# data[].attributes.body
Currently, due to the COVID-19 pandemic, all learning is online.

# data[].attributes.body
Lower levels struggling to attend and engage due to change in routine and lack of motivation

# data[].attributes.body
Leading to a big rise in mental health - hard to support learners from a distance effectively.

# data[].attributes.body
Novel ways of assessing. - in class room, clear to see if they understand or not, online so much harder. More time spent on resources. Time is already limited!

# data[].attributes.body
Some PL units for FE and learning outcomes for HE are practical based - use words such as demonstrate - how can we effectively teach/ assess those skills?

# data[].attributes.body
Outlined by Shimimura 2018, whole brain approach that solely relies on the individual being motivated. This is currently lacking in some individuals.

# data[].attributes.body
Adapting tasks to stay within the ZPD of the learners. More easily distracted online and at home.

# data[].attributes.body
Intrinsic - gain qualification
Extrinsic - motivation from outside (trips)

# data[].attributes.body
No solution that is going to suit everyone.
Deliver engaging lessons helps for those that attend.
Increase in formative assessments.
Take inspiration from Rosenshine's principle of Instruction  - start with recapping, introduce new content slowly.

# data[].attributes.body
Encourage practical activities with own animals for higher level learners. Not with lower levels due to welfare issues - such as miss handling.
Supplement with industry videos - use knowledge of the team.

# data[].attributes.body
Monitor attendance and offer/ refer to support if required.
Social Justice - will Level 2 learners have access to these animals compared to higher level learners?

# data[].attributes.body
Educators need to have many skills such as knowledge, autonomy, trust and to promote human wellbeing.

# data[].attributes.body
Introduced dual professionalism, defined by deep knowledge, conceptual understanding and expertise in teaching and learning, matched with expert subject knowledge and skills.
Applies to me as I am an educator, BSc degree and qualified dog groomer.
Increased responsibility

# data[].attributes.body
Attendance and engagement is one of my professional responsibilities by much of this is outside of my control. Can only go so far to get learners to attend.

# data[].attributes.body
So many competing responsibilities, such as knowledge, skill, trust etc hard to manage everything.
Knowledge of the subject
Knowledge of M&E
Knowledge of the learners
Trust from parents, colleagues, learners
Authority over learners, SOL, assessment, lessons
Promote human wellbeing
Mental health support
Safeguarding
learning needs

# data[].attributes.body
Privileged to be seen to be in a role of a professional where trust and accountability is placed, however with dual professionalism and ever increasing responsibilities, undermines my professional status, leaving a feeling of being overwhelmed. Things do not get done as meticulously as they should, whilst other areas get missed, leading to frustration and a sense of 'letting people down'.

# data[].attributes.body
Example of a double loop level of reflection as I feel I am accountable for attendance but there is only so much that I can do as a professional. I have little autonomy of this issue as it is ultimately down to the student to attend or not.

# data[].attributes.body
Cartwright, S. (2002). Double-loop learning: A concept and process for leadership educators. Journal of Leadership Education, 1(1), 68-71.