is in conflict with your child's individual learning needs.

Teaching Methods and The Preschool Search
Priority for Choosing?
High Priority: You have a strong opinion about how preschool age children should learn and be taught
Low Priority: You have no strong opinion about how preschool age children should learn and be taught, or you have an opinion but are more concerned with child fit and quality
What To Seek in a Preschool
Preschool clearly states its school-wide teaching method
The method is consistent with your values
Universal indicators of preschool quality are present regardless of method used (Chapter 4), and method does not directly conflict with your child's top needs
Example Questions to Ask
How much teacher-directed versus child-lead learning is there in your preschool? Is this true across the whole preschool?
Are other methods used as well? When or by whom?
What would happen if my child had a strong need for a different approach - would we need to switch preschools (ask only if this is a concern)?

On The First Day of Preschool, Don't Forget To...

Eliza Clark
March 8, 2009

Can it be? Is my child really about to begin preschool? How did our babbling babies get to be kids who can tote backpacks across school doorsteps?
If the idea of your darling starting school today has left you feeling disoriented, like you're in a crazy time warp where infants morph into schoolchildren before your very eyes, we are right there with you. We get it. That's why we put this list together. So that in the midst of your disbelief and nostalgia and (let's not forget) glee at the prospect of at least three hours sans offspring, you wouldn't forget to...

1.
Act as calm and cheerful and confident as you want your child to feel.

2. Use a sharpie to write your child's name on the label of her jacket or sweater.

3. Get some lovely personalized labels at
Mabel's Labels for all of the other things your child is liable to misplace at school during the year.

4. Steel yourself for a tearful goodbye or no goodbye at all (some children don't even give their parents a backward glance!).

5. Meet some of the other parents -- soon enough you'll be calling them for
playdates and planning class parties together.

6. Look the teachers in the eye and thank them in advance for all they'll be doing for your little one this year.

7. Listen to the teachers and respect their ground rules: if they say not to bring toys from home, don't; if they indicate that it's time for the parents to go, go! And so on. This helps your child learn that, in the classroom, the teachers are in charge.

8. Get there on the early side so that you have plenty of time to take in the scene and say goodbye.

9. Pack some "comfort food" (your child's
favorite lunch) today.

10. Resist the impulse to bring your camera into the classroom -- neither the teachers nor the children need the distraction on their first day together. Instead, take a picture outside the school before you go in, or save the photo shoot for another day (there are plenty ahead!).

11. Be right on time for pick-up today. Don't give your child even a moment to wonder, where's my daddy or mommy?

12. Plan a
special after-school treat for this first big day -- your little one deserves it (and so do you)!