Why do you think reflective practice is important or trainers?

What is the research behind reflective practice?

Use the link to help you: Getting started with Reflective Practice (cambridge-community.org.uk)

We always need to be reflecting on our practice as trainers to ensure we are delivering quality training.

Reflect - What did the learner learn and how will they use it in their practice.

Attach - It is good practice to attach evidence to support the learning.

Criteria link - select the criteria the learner feels it links to in terms of their KSBs.

Keep up regularly - ensuring that a learning journal entry is completed every time the learner learns something new to keep up their OTJ hours.

Why they are important: The learner can be reflective of the KSB's and see how they have progressed, it will show their learning and will build confidence as they look back over hoe far they have progressed. Journals are also a way of tracking OTJ hours.

Learning journals enable us to see if learners KSB have developed and also maybe what they might still need support with.

Learning journals are also a way to support for progress review as we can use these to have discussion with learners, manager and find gap and set objectives.

The trainer has access to these and it allows them to measure a learners progress. The trainer can recognise what they are doing well, and to provide constructive and developmental feedback on how and what they can improve on. The learner is able to reflect on the learning of their knowledge, skills and behaviours throughout their training, and will be able to see their progress.

Task- What and when

Reflect-what I have learnt and how to use it moving forward

Attach evidence-anything to support your learning

Criteria link- links to KSB's and have you made progress

Keep up regularly

Reflect = what they have learnt, how this applies to their practice, what they might do differently.

Attach = Any evidence to support the learning journal e.g work products, recordings etc.

Criteria link = Link it to the relevant KSBs.

Keep up regularly = add journals as soon as active learning has occurred to avoid falling behind.

T is the task you completed and when you did it. Describing what the task entailed.

R is reflect. This is where you describe what you have learnt through the task and how you will use this new learning moving forward.

A stands for Attach evidence. Anything that will support what you are writing about in learning journal.

C stands for criteria link. Select the criteria that you feel your learning journal and reflection links to on your apprenticeship course.

K stands for Keeping it up. Regularly adding learning journals with new learning onto your onefile.

Reflective practice involves evaluating your actions and experiences in order to improve. it can involve thinking critically about what you did well and what you could improve or learn more about.

Why do you think reflective practice is important for trainers?

It is important for trainers to engage in reflective practice to identify areas for improvement, and what techniques work for them. Trainers could use reflective practice to identify areas for progression, to develop their working style and ethos, and to enhance the overall delivery a trainer provides.

What is the research behind reflective practice?

David Kolb's four stage reflective model aims to take learning from new experiences forward in a productive way. The cycle follows a pattern of 'concrete experiences', 'reflective observation', 'abstract conceptualisation', and 'active experimentation'. Gibbs and Schon also propose models of reflective practice. research suggests that by engaging in reflective practice, people can enhance learning and retention, increase self awareness, improve problem solving skills and become more adaptable.

T - Task- What the task was, where, when and how it was carried out.

R - Reflect- Reflect on what you have learnt and how you are going to implement this within your role/practise.

A- Attach Evidence

C- Criteria Link

K- Keep up regularly

This is the method that should be used by learners to ensure the learning journal entries that they are creating are reflecting their learning to show progression in their continuous professional development.

1. Description – what happened, what was the task and when did it happen?

2. Feelings – what were you thinking and feeling?

3. Evaluation – So reflecting on the learning. what was good and bad about the experience?

4. Analysis – After reflecting on learning, have things become clearer in this particular area?

5. Conclusion – what else could you have done?

6. Action plan – How can I put this learning into practice

Learning journals are so important as they are a great revision tool and help embed their learning. This is crucial when they reach end point assessment.

Its important for trainers for you to develop new skills and learn through new experiences as a teacher to support your learners.

Theorists of the reflective practice are Kolb and Gibbs, who both have learning cycles and they believe learning is a constant cycle where we are always learning and using this learning to reflect on our practice.

Reflection allows us to learn more about ourselves and how we learn, but it also helps us to improve our academic skills which we can then further support and teach learners.

We always need to be reflecting on our practice as trainers to ensure we are delivering quality training.

Reflective Practise is important for trainers to ensure that they are able to identify area's that require improvement and area's that work well. Reflecting on our own practise in turn will improve our own CPD and ensure that we are competent to support, train and guide our learners.

Research behind reflective practise:

Kolb’s learning theory is represented by a four-stage learning cycle in which the learner “touches all the bases”. Kolb's believes in order to create effective learning all four steps must be completed. Kolb's promotes reflective practise.

