I found this weeks tasks very inciteful. It really made me reflect on how I planned lessons in the past in relation to how I would now. It has made me realise how important the aims of the sessions and the learning outcomes are for reflection, ensuring that ‘deep learning’ is met for the students. I also have learnt a lot about the types of verbs used to describe the learning outcomes in order to pitch it correctly and how this plan can positively impact the lesson for both students and teachers. Learning outcomes are centred around the developmental process of teaching. (Cowen 2006) model.
When planning I found myself referring backwards and forwards, highlighting resources which I had forgotten to list and ensuring that aims would be met with my plan. This alternating has given me more confidence that the lesson that it will flow better. I enjoyed structuring my plan differently from past plans, ensuring that student centred teaching was maintained by having this fourth column. It made me really consider the lesson from their point of view and I feel like will improve engagement overall.
From my reading (book 2 recommended) I am a Susan!
I feel that by reading and understanding the scholarship behind the different types of students (Susans and Roberts of the classroom) it clarifies why we teach as we do. We as teachers can facilitate learning tasks to encourage deeper learning support the Roberts of the classroom to be more like the Susans.
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)
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