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7100 – Reflective Practice

Reflective Review of critical incidents/key themes emerging during Phase 1 and 2 to
QTS Standards informed by research and policy

Date: 18/02/2013

Word count: 2178

Student number: 608652

Sue  Walker  

1  
 

7100  

Introduction
This essay aims to provide an in-depth analysis of three critical incidents I have
experienced on my first school placement
...
The first incident
highlights my inexperience as a teacher as I felt I needed to assume control over the
class, as opposed to increasing independent learning and allowing pupils more
responsibility in the lesson
...
The final incident looks at my ineffective use of formative
assessment, as I didn’t place enough importance on questioning whilst teaching the
lesson, resulting in a lack of student understanding while undertaking tasks
...

Related standard: 5b
Research suggests that a teacher-led/command style of teaching is in fact still the
most commonly used style of teaching across most subject areas, but it is especially
prominent during PE (Shimon, 2011; Morgan, Sproule & Kingston, 2005; CurtnerSmith & Todorovich, 2002; Mawer, 1999)
...

This was evident in my approach in the initial stages of my first placement while
teaching practical BTEC badminton, as I was encouraged to implement such an
approach while teaching at Key Stage 3 by my placement school
...
This transmitted to their written work, as they
demonstrated little understanding of the game due to my command based approach
...
It is
essential that students are encouraged to take responsibility for their learning as not
only will it enhance their understanding, but it is also a requirement of the National
Curriculum PE (Department for Education, 2012)
...
The most comprehensive and coherent framework
encompassing numerous styles is Mosston’s Spectrum of Teaching Styles (Mosston
& Ashworth, 2002) which I began using extensively whilst planning lessons to begin
incorporating a more student-led approach into my lessons
...

The top end of the scale is represented by the more teacher-led learning styles
(Mosston & Ashworth, 2002), with command-style learning leading the way as the
most prominent in terms of teachers moulding practices by making all the decisions
within the session
...
According to
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learning style theory, these students are less capable of carrying out plans and tasks
and show less proclivity for becoming involved in new experiences (Adler, Whiting &
Williams, 2004)
...
This was especially evident having marked their BTEC theory
work as they showed little understanding of the tasks they were performing during
practical lessons
...
Whether
viewed from a socio-cultural or individually focused, they explain how a student’s
active engagement is key to learning, as students may vary in learning style (Curry,
1999), intelligence (Armstrong, 1994) or self-regulation
...

In contrasts to the teacher-led approach, Mosston and Ashworth (2002) indicate
more pupil-led styles of teaching such as guided discovery, where the teacher will
often pose questions or create a problem in which the pupils are instructed to solve
on their own accord (Kassing & Jay, 2003)
...
This style of teaching puts the responsibility of
the learning in the hands of the pupils who must work independently or part of a
group to solve a problem (Jones, Hughes & Kingston, 2007; Schempp, 2003)
...
The approach almost forced the students to learn and understand the key
principles of a skill or game and then dictate this back to their peers in a way that

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helps them improve performance levels (Kirk, 2002: Kirk, Kiss & Limerick, 2004;
Kelly & Melograno, 2004)
...

Standard: 5d
The number of EAL students has increased significantly in recent years, where they
have been placed in classroom and practical environments with little, to no
understanding of the English language (McGuire, Parker & Cooper, 2001)
...
Throughout my time on my first placement I taught a student from Poland who
spoke very little English, however he was extremely reluctant to highlight this to the
other students, or the teacher
...
This was highlighted by my mentor, as he noticed the student
would often wait to view what the rest of the class was doing, and then attempt to
undertake the skill with very little understanding of the task
...
As a result of the student’s lack of
progression, and the schools policy to ensure he had to speak English verbally
without assistance, I followed a structure for reflection based on Gibb’s cycle (1988)

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which allowed me to reflect and evaluate the situation before setting my own action
plan
...
Not
to include Polish terms on the diagram cards was the schools policy as they felt his
understanding of written English would help in other subjects, and this is supported
by Daley (1988) as he argues that PE enables EAL students to become proficient in
both the subject content and language
...
Due
to the repetition and reinforcement, McGuire, Parker and Cooper (2001) argue that it
allows for significant language development
...
However, I would often encourage him to attempt the skill without the
diagram card, and repeat the key terms or teaching points back to me in spoken
English
...

Reflection 3: Ineffective use of oral questioning post task/activity as a method of
formative assessment
...
This is a
form of formative assessment which takes place during regular intervals throughout

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lessons, providing feedback to the teacher and students of their progression and
understanding of the activity (Brooks, 2007; Dymoke & Harrison, 2011)
...
This was reflected in their performance as they
were placed in small sided games where they demonstrated limited understanding of
when such passes should be played to benefit their team
...
This is
support by Capel, Leask and Turner (2005) as they argue that the implementation of
post task questioning enables the teacher to identify student misunderstanding,
therefore highlighting a necessity to develop the students’ knowledge and enhance
their learning
...

Furthermore, post task questioning is especially important as it encourages students
to self reflect and analyse what they have learned and establish goals for
improvement during the lesson (Silver, Strong & Perini, 2007)
...
Having not made use of post task questioning, I found it extremely
difficult to assess the effectiveness of the intended learning outcomes of the session

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and as I had little evidence that the students had achieved them (Thomas, Lee &
Thomas, 2008; Wragg & Brown 2001)
...
This is evident in Blooms taxonomy model, where teachers can vary
their questions depending on the student’s ability, to enhance ‘higher order thinking’
allowing the teacher to challenge the students understanding
...
Furthermore, having moved into more game based practice they had an
increased understanding of when each pass should be used
...

