# data[].attributes.body
1. I would like to make science more engaging and accessible to all students, linking it with cross curricular activities, particularly looking at women in science to create positive role models.

2.I would like to promote equal interests in careers in science for both boys and girls, to reduce gender biases in children's perceptions towards future careers in science.

# data[].attributes.body
Learning for all children and learning potential is open ended

# data[].attributes.body
find it quite odd that the belief is inclusion differs depending on where we are in the world: the science behind children with special education needs does not differ so why should inclusive education differ? some things said felt to me like excuses for not having a working definition of something that is so common across the world

# data[].attributes.body
Inclusive education is a pedagogical system that includes practical ways to effectively teach students with disabilities without alienating them from the rest of the abled students. I think the IPPA framework proposed by Lani Florian would be an effective way to do this.

# data[].attributes.body
Likes -  I liked the idea of inclusion as a 'contextual process' or 'approach' that is contextual and can change and fits in with post-modern society. Also like the shift away from the ideas of most learners, to some to ALL learners.

Dislikes - Didn't really understand the 3 definitions of inclusion as a place, school ...

Connections: inclusion in the school I worked in was the term used for half an hour in the day where children learning predominantly in the 'resource base' of the school would go to their 'link class' for a certain topic or subject and be immersed with the other mainstream pupils in their class. They would then return to the resource base for the rest of the day. Is this an attempt to 'include' them?

Puzzles - I enjoyed this reading, as tricky as it was to understand at times, but it left me wandering where do I start in terms of what I can do in my first placement to give myself a better understanding of these issues? There is so much to consider with inclusion..

# data[].attributes.body
There is no set definition for the term 'inclusion'. The overall meaning is to meet the needs of all pupils in order to allow for maximise participation and outcomes.

# data[].attributes.body
the paper focused a lot on the needs of the teachers and teacher confidence. essentially te teaching part... what about the learning part? if learning is to be collaborative and achieved by the students then we need to work on promoting inclusion amongst the students, not just on how we teach them

# data[].attributes.body
I feel like it was a relatively negative article however I think there were a few good points raised. I liked how they represented an example (IPAA Framework) which I think made the point in the article a bit clearer, however I am of the opinion that this teaching should be on a case-by-case basis and that as a teacher you have to learn to adapt to different children's educational needs as they arise in the classroom.

# data[].attributes.headline
What Counts as Evidence of Inclusive Teaching.  

# data[].attributes.subject
What Counts as Evidence of Inclusive Teaching.  

# data[].attributes.body
I found article hard to read. Tried yesterday and today. Not sure why but with regard to connections to things read - there is a phrase somewhere - no child left out - that resonates. Unfortunately the school I volunteered at seemed to use SEN one-to-one staff to seemingly sit with the pupil making sure they did not harm themselves presumably but I didn't see much evidence of any formal learning. Ideally they'd have a mixture of specialised tuition and integration in the classroom.
As the article is 2014 would be interesting to see how this compares to current practice.

# data[].attributes.body
Whilst there is difficulty in defining inclusive teaching, I like the concept that it is a process of continually increasing participation and decreasing exclusion. One aim set out in Florian's framework is to see the difficulties of children as a dilemma for teaching, rather than  a problem within the student.

# data[].attributes.body
- make sure children use the privacy settings
- if you wouldn't show your parents, you know you're doing something wrong so don't post
- don't share personal information about yourself online e.g. name, address, d.o.b
- educate children on e-safety issues
- educate parents on their child's e-safety and precautions to take

# data[].attributes.body
You don't always know who you are talking to online!

# data[].attributes.body
-Invasion of privacy
-Cyber Predators
-Potential exposure to danger, illegal activity etc.
-The concept of "grooming"
-Stalkers/gangs

# data[].attributes.headline
Reflection is the process that enables you to look back and critically analyse and refer to learning, professional development, or teaching among may other aspects of life. We can be reflective in may situations, evaluating the sequence of events and its outcomes can help you to understand how you arrived where you are. Plus, you may understand what needs to be changed/altered in order to obtain a varied

