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Reflecting on what you’re learning
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Reflecting on what you’re learning

Chris introduces the reflection grid to use here and throughout the course.
I want to stress the importance of critical reflection if you want to translate these ideas into practise, and also if you want to be effective in making changes in what you do. To help support you with the process, we have designed a four cell reflection grid. Each of the cells has a particular name and function. You’ve got Successes at the top, then underneath Eureka Moments. Eureka Moments, you may or may not have had in your lesson. These are when either you suddenly understand why particular strategies work or why suddenly a student understands something. Or why perhaps your pupil or your student is having problems.
Alternatively, Eureka Moments may happen to you in your own learning, as you progress through the course. You may want to write them down so that you have them for later. Also, you might have some questions on Differentiating for Learning and they’ve arisen long-term or maybe in the classroom as you’ve been working. These are important to record, as well as are your problems. We’ll refer to this throughout the course and hope you find it a useful tool to help you in your learning journey. So that when you go online and you start to talk with others, you’ve got ideas to share.

Trying to take in new ideas and embed them into your practice is not easy.

However, as Chris explains in this video, using the reflection grid to help you focus on ‘successes’ or be aware of ‘problems’ or simply to log ‘questions’ will help with this.

For your convenience, here is a blank copy of the reflection grid [DOCX] you can edit. An example is provided in the course study guide.

On some occasions we will prompt you to use it, but feel free to use it whenever you want. The reflection grid should serve both as an aide memoire and a record of how your thinking develops during the course.

Professional development is essential for teachers to progress as teaching practitioners. But there are many challenges in integrating professional development into regular practice.

In particular:

  • We stress the value of collaborating with peers – both at your own place of work and online – to put into practice the ideas and approaches suggested by Dylan, Chris and Andrea.
  • We emphasise the value of experimenting, with a view to adapting methods to your own classroom or lab settings.

If you are doing this course with colleagues from your school or cluster of schools, we would encourage you to ‘follow’ each other. Then you’ll easily be able to see comments from the people you know. Find out more about taking the course with colleagues.

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