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Portfolio-12: Positive Feedback on Feedback 

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Portfolio-12: Positive Feedback on Feedback 

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Portfolio-3: KNOWING THE STUDENT - Names 

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Portfolio-3: KNOWING THE STUDENT - Names 

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My practice does show efforts to understand students, within my stop, start continuing feedback it was noted by a student to continue "getting to know people'' however, I still lacked the foresight to spend a significant effort to learn, and more importantly use student names. This was picked up in my management lead observation, which occurred in week 4 with level 4 students in their first term. I identified for future practice, which I currently implement using registry information and student photos within class to accelerate this process of learning. It was surprising to notice the value of this, as a student proactively commented “how have you learned my name so fast”, where it had obvious value to the student getting to know their name.

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Portfolio-4: KNOWING THE STUDENT - The Teaching Philosophy

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Portfolio-4: KNOWING THE STUDENT - The Teaching Philosophy

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My teaching philosophy is driven in part by a value in getting to ‘know a student’ this may be reflected by my occupation as a physiotherapist, where I supported learners in practice education as their educator. In this environment of having one or two students it becomes apparent the importance of knowing the learner, something I feel is more challenging and threatened by larger group teaching by having a class of many faces versus many individual learning environments. Practice education allows the teacher to explore a learner’s motivation, their aspiration, learning styles, their useful experiences to draw upon in creating personal learning experiences.

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Throughout 7010CRB I have engaged with the course and my peers. I have completed all the future learn teaching sessions which were very informative and have allowed me to reflect on knowing students, design for learning, designing learning practice and evaluating practice. I have attended the workshops to support my learning and engaged with the learning activities being a vocal member within small group work and have given feedback on behalf of our group. Although not always in a timely manner I have made sure to provide Peer feedback at the earliest opportunity in the activities online and have explored Aula's resources to understand the learning outcomes and summative process. As a result, I have provided all required portfolio needs such as teacher observation and lesson plan. I have aimed to go beyond the expected portfolio requirements with reflections and further resources to engaged with the course and to enrich my learning through my journey on the course.

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Portfolio-11: My reflection on the student feedback

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Portfolio-11: My reflection on the student feedback

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previous non-management lead peer observation

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previous non-management lead peer observation

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Management-lead observation of my teaching with reflection 

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Management-lead observation of my teaching with reflection 

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My observation of an experienced colleague 

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My observation of an experienced colleague 

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Portfolio-6: Reflection of my learning outcomes

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Portfolio-6: Reflection of my learning outcomes

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opening the door before the lesson

start exam prep at the end

giving a few real life examples of movement

explaining nerve and artery supplies

explaining the vessels and nerves more

repeat from the following weeks

speaking a little slower

more demonstrations

giving some time for us to read the PPT before practice and demonstrations

being a little slower

explaining more about different body part

recap of previous lesson

prioritise what we need to know - summary

repeat the lesson following from the week before.

learning our names

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talking a bit too fast during demonstration

not smiling and smile even more

nothing

leaving the door open so we can get ready

(don't) stop the humour

rushing over nerve supplies

nothing

nothing we love you

nothing

nothing

telling us to do demonstrations without knowing what to do

nothing

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encouraging class to mix up

as you are

demonstrating accessory movements and bony palpations

getting to know people

encouraging students

with the detailed explanations

being interesting, we like your lessons

making jokes

approaching us during our palpation practice and asking if we are doing alright with it

getting us to attempt to do accessory movements beofre demonstrating to us

going through practice in groups and then as a class

the in depth discussions in class

your teaching style

interactive sessions