# data[].attributes.subject
Reflection is the process that enables you to look back and critically analyse and refer to learning, professional development, or teaching among may other aspects of life. We can be reflective in may situations, evaluating the sequence of events and its outcomes can help you to understand how you arrived where you are. Plus, you may understand what needs to be changed/altered in order to obtain a varied

# data[].attributes.body
Reflection is the ability to reflect on one’s self. Always evaluating your actions, and the effect that it has. Always questioning how can you improve on yourself and become more effective. This is an important skill to develop as a teacher as you can evaluate and analyse your teaching strategies, what works best in your classroom, and what can you improve on. You can also reflect on your co-workers teaching strategies, they might have a technique that may be useful if implemented in your classroom, or maybe implement it and then reflect on the outcome, was it successful or not. Being reflective means always willing to develop and improve on one’s self and actions.

# data[].attributes.body
Reflection is the process of looking at what you have done, learnt or witnessed, and critically analysing your understanding of it. Reflection in teaching can provide a deeper understanding about the ways in which you teach and students learn.

# data[].attributes.body
Reflection is a self-assessment of something that you have done which you then critically analyse in order to think about what went well and what you could improve on in the future. It is important for a teacher to always reflect on themselves so that they are able to adapt and change their teaching styles to keep up to date with changes in the education system.

# data[].attributes.body
Reflection is when you assess something you have done. In terms of a teacher, this can relate to you assessing how a lesson went to enable you to know how to improve it in the future

It is an important skill for a teacher to develop as this allows a teacher to continually learn what works and doesn’t work for the class they are teaching. This is further important as without reflection, you do not learn how to improve your teaching technique as well as your resources.

# data[].attributes.body
Reflection refers to a process of 'serious thought or consideration'. It is important for teachers to be able to engage with this kind of thought as it allows teachers to be evidence informed, making them highly-effective. Reflective practise in teaching is the ability to critically evaluate one’s experiences in the classroom. When engaging in reflective practise, teachers should assess their actions in the classroom and make positive changes to their practise if needed.

# data[].attributes.body
Reflection is a good way for us to disgest what we have learnt and process what would be useful and neccessary for us. It allows us to think about the strength that we have or we have obeserved and also look at the weakness at the same time. Reflection can lead to changes and improvements in our own ways of teaching and it is a very important skill which allows teachers to move from just experiencing, into understanding. If we don’t question themselves about what their experiences mean and think actively about them,then we won’t make any changes and therefore improve.When we collect information regarding activities in the classrooms and take the time to analyse them from a distance, we can identify more than just what worked and what didn’t. We will be able to look at the underlying principles and beliefs that define the way that they work. This kind of self-awareness is a powerful ally for us as a teacher, especially when so much of what and how we teach can change in the moment.

# data[].attributes.body
Reflection is essentially a process of examination - encouraging teachers to be both thoughtful and self aware when analysing their actions and experiences in schools. By being conscious of and honest about what works for them and their pupils in a classroom setting, teachers can start to develop more effective pedagogy that is rooted in introspection, adapting to the challenges of their world and aiding their own professional development.

Reflection allows teachers to develop their emotional intelligence as well as their capacity for critical thinking, encouraging rational and measured responses to both the difficulties they may have faced while also allowing them to gain confidence in areas where they can tell that they have succeeded. It is a continuous cycle,  and sets a good example for pupils to be reflective learners in a similar way.

# data[].attributes.body
“Whether we focus on problematic experiences or positive ones, reflecting on them will provide us with opportunities for growth and development.”  (Barbara Bassot, The reflective journal)

Reflection can be defined as thinking deeply about something that may not have been given much thought too.  Reflection is  observing  and thinking about our experiences, actions, feelings, and responses. This can then be interpreted or analysed in order to learn from them. Questions that can be asked during the reflection process could be: ‘What I did? How I did this? and What did I learn from doing so?’

This skill is regarded highly important for teachers to develop, as reflective practice within teaching is one of the most important foundations in ‘personal professional development and improvement’. It supports teachers to gather,  record, and evaluate everything that takes place in their lessons. Teachers can move on from experiencing to understanding. Without this skill teachers are unable to question themselves about the meaning behind their experiences which can prevent them from making changes to progress further.  As a teacher self-awareness is crucial.

