Trainee name: The Reflective Journal Week No. Programme commences 1 Teaching and Learning: What have you learnt from the conferences? What impact will it have on your teaching and your learners? 2 Consider what knowledge and skills in your subject you expect students to bring from KS2 to KS3 Reflect on your special school placement with reference to the briefing sheet (80:20 trainees only) 3 Reflect on your primary school experience in relation to the briefing for the visit. How does the school use SSP to develop reading skills? Consider similarities and differences between primary and secondary schooling, what strategies could be transferred to secondary school in your subject and what secondary teachers can learn from their primary colleagues. 4 Reflect on how the behaviour management ideas and strategies from C3 can be implemented in your teaching. What outcomes do you expect? 5 Consider behaviour management issues specific to your subject. Reflect on the task set for discussion at your next subject day. 6 Reflect on the how your lesson planning is progressing. How well did your students meet the learning objectives you addressed last week? Discuss the importance of learning objectives in lesson planning with reference to differentiation and learning outcomes. 7 Subject specific task related to lesson planning. 8 Review the materials from PS3. How will what you learnt from this and from your SENCO be incorporated into your teaching? (Supernumerary trainees only) Reflect on how you have met the needs of SEN students in your classes (80:20 trainees only) Reflect on the conferences and other central training in the last half term. How have your perceptions changed? What has been the impact on your teaching? (all trainees) 9 Half Term 10 Consider the importance of communication within school and across the whole school/home community. Relate your reflections to your learning from the last conference and your experiences so far. How will this affect your communication with students, colleagues and parents/ carers? 11 To what extent is the key language of your subject essential in teaching your subject? 12 Reflect on the differences between the form tutor role and the subject teacher role. Will this have an impact when you teach some of your tutor group in a subject group? 13 Consider why the evidence you have selected demonstrates your strength in meeting the Standards. 14 Consider how your school and your department manage inclusion. What have you learnt that will improve your inclusive practice? 15 Reflect on your special school placement with reference to the briefing sheet (Supernumerary trainees only) 16 Reflect on the conferences and other central training in the last term. How have your perceptions changed? What has been the impact on your teaching and your students’ learning? 17 Christmas Holiday 18 Christmas Holiday 19 Reflect on the development of your subject knowledge for teaching over the last term. How has your increasing awareness of subject pedagogy affected your teaching and your students’ learning? 20 Reflect on the lessons you have observed in which AfL is used most effectively. How does this help the student progress and the teacher understand the progress made? Which ideas from C6 will you use in your teaching? When and how? 21 Consider what you saw to inspire you at the BETT conference. How can you implement at least one of the new ideas in your teaching? 22 With reference to C7, what do you need to do to move your practice onwards and upwards? What impact is your improved use of AfL having on your students? 23 With reference to C6 and C8 reflect on links between AfL and personalisation of learning. 24 Reflect on the conferences and other central training in the last term and a half. How have your perceptions changed? What has been the impact on your teaching and your students’ learning? 25 Half Term 26 In the light of all you have learnt so far reflect on what makes an engaging lesson in which students make real progress. Is an entertaining lesson an effective lesson? 27 Discuss how you can develop some of the key ideas of active citizenship as a form tutor or within your subject 28 Consider the extent to which formal assessment of your students’ achievements in your subject can also be used to support their future learning. 29 Reflect on the ways in which your school and your department create an effective learning ethos so that students can reach their potential. What role do you play in this? 30 Reflect on the continuity of routes for students in your school and department from the end of KS3 to KS5 and beyond. 31 Reflect on the conferences and other central training in the last two terms. How have your perceptions changed? What has been the impact on your teaching and your students’ learning? 32 Easter Holiday 33 Easter Holiday 34 Consider how your teaching helps students to engage with and reflect on their own learning. How useful is your feedback (verbal and written)? 35 Reflect on your lessons so far this term. How well have your students progressed? How much have you modified your plans to take account of unexpected levels of progress (good or less good)? 36 In the light of last week’s action research review, consider and reflect upon your research and results. Do you need to do another cycle? If so identify when, where and with whom. If not, analyse your results and consider implications for future practice. 37 As a result of your reading and your discussion with your mentor, can you identify opportunities for stimulating a love of your subject in your students? 38 By now you will have incorporated some innovative strategies into your teaching. Consider the effectiveness of these and any modifications you would make to improve students’ learning. 39 Reflect on the development of your SKfT over the course of the year and identify priorities for future learning. Are there strategies that you find particularly beneficial in acquiring new knowledge? 40 Reflect on the conferences and other central training in the last two and a half terms. How have your perceptions changed? What has been the impact on your teaching and your students’ learning? 41 Half Term 42 Consider how you have contributed to the work of your departments in both your placement schools. 43 Reflect on the conferences and other central training over the whole course. How have your perceptions changed? What has been the impact on your teaching and your students’ learning? 44 Trainees available to substantive post schools from July 2nd 2012 Guidance on the completion of the Reflective Journal This Reflective Journal should be shared with your subject/course tutor. You should be adding your reflections at least twice a week and you should send a copy to your subject/course tutor every week. The intention of the journal is for you to develop your powers of reflection and discernment through recalling and recording pertinent teaching and learning issues and experiences. You are expected to address the theme for each week as you do this. The themes have already been included in the document. The journal does not need to be kept every day, but it should be kept regularly. We expect it to be written up on a weekly basis as a minimum. A certain amount of description and narrative is necessary in order to set your thoughts and ideas in context – however do cultivate a questioning attitude. ‘My lesson today went well… ’ should invite careful consideration as to exactly how it did. What factors are you considering? Remember, reflection and evaluation are key. · Pupils’ learning · Pupil engagement · Pupil motivation · Successful delivery of your lesson plan · Behaviour · Pupils’ progress etc. Once you have identified precisely which elements did ‘go well’ and which not quite so, you can then begin to identify why that was so, and what influencing factors you can affect in the future. Your next entry may well refer to these prior considerations as you record a new approach in the light of previous experience. Finally remember please… this is a professional record that will contribute to your ongoing assessment and help you to meet the Q standards. As such it must always be expressed in terms which are professional and be able to be read by anybody. The anonymity of colleagues and students must be maintained.
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