Kolb's reflective theory cycle follows four stages.
First, practitioners have an experience. This means experiencing something new for the first time. The experience should be an active one to test new ideas and teaching.
This is then followed by observation. Observing the experience, then reflecting on the experience. Practitioners can consider the strengths and areas for improvement in their development. Practitioners can then form an understanding of what helped the learning of the experience and what didn't.
This would then lead to the the formation of abstract concepts. They will need to make sense of what has happened. They can do this through making links between what they have done, what they know and what they need to learn to improve. It is good practice to learn from what they already know and gain knowledge through research to help support their development and understanding. They could seek support from other colleagues and their knowledge. Practitioners can gain new ideas or create new approaches on what they have learnt from their observations and wider research.
Then, the practitioner should think of a way of how they are going to put what they have learnt into practice. The practitioner’s abstract concepts are then strengthened as they put into practice their ideas in the future, resulting in new experiences to reflect on. The observations and thoughts are then experimented as they implement new learning into their future teaching. The cycle is then repeated again to continue to learn and reflect on new practice.
Kolb’s model aims to show the importance of using both their own experiences and research to help to improve practice.

Reflect-Reflect on the task done

Attach-Attach any evidence

Criteria-Link any criteria

Keep them up=Keep them up and keep on track with then

Kolb model of reflective practice was the learning cycle. Its a widely used learning cycle that supports reflective practice

1. The autobiographical lens

   By considering experiences with learners and methods of teaching, and analysing these experiences assumptions, biases and gaps in knowledge can be identified and addressed.

2. The student’s eyes

   Trainers must understand the experiences and perspectives of their learners to deepen this reflective practice. This enables the practitioner to practice student centred, responsive teaching. These experiences can be gained through evaluations with students, focus groups, interviews, and anonymous surveys. The trainer may be able to identify any power imbalances within the learner - trainer dynamic, and address this to improve teaching and learning experiences. This process enables the trainer to ascertain the experiences of learners from a new perspective.

3. Colleagues’ experiences

   Receiving advice and feedback from colleagues enhances the ability to engage in reflective practice and improvement. Working in partnership strengthens confidence, and shadowing and mentoring opens practitioners up to new ideas, working styles, and new areas for reflection.

4. The theoretical literature

   By staying up to date with new research, and engaging with research by debating, presenting or publishing scholarly articles, practitioners are able to engage in continuous professional development, and update their knowledge and understanding as a processes of improving practice.

Students’ views:

Looking through the learners point of view and seeing from their angle

Colleagues’ views:
Feedback from others such as co-workers, advice and support will help you develop your reflective practice.

Theoretical lens:
Learning is ongoing, once you have qualified you are still learning and will be

2-Reflective practice is important to trainers as it enables them to become self aware of their own progress and development. It helps build on their confidence which equals to an improvement in their practice.

3- David Kolb developed a four stage reflective model called - Kolb's learning cycle (1984). This tool helps you understand the learning process through experience; feeling, watching, thinking and doing. From these 4 stages you can gain ideas and conclusions to help reflect on your practice.

Autobiographical lens:

Thinking about situation in relation to yourself and own experiences

Thinking about how your own story may reflect on this and how it shapes your views

Learner view: You putting yourself in the shoes of your learner. Thinking about them and their reactions and how their own experiences may lead their own learning

Colleagues view: including the views of your fellow colleagues in helping your own reflections and give you ways to improve your own work

Theoretical lens: Making sense of your own experiences and reflecting on these. Gaining a better understanding to reflect and relate to the other three stages

Concrete experience

Experiencing something new, or interpreting a past experience differently.

Reflective observation

Reflecting on the experience in the context of their pre-existing knowledge and understanding. Paying attention to differences or gaps between their pre-existing understanding and the new experience.

Abstract conceptualisation

Learning from the experience and reflection. By reflecting on the experience, new ideas emerge and new insights adapt the pre-existing understanding of an abstract concept.

Active experimentation

These new ideas and understandings of concepts can then be applied to the real world. Experimenting with this new knowledge can solidify the learning, and gives way to new experiences for the cycle to begin again.

This model of the learning cycle is underpinned by Kolb's conceptualisation of four learning styles; diverging, assimilating, converging, and accommodating. By understanding the learning styles, one can utilise the learning cycle to fit their style.

Autobiographical lens- self reflection. This is about your own reflecting not on current but past experiences. Brookfield believed that this can help how a trainer can engage with a learner.

