# data[].attributes.body
Reflecting on Professional Learning - Vignettes

As part of their everyday practice, teachers continually reflect on teaching and learning, and on school life in its broadest sense. They do this individually or collaboratively, using varying techniques, and may record these reflections in equally varying ways. In engaging with the development of Cosán, you are encouraged to reflect on your engagement in professional learning, and the impact of this on your practice. Engagement in the process is entirely voluntary for schools and teachers.

The vignettes below offer some examples to support teachers in considering how they might reflect on their professional learning and its impact on their practice, and how they might gather and/or share these reflections, where appropriate.

In reading any of the vignettes below, teachers might consider:

·         The professional learning process/area in which the teacher is engaged

·         How the teacher reflects on their professional learning

·         How the teacher considers the impact of their professional learning

·         How the teacher gathers and/or shares their reflections.

·         Vignette #1

·         Sarah is a primary teacher and is currently teaching 3rd Class. She is also a member of the school’s Professional Support Team for Droichead. Her role as a mentor has offered a range of opportunities for professional learning. In reflecting on this experience at varying points in the year she used a What? So what? Now what?reflective frame. She recorded responses to these questions (intermittently) as part of her Cuntas Míosúil. She has also shared feedback on her learning with the other PST members, and with other mentors during NIPT shared learning sessions.

·         Vignette #2

·         Darren is teaching mathematics and physics in a post-primary school. Given the diversity in his classes he undertook independent reading on differentiation and effective inclusion strategies. He also asked the special education team to team-teach some lessons so as to model instructions and questioning for students. In reflecting on this learning experience he engaged in a series of professional conversations with the special education team. As evidence of the impact of this experience, he considered samples of student work, his classroom planning, and notes from his conversations with colleagues. With the special education team he decided to share his experience and successful differentiation strategies with the wider staff as part of a staff meeting.

·         Vignette #3

·         Louise is a post-primary English teacher who along with some other colleagues in her subject department has set up a sharing group via an online platform, to share examples of good practice, resources, reading material etc. She has reflected on this learning experience via written commentary on the platform, and through professional conversations as part of department meetings. When considering the impact of their learning, the group use samples of student work, and ongoing planning. The group have decided to share some examples of good practice and their reflections on these, with the wider staff, via the staff intranet.

·         Vignette #4

·         Brian is teaching in a special class for children with autism spectrum disorder. He has undertaken a range of professional learning programmes to support his practice. In reflecting on these experiences he uses Evernote as he already uses the app to store resources and materials from the learning opportunities. He uploads images from his practice demonstrating the impact of his learning e.g. photos of teacher-designed tasks, and accompanies these with short written or audio narratives. He uses these reflections to inform his ongoing planning, and has the option of sharing them with the principal as part of his Cuntas Míosúil.

·         Vignette #5

·         Michelle is a media teacher, currently teaching in an institute of further education. Her school has undertaken a whole-school initiative to explore a range of innovative pedagogical strategies that can work across departments. Staff members have committed to exploring one strategy with colleagues, via reading and professional conversations, and exploring how this works in practice. They reflect on this in their discussions, and also via a shared digital repository where they can upload collaborative reflections on their learning and the impact of this on practice. These reflections are visual, written or multi-media. The pedagogy groups are also allotted brief time-slots at staff meetings during the year to share their learning, and the impact of this, with the wider staff.

# data[].attributes.body
Differentiation!
please take all of these into account when planning your lessons......
Additional Educational Needs
Socio Economics
Sensitivities
Learning Style
Current Wellbeing State
Code of Behaviour............the list is endless
How do we include EVERYONE?

# data[].attributes.body
Once your teaching is ok, they should all be learning, right??

# data[].attributes.body
Another Approach to Reflection - you need to pick the approach you are going to take - pick a formal method of rflecting to organise your thoughts and record reflection in a more meaningful way.
Like Gibbs’ model, this helps teachers move from merely describing the learning activity/opportunity and its ‘perceived’ benefits, to reflecting on implementing elements from the learning, and the impact thereof. And then further, to future planning of professional learning based on this evidence.

1. What? This is the descriptive aspect of your activity, e.g., describing the learning via writing, professional conversations etc. This should succinctly describe what has happened in the learning activity, what you and others have been doing.

2. So what? This is where you attempt to make sense of your learning, the personal and professional impact, including the impact on your practice and on the students’ learning, motivation, engagement etc. As above, the conceptualisation of impact here is very broad. Evidence of this impact could include written or visual reflections, examples of student work, examples of responsive planning etc.

3. Now what? This is the section which requires you to think about what you are going to do next and what the consequences of your actions might be. You need to back this up with evidence.

# data[].attributes.headline
Begining the Reflection Process - How to Reflect.......a more FORMAL approach

# data[].attributes.subject
Begining the Reflection Process - How to Reflect.......a more FORMAL approach

# data[].attributes.body
Brookfield’s (1995) lenses can support teachers in viewing their teaching from different vantage points. The lenses can prove especially beneficial when considering what evidence teachers might gather in reflecting on the impact of their professional learning.

1. The autobiographical - Teachers can focus on previous experience as a learner in order to frame how they currently work. They can explore, for example, teaching journals, evaluations, and personal goals/outcomes, and in doing so reveal aspects of their practice that may benefit from development through personal or professional learning.

2. The students' eyes – In reflecting on the impact of their learning, teachers can use, for example, student evaluations, assessments, student journals, or student focus groups to gather students’ insights.

3. Our colleagues' experiences – In reflecting on our learning (and its impact) peers can often highlight elements of good practice, and provide innovative solutions to elements of practice that can be further developed. Professional conversations, team teaching experiences, participation in workshops/ seminars, and collaborative reviews can contribute to improved motivation, increase collegiality and enhance teaching and learning outcomes.

4. Theoretical literature – Collaborative engagement with colleagues and appropriate literature as part of ongoing learning can support practice and can offer a broader context to our teaching and learning. Teachers can use literature, and existing research to frame and support their practice, and can also highlight opportunities for further learning.