A. IDENTIFYING SKILLS AND ABILITIES
Activity 1 (updated 10/03/18)
1. Below are a list of skills and abilities. Complete an audit of where you are now. Record this in your learning journal/portfolio.
Rate yourself (1=Not very well developed; 3=very well developed)
Activity 2 (updated 10/03/18)
Although it is important to identify where we are now, it is not enough to stop there. We need to reflect upon how we can develop the skills where we are less confident and how we can transfer the skills in which we are confident and competent.
Complete the audit below, using the information from the table above.
|Skills already developed||How will I use these||How do I know (evidence)**|
|Computing skills||I will use my Eportfolio to evidence my LfL placement.||I have already developed my computing skills, creating and exploring the options with my Eportfolio. I will therefore use my Eportfolio to evidence my LfL placement and to write reflections.|
|Organise and plan||When working with small groups at camp I will use my organisation skills to plan lessons or activities in advance so that lessons/activities run smoothly – considering all pupils’ needs and the learning objectives.||I have had previous experience of planning for lessons using a lesson plan template in my first year placement.|
|Act as a leader||When working with small groups at camp, leading activities and lessons.||I have had experience during my first year placement of leading small group and whole class lessons – ensuring lessons are run smoothly through effective classroom management techniques which are transferrable to this placement.|
|Team work||When working with pupils and the teachers at camp – to ensure lessons and activities run smoothly and to ensure pupils’ needs are met.||I have had experience of working with colleagues through the Working Together module in first year. I have also had experience of working effectively with pupils and teachers during my first year placement.|
|Share opinions confidently||When working with the camp leaders to express the activities I would like to lead.||I have become more confident throughout first and second year, sharing my opinions with other students during lectures, being able to justify my reasons.|
|Listen to others||When receiving feedback from the Camp Leaders – listening to and taking into account the areas in which I could improve my practice||I have been able to listen effectively in my Working Together group – listening to other people’s opinions whilst contributing my own. I was also able to take advice from my first year placement mentor, which helped me improve my practice throughout my time on placement.|
** This section should be completed as you identify when/where/how you have used/developed these skills.
|Skills to be developed||How will I develop these||How do I know (evidence)**|
|Build social networks||By using social media platforms such as Twitter and Pinterest to gather inspiration and useful tips for lessons and activities||I have already created a Twitter account dedicated towards teaching and my university work. However, I now need to follow other similar accounts. I will also become contacts with the other Camp Leaders, so we can have a network in which we share ideas.|
|Be creative||When creating lessons or activities for pupils I will think creatively to try and make the activity as fun and as engaging as possible||I will use websites such as Pinterest and the Scottish Primary Teachers Facebook group to build a collection of inspiring and creative ideas which can be manipulated for different purposes.|
|Take risks||Contribute more of my ideas when working in a group, rather than developing someone else’s idea||During this placement I would really like to take more risks and try new teaching techniques and activities. Doing a placement in outdoor education is already taking quite a risk as I do not have any previous experience in this type of education.|
|Work under pressure||Setting deadlines and developing my time management skills||I will set deadlines and a clear plan for updating my folio regularly throughout my placement so that I can write my weekly reflections as and when they occur.|
|Contribute to discussions||Work effectively with camp leaders and classroom teachers and express my own opinions and ideas relating to teaching lessons and planning activities.||Share my ideas and experiences openly in meetings with other camp leaders and classroom teachers who visit the camp.|
|Set personal goals||By deciding and setting goals for what I want to achieve from this placement experience – for example, one of my main goals is to become more confident in teaching outdoors and using the natural resources of the outdoors to enhance my teaching practice.||I will create a post explaining what type of placement I am undertaking and my goals for this placement.|
B. MANAGING MY LEARNING
Activity 1 (Updated 10/03/18)
|What helps my learning/practice?||How can I utilise this?|
|Discussing my progress and ideas with colleagues||I can request regular feedback from the camp director who can give me suggestions for improving my teaching practice|
|Reflecting on my teaching practice||I will write weekly reflections throughout my placement experience, noting teaching strategies which have been effective and noting areas I can improve on|
|Finding reading/studies/videos on teaching strategies||Find reading or videos relating to outdoor learning and effective teaching strategies for outdoor education and utilise these strategies in practice|
|What hinders my learning/practice?||How can I address this factor?|
|Focussing too much on an activity for children rather than the learning taking place||Look at the learning objectives for the children and focus on these and structure an activity around the learning objectives|
|Lack of behaviour management techniques||Learn from other camp leaders new behaviour management strategies which are particularly useful in an outdoor educational setting|
|Lack of planning||Ensure that if I know I am taking a lesson in advance that I plan appropriately, considering the abilities and needs of the pupils and the learning objectives|