The students (learners) lense

Focusing only on self-reflection is not enough to learn. Trainers need to understand and support Individuals so looking at it through their eyes will give a more in- depth insight into a situation, but may also help the trainer look at their own practice.

Colleagues' lense- Their perspectives when working together closely as peers. this would include feedback, advice, mentoring and teaching from colleagues. Taking their perception into account can help a learner/ trainer reflect on their own practice.

Theoretical lense The importance of lifelong improvement on learning through research and reading to continuously be reflecting on practice.

1.    The autobiographical lens

2.    The student’s eyes

3.    Colleagues’ experiences

4.    The theoretical literature

1. The autobiographical lens

This is the first lens of the Brookfield Model of Reflection and is also where a teacher can uncover pedagogical aspects that must be strengthened or adjusted.The autobiographical lens encourages teachers to reflect their own experiences with students. The experience will help to uncover assumptions about how people learn.

2. The student’s eyes

It is essential that teachers understand students’ experiences. This can be done through evaluations with students about teaching styles, test methods, focus groups or interviews. This will make their teaching more responsive. The student lens also reveals whether any existing teaching styles need to be changed, to promote a better and more impactful experience for the students.

3. Colleagues’ experiences

Excellent teachers will work with these processes and engage with colleagues regarding mentoring, advice, and feedback. This can be done within progress meetings, probation reviews, setting objectives, on the spot feedback and general conversation and communication. Sharing experiences between colleagues can help increase confidence as they realise that they are not alone. It helps to promote sharing experiences and methods.  

4. The theoretical literatureThe fourth and final lens of the Brookfield Model of Reflection for critical reflection in education concerns the scholarly literature about higher education.

Teachers who explore, present or publish this literature have an advanced vocabulary and plenty of methods for their teaching practices. An engagement with both the scientific literature and colleagues supports teachers.

Kolb’s theory focuses on the learner's personal development and perspective. The learner is responsible for guiding their own learning progress.

Kolb’s learning style theory is demonstrated in a four-step learning cycle. The concept behind the four steps of the cycle is that all learners cover and touch all bases.  His learning theory works on two levels: a four-stage learning cycle across four separate learning styles.

Some terms used to explain the cycle are ‘Reflective Cycle and Experimental Cycle’. This is where effective learning is formed through continuous use of the cycle focusing on the Individuals experience, Reflection, experimentation and conceptualization.

Breaking down the cycle

1-      Concrete Experience – Building concrete experience within the area of learning.  This could be a new experience or an existing one.  It could also be, building upon experiences that you already have knowledge of but looking at the concept/situation in a new light.

2-      Reflective Observation – The process where the individual reflects on their experience of a new experience/situation and reflects on it using their existing knowledge. This helps to identify inconsistencies between their experience and understanding allowing them to have a clear picture of their own next steps towards continuous professional development.

3-      Abstract Conceptualization- The experience and reflection process combined then guide and lead individuals to demonstrate new idea’s and modify previous practise/knowledge. This is known as ‘learning from experience’.

4-     Active Experimentation- This is when the newly formed idea’s that have are put into place to experiment and observe the outcome of these to see what happens.

Kolb views learning as an integrated process and believes to create effective learning an individual must be able to demonstrate each stage of the cycle. He believes that using just one single form of the cycle is not effective as a learning procedure on its own.

Behind Kolb’s learning cycle he set out four learning styles which are based on his four-step learning cycle.

-          Diverging (thinking and watching)

-          Assimilating (thinking and watching)

-          Converging (doing and thinking)

-          Accommodating (doing and feeling)

Reflective Observation – In this stage the learner then reflects on the new learning using their existing knowledge or are there any inconsistencies between experience and understanding.

Abstract Conceptualization – In this stage the learner will reflect on or come up a new ideas, or a modify an existing learning from their experiences.

Active Experimentation The learner applies their ideas to their role in the setting.

Gibbs

Gibbs Reflective Cycle (youtube.com)

This cycle has more steps than Kolb. This cycle is more about your feelings and thoughts of the new learning. It talks about using actions that are within your own control. This cycle encourages you to use a physical action plan to see the progress you are making, the action plan for us and our learners is using the learning journals and scorecards to physical see the progress made.

Brookfield

4 Lenses of Brookfield Model of reflection

This is not a cycle like Kolb and Gibbs and it is using many different ways to be reflective that it not all for you to do yourself. The stages are:

1. Autobiographical Lens- this is using self-reflection using past experience and current feelings or recording new learning.