# data[].attributes.body
Reflection is a process in which teachers can self-assess and explore the effect of their own teaching, by asking a series of questions. Reflecting on your own work allows you to improve and identify your strengths and weaknesses. This process is an important example of professional development. There are many ways to begin the process of reflection– by recording your own lessons as you probably cannot remember everything which happens in the classroom. Asking feedback from students is another way of reflecting how effective your lesson was, as they offer a different perspective compared to the teacher.

# data[].attributes.headline
Reflection means thinking critically about any activity you have completed as a teacher (observation, teaching, lesson planning, discussion etc...). This means looking back at what we have done in a way that allows us to pick out what went well or not so well and why this happened. Think about whether a lesson has achieved what it set out to? Whether it achieved what we wanted the students to gain from it and whether it suited their needs as individual people and as a class. The aim of this is that in the future we can be better teachers from finding our self awareness. This is definitely an important skill for teachers to develop as a main part of teaching is adapting the curriculum in order to suit the needs of our individual pupils - which cannot be done without understanding what techniques work vs do not work. The same lesson that works for one class is not necessarily going to work for another, and to understand why we need to reflect on it critically

# data[].attributes.subject
Reflection means thinking critically about any activity you have completed as a teacher (observation, teaching, lesson planning, discussion etc...). This means looking back at what we have done in a way that allows us to pick out what went well or not so well and why this happened. Think about whether a lesson has achieved what it set out to? Whether it achieved what we wanted the students to gain from it and whether it suited their needs as individual people and as a class. The aim of this is that in the future we can be better teachers from finding our self awareness. This is definitely an important skill for teachers to develop as a main part of teaching is adapting the curriculum in order to suit the needs of our individual pupils - which cannot be done without understanding what techniques work vs do not work. The same lesson that works for one class is not necessarily going to work for another, and to understand why we need to reflect on it critically

# data[].attributes.body
Reflection provides a deeper understanding about the ways teachers teach and students learn. It is an essential skill for teachers to have as it provides self-observation and self-awareness of one's own work ethic. Reflection allows us to understand where we may go wrong, therefore, supporting us to become better teachers over time, constantly improving.

# data[].attributes.body
Its a good practice and skill to have as it helps teachers observe and analyse their own lessons. it gives them opportunities to see what went well in the class and what they may need to change when teaching the lesson in the future.
its a good way for an individual to keep learning.
Reflection is beneficial because it allows the individual to develop their creativity and increases self awareness.

# data[].attributes.body
Reflection is the process of self improvement, it is how one may look upon  previous actions and amend issues or highlight the positives. It is an important skill for teachers to have because not all thoughts or plans may work, and reflection can be used to alter the way you teach to become successful. If a teacher does not reflect, they cannot expect their teaching to be effective. While it inhibits a teachers ability to create student development, it is also a barrier to the development of the teachers own skills.

# data[].attributes.body
Reflective practice is a critical process in which you challenge and asses your own beliefs from prior experiences to assess the validity of the actions taken. It allows you to make links and reflect on situations generating questions on how and why something may or may not have worked. As a teacher it is essential to be reflective for professional development as the role of teachers is constantly changing - so we have to be easily adaptable to such change. This links back to the idea of teachers as researchers because learning is continuous and there are always lessons to be learnt from others.

# data[].attributes.headline
What is reflection and why is it an important skill for a teacher to develop? - Shannon

# data[].attributes.subject
What is reflection and why is it an important skill for a teacher to develop? - Shannon

# data[].attributes.body
Reflection involves a willingness to engage in constant self-appraisal and development. It requires flexibility, open-mindedness and responsibility. Reflection is such an important skill for teachers because without it, our actions become static and unresponsive to changing priorities/circumstances. In this increasingly post-modern and uncertain world, social change happens quickly and regularly, values in society evolve and thus so do those of teachers, parents and students- as teachers we must keep up with the times or else we render our actions, and therefore teaching, ineffective. Furthermore, as a social practice, reflection can improve our practical teaching skills and understanding as a 'culture of collaboration' and 'community of enquiry' is created between colleagues, researchers and politicians.

