Plan, Reflect, Repeat: The Whittaker Journal

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ASQ celebrates the unique perspectives of our community of members, staff and those served by our society. Teaching staff also plans curricula by looking at what is taught at earlier and later grade levels and in other disciplines to ensure a clear continuity of instruction throughout the student’s schooling.

Plan, Reflect, Repeat: The Whittaker Journal by Carys

The next stage involves us reflecting on the experience and noting anything about it which we haven't come across before. This model is similar to one used by small children when learning basic concepts such as hot and cold. They will think more creatively, imaginatively and resourcefully, and be ready to adapt to new ways and methods of thinking.

One of the requirements of RTPI Membership is that everyone follows the Code of Conduct and carries out regular Continuing Professional Development (CPD). Reflection-on-action, on the other hand, involves reflecting on how practice can be developed after the lesson has been taught. As well as using a model of reflection, you can carry out other reflective activities to develop your practice. The practitioner’s abstract concepts are made concrete as they use these to test ideas in future situations, resulting in new experiences. Being observed by colleagues will allow you to gain others’ perspectives into your practice and provide feedback and ideas on how to improve.

Getting started with Reflective Practice - Cambridge community Getting started with Reflective Practice - Cambridge community

Regardless of whether or not you are audited, I hope you can all set aside some time to reflect on what you have done, how much you have learnt and think about how it could be done even better in the future. From reflection, you should encourage your students to take new challenges in learning, developing a secure and confident knowledge base.The main difference is the number of steps included and how in-depth their creators have chosen to be. The important part is that it works - if it doesn't then you may need to move on and try something else. Again, I would argue that in the last two years, many people have had no choice but to broaden their knowledge, learn how to use new technologies, and develop new skillsets, sometimes overnight. All of these models stress the importance of repeating the cycle to make sure knowledge is secure and progression is continued. Reflection-in-action is reflection during the ‘doing’ stage (that is, reflecting on the incident while it can still benefit the learning).

Plan, Reflect, Repeat: Whittaker, Carys: 9780008579807

We then start to develop new ideas as a result, for example when something unexpected has happened we try to work out why this might be. By working with other colleagues and students, relationships become positive and demonstrate mutual respect.

The Pearl River, NY School District, a 2001 recipient of the Malcolm Baldrige National Quality Award, used the PDCA cycle as a model for defining most of their work processes, from the boardroom to the classroom. As a reflective practitioner you will continuously review the learning process to make sure all students make maximum progress. Reflecting and responding to your reflections will directly affect your students as you change and adapt your teaching.

Plan, Execute, Reflect, Repeat – Geoff Schroder Blog Plan, Execute, Reflect, Repeat – Geoff Schroder Blog

Although they can be a great way to start thinking about reflection, remember that all models have their downsides.

They may touch something hot, be burned and be more cautious about touching something which could potentially hurt them in the future.