Reflection, self-assessment and goal setting

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Foundations of Teaching for Learning: Being a Professional

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Commonwealth Education Trust

Foundations of Teaching for Learning: Being a Professional

71 个评分

The Foundations of Teaching for Learning programme is for anyone who is teaching, or who would like to teach, in any subject and any context - be it at school, at home or in the workplace. With dynamic lessons taught by established and respected professionals from across the Commonwealth, this eight course programme will see you develop and strengthen your skills in teaching, professionalism, assessment, and more. As you carry on through the programme, you will find yourself strengthening not only your skills, but your connection with colleagues across the globe. A professional development opportunity not to be missed. This course will emphasise what you can do to act professionally. This includes developing your own philosophy of teaching and making sure that you continue to improve your knowledge and skills. It also considers what it means to be part of a community of professionals, working with others to improve what happens in your school, community and profession. Enhance your course by joining the Commonwealth teaching community on our website, Facebook and Twitter.

从本节课中

Continuing to develop as a professional

We will conclude this course by examining the need for a teacher to continue to develop as a professional. It is important for teachers to periodically reflect on their teaching, engage in self-assessment, and set goals for future professional learning and development. We will explore important aspects of professional learning such as personal reflection and collaborative reflection, feedback, and observation tools such as rubrics. We encourage you to consider your own professional development needs and develop a personal professional development plan for the next few years. We will conclude this course by asking you to sum up what you have learnt, what might have changed your thinking and how you might change any aspects of your practice in the future.

Reflection, self-assessment and goal setting7:16

Gaining and utilising feedback from others8:21

Formulating a personal professional development plan3:41

Keeping a balanced life – teacher stress and satisfaction7:47

Interview Three14:17

与讲师见面

Professor Stephen Dinham
Chair of Teacher Education and Director of Learning and Teaching
University of Melbourne, Australia
Professor John MacBeath
Professor Emeritus
University of Cambridge, UK

[MUSIC]

Welcome back to course 7: Being a Professional.

We're in the final week of this course where we're going to look at

continuing to develop as a professional.

Lecture one, today, is about reflection and self assessment, and gallsity.

'What's reflection?' is an important question.

Many people advocate that teachers should be reflective practitioners.

Reflection, really, is about thinking on a fairly regular basis about what we do,

how we do it, but most importantly why we do it.

We can lose sight of these important questions in the day to day

hurly burly of being a teacher.

You also need to think about what's working for you at the moment and

what evidence do you have to support this assumption.

This can then lead to improvement and changes to a teaching practice.

I've provided something from a source in Queensland on the benefits of critical

reflection, which goes into this in more detail.

But just to summarize, the potential is there to improve your practice,

to strive towards excellence in teaching, and

ultimately to improve educational outcomes for students.

Critically reflecting on your teaching has a number of advantages.

You can regularly evaluate the approaches to teaching and

learning that you are implementing and how effective they are.

You can also understand more about the positive impacts of high quality, or

effective pedagogies on children's learning.

We can become more aware of the importance of some of the interactions with

colleagues and students,

including strategic interventions that we might implement in the school.

And we could also have conversations with colleagues as part

of this critical reflection which could help us maximize students' learning.

Critical reflection is also very suitable to action learning.

A technique that we drew upon in the previous lecture.

Here we can implement effective teaching strategies to help children learn

when our existing methods may have failed.

Critical reflection also helps us to co-construct learning with children and

other partners so it's responsive to the child's family and community.

These collaborative discussions are all part of the process

of thinking about what we do as a profession.

What critical reflection involves is outlined for you.

But really, it's about analyzing your own learning, and

your own teaching practices, that can contribute to effective pedagogies.

Within the context or the framework of an effective curriculum.

Some of the things we need to know about are to do with our understanding children

and how they learn, about the importance of building partnerships,

about the importance of establishing flexible learning environments,

about the importance of creating contexts for learning that are effective,

and about exploring what children learn.

I've provided there for you a cycle of questioning

that's the basis of what you use at the University of Melbourne.

Is to do with clinical judgement.

And it takes us through the sort of deep thinking that we need to

engage in periodically.

If we begin in the top right hand corner, one of our first questions is,

what is the learner ready to learn, and what evidence supports this?

Within there you need to consider what is the possible evidence or

research-based interventions that might be useful to move this learning forward?

We then need to consider which teaching strategies are preferred and

how they'll be implemented in the classroom.

And then before we implement those strategies,

what is the expected impact on learning and how will this be evaluated?

Finally, once the intervention takes place, what happened and

how can this be interpreted?

Once we've been through that cycle, we're then ready to start again.

With what is the learner ready to learn and what evidence supports this?

Thus we set up a cycle of deep thinking about our practice, and this can occur

at the level of the individual student, to groups of students and more broadly.

Self-assessment is about periodically making a judgment about our performance.

We can do this using professional teaching standards frameworks as a basis.

We can also do it individually or with our colleagues.

We need to reflect on the feedback that we've received from our colleagues and

supervisors as part of this process.

Self assessment against standards or against the expectations for

the role then assist us in determining our goals.

And it's useful to think,

at least in terms of the next 12 months to three years, as a general cycle.

For example, what are the areas I need to work on to strengthen in my teaching?

What are the areas, possibly, where I'm already reasonably strong,

but I can develop even further?

How am I going to achieve that development?

Who is going to assist?

Where will the knowledge come from?

How will I know I'm being successful?

This is all part of a process of reflection, self assessment, and

goal setting that professionals need to undertake.

You also need to think about your longer term goals.

Some of these will be life goals and some will be career goals.

Where do you hope to be in several years time.

For example, are you thinking about the possibility of applying for promotion?

Are you thinking about the possibility of undertaking a higher degree,

which may take your career in a different direction?

So it was one of those short-term goals.

There are also important longer-term goals that we can lose sight of

if we don't continually go back and

refresh it ourselves in terms of our thinking about our career and our life.

Without regular self assessment and goal setting,

it's very easy to be swamped in the day to day of what happens in the school.

And it is possible to get to the end of the year and realize that not

much has been achieved in terms of your overall career progressional development.

In our next session, we're going to look at the important issue of gaining and

utilizing feedback from others.

[MUSIC]

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