Plan, Reflect, Repeat: The Whittaker Journal

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Tell Me About It ( Quality Progress) Based on the PDSA cycle, this article introduces the plan-do-study-act-export (PDSA-X) cycle, which supports the collaborative pursuit of excellence across organizational boundaries, geography and time. Case Studies 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. The evaluation section gives the opportunity for the practitioner to discuss what went well and analyse practice. It is also important to consider areas needed for development and things that did not work out as initially planned. This evaluation should consider both the practitioner’s learning and the students’ learning.

Reflect-Plan-Do-Record-Reflect (Repeat) RTPI | Reflect-Plan-Do-Record-Reflect (Repeat)

It encourages you to develop an understanding of different perspectives and viewpoints. These viewpoints might be those of students, focusing on their strengths, preferences and developments, or those of other colleagues, sharing best practice and different strategies. 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. Ask a student to keep a learning journal of their lessons. This journal could include what they enjoyed, how they felt in the lesson, what they understood and engaged with, what they still need more help with, what they liked about the lesson and things they thought could have been better. 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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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. Will this be decided by looking at data, each learner’s performance or an aspect of the curriculum? The ERA cycle (Jasper, 2013) is one of the most simplemodels of reflection and contains only three stages: Reflection-in-action is reflection during the ‘doing’ stage (that is, reflecting on the incident while it can still benefit the learning). This is carried out during the lesson rather than reflecting on how you would do things differently in the future. This is an extremely efficient method of reflection as it allows you to react and change an event at the time it happens. For example, in the classroom you may be teaching a topic which you can see the students are not understanding. Your reflection-in-action allows you to understand why this has happened and how to respond to overcome this situation.

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Once you have redelivered the lesson, consider how engaged the students were. How well did they understand this time? is complementary to the PDCA and DMAIC models of quality improvement, as described in this article. As with other models, Gibb'sbegins with an outline of the experience being reflected on. It then encourages us to focus on ourfeelings about the experience, both during it an after. The next step involves evaluating the experience - what was good or bad about it from our point of view? We can then use this evaluation to analyse the situation and try to make sense of it. This analysis will result in a conclusion about what other actions (if any) we could have taken to reach a different outcome. The final stage involves building an action plan of steps which we can take the next time we find ourselves in a similar situation. The shared-planning process should encourage talking and co-operation. You should draw on support from colleagues to help develop practice and share ideas.

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The "align" step asks what the national and state standards require and how they will be assessed. Teaching staff also plans curricula by looking at what is taught at earlier and later grade levels and in other disciplines to ensure a clear continuity of instruction throughout the student’s schooling.