1. Work Based Reflective Practice 1 Tutor; Chris Thomas 1:6

2. introduce the module and assignment introduce the module and assignment explore personal and professional roles explore personal and professional roles consider definitions of reflective practice consider definitions of reflective practice explore the need/drive for reflective practice explore the need/drive for reflective practice explore who dictates this need for reflective practice explore who dictates this need for reflective practice examine our present stateexamine our present state capturing our reflections; using a reflective diary/journalcapturing our reflections; using a reflective diary/journal Learning intentions;

3. In this Pathway Core Module students will recognise the importance of their professional development and the integration of reflective practice to enable them to become reflective practitioners within their work setting. Students will identify their professional needs and reflect on aspects of their work-based practice. This module forms the starting point for the student’s personal development planning.In this Pathway Core Module students will recognise the importance of their professional development and the integration of reflective practice to enable them to become reflective practitioners within their work setting. Students will identify their professional needs and reflect on aspects of their work-based practice. This module forms the starting point for the student’s personal development planning. (Module Handbook, p3) Module Description

4. Module aims Students will develop an understanding of professional development and reflective practice, identifying how this is embedded in their development as a reflective practitioner. Students will reflect upon their own strengths and weaknesses, identifying a plan of action for further professional development. Work – based incidents will be reflected upon to identify their work – based learning which will be evaluated through relevant legislation, current research, theories and experts, within the appropriate area of Children’s and Young People’s Services. Students will be advised to keep a reflective diary to inform the work-based incidents discussed in their assessment.Students will develop an understanding of professional development and reflective practice, identifying how this is embedded in their development as a reflective practitioner. Students will reflect upon their own strengths and weaknesses, identifying a plan of action for further professional development. Work – based incidents will be reflected upon to identify their work – based learning which will be evaluated through relevant legislation, current research, theories and experts, within the appropriate area of Children’s and Young People’s Services. Students will be advised to keep a reflective diary to inform the work-based incidents discussed in their assessment. (Module Handbook, p3)

5. Learning Outcome 1 Demonstrate an understanding of professional development and reflective practice, identifying their own work- based areas of expertise and identifying areas of knowledge, skills and understanding for development.Demonstrate an understanding of professional development and reflective practice, identifying their own work- based areas of expertise and identifying areas of knowledge, skills and understanding for development. (Module Handbook, p3)

6. Learning Outcome 2 Reflect upon work-based events and demonstrate areas of learning and development.Reflect upon work-based events and demonstrate areas of learning and development. (Module Handbook, p3)

7. For submission… A portfolio comprising of:A portfolio comprising of: An essay demonstrates an understanding of the student’s own professional development and reflective practice; an action plan identifies areas of professional development need with evidence of implementation, monitoring and evaluation (L01). Three work-based events are identified, and through three reflective summaries students demonstrate their professional learning and identify areas for further development (L02).An essay demonstrates an understanding of the student’s own professional development and reflective practice; an action plan identifies areas of professional development need with evidence of implementation, monitoring and evaluation (L01). Three work-based events are identified, and through three reflective summaries students demonstrate their professional learning and identify areas for further development (L02). (Module handbook, p4)

8. What personal roles do we have? What attributes make good child care workers? In a group of 3/4 list as many as you can. Task – charades… How many of these do you possess, which one do you need to work on? What have we been engaging in?

9. Define ‘reflective practice’:

10. Define ‘reflective practitioner’:

11. Does experience guarantee learning? Consider this fact; ‘In his history of WW1, A.J.P.Taylor graphically describes the terrible carnage resulting from wave after wave of allied assaults on heavily defended German trenches. The tactic though fruitless was repeated by the generals with chilling determination. Taylor concludes that ‘nothing had been learned from previous failures except how to repeat them on a larger scale’

12. Why be reflective?

13. ‘ … try to relate them to theory; and then plan how we might do better next time (Petty, 2004, p 319). How many theorists can you name? Are theorists important; and if so why? Put it into action case study 2.1p 46/47 Bentham.

