Reflections on module 3 and impact on own practice

In this task I am going to reflect on the module 3 of the Post-Compulsory PGCE and I am going to evaluate the impact it has had on my teaching practice.

In this module we have looked at two important elements of teaching and learning: the first one is the understanding of how technology impacts on teaching and learning opportunities. The second one is related to the knowledge, understanding and skills to design an inclusive, subject specific learning programme.

In this module, we have had an asynchronous chat with our peers about the use of technology within teaching and learning and then we have written a critique reflecting about it. Reading some reports about the topic, sharing them with my peers and reflecting about it has helped me to be aware of the importance of the use of technology in teaching and learning.  The use of technology has its advantages but also drawbacks that we need to take into account.

Before starting this module the only technology I was using in the classroom was PowerPoint and IWB. The impact on my teaching practice is that I am trying to incorporate new technologies to my lessons, such as mobile phones, subject-specific web pages and IWB more extensively. I will try to incorporate other technology to my lessons and reflect on the effect in teaching and learning.

During the module 3 of the Post-Compulsory PGCE we have had some sessions about Curriculum Models and Inclusive Education. We have written an assignment where we had to write a course description and a scheme of work for a short course. We have justified the short course in the rationale informed by inclusive education. The sessions gave us an introduction to the curriculum models and by completing the assignment I can say that I now have a much better understanding about the curriculum models in the UK.

This understanding and awareness has not had a direct impact on my teaching for now. In my placement college, the product (objectives) model is the one that is in use (as the most part of the UK). After studying the different models, I believe that the process model is the more suitable for subjects such as Maths and especially Physics. However, with the constraints that as teachers we have within the system, it is difficult to try and apply this model in the lessons.

The fact that I have now a better understanding about the curriculum models and the best way to teach in this case Maths or Physics, allows me to try and apply it whenever it ispossible.

Reflections on minimum core and impact on own practice

In this task I am going to describe how my knowledge and understanding of the minimum core in my own practice is developing and the impact this has had on my teaching practice.

All teachers are required to have the literacy, language, numeracy and ICT knowledge, understanding and personal skills as defined by the minimum core. This will equip teachers to develop inclusive approaches to addressing the literacy, language, numeracy and ICT needs of their learners. I am going to concentrate on some aspects of literacy, language, numeracy and ICT and I am going to describe how my knowledge, understanding and personal skills are affecting my teaching practice.

Language and literacy

English is not my first language, so I am capable of understanding what a student is feeling when he or she is having problems with language or literacy. For example, when an ESOL student is making a language mistake, I can understand why he or she is making that mistake, because I have often made the same mistake myself. For that reason, I can make the students reflect on their own approach to error and meaning and involve the rest of the students as well. I am interested in students’ original languages and sometimes we share the differences between languages in the classroom.

On the other hand, I need to improve my language and literacy skills in order to address those problems better. Sometimes I can miss some of the students’ language or literacy mistakes or make mistakes myself (especially speaking) that can be confusing to the students.

Numeracy

I did a BA in Mechanical Engineering, where I studied Maths extensively. I also studied Maths in High School, so my knowledge is above the minimum core.

Numeracy is embedded in the subjects I teach (Maths and Physics). However, sometimes I tend to forget that some students have still numeracy needs. The fact that a student is studying A-level Maths doesn’t mean that she or he doesn’t have gaps in numeracy; I have experienced that in my teaching practice. As teachers, we need to be aware that some of the students have numeracy concept gaps, even if they are studying maths at a higher level. We need to work on those concept gaps before moving on to more difficult concepts.

ICT

I use ICT in my teaching practice. I use PowerPoint and IWB when doing presentations. I have tried the use of other technology in the classroom, such as mobile phones.

Doing presentations with using ICT, such as PowerPoint and IWB means that the information should be developed and presented in an appropriate way. This involves using appropriate page layouts, using adequate size of texts and images, using a variety of sources, creating and developing charts, etc. I am acquiring those skills with ICT training sessios and especially by using and trying the programs myself.

Reflection on developing my reflective practice

 

In this task I am going to describe how I am developing as a reflective practitioner within the post-compulsory PGCE course. I am going to describe how I am developing as a reflective practitioner both in my teaching placement and also in my written assignments of the course.

In my teaching placement, I reflect on the lessons I deliver with my teaching groups. I try to reflect on a lesson per week and I record it on my reflective log. I also reflect on the lessons which I have been observed either from my mentor or my personal tutor at the University.

The reflection process involves describing the task, incident or problem which needs a possible change; analyse the nature of what is described; theorise about alternatives to solve the problem and act according to the theory. The reflection also involves the evaluation of the actions and decisions made.

In my reflective practice I try to gather as much information as possible of the particular event. I also try to know a different opinion such us other trainee teacher’s, colleague’s, mentor’s or tutor’s opinion. I also need to know (and I haven’t done it so far) my students’ opinion in order to be able to make a complete evaluation of my practice. In my lessons in the teaching placement I am using the textbook but I also use other resources such as internet or materials from other books. I use different teaching methods such as group work, discussions or quizzes. I thought I was doing well and that students were happy with my lessons. However, a teacher told me that some students were complaining because they thought they needed to concentrate more on the book rather than on other activities. I realised that I had reflected on my lessons without taking into account what the students felt. My evaluation lacked of a very important element: my learners’ opinion. I will ask and consider my learner’s opinion in my future reflective practice.

I also reflect on the written assignments I have done at the University. Once I finish an assignment and before starting the next one, I analyse what went well and what could be improved. I try to apply it in the next assignment. I use my tutor’s recommendations and also my own reflection in this task.

Being a reflective practitioner helps me develop and improve as a teacher. Analysing critical events and trying to solve problems leads me to look for other teaching methods, strategies or approaches that may work better for that particular situation. It helps to know other colleagues’ opinions and approaches that could be useful and builds up relationships with colleagues and learners by sharing one’s thoughts.