Conclusion
The aim of this essay was to analyse three critical incidents which were linked to
specific QTS standards, and highlight how they have informed my progression as a
teacher
...
The three aforementioned incidents highlighted areas of my teaching
which required development and having personally reflected and sought advice from
my mentor my teaching improved significantly
...
Their leadership skills also improved as a result of a more student-led
approach where they worked both as individuals and as groups to complete tasks
...
Having noticed his difficulties in
understanding the tasks, and by providing him with visual aids, his learning was
enhanced as he began participating more effectively
...
Students commonly demonstrated a lack of understanding whilst
undertaking tasks as I failed to implement formative assessment throughout my
lessons
...


Sue  Walker  

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References
Adler, R
...
R
...
, 2004
...

Accounting Education: An International Journal, 13(2), pp
...

Armstrong, D
...
, 1994
...

Virginia: Macmillan Press
...
(2007), What Works for Pupils with Literacy Difficulties? The
Effectiveness of Intervention Schemes
...

Capel, S
...
, and Turner, T
...
Learning To Teach Physical Education
in a Secondary School
...

Capel, S
...
, 2010
...
London: Routledge
...
, 1999
...
Academic
Medicine, 74, pp
...

Curtner-Smith, M
...
, and Todorovich, J
...
, 2002
...
Perceptual and Motor Skills (95), pp
...


Daley, D
...
Language development through physical education
...
132-33
...
, Bull, R
...
, 2000
...

London: Elsevier
...
, 2011
...
London: Continuum International Publishing
Company
...
, and Harrison, J
...
Reflective teaching and learning
...


Glasson, T
...
Improve student achievement: A practical guide to assessment
for learning
...


Graff, M
...
Including and Supporting Learners of English as an Additional
Language
...

Jones, R
...
, and Kingston, K
...
An Introduction to Sports Coaching:
From Science and Theory to Practice
...

Kassing, G
...
, 2003
...

Champaign: Human Kinetics
...
, and Melograno, V
...
Developing the Physical Education Curriculum
...

Kirk, D
...
Physical Education: A Gendered History
...

Kirk, D
...
, and Limerick, R
...
Senior Physical Education: An Integrated
Approach
...

Kirk, D
...
, and O’ Sullivan, M
...
Handbook of physical education
...


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Kulinna, P
...
, and Cothran, D
...
, 2003
...
Learning and Instruction, 31(6),
pp
...


Lavin, J
...
, 2008
...
New York: Routledge
...
, and Bailey, R
...
Teaching Physical Education 11-18:
Perspectives and Challenges
...

Mawer, S
...
Learning and Teaching in Physical Education
...

McGuire, B
...
, and Cooper, W
...
Physical Education and Language:
Do Actions Speak Louder than Words?
...
101-116
...
, Sporule, J
...
, 2006
...
European Physical Education Review, 11, pp
...

Mosston, M
...
, 2002
...
Michigan:
Cummings
...
, and Bowler, M
...
Assessment for and of learning
...
et
al
...
, Learning to Teach Physical Education in the Secondary School: A
Companion to School Experience
...

Parker, M
...
, 2007
...
Educational Review, 59(3), pp
...

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Sahin, C
...
and Stables, A
...
Teachers’ Beliefs and Practices in
Relation to their Beliefs about Questioning at Key Stage 2
...
371-384
...
, 2003
...
Champaign: Human Kinetics
...
, 2011
...
Champaign: Human Kinetics
...
, Strong, R
...
, 2007
...
Alexandria: Thoughtful Education
Press
...
T
...
M
...
R
...
Physical education for
elementary teachers
...


Webster, A
...
, and Reed, M
...
Managing the Literacy Curriculum
...

Winnick, J
...
Adapted Physical Education and Sport
...

Wragg, E
...
and Brown, G
...
Questioning in the Secondary School
...


Sue  Walker  

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Appendix 1

      Setting
 

SMARTER Targets and Action Planning C3(i)      

Used  in  conjunction  with  the  Weekly  Meeting  Record  C2(i)  (Insert  rows  below  each  
standard  to  show  continued  development)    

 
Colour  Code  for  Phase  of  
Training:

= Phases 1/2/3

= Phases 2/3

= Phase 3

   
 
 
Trainee name:
Simon Hewitt
Target
Specific
(objective)

Phase:  

Establishment:  

Action
Achievable and
Realistic
(Learning
Activity)

Success Criteria
Location/Evidence
of Impact
Measurable
(outcome)

Timescale
(Date to be
completed)

Evaluated
and
Reviewed
on (date)

Phase

No
...
Teacher

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student-led
approach in
practical and
theory lesson,
especially in
Key Stage 4
...
I will
also delegate
different
responsibilities
to students to
ensure
independent
learning is
enhanced
...


observation
throughout
lesson of
increased
understanding
...
Student’s
written work will
demonstrate
and increased
understanding
of the task
being
performed
...
Students will
have the ability
to manage
others and be
responsible for
their own
learning
...
Students
undertaking
peer/self
assessment
...


In the planning
stage ensure I
have information
on all students
regarding SEN,
G & T and EAL
students
...


1
...
Improvement in
students
spoken and
understanding
of English
language
3
...
Teacher
observation of
students

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lessons by
using Q and A
to ensure
student
understanding

lesson where
mini-plenaries
would benefit
student learning
...

Differentiate
questions so that
all students are
being
challenged
...

2
...

3
...


S7:    Manage  behaviour  effectively  to  ensure  a  good  and  safe  learning  environment

S8:    Fulfil  wider  Professional  Responsibilities

PART  2:    Personal  and  Professional  Conduct

 
NB:    The  Smarter  Target  Setting  and  Action  Planning  proforma  is  maintained  by  the  Trainee  and  a  
copy  given  to  the  SBT  and  a  copy  uploaded  onto  the  e-­‐portfolio
...
docx

 

 
 
 
 
 
 

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