Journal by Ebook2022

THE JOURNAL MY REFLECTIONS REFLECTIVE JOURNAL OF MY TEACHING & LEARNING

ARNING LE

TEACH IN

JOURN A L E TH

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& MYREFLECTIONS MY

REFLECTIVE JOURNAL OF MY TEACHING & LEARNING

My Name: _________________________ R

TEACH IN

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JOURN A L E TH

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Personal Reflection Please use this pre and post reflection journal by reflecting on the questions related to the lessons

Because this journal is meant to be a space in which you can reflect on your own, unique experiences as a learner and teacher, there are no "right" or "wrong" answers, and your pre-reflection (at the beginning of a module) and post-reflection (at the end of a module) entries in this course will be marked on a submission basis only. Therefore, if you do not submit a journal entry, you will simply be ineligible to receive the associated grade. However, completion and submission of each entry is in your benefit, as these entries will aid in your journey to becoming a reflective practitioner.

Calendar 2 0 2 2 JANUARY Mo 3 10 17 24 31

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We 5 12 19 26

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FEBRUARY

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Mo 7 14 21 28

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APRIL Mo 4 11 18 25

Tu 5 12 19 26

We 6 13 20 27

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Mo 2 9 16 23 30

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Tu 4 11 18 25

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Fr 6 13 20 27

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NOVEMBER

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SEPTEMBER

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DECEMBER

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Tu 6 13 20 27

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MY MONTHLY TEACHING & LEARNING READY PLAN PICK A DAY AND A TIME FOR YOUR STUDYING CONSISTENTLY MON

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Personal Pre-Reflection Please use this pre and post reflection journal to consider a time when you were taught something, by reflecting on the following questions:

1. Which instruction approach (deductive or inductive) did your instructor take? Were you confronted with examples and asked to develop a theory? Or given a theory and asked to apply it to examples? Did this approach adequately support your learning of the content? 2. How do you approach reading for the purposes of retention and comprehension? 3. How has your approach to teaching been shaped by your discipline’s approach (inductive or deductive) to reading, comprehension, and the communication of knowledge? 4. Your reflection should not exceed 300 words.

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Personal Post-Reflection In the pre-reflection entry at the beginning of this module, you were asked to think about a time when you were taught, focusing on how you were taught (the approach), and whether this approach adequately supported you in your understanding of the subject matter. Now that you have had the chance to work through and critically engage with the module’s content, reflect on the following: Think back to Unit 1's reflection. In light of your new knowledge around teaching and learning, how do you wish you had been taught? As a teacher, how would you use your current knowledge to do things differently? Based on your answers to the questions above, think about what makes a good teacher. What criteria do you feel are necessary to classify a teacher as effective and successful?

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Personal Pre-Reflection How do you support effective learning? You have explored how students learn, and how knowledge is comprehended, throughout the course of this module. Now that you have had the chance to work through and critically engage with the module’s content, reflect on the following:

Think about your approach to teaching. What are some of the ways in which you adequately support your students? Why do you think this is?

If you have no prior teaching experience, think about your assumptions about teaching (to support comprehension) or your experience as a student. How has comprehension been supported, and why do you think so?

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Personal Post-Reflection Based on your answers to the previous questions, think about how you can better support your students in their comprehension of the lesson or course content. In which areas can you improve, and how do you plan to do so?

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Personal Pre-Reflection Negative experiences around inclusion

Think about your experiences as a student in a diverse learning environment (in terms of ethnicity, gender, cognitive and physical abilities, etc.) and answer the following poll on experiences of inclusion. Once you have completed the poll, consider the following questions: -Reflect on your answer to the poll. Why did you answer in this way? -What factors create either a positive or negative learning environment? What can teachers do to develop a feeling of inclusion in the classroom? -Have you witnessed problematic behavior from students or teachers in a learning environment, with regard to inclusion

Personal Pre-Reflection Negative experiences around inclusion

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Personal Post-Reflection Creating an inclusive teaching environment In the pre-reflection at the beginning of this module, you were asked to think about what creates a positive or negative learning environment, as well as the importance of building rapport, setting expectations, and promoting an inclusive environment. Now that you have worked through the module’s content, consider the following: -How has your thinking about the classroom environment changed? -How would you address the problematic behavior you wrote about in your pre-reflection? -Reflect on any past experiences you had promoting inclusion in the classroom. Why were you successful or unsuccessful? -Going forward, how will you go about creating and maintaining an inclusive learning environment in the future?

Your reflection should not exceed 400 words.

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Personal Pre-Reflection How do you create lesson plans? The ability to deliver a well-designed lesson in which students gain meaningful knowledge and/or advance in their conceptual understanding is an integral part of being an effective teacher. As such, it is important to take the time to reflect on how you (would) approach lesson planning and delivery. Consider a basic concept from your field that you will need to teach. Keeping this concept in mind, how would you answer the following poll on lesson planning and delivery?

Poll 1: Which of the following lesson plan frameworks do or would you use to deliver an effective lesson?

Personal Pre-Reflection Based on your answer to the poll, as well as the results obtained from your peers, reflect on the questions below: Why would you or do you use your chosen lesson planning approach? How does or will this approach support you in delivering an effective lesson? How detailed and fixed are your lesson plans? Are you willing to alter plans based on your students’ prior knowledge, feedback, and backgrounds? What, if any, are the drawbacks to your approach, and how do you address them?

Reflection can not exceed more than 300 words

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Personal Post-Reflection How could you have been taught better? Throughout this module, you have been encouraged to consider the value of various approaches to the planning, organization (structure), and delivery of lessons. The aim of this post-reflection is for you to consider the value of incorporating any of the approaches or strategies discussed in this module into teaching within your discipline (disciplinary context).

