Mindlab Activity 1: My Reflective Practice

 My reflective practice in relation to Jay and Johnson's model is that I feel I am very confident and consistent when reflecting about the first phase being "Descriptive". I am confident when keeping notes and short reflections about what is happening in my day to day practice, is it working and how am I feeling it is going. I feel these reflections are great as you can quickly notice if lessons have gone well and you can easily look back to have evidence of your own practice and teaching. These quick reflections are very helpful as you can see where to go next, what worked and what didn't.


I feel like the next phase in the model about comparative. I often feel that I am not comparing or critically analysing my reflections in depth enough to get deeper features of why things are happening and how my reflective process is going to inform and renew my new practice. I also rarely if ever read professional or academic resources to critically evaluate my own practice. It is important as a teacher to be reflective and knowledgeable about what is happening and why.


When I first started blogging it was just brief sentences and ideas about what I was doing and what I could do next. At this time I felt I was being reflective but looking back I feel like it is just defined as Rapid reflection (Zeichner and Liston, 1996). This is just immediate, ongoing and automatic reflections about what is happening.

Zeichner and Liston

(1996)

Zeichner and Liston

(1996)

After these realisations I have become more confident and I am still beginning to grow how I reflect on aspects of my own practice. I am trying to read appropriate literature to assist in my reflections so that I am being more critical about my practice.


https://www.colorado.edu/education/sites/default/files/attached-files/Zeichner&Liston_Teaching_Student_Teachers_to_Reflect.pdf

Observation on Donna Barry 15.11.16

Observation of Donna Barry

15.11.16

Writing lesson

Focus- how does she engage students and structure lesson.

WALT- write a story

We will: use some fast words in our story.

Teacher; where are our fast words?

Gets student to point at some fast words. T can use our alphabet cards. T asks what fast words can you think of.  T writes up fast words.

Good praise from teacher.

What do I do when I first start writing a story?

Think about a story. And I want to use some fast words. T what do I have to do when ive thought about my story.

Plan

So we need to draw a picture.

Is there some fast words in my story.

“Here is my scary butterfly”

Gets students to point at the fast words that have been used. T gets class to read story with her. And each word she gets the students to point at the words she is using. Lots of positive praise to the students. T gets students to read the story with her and she gets the students to write the fast words on the board. Very involved.

T gets students to sound out scary with her.

“Looking eyes, listening ears”

T reads story with class again and asks if she has used some fast words in her story.

Ticks the fast words that have been used.

Eye spy glasses on and find your books.

Feedback: Quick short lesson that was engaging and most students were all looking and listening. There was lots of praise and I liked the way that you kept reflecting back to the learning intention and making sure that they knew what to do.

Great lesson Donna J

Ahipara reflective practice

https://docs.google.com/presentation/d/1DR0OSd0sjYkXbKDalXajQx9NeeWYNpUVekv0RTCej4M/edit#slide=id.g12b5f0fcda_0_0

Rebecca came to discuss reflective practice with the staff. Upon reflection I believe that i need to begin reflecting deeper on my practice and start questioning my thoughts and ideas instead of just looking at surface features.

 I can start to use these as my question starters for reflections and blogs so that they are more reflective and critical. 

What... was my goal? did I do? was I feeling? went well? went poorly?

So What... was important? knowledge can inform me? did I learn about myself?

Now What... can I do to improve my knowledge? can I do to improve my skills? can I do differently?

Story Hui from inquiry- discussion with staff

Story Hui

The Beginning:

What was happening to learning?

How do we know this?

Who else was involved?

• Using technology to motivate progress
• Started with 4 boys that were well below, changed to 4 students 1p-1a who were just below

The Action:

What was the initiative?

What happened? What did this mean?

Share all the details.

• Working out what the group needed
• Enjoyable/hard about writing
• How can we improve writing, looked at exemplars
• List of things to work on made with group
• Introduced ipads and apps- popplet, seesaw
• 10-15mins per day
• Gave students short, set tasks

The Result:

What was the result?

What learning improvement was seen?

What were others’ responses?

• More interested in writing
• See ways to make writing more interesting and detailed
• More independent
• Students gave more specific feedback
• More detailed writing and have move a sub-level
• Students loved working together, learning from each other not just teacher
• Less teacher talk

Questions

How did you go about getting shared expectations/co-construction with students? List of things to work on, kids would choose what they thought they needed to work on from the list.  Jess knew what they needed to learn and led students to see what they needed to work on (a lot of front loading).

Less Teacher Talk-How did this happen? Promote the use of self-checking strips, in the end students wouldn’t need teacher prompting them to use them. This would be transferred from target group lesson to being used with the whole class.

Downfall of ipads for target group? - Other students were getting jealous of target group using ipads all the time.

Why the change of groups? Kids weren’t ready for this type of intervention.

Reflection: 

i feel like my inquiry was very adaptive and formative for students.

QLC on Margie

Feedback on Margie's phonics lesson.