Reflect and Discuss - Week 4

Many thanks for your feedback on my draft micro teach session. I always welcome peer reflection 😊 Please feel free to take a look at my microteach session if you haven’t done so already as I would appreciate a second review!

One key point that I have actioned from initial peer feedback, was the recommendation to find out my student’s prior knowledge and experience with working with clay and plaster. In my draft, I had initially planned to do this as the students arrived, but from my peers advice I have emailed out a simple pre-class anonymous questionnaire (from surverymonkey) I also included a consent form so it will cover me for my filming for assessment.

This small change to my plan, allows me to not only update my ‘background of students’, ‘assumed prior knowledge’ and ‘differentiation’ sections within my lesson plan. It also gives me the opportunity to adjust how the lesson flows according to the student’s results. The extra time which has been acquired from this removal of task, will grant me contingency time on the day and potential for Schӧn’s (1983, 1987) ‘Reflection in Action’ to occur (reflection while I am teaching).

Rushton, I.; Suter, M. (2012). Reflective practice for teaching in lifelong learning. McGraw-Hill Open University Press. Chapter 3: ‘Levels and models of reflective practice’, pages 22-32 (ebook)