Reflective Plan Examples

plan for, monitor and reflect on their professional development. Learners will then be able to investigate and

This reflective memo has been composed to discuss my experience with developing a new resume using the information I’ve learned in a Professional Writing course. With this assignment, I was encouraged to explore beyond my comfort zone, and as a result I located a job I may actually consider applying too. While the position in sales is a bit out of my reach currently, the only obstacle is the distance as the company is located in Texas. While I was establishing a resume and cover letter tailored to this job add, I found myself trying to write in a more professional way to create a document I would be proud to have over to an employer. I made an attempt to present myself more confidently worked to show more credible information for experience

Teaching demands a lot of creativity and being able to adapt to different situations and environments. However, in order to experience lasting success, more than pot luck, charisma and spontaneity are required. Planning is essential. Planning and preparation gives a certain level of confidence. Whether it is a single lesson or a whole course, planning allows you to design the learning journey you wish to take your students on. In designing, you can make sure that you are catering for all your learners’ needs. This includes sufficient differentiation; for SEN needs as well as your gifted and talented students. In planning you can ensure that your lessons have a definite beginning, middle and end and have clear aims and targets. At this stage you will also prepare and plan resources. Also, you must plan your assessments. How will you know when the students have learned what you set out to teach? How will they know? How are you going to prove that learning has taken place at the end of the course? All these points will be addressed in the planning stage of the teacher training cycle.

I will informally assess the students during two parts of the lesson. During the discussion, I will assess if the students show an awareness of what causes conflicts. Do they offer situations? Do they share from experience? Are students nodding to agree or disagree with their peers’ statements? I will also

I will use a variety of Formative Assessments before, during, and at the end of the class to check for understanding and I will use the Exit Ticket as a final assessment.

The final role is evaluating and assuring the quality of the teaching programme. . From start to finish the teacher has a responsibility to evaluate their teaching .During the design of the scheme of work, the teacher will have to review the session and ask what when well, or not, how can I improve the next session. It is important to remember the organisation or awarding body will require further evidence that evaluation and quality assurance has taken place. The purpose of this is to provide consistency and quality across any teaching session. This may be linked to performance targets for the college. Evaluating teaching and teachers can be done by several methods .Internal monitoring; this may be another member of staff, the teacher may be required to undertake this as

The following is the outline of the Plan that the student is advised to follow as closely as possible. Each topic will address one or few specific competencies or learning outcomes. Each competency will be graded and assessed using the attached rubric.

6. How team members can be given the opportunity to meet the course objectives and their personal learning goals.

The leadership team discussed specific outcomes that they want accomplish, taking into consideration the issues they want to address. After careful deliberation, they decided that they wanted to create a process of implementation with a feedback loop in which teachers and staff discuss each lesson. Documentation would be written down of what worked and what did not work and modifications could be done for the upcoming lessons. This could be accomplished by setting time for staff to meet and discuss lesson implementation, areas of strength and weakness. After discussion the staff would discuss and change the lesson plans to meet the needs of classroom. By crating this process of implementation staff can course correct

Section four with course outline presented in a table by weeks is easy for students to follow. Each week is introduced with the main topic and readings. However, it may be better if the course outline incorporates the due dates for assignments and group project milestones. Because this course combines in-class activities and service learning, the workload of students is intensive. It may be easier for students to keep on track with different deadlines.

This project provides an opportunity to apply the competencies gained in the units of this course to

Identify and select appropriate strategies that assure faculty and staff will work as a learning organization focused on continuous improvement of student learning.

Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting further student learning and enabling improved student learning through purposeful interaction and providing meaningful feedback. Formative assessment is specifically intended to generate feedback and feed forward on performance to improve, accelerate and enable learning (Sadler, 1998). Formative assessment can and should occur throughout a daily class, through implementation of learning and teaching strategies that lead to both oral and written feedback. The Formative assessment approach is equitable and reliable, producing some significant indicator of student developed understanding that links directly to the syllabus outcomes. This then allows the teacher or other students to respond by trying to

5. Roles and responsibilities 6.The match 7.Orientation session 8. The engagement 9. Coaching session 10.Goal setting 11 .Action planning 12. Active learning 13. Progress review 14.Reporting.

I should address any needs that have arisen at the previous stage. I then need to structure the course making sure that I stay within the boundaries of the syllabus if the course is accredited. If I am unsure then I can discuss this with my colleagues. I should also make sure that a risk assessment is carried out in the classroom following the guidelines of the health and safety act 1979.