Notesale: Turn your study into money

Document Preview

Extracts from the notes are below, to see the PDF you'll receive please use the links above

---

Component 2: Reflective Review
NAME:
Programme of Study: PGCE Physical Education
Module: Developing Reflective Professional Practice
Unit Code: ECLPGM100

 

1  

CONTENTS
Pages

Introduction

3

Professional Attributes

4-6

Professional Knowledge and Understanding

6-9

Professional Skills

9-11

Conclusion

11

References

12-13

Appendix 1

14

Appendix 2

18

Appendix 3

31

Appendix 4

33

 

2  

Introduction
From Monday 8th March until Friday 25th June I will have completed Phase 3 and Placement
2 of my PGCE course at a comprehensive secondary school, for a total of 63 days as part of
my professional development
...
The school
prides itself on being able to provide a range of opportunities in a caring and structured
manner and believes that all young people have an entitlement to learn in a safe and nonthreatening environment
...
Capel et al (2010: 9) state that professional
development is a lifelong process for the teacher that is aided by regular reflection on practise
and continuing education
...
Throughout my placement I have also been able to
implement a variety of teaching styles and initiate behaviour strategies that coincide with
meeting certain standards
...

The QTS Standards are aimed to identify teachers professional development needs, they also
support teachers in identifying ways to broaden and deepen their expertise
...
Kyriacou (2007: 121) claims that trainee teachers require
opportunities to review their progress and development and that having another teacher in the
school to go to for guidance and support will clearly help to make this process more effective
...

There are 33 standards that a trainee teacher is required to meet in order to achieve QTS
(appendix 1)
...
Professional attributes
...
Professional knowledge and understanding
...
Professional skills
...
Appendix 2 shows my Individual Development Plan (IDP)
that provides a record of my progress to date and the location it can be found
...

Teachers do not work in isolation; the education and well-being of learners are increasingly
the collective responsibility of a network of professionals and other support staff, who work
together to ensure that needs are met
...
Teachers understand how other adults, both in the
classroom and beyond, can contribute to teaching and learning
...
O’Neill and Pack cited in Capel et al (2006: 153) report that it is clear the physical
education teachers have a multi-faceted role and it is now considered to be a necessary part to
work with other adults, i
...
learning support assistants, in as an effective way as possible in
order to bring about and maintain high quality PE and promote young people’s continued
participation in sport
...
During some lessons I have had the help of a learning
support assistant and have utilised their assistance effectively to provide inclusive lessons for
all pupils
...
I have had the opportunity and the privilege to work
closely with Year 8 team and be a Year 8 form tutor
...
Ramierz (2006: 38) believes that a
good form tutor provides the correct level of support and challenge and guide students in
making the correct decisions
...
e
...
It was my responsibility to ensure that during form
time the agreed characteristics of a ‘good’ form tutor was being applied by following a
simple checklist (Appendix 3) and ensure students are in the best frame of mind possible for
lessons
...

Q9- Act upon advice and feedback and be open to coaching and mentoring
...
Edutopia (2008)
suggests that an inspiring and informed teacher is the most important school-related factor
influencing student achievement
...
In
recent years teachers have found themselves developing their skills as coaches and mentors,
and benefiting from the coaching and mentoring that they receive, however, Sidentop and
Tannehill (2000: 110) state that support for beginning teachers is often uneven and
inadequate, whilst Capel et al (2010: 57) suggest that to hold a mentor or other colleagues
within the school responsible for difficulties in making progress demonstrates a poor attitude
...


From being under the supervision of experienced and

professional staff within my faculty I have been able to respect and follow advice and
guidance offered to me by colleagues and act on it to develop my professional practise
...
Induction programs create
opportunities for trainee teachers to learn from best practices and analyse and reflect on their
teaching
...
I constantly receive beneficial feedback and guidance form
staff to continue to develop both professionally and personally
...
I
have also been able to use resources more effectively after staff observed my lessons and
suggested ways in which I could organise pupils and equipment to allow for smoother
transitions and progression to take place, this has been most effective during summer
activities especially athletics
...
Ongoing professional
development keeps teachers up-to-date on new research on how children learn, emerging
technology tools for the classroom, new curriculum resources, and more
...