2. Students Eyes-gaining the view of the learners

3. Colleagues experiences- you will gain new insight and views to improve your teaching or practice.

4. Theoretical lens- using reading and research to gain a better understanding to put into your teaching/practice.

Concrete experience

Doing the active/webinars or having the experience, such as changing nappy, planning an activity

Reflective observation

reflecting on the experience, did it go well, if not why

Abstract Conceptualisation

What did you learn for the experience

Active Experimentation

Try out what you have learnt or planned

Kolb's reflective theory cycle follows four stages.
First, practitioners have an experience. This means experiencing something new for the first time. The experience should be an active one to test new ideas and teaching.
This is then followed by observation. Observing the experience, then reflecting on the experience. Practitioners can consider the strengths and areas for improvement in their development. Practitioners can then form an understanding of what helped the learning of the experience and what didn't.
This would then lead to the the formation of abstract concepts. They will need to make sense of what has happened. They can do this through making links between what they have done, what they know and what they need to learn to improve. It is good practice to learn from what they already know and gain knowledge through research to help support their development and understanding. They could seek support from other colleagues and their knowledge. Practitioners can gain new ideas or create new approaches on what they have learnt from their observations and wider research.
Then, the practitioner should think of a way of how they are going to put what they have learnt into practice. The practitioner’s abstract concepts are then strengthened as they put into practice their ideas in the future, resulting in new experiences to reflect on. The observations and thoughts are then experimented as they implement new learning into their future teaching. The cycle is then repeated again to continue to learn and reflect on new practice.
Kolb’s model aims to show the importance of using both their own experiences and research to help to improve practice.

4 stages

Concrete experience-feeling

Reflective observation-watching

Abstract Conceptualization-thinking

Active experimentation- doing

Reflect on how you are feeling and doing tasks. Watching the task, thinking how task went and doing next what needs to be done to improve

4 Lenses of Brookfield Model of reflection

This is not a cycle like Kolb and Gibbs and it is using many different ways to be reflective that it not all for you to do yourself. The stages are:

1. Autobiographical Lens- this is using self-reflection using past experience and current feelings or recording new learning.

2. Students Eyes-gaining the view of the learners

3. Colleagues experiences- you will gain new insight and views to improve your teaching or practice.

4. Theoretical lens- using reading and research to gain a better understanding to put into your teaching/practice.

The concrete learning experience (Feeling)This stage required you to experience something.

Reflective observation (Watching) This is the stage where you are to think and reflect on that experience or learning.

Abstract conceptualization (Thinking) This stage is about thinking about what you have learnt from that experience

Active experimentation (Doing) This is about how you are going to put this learning into practice.

These 4 steps are then broken down into dominant styles which are always a combination of 2 learning preferences. They are called preferences because Kolb explains that learners develop natural preferences to how they enter the learning cycle because of their experiences and demands of their environments.  These styles are:

·       Accommodating

·       Diverging

·       Converging

·       Assimilating

In terms of using this in practice, everybody should be able to take new knowledge away from a training session if the learning cycle has been considered from the trainer.

Learners will develop new knowledge, gain valuable insights and become not only more effective learners but more confident learners. This could lead to a more positive outlook and attitude to learning with more detailed and accurate work/assignments. If there is a more positive attitude to learning, this may encourage the learner to want to complete their work to a high standard and make them eager to complete it. It also may give them the confidence to want to further their learning more and enrol in further education.

Reflective Observation – In this stage the learner then reflects on the new learning using their existing knowledge or are there any inconsistencies between experience and understanding.

Abstract Conceptualization – In this stage the learner will reflect on or come up a new ideas, or a modify an existing learning from their experiences.

Active Experimentation The learner applies their ideas to their role in the setting.

Description-Describing activity/task completed

Feelings-How you feel about the task?

Evaluation-How did task go? Did it meets aims you wanted it too?

Analysis-Analysing the task. what would you do differnet? What went well? What would you change? How could it be improved

Conclusions- Concluding activity

Action plan-Making an action plan for next time to re do task and make any necessary changes

Professional Discussions

Child Hood illnesses

Vanessa George-serious case review

Star Hobson-serious case review

Arthur Labanjo-Hughes-serious case review

Baby P-serious case review

Breast ironing

Cultural capital

OFSTED

The 5R’s in safeguarding

Soham Murders-Bichard inquiry

LADO- safeguarding

MASH- safeguarding

Autism

ADHD

Aspergers

SENCO role

Social services role

Police role

Atypical development

Formative assessment

Summative assessment

Rate and sequence of development

How lockdown affected children’s development

Different transitions children WILL experience

Transitions children MAY experience

Reason you are a key worker

2 year check

Operation limelight

Mary Ainsworth

John Bowlby

Maria Montessori

Jean Piaget

Reggio Emillia

Breast milk Vs Formula

Healthy diet for children

All these are things learners could either research, complete themselves and reflect how it went and what they could do different and how they can link it to their own practice. What went well, how can it support in job role etc