# data[].attributes.body
Reflection has many facets, for example: by reflecting on work we are enhancing its meaning, reflecting on experiences can encourage insight and more complex learning. It is an act which can be done alone, however, reflection is enhanced when we ponder our learning together with others.

Reflection involved linking experiences to previous learnings (scaffolding). It can draw from many cognitive an emotional information sources, i.e. visual, auditory and tactile. In order to reflect, one must act upon and process this information, evaluating the data.

# data[].attributes.body
Reflection is defined by Moon (1999) as the “a form of mental processing with a purpose and/or anticipated outcome that is applied to relatively complex or unstructured ideas for which there is not an obvious solution”.

Reflective practice is a skill that is often encouraged by professionals in the field of teaching. This allows teachers to recall and reflect on their previous experiences, which facilitates professionals to become more self-aware of their own actions. By undertaking reflective practice, a teacher may be able to look back and identify what strengths were demonstrated within the lesson, but also recognise the parts that were less successful. If they were to perform the same lesson again in the future, they will be able to further adapt the strategies and teaching methods, taking into consideration the critical evaluation that they have gained through their previous reflection. Over time, this will facilitate towards the professional growth of teachers, allowing them to become more confident and knowledgeable in the work that they do in the classroom.

# data[].attributes.body
Reflective practice is the active process by which a teacher can begin to support their own development and look at ways of exploring and expanding on what they currently know to become a more critical and well-rounded professional.

The idea was suggested by John Dewey who looked at and juxtaposed the ideas of being actively routine and being actively reflective. The former is obviously problematic in that it’s a static, motionless practice that stalls development and doesn’t adapt to different environments or situations. The latter allows us to be flexible and more socially conscious in our teaching through self-appraisal and by creatively using pre-existing frameworks to inform our teaching.

An example of a pre-existing framework or reflective cycle model is Gibbs’ Model which was designed to give structure to our experiences. Its progressive stages allow a teacher to isolate an incident, whether good or bad, as well as contexualise it within a whole classroom experience.

The combination of practical tools and reflective theory allow a teacher to be forward-thinking with their own teaching. Being critically reflective and using tools to do so allows a teacher to develop the skills that make them the type of teacher that they want to be as well as developing their own identity.

# data[].attributes.body
Reflective practice is "learning through and from experience towards gaining new insights of self and practice" (Finlay, 2008).

Reflection involves exploring and critically examining our ideas, values, experiences and actions for the purpose of personal learning and development. It allows individuals to see how to move forward and improve their abilities, encouraging a culture of continuous learning. Reflection is a fundamental part of teaching and learning. It is a vital skill for teachers as it allows them to evaluate their strengths and weaknesses and therefore adapt learning to meet the needs of all pupils. This process enables teachers to reflect on their  practices to see what works best for their students and what areas can be developed in order to maximise student progress and outcomes.

# data[].attributes.body
reflection encourages self-awareness and could help develop good judgement when encountering problems in the future. It is important for teachers to question our assumptions as well as re-affirm decisions. Reflection can also help us develop our identity as a teacher.

# data[].attributes.body
Reflective practice develops your ability to understand how your students learn and the best ways to teach them. It is an important skill for a teacher as it is vital to think about what went well, what didn't go to plan and what you can do to make the lesson better in the future. It allows you, as a teacher, to develop and grow in the profession, react to all the changes that come with teaching in a school and allows you to adapt to different circumstances.

# data[].attributes.headline
What is reflection and why is it an important skill for a teacher to develop? - Siobhan

# data[].attributes.subject
What is reflection and why is it an important skill for a teacher to develop? - Siobhan

# data[].attributes.body
When an individual reflects, they are processing their thoughts and feelings, providing an opportunity to address them. I think this is an important skill for a teacher as not every lesson is going to go to plan. Therefore, it's important to reflect on what went well, and think about why something perhaps didn't work the way you envisaged it to. This evaluation process allows teachers to learn and develop from their own experiences. Thus, making future lessons more effective.

Should teachers only be reflective about what didn't go well?
Anthony