Professional Knowledge and Understanding
Q10- Have a knowledge and understanding of a range of teaching, learning and behaviour
management strategies and know how to use and adapt them, including how to personalise
learning and provide opportunities for all learners to achieve their potential
...
Teachers are presented with
varying needs and provide sufficiently personalised teaching to enable all learners to make
good progress and succeed
...
The benefit of this is that it allows the teacher to control the
entrance of the classroom and the way the pupils enter the space
...
This is important
as a recent Ofsted report of my placement highlighted that low level disruption is rife within
 

6  

the school and with appropriate actions taken it can be erased and allow for all pupils to focus
and concentrate during lessons
...
Mosston and Ashworth (2002: 293-94) proclaim that
discrepancy caused by teachers is due to their inability to accurately identify pedagogical
events in their classroom i
...
planning for behaviour management
...

Through completing university based tasks and attending Initial Teacher Training sessions I
have been able to develop my knowledge and understanding of a range of teaching, learning
and behaviour management strategies and implement them into my daily teaching practise
and during my role as a form tutor to provide opportunities for all learners to achieve their
potential
...

Mosston and Ashworth (2002: 293) state how teaching requires knowledge of both content
and pedagogy to demonstrate sound teaching practised and allow for effective teaching and
learning to occur
...
I have been fortunate to have suitable resources at my disposal and
adapt lessons to suit learner needs
...
After a discussion with him personally I was able to find the simple solution of
changing the colour of his ball so he could easily distinguish between his ball and any others
...


Q11- Know a range of approaches to assessment, including the importance of formative
assessment
...

Secure Assessment for Learning (AfL) practises enable teachers to monitor and assess the
achievements and needs of learners and to plan their teaching effectively
...
A secure knowledge of national assessment
requirements helps teachers to prepare learners well for public examinations and
qualifications and to set targets to improve learning
...
e
...
This knowledge has enabled me to use
a range of strategies to monitor learners’ progress, to raise achievement and to enable learners
to succeed, e
...
the use of plenaries has allowed me to check if learning has occurred and to
reinforce any important aspects from my lessons
...
O’Neill and Ockmore cited in Capel et al (2006: 135) claim
that it is extremely important for teachers to assess for learning so that pupils can improve
their learning and identify areas for improvement
...
’
Completing Phase 3 I was fortunate to be part of GCSE moderation and be able to prepare
GCSE students for exams by preparing revision lessons and offering advice
...
Throughout my placement I have engaged in discussions with Head of PE and other
staff about assessment requirements and arrangements allowing me to become aware of how
to moderate and interpret assessments
...
During my
lessons pupils are always given the chance to peer asses and help each other learn e
...
during
athletics pupils regularly observe each other perform and provide feedback
...
Finally completing university
 

8  

based tasks that have allowed me to research and further develop my knowledge regarding
assessment requirements
...

In order to meet the diversity of learners’ needs, teachers develop a repertoire of teaching
skills, techniques and approaches suited to the age and ability of the learners they teach( TDA,
2009)
...
Lessons are timed and paced well, managing transitions
efficiently and personalise learning accurately
...
By selecting the appropriate teaching style and strategy for
different stages of a lesson I have been able to effectively allow learners to progress and
achieve objectives
...
Activities have been managed and coordinated at a good
pace and have been relevant and appropriate to the ability and age of the pupils
...
Feedback
from my tutors has been very positive commenting on how I have been able to establish and
manage the timing and pace of lessons whilst managing the classroom to support learning
...
While managing the needs of different groups of learners during lessons
and form time I have also encouraged cooperation and effective communication amongst
peers to enhance learning by allowing pupils to take an active part in their learning, have
ownership and promote strong leadership skills when performing in game situations
...

