Week 11: From lesson plan to delivery and back again.

or, wrapping it all up...
Required Reading
  • Text (Churchill) Chapters 6-13 (Part 3 which you have read already plus Ch.13)

Further Reading

Overview
Finally we have made it to the end. In order to wrap everything up I want to quickly go over the notion of the 'reflective practitioner', a notion that has been discussed previously. I also want to introduce the idea of curriculum differentiation. Finally I want to introduce you to Linda Darling-Hammond. You saw some of her writing in the earlier weeks. She is one of the world leaders on education.



The Reflective Practitioner.

This is what we have been talking about with professional conversations, keeping a learning journal, thinking about and critically analysing events, uncovering assumptions etc - and eventually with Pedagogical Reasoning. It is that fundamental practice that teachers undertake of recalling, reviewing and analysing their practice. While we do this constantly as we teach and interpret cues related to formative assessment and modify our acts accordingly, it is crucial that we undertake this in a structured and detailed manner. This inevitably involves writing down what happened and writing about it in a journal (loosely defined). Such formal approaches are important as without it we don't really learn from what happened as we are not forced to think through it, and in the end the key to improvement is learning from what happened.

My Notes on 'Reflection'


Curriculum Differentiation.

This is talked about a lot in the context of Gifted and Talented education, which you will look at in the unit Responding to Individual Needs in Education. I mention it here though as it is becoming more and more a popular term in the education departments you are most likely to work with. Basically it refers to tailoring your curriculum approach and level of material to the learners in your class. This should not sound unfamiliar as it has been a theme throughout this unit. You will find a good overview from the NSW DET here as a downloaded PDF document. A broad philosophy used in these jurisdictions is that all students are gifted and talented.

There is a strong link here to the HDMI material from CPP2 and the Multiple Intelligence and Blooms Taxonomy material covered in Educational Foundations. I suggest Blooms-MI grids as a good way of exploring ways of differentiating the curriculum. I linked some examples of these at the bottom of the HIdden Pedagogy page. We'll look at Blooms, MI and assessment in CPP3 (I say that a lot don't I). In short, it's a good term to understand and drop in interview.

Linda Darling-Hammond on Education (Slides below)

















There is no better final word.
May I give a massive shout out and thanks to Grahame Ginn who has masterly orchestrated the UG tutorials for CPP1 this semester. Grahame your wealth of knowledge and experience, your professionalism and thorough approach have been greatly appreciated and highly valued. -P


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For you to Investigate

Remember, these tasks are to help focus your own study and reflections. I do not require them to be posted etc, but encourage you to share and discuss them if you wish. I'm also more than happy if you want to integrate your reflections with your other units.

1. How will reflection assist you in improving your pedagogical practice?
2. How does Curriculum Differentiation link to other learning theories you have studied.
3. Finally, what does it all mean for your teaching? Write 10 tips for teaching to take into your prac. You may want to do this as a form of poster that you could pop on your day book to quickly look at if you get stuck. I did this as a task in Education Foundations G last year, Below are some samples, however they are a different unit. Why not do the same for this unit for your prac (and if you do I'd love to see them).