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Lessons Learnt from doing Individual Assignment - Module 4 I employed the critical process of supporting my growth by engaging Gibbs’ Reflective Cycle (Gibbs, 1988). This cycle provided me with a framework for examining experiences and what went well or didn’t go well based on 6 stages. Description of the experience Figuring out what I needed to do for this assignment proved to be my greatest challenge. I began this assignment not knowing quite sure what I was getting myself into. What topic should I design a lesson on? What age group must I target? I thought about working in groups and the challenges of teamwork. I toyed with the idea of teaching “Teamwork” to a group of 12 – 13 year old Grade 6 students which is what I initially set out to do. I deliberated on what the objectives were. Things were not flowing smoothly in my thought at all. At times, I felt extremely lost and at times confused about what was required of me. So at the last minute, I decided it was best

Theoretical Perspectives and Their Influence on Reflective-Reflexive Practice One critical area in the development of the professional practitioner is   his or her ability to reflect on practice as the basis for learning, with the effectiveness of this practice having been confirmed through research to be linked to inquiry, reflection and continuous professional growth (Killeavy & Moloney, 2010). Simply, Rogers (2001) noted that reflection is generally regarded as being of great value for professional practice and lifelong learning. As an educator it is imperative that I engage in reflective-reflexive practice. The ability to monitor my practice affords me the opportunity to assess how effective my practice is and to highlight the strengths and weaknesses of it. In today’s this blog post, I will be examining theoretical perspectives and their influence on Reflective-Reflexive Practice. I became intrigued by two theoretical perspectives on reflection as sought to harn

Reflection Reflective practice has become the buzz word in teacher education.   It is process through which effective educators critically examine self on a regular basis in order to improve professional practice. Since teaching is such a complex task it also requires teachers to reflect on their practice for our professional development so that students’ performance can be improved. As an educator, I place emphasis on reflecting on my actions so as to continue learning. This is simply because a teacher never stops learning.   When I reflect I think about my actions and how I can improve in my practice. What could I have done differently? What were the weaknesses? What were my strengths? Doing this is an important way to bring together theory and practice. One of the features of critical reflection is critical thinking. It provides an opportunity to analyze everything that happens in the classroom. For me to really classroom circumstances I need to understand why som

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