Reflection is central to my practice as a teacher. Reflection propels my practice forward; reflection acts as a form of self-assessment, consistently deliberating on the strengths and weaknesses, and considering how the lesson could be improved. Throughout both school placements, I practised Brookfield's four lenses of reflection. I also utilised websites such as padlet to create visual timelines of projects, enabling me to step back and evaluate, considering the quality of teaching and learning that was taking place and what needed to take place next.
I implemented a number of different forms of reflection through both my school placements; including weekly topical reflections, evaluations of students' work and how my practice as a teacher could better support the development of my student's work, I also conducted post-lesson evaluations of own teaching.
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My weekly reflection was based on topics such as my implementation of formative assessment, or how I support student voice in the classroom. When completing these reflections, I utilised Brookfield's four lenses. Brookfield's four lenses prevented you from relying solely on your own opinion and required you to consult a college and literature on your given topic. This process of consultation resulted in a thorough reflection, illuminating bias and testing any preconceived assumptions while expanding my understanding of the given topic.
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To read more about how I Am utilising Padlet to facilitate collaborative reflections please press the button below.
Teaching Strategies: Reflect on how you are supporting or intend to support students to develop their ideas/concepts in an online teaching and learning environment.
Utilising Padlet to Facilitate Collaborative Reflections
I also engaged in regular group reflections reviewing the development of my Peers unit of learning and my own. These reflections were conducted on teams and each teacher created a padlet based on their unit of learnings providing both visual and written information based on the development of each project. The process of story bordering the development of our units of learning was beneficial in itself and it something I will continued to implement at each stage of a unit of learning. During these collaborations we posed questions of each other, along with technical support with the hope of propelling our individual practices forward. This collaborative process allowed us to function as a community of practice. This is a practice Ik hope to continue on into career.