You can use:
Flip charts and pens
Old fashioned Over Head Transaparancies (OHTs) - use up the ones you still have laying around!
Magazine pictures, glue and scissors
PowerPoint
Microsoft moviemaker
Microsoft photostory
Learning Activity
Using visualisation to reflect on any activity / event / incident related to your practice
Purpose:
• To develop the capacity to reflect on events / actions / activities or teaching situations.
Learning outcomes:
By the end of this activity, participants will be able to:
• Use simple techniques to develop reflective practice
• Begin to undertake deeper reflection on their practice
• Share those reflections with others
• Consider further actions which will improve their teaching
Activity:
• Participants decide either individually or in groups on one or more event, action, activity or teaching situation they have encountered
• They represent that activity visually using either no words at all, or very few words, using any tool which will help.
e.g. Flip chart and pens; paint and paper; magazines, glue and pictures; digital cameras; video cameras; PowerPoint; online tools; pre-prepared sets of images
You can be completely flexible about what items / tools to use, depending on your circumstances, equipment and the nature of the group you are working with.
Be aware that some people will naturally be more able to represent items visually than others.
Discussion / Plenary (there may not always be time for all of these)
• The images / representations produced are discussed, and key points collated on flip chart / Interactive Whiteboard etc (or by using images)
• Discuss what it was like to reflect in this way, and how it worked (or not) for them.
• Consider the learning which emerged.
• Discuss how they may be able to use this technique in their own teaching and with their own learners.
Prompt Questions to assist reflection (a full list is on page 2, but for a short starter activity just use the adapted selection below)
What happened?
Why did it happen?
What can you learn from it?
What could be used in your teaching?
Generic Reflective Practice questions
The questions below are split into sections which are based on the different models and stages of reflection to help you with reflective practice. They can be asked in conjunction with many activities.
Tailor them to suit your situation.
What happened?
What took place?
What do your peers / colleagues think took place?
What do your learners think took place?
What worked really well?
What needed improvement or change?
Why did it happen?
What were the factors contributing to the success / problem?
What assumptions, beliefs, motives and emotions were involved from you, your learners and your peers / colleagues?
What theory can you recognise in what took place?
What external factors had any effect?
What can be done?
What are the possible ways to improve?
How could you use some of the success factors in your teaching?
How do your peers / colleagues think you could use some of the success factors in your teaching?
How do your learners think you could use some of the success factors in your teaching?
What ways forward are there?
Which parts of the changes are the most straigtforward / least straightforward?
How will this affect your professional situation?
What will be done?
What action will you take?
When will you take action?
What impact do you believe it will have on you, your learners and your colleagues?
What were the results?
What impact did the action/s have?
How do you know?
How can you evidence the impact?
What will you do next?
What may you do differently next time and why?
What will you do next?
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