Plan, Reflect, Repeat: The Whittaker Journal

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Reflecting and responding to your reflections will directly affect your students as you change and adapt your teaching. Teachers develop individual goals to improve their instruction where the "analyze" step showed any gaps. By asking your students for their thoughts and feelings on the learning, they play an active part in the learning cycle. Although they can be a great way to start thinking about reflection, remember that all models have their downsides. This model is based on a six-stage approach, leading from a description of the experience through to conclusions and considerations for future events.

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The next stage involves us reflecting on the experience and noting anything about it which we haven't come across before. It is important to remember that there may be no changes as the result of reflection and that we feel that we are doing everything as we should. Reflecting allows you to understand how you have helped others to achieve and what this looks like in a practical learning environment. This allows them to take ownership of their learning and also work with you and give feedback, which creates self-aware and responsible students. All of these attributes are business as usual for the typical planning professional and indeed, are articulated in the RTPI Ethics and Professional Standards.

There are five main principles that will make sure you get the most out of your reflections − reacting, recording, reviewing, revising, reworking and reassessing. The ideas from the observations and conceptualisations are made into active experimentation as they are implemented into future teaching. Here the practitioner should explain feelings and give examples which directly reference the teaching experience.

Plan, Reflect, Repeat: The Whittaker Journal by Carys

The Chartered Town Planner Apprenticeship programme is growing and we are very pleased to have had our first apprentice pass the Professional Discussion and start the path to Chartership . Reflection-on-action, on the other hand, involves reflecting on how practice can be developed after the lesson has been taught.Each model of reflection aims to unpick learning to make links between the ‘doing’ and the ‘thinking’. You may find that as time goes on and you develop as a reflective practitioner that you try different methods which suit your current circumstances. Some practical ideas include changing the task from independent work to paired work, adding a scaffold to a challenging task, providing instructions step by step, and making activities time based.

Plan, Reflect, Repeat – HarperCollins

The reflections you make will directly affect the next lesson or block of teaching as you plan to rework and reteach ideas. It is one of the more complex models of reflection but it may be that you find having multiple stages of the process to guide you reassuring. By working with other colleagues and students, relationships become positive and demonstrate mutual respect. By following any of the above models of reflection, you will have a questioning approach to teaching. By reflecting with students, you allow them to play an active part in their learning and gain insight into what needs to improve to support student development.Teaching staff also plans curricula by looking at what is taught at earlier and later grade levels and in other disciplines to ensure a clear continuity of instruction throughout the student’s schooling. This journal could include what they enjoyed, how they felt in the lesson, what they understood and engaged with, what they still need more help with, what they liked about the lesson and things they thought could have been better. The final three sections relate to making sense of the experience and how you, as the teacher, can improve on the situation. We have updated our masterclass programme for 2022 and are repeating the most popular masterclasses as well as two new topics of Applied Urban Design Analysis, and Planning for Elected Members.

Plan, Reflect, Repeat – HarperCollins Publishers UK

You then create lessons which reteach any content which your students have not been able to access to allow them to overcome any obstacles and develop.The evaluation section gives the opportunity for the practitioner to discuss what went well and analyse practice. All these approaches are explained in the ‘Next steps’ section and provide a guide of how to carry out reflective practice, using the following. Once the student starts to play an active part in the learning cycle, they become more aware of different learning styles and tasks. The learning process then becomes an active one as you are more aware of what you want your students to achieve, delivering results which can be shared throughout the institution. This is an extremely efficient method of reflection as it allows you to react and change an event at the time it happens.