Describe your best learning experience. What were the features of that experience? What approaches did the instructor use? What strategies discussed in this unit do you or teachers within your discipline use? How valuable do you think these strategies have been to your own learning? Why or why not? Think about lessons (or concepts) you have been taught (or that you have taught) that could have benefited from the use of backward design or other organizational strategies, to better facilitate an understanding of the content presented. How could these lessons have been better delivered? Your reflection should not exceed 400 words.

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Personal Pre-Reflection How do you approach lesson delivery? In Module 4 you were encouraged to start thinking about your lesson delivery and how to approach your lessons in a way that is most likely to engage your students. To do so, you were introduced to small teaching techniques which you may incorporate into your repertoire. Reflect on Module 4’s content and consider the following questions: What do you think motivates students to engage actively and participate in a lesson? Why do you think so? Have you experienced lessons during which students do not participate actively? What can explain their detachment? And how could you have encouraged more participation?

To encourage your reflection on the questions above, watch the following excerpt from the film, The Mirror Has Two Faces, which suggests ways to promote student engagement and deliver more effective lessons.

Personal Pre-Reflection Active learning: a multidisciplinary tool

Throughout this module you have explored the concept of active learning and its application across disciplines. You were encouraged to conceptualize how various active learning techniques, may be incorporated into your lesson delivery. Based on your experience of incorporating active learning techniques, consider the following:

What are the challenges of employing active learning? How easy or difficult did (or do) you find it to make use of active learning techniques within your disciplinary context? Why do you think so? Are there meaningful ways in which active learning techniques may be incorporated into your lessons beyond what has been discussed in this course? If so, what are they? Your reflection should not exceed 500 words.

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Personal Post-Reflection Supporting student development In the pre-reflection journal in Module 1, you were asked to reflect on your disciplinary identity and how this has shaped your overall approach to teaching. In the context of this module’s content, think about the relationship between your disciplinary identity and your approach to course and syllabus design. In doing so, answer the following questions: 1. Has your disciplinary identity influenced the way in which you design assignments and syllabi? If so, how? If not, why not? 2. How has your personal or individual identity as a teacher influenced your approach to course and assignment design? 3. Have you found a way to represent your discipline while maintaining a measure of freedom to incorporate your individual identity into your teaching style? If so, how have you done this? If not, why not?

Your reflection should not exceed 400 words.

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Personal Pre-Reflection What makes a successful teacher? In Module 1’s post-reflection journal entry, you were asked to reflect on what you think makes a good teacher. This reflection was based on your current experiences as a teacher, or previous experience as a student, and ideas that are tied to your disciplinary identity. In this pre-reflection journal, we would like you to return to that topic, by considering the following questions: 1. Think about what you have learned throughout the course so far. Based on this information (and your experiences), what do you think makes a good teacher? Have your views altered from Module 1’s post-reflection? If so, why? If not, why not? 2. What is the difference between a good teacher and a successful teacher? What does it mean to be successful as a teacher, and why? How do you know when you are successful? 3. What are some things (specific to your teaching) that you feel good at, and what are some things you want to improve? Share your thoughts with your peers in the discussion forum and ask each other probing questions.

Your reflection should not exceed 300 words.

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Personal Post-Reflection How will you continue to learn and grow as a teacher? This post-reflection entry draws on the teaching portfolio submission you completed at the end of Unit 3. Based on your reflections, try to identify some areas in which the persona, methods, or values that you have described in your teaching philosophy statement seem not to carry through to the materials that you have included elsewhere in your teaching portfolio. For example, although you may profess your dedication to active learning methods in your statement, you might discover upon further reflection that the lesson plans that you have created are not as student centered, and do not promote active learning as much, as you thought. Once you have done your analysis, consider the following questions: If you identified gaps between the values expressed in your teaching narrative and the evidence of your actual practice, how will you go about addressing them to make your teaching portfolio even more coherent? How can working on your teaching portfolio be an opportunity not just to tell a story about your teaching, but also to rethink your approach? What does it mean to you to be a reflective practitioner? Share your thoughts with your peers in the discussion forums. How has the process of self-analysis and reflection in this module and throughout the course shaped the way you view and approach teaching?

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Personal Pre-Reflection What does your discipline have to teach students?

The most effective teachers think about what they are teaching, and why they are teaching it, on multiple levels: not only about the content that they want their students to remember for the exam, but also about what they expect students to be able to do with the skills and knowledge they acquire in their classes a year, or a decade, into the future. At the very highest levels, these instructors are teaching students not only a body of knowledge, but a way of thinking about the world – an approach to asking questions, assembling data, and constructing arguments that is unique to each discipline. Each and every academic discipline has something to teach students about the world and their future place in it; about how societies set their priorities, about how individuals make decisions, about the consequences of our actions, and about the technologies that will shape our futures. For the most effective teachers, their pedagogical choices will flow from an awareness that, ultimately, these are the things that matter, and they will be able to speak about their identities as teachers in terms of the lasting changes they hope to make in their students.

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Personal Post-Reflection What will you take away from this course?

The pre- and post-reflection journals throughout the course have been designed to encourage you to become more reflective, intentional, and cognizant of your role as a teacher. Additionally, the content you have explored and the activities you have completed have been geared towards making you a more effective teacher. Based on your experiences throughout the course, consider the following questions: What were the initial goals you set out to achieve through this course? Were you able to achieve them? If so, how? If not, why not? What will you take away from this course? If you had to identify one thing you learned in this course, what would it be and why? Reflect on your journey toward becoming a reflective practitioner. In what ways have you become more reflective? What work remains? How has this course supported you in your journey?

Your reflection should not exceed 400 words.

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