Overall, reflecting on my teaching I believe that through developing professionally and
following guidance I have been able to plan and implement lessons that allows for a
 

9  

consistent structure but also allows for flexibility to adapt to any situations that may occur
without prior notice
...


Q26 (a) - Make effective use of a range of assessment, monitoring and recording strategies
...
Learners are assessed against national benchmarks using National Curriculum (NC)
level descriptors and NC assessment frameworks
...
Teachers make good use of AfL strategies
to improve their skills in providing feedback and to develop in learners an increased sense of
control and ownership over their learning
...
With guidance from departmental staff I was able to follow the schools assessment
strategies help plan my own approach to assess learning, record progress and review learning
and therefore set new targets for pupils to work towards
...
Assessment for learning provides a clear indication
that learning has taken place and also how future learning can best progress (Garner, 2005)
...
For example during lessons I would
provide constant feedback and question pupils understanding of the lesson objectives
...
Morley and Bailey (2007) suggest that feedback to pupils
about their progress is of immense importance in contributing to motivation and further
progress
...
These levels then can be used as a topic of discussion during parents evening
...
I was also able to use and internal summative assessment with my year 10 class
by giving them a revision test at the end of a topic and awarding them a grade to show how
much understanding they had of a topic
...

There are dangers associated with assessment when it comes to providing pupils with their
attainment level
...
Also
assessment can lead teachers and pupils to become over concerned with pupils performing
well at the expense of quality educational experiences
...
Within both schools an excellent relationship was formed with the rest of the
teachers on both a departmental level and through the entire teaching body
...
Vincent Lombardi, a renowned American
football Coach, of all time once said “An individual commitment to a group effort, this is
what makes a team work, a company work, a society work, a civilization work”, I believe this
is very true in the teaching environment
...
I believe this is in part to my work
outside of the classroom for example supervising on school trips and my after school work
with the extra-curricular activities
...
To continue to develop professionally I will continue to set new
targets and aim to follow guidance from experienced staff to ensure I can consistently
provide high quality PE lessons whilst challenging pupils and enhancing learning
...

 

11  

References
•

Atherton, J
...
And William, D (1998) Inside the black box: Raising standards through
classroom assessment
...


•

Capel et al (2006) A Practical Guide To Teaching Physical Education in the
Secondary School
...


•

Capel et al (2009) Learning to teach in the secondary school
...
London: Routledge
...
London: Routledge
...
(2006) The essential Guide to teaching
...
Department for Education and Skills
...
(2008)
...
Available: http://www
...
org/teacher-development-introduction
...


•

Ellis, V (2007) Learning and Teaching in Secondary Schools
...


•

Fautley, M
...
(2008) Assessment for Learning and Teaching in
Secondary Schools
...


•

Forde, C
...
London:
Paul Chapman Publishing
...
(2003) Teaching Responsibility Through Physical Activity
...


•

Hughes, M
...
Network Educational
Press
...
(2007) Essential teaching skills
...


•

Lockwood, A and Newton, A (2004) Assessment in Physical Education
...


•

Morley, D
...
(2006) Meeting the needs of your most able
pupils: physical education and sports
...


 

12  

•

Mosston, M
...
(2002) Teaching Physical Education (5th ed
...


•

Muijs, D
...
(2005) Effective Teaching
...


•

Ofsted (2009)

•

Oslin, K et al (1998) The Game Performance Assessment Instrument (GPAI): The
Journal of Teaching in Physical Education, 2, 231-243
...
(2006) Parent Teacher - The Benefits of Creating a Supportive Parent
Teacher Relationship

•

Rogers, B
...
London: Paul Chapman
...
and Tannehill, D
...
London: Mayfield Publishing Company
...
(2004) Designing teaching approaches to achieve intended learning
outcomes
...


•

 

Zwozdiak-Myres, P
...
London: Routledge

13  



---