Throughout the unit, we will encourage you to think about how you can include reflective practice in your own classroom practice. All of these attributes are business as usual for the typical planning professional and indeed, are articulated in the RTPI Ethics and Professional Standards.

PLAN, ACT, REFLECT (THEN REPEAT) - Center For Strategic PLAN, ACT, REFLECT (THEN REPEAT) - Center For Strategic

Plan your days, weeks and months, and reflect on thoughts and feelings whenever you need to with this beautiful journal. You can create and experiment with new ideas and approaches to your teaching to gain maximum success.This focus can then be specific, measured, reflected upon and revised to make sure your students make progress. The ideas from the observations and conceptualisations are made into active experimentation as they are implemented into future teaching. Each model of reflection aims to unpick learning to make links between the ‘doing’ and the ‘thinking’. At the RTPI we describe CPD as 'the systematic maintenance, improvement and broadening of knowledge and skill and the development of personal qualities necessary for the execution of professional and technical duties throughout the practitioners working life'.

The Wolf Hall Picture Book (Hardback) - Waterstones

Reflective practice is ‘learning through and from experience towards gaining new insights of self and practice’ (Finlay, 2008). With so many different sources of CPD available, I am confident that Members should all be able to meet the Code of Conduct requirements of 50 hours of CPD over the last two years. Reflecting allows you to understand how you have helped others to achieve and what this looks like in a practical learning environment. The practitioner’s abstract concepts are made concrete as they use these to test ideas in future situations, resulting in new experiences.The next stage involves us reflecting on the experience and noting anything about it which we haven't come across before. These viewpoints might be those of students, focusing on their strengths, preferences and developments, or those of other colleagues, sharing best practice and different strategies. This allows them to take ownership of their learning and also work with you and give feedback, which creates self-aware and responsible students.

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

This section encourages the practitioner to explore any thoughts or feelings they had at the time of the event. This model is similar to one used by small children when learning basic concepts such as hot and cold. In this step, students’ needs are analyzed by examining a range of data available in Pearl River’s electronic data "warehouse. If the project follows the DMAIC process, you can make some adjustments to the PDCA outline, which is the approach taken by Deemsys Inc. Reflection helps focus on the learning process, so learning outcomes and results will improve as you reflect on how your learners are learning.

By following any of the above models of reflection, you will have a questioning approach to teaching. Some practical examples include coloured pens, larger paper, handouts, cut-up activities, specialised equipment. ASQ celebrates the unique perspectives of our community of members, staff and those served by our society. You will consider the strengths and areas of development in your own practice, questioning why learning experiences might be this way and considering how to develop them.