Evidence Based Reflective Practice

After completion of Unit 1 and observing an experienced colleague, I have come to the conclusion that one cannot conduct and execute an effective lesson without good planning. A teacher may have come with an excellent plan but if it is beyond or below the abilities of the student then it’s no good. So for things to be set in motion, different learner’s abilities and learning styles (Perkins, 1995) have to be tapped in by the teacher to get the best out of each learner.

Planning is the key to executing an enriched lesson, which should be conducive to learning. Whether you are a class teacher or a subject teacher, lesson plans matter. Lesson plans do not have to be lengthy but are meant to guide and maximise the use of classroom time. A good

This is achieved through a wide range of activities and practices that support the evidence-based reflective practice, resulting in benefitting teachers and learners equally. I understand now that to develop as a teacher, it’s necessary to learn from experience through reflection. This essentially involves a critical analysis of one’s practice, with the aim of reaching a new perspective with modified attitudes. I am using an array of teaching methodologies such as Effective questioning (David Kolb, 1984), Golden Thread (John Tomsett, 2017), Developing reasoning skills (LOTs to HOTs) (Benjamin Bloom, 1984) and also participating more actively in professional learning so I can achieve higher levels of self-efficacy by applying models like High-Performance Learning(Professor Deborah Eyre,2016) in my classroom. Trying to develop new ways of thinking and teaching the subject which will help my students to fill in those gaps which are not filled with simple passive teaching but this again involves a lot of trial and error and patience as not all strategies might suit all learner (due to learning styles) thus again making it evident, the need for an effective lesson