This has 6 stages of an experience

1st one is description- Tell us about the experience or activity

2nd one is Feelings- what was your emotions and thoughts about the feelings and experience

3rd one is Evaluation- what went well or what went badly

4th one is Analysis- to make sense of the experience

5th one is - Conclusion- what have you learnt from this and what would you do differently

6th one - Action plan - what are you going to do know.

Six stages of cyclical reflection:

Description

Describing in objective detail the experience, including the 'what', 'when', 'who', 'why', 'where' of the situation.

Feelings

In this stage the feelings associated with the descriptive stage are explained and explored. This can help to identify how the feelings the emerged impacted the experience. Reflection here involves considering your own feelings before, during and after, and also the perceived feelings of others.

Evaluation

Objectively assessing the positives and negatives of the experience. Considering what went well, what didn't, and what contributions yourself and others made to the experience.

Analysis

Identifying what meanings emerge from the first three stages. Making sense of the experience, and identifying the 'why' of the evaluation stage.

Conclusion

Summarising the stages and what learning has emerged during the reflective process. Signposting areas for improvement, and intentions to implement change in response to the previous reflective stages.

Action Plan

Clearly identifying what steps will be taken in response to the reflection. What will you change, how will you change it, what will you keep the same, what you need to put in place to ensure this can happen.

This process can be carried out with varying levels of depth depending on the context.

Description- what happened, the new learning.

Feelings-what you were feeling and thinking.

Evaluate- what went well and what did not

Analysis- what sense can you make of the experience or situation.

Conclusion- what else could have been done better or improve.

Action Plan- what actions are you going to do differently if the same situation happened again.

I recently completed a review with a learner

Using Gibbs model of reflection

Description-First review completion alone. Feelings-Felt nervous and wanted to fill in correctly and with as much detail.

Evaluation- Went well, couldn't get learner out room so had to write notes and then type up. Was able to get a good amount of feedback and complete objectives

Analysis- Next time i would complete as much of review ready beforehand and make sure off the job section etc already complete so don't have to re check one file

Conclusion- First review went well, able to complete and upload to sign able. Gathered information from all relevant parties

Action plan-Asked for paper reviews incase i cant get learner out of room next time

Cognassit

Math's and English Task

Webinars

Staff meeting

1:1 support session with manager or mentors

Research for discussion

Training they have had

meeting with parents

Online learning

Kindlerly webinar

Safeguarding newsletters

• Shadowing

• Mentor sessions

• Webinars

• Implementing learning into practice

• Independent research

• Preparing for assignments

• Enrolments

• PDs

• Observations

• Learnamp training

• Delivering webinars

Reflections can be completed on anything you're doing at work, you could be reflecting on a completely new experience, or on something you feel you have done many times but see some room for improvement. Reflections can also be completed for any independent learning that happens outside of work. Having a check list for the format of a written learning journal is helpful to make sure you're including all the relevant information.

Example:

What have you learnt from the activity?

What sense can you make of this?

How are you going to implement this in your job?

What impact will this have on your job?

Key takeaways key reflections

• Description.

• Feelings.

• Evaluation.

• Analysis.

• Conclusion.

• Action Plan.

This cycle must be repeated until Obtaining the Desired Results.

Description - Describe in detail what you want to improve.

Feelings - Reflection on how you felt during the situation and how you managed your feelings.

Evaluation- Evaluate the experience and the outcome (what worked well, what didn't work so well, What were the consequences to this?)

Analysis - Annalise why you didn't get the that result you wanted. (Why didn't it work? Who made those decisions?)

Conclusion - Get the lessons learnt (Why didn't it work? What could be done better and what could be done differently)

Action Plan - Develop and implement a plan of how to do things better using the results from your conclusion.

Description- So this would be if in terms of a learner what was the task, when did it happen, what did you do, what was the outcome of this task.

Feelings-How did the learner feel before the task, during and after the task, what was the learner thinking through the task and what are their current thoughts now regarding it.

Evaluation- Reflecting on the task- what went well, what didn't go to plan, how can the learner improve on this next time

Analysis- This is analysing the reflection. So, why did things go well, or not so well, what were the reasons for it not going so well.

