Category Archives: 3.4 Prof. Reflection & Commitment

Lesson planning

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Today was my first attempt at lesson planning, and despite having an input on lesson planning earlier today and doing some extra reading on the subject it was still surprisingly more difficult than I was expecting as although I was aware it wasn’t going to be completely simple there was much more to think about than I previously thouappleght. Instead of simply deciding what I needed to teach and how I was going to present my lesson in a fun and engaging way I also had to consider how I would assess whether or not each stage of my lesson was working to the standard I wanted and then evaluate what the next steps for my pupils needs to be. As I never actually got to teach this lesson I could not complete the ‘Evaluating my practice’ section however I looked at the questions and considered how I would have to be constantly reviewing myself as I taught the lesson. I like the format of the lesson planning sheet we were given as I felt that it was very clear and supported me a great deal. Although it did take me longer than expected to complete the sheet I am not concerned as I am sure that the longer I am on this course and the more I try lesson planning the faster I will be and once I have more teaching experience I will need less detailed lesson plans.

 

This is my lesson plan: Spooky story writing lesson plan

To complete the experience I decided to also create a power point which I would put onto the interactive white board and use as a teaching tool which would make my lesson much more engaging and interesting for the pupils.

This is my power point:  Spooky story writing power point

 

Although it was more of a challenge than I expected I thoroughly enjoyed making both my lesson plan and the accompanying power point, and it has helped my confidence when thinking about teaching on placement.

My science SMART target

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I am relatively confident when thinking about teaching science, I have always preferred biology but I have qualifications in all three sciences. However before entering placement I have set myself a science based SMART target.

S-pecific: I have very limited knowledge of the solar system, I did once learn about the planets but the information has been lost somewhere in time, therefore I want to learn the names and order of the planets with our solar system.

M-easurable: I want to be able to list the planets correctly off the top of my head in the right order.

A-chievable: This is something many primary school age, and older, pupils can do as they are interested in our solar system. This is partly why I wish to be able to do this challenge as I feel it will come in use during placement and later teaching.

R-elevant: This is a very relevant task as space is an experience and outcome within the science section of curriculum for excellence.

T-imed: I aim to have achieved this goal by the start of placement.Solar system 1

What does being an Enquiring Practitioner mean?

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The GTCS website defines a Practitioner Enquiry as a ‘finding out’ of information and then a reflection on these findings. It is a vital part of modern teaching practice as it allows the teacher to evaluate their own teaching performance and correct any areas which need developing to ensure they are providing the best education possible for their pupils. Their are clear benefits of Practitioner Enquiry, it provides a method of monitoring and evaluating your own work as a teacher while also empowering teachers to take control of their profession, through challenging and transforming the education system around them. It also enables teachers to increase their knowledge of the teaching profession and boost their professional confidence and self-esteem. GTCS also believe that through Practitioner Enquiry the ‘quality of professional discourse in schools about educational problems and issues’ is improved as teachers are more informed of their profession and more inclined to make pReflectionolicy changing decisions and stances. However there are some challenges, GTCS raised concerns over how theoretical the concept was and are unsure whether the policy would with stand the school environment, they are also concerned that the enquiry may become superficial and those taking part will simply see it as an exercise taking up their own teaching time rather than an opportunity to better their own performance.

As a student teacher the idea of Practitioner Enquiry is interesting and a little daunting. As someone who strongly dislikes seeing myself on film or hearing my own voice on recordings, the reports of filming yourself teaching to see where you can improve  do not appeal at all. However I can see the obvious benefits to my teaching career which could be gained by stepping back and reflecting on my technique. Therefore I plan to start reviewing my own progress as soon as I enter a classroom whether that is part of a placement or at the end of my degree when I begin my probation yea, or even during my time as a student reviewing my academic work.