14. Think of an activity you have been involved today where the child did not grasp the concept e.g. What did you do to help the child? Why did you do this? What theory does this relate to?

15. Benefits of being a reflective practitioner for the individual:

16. Benefits for the children:

17. Benefits for the setting;

18. 6 reasons why learning to be critically reflective is important;

19. Who says we should be reflective practitioners? DfES Key Elements for Effective Practice (02/2005), states ‘Effective practice in the early years requires…reflective practitioners (cited in Barber,2009, p34) One of the six key skills identified by the Government is ‘improving own learning and performance’ reflective learning is a central theme (QCA, 2004 cited in Northedge, 2005, p 22) Research OFSTED and EYFS with regard to importance of reflective practice and report back to wider group…

20. Let’s get reflecting… When does your day finish? Do you do things the same way every day/session? Do you start and end the day in the same way? Are you aware of any routines in your working with children? Do you stand/sit in the same place/ Do you keep the same materials year after year and continuously use them? When was the last time you actively looked for a new way to use the same activities?

21. Write down your theory about how children learn best and your role in their learning? Where does your theory come from?

22. Task your life history; why are you involved in working with children, briefly outline your life history: Your early experiences Family life Religious background Socio economic background School experience College experience First experience with children Any other experiences in your life that were important describe any of those that you think may have significantly impacted your development as a child care worker

23. ‘As your ‘theory-in-use’ guides your every action it is clearly crucial to get this ‘theory-in-use’ as right, and as comprehensive, as you can get it’ (Petty, 2004, p486). So how can you go about that? How does this link to being reflective?

24. ‘Knowledge of how children learn does not stand still…early years practitioners who aim to provide quality education for the children in their care will take part in continuous professional development’ (Northedge, 2005,p67) What does ‘professional mean to you?

25. Novice = Reflective practice is important to the development of all professionals because it enables us to learn from experience. Although we learn from experience, more experience does not guarantee learning!’ (Beaty, 1997, p8) ‘We do not learn as much from experience as we learn from reflecting on that experience’ (Farell, 2004, p7)

26. To be a reflective practitioner you need to ask some questions: Reflect upon your role in the setting. What is my role? What kind of practitioner am I? How could I improve my practice? Think about your future development. How can I improve my knowledge of children? What kind of practitioner do I want to be in the future? Why do I provide the activities and experiences for the children I work with? What are they learning from them? What can I provide that will enhance their learning? How can I make learning fun and stimulating? (Daly,2006,p69)

27. What is one of the best ways of encouraging high quality reflection? List as many reasons as you can for wanting to write about your teaching…

28. In conclusion reflective practice seeks answers to these questions; ‘What am I doing in the classroom? (method) Why am I doing this? (reason) What is the result? (result) Will I change anything based on the information gathered from answering the above? (justification) Method reason result justification Let’s see where we are – do the quiz…

29. Professional targets/Action Plan For next week read around reflective practice and consider the following… Professional targets/Action Plan Identify a target / needIdentify a target / need How will you achieve this? What resources are needed?How will you achieve this? What resources are needed? Who will benefit from this?Who will benefit from this? How long do I need to complete the target?How long do I need to complete the target? What evidence do I have? How will I know I have achieved this?What evidence do I have? How will I know I have achieved this? Links to LO1.Links to LO1. Does not have to be a weakness.Does not have to be a weakness. Can be something you want to develop furtherCan be something you want to develop further Aim for 6 targetsAim for 6 targets Can be a mixture of short, medium and long term targets.Can be a mixture of short, medium and long term targets. Remember to be SMART!Remember to be SMART!

30. introduce the module and assignment introduce the module and assignment explore personal and professional roles explore personal and professional roles consider definitions of reflective practice consider definitions of reflective practice explore the need/drive for reflective practice explore the need/drive for reflective practice explore who dictates this need for reflective practice explore who dictates this need for reflective practice examine our present stateexamine our present state capturing our reflections; using a reflective diary/journalcapturing our reflections; using a reflective diary/journal Learning intentions;