Conclusion- Reflecting on how learner felt during this task, what skills did the learner gain, what could be done differently

Action Plan- what did you learn, how can you put this new learning into practice

When we reflect more, we are able to reliably and accurately judge the approach of education, evaluation, planning and learning plans and assessments. It is therefore crucial to make a critical evaluation from as many different perspectives as possible.

The four lenses of Stephen Brookfield are used for critical self-reflection, aimed at developing a critically reflective teacher.

The goal of the critically reflective teacher is to gain higher awareness their own teaching from as many perspectives as possible. Stephen Brookfield developed the four lenses and these can be used by us in the process of critical reflection. This concerns the following four lenses, or perspectives:

• The autobiographical lens

• The student’s eyes

• Colleagues’ experiences

• The theoretical literature

1. The autobiographical lens helps teachers to consider their own experiences with students concerning education and learning. The analysis of this learning experience will help to uncover assumptions and convictions about how people learn.

Activities within the autobiographical perspective could include:

• Recordings

• Teaching logs

• Audits

• Advice

2. The student’s eyes

According to the Brookfield Model of Reflection, it is essential that teachers understand students’ experiences.

Teachers can do this through evaluations with the students to include:

• Formal evaluations

• In-class evaluations

• Focus groups

• Interviews

• Letters

• Questionnaires

3. Colleagues’ experiences

Teachers can increase their confidence through other teachers because they discover that they are not alone in making mistakes, and that this is an experience shared with others.

Activities colleagues’ experiences

• Learning circles

• Collaborative problem solving

• Critical conversations and evaluations

4. The theoretical literature

Teachers who explore, present or publish literature have plenty of methods for their teaching practices. An engagement with both the scientific literature and colleagues supports teachers.

Activities theoretical literature:

• Conferences

• Professional journals

• Research

  
  

Training 1 to 1,

Training you attended,

Webinars you have seen,

Staff meetings where there is new learning,

Research for professional discussion or writing assignments,

Reading a newsletter, where there is new learning,

Teaching a learner theory,

Cognassist learning,

Functional skills learning,

Observations of/visits to learner,

On the job training,

E-learning.

With all of these you can be reflective by thinking is this going to help me in my practice, how am I going to use it in my practice and is there anything else I could learn about.

The top tips are:

Needs to be new learning, needs to explain what impact it will have in your setting and have a read through.

Online learning

Independent research

Webinars

Observations

Putting new learning into practice

Learn amp training

Cognassit

Maths and English tasks and webinars

Skills builder

Safeguarding newsletters

One to one teaching/learning with mentor

Professional Discussions

Learning journals can be created when any NEW learning has taken place as long at it links in with the course you are doing.

I recently carried out my first enrolment with a learner. This was a new experience for me and offered a good opportunity for reflection and improvement.

The session took much longer than I expected, but I enjoyed meeting the learner and getting to know their background. I struggled to type as the learner spoke, and I found it difficult to fit all the information and tasks into the short timeframe we had for the meeting. If any of the forms or the learning journal gets withheld this will be a good opportunity for learning, and I will be able to implement that learning in the next enrolment.

What I've learned from this experience is that enrolments may be better face to face, and with a much larger time frame in order to complete all the tasks without feeling rushed. This may help me to avoid making mistakes in the paperwork also. It also built up my confidence in interacting with learners and explaining and navigating the different systems. I will apply this learning to my next enrolment session.

serious case reviews

Independent research

training and webinars

staff calls/meetings

shadowing

enrolments

professional discussions

observations

teaching webinars

functional skills

monthly newsletters

• Classroom sessions

• Learning at work that links directly to the knowledge, skills & behaviours required for the Apprenticeship.

• Completing workplace reflection diaries

• Learning how to use a piece of equipment or a technique in the workplace

• Workplace 1-2-1 performance reviews, conducted by their line manager

• Manufacturer training

• Research tasks e.g. to gain new knowledge of your industry

• Work shadowing a colleague/mentor – then writing a journal to show lessons learnt.

• Being mentored e.g. by a more senior colleague doing a job your apprentice would one day do.

• Webinars / virtual learning

• Participating in online forums relevant to their role and your industry

• Attendance at industry visits and competitions

• Time spent writing assessments/assignments

• Individual study time – whether it’s to complete assignments or review modules

• Internal learning and development programmes related to their apprenticeship

• Supervisions and appraisals with management at setting

• Covering in over rooms or at other settings

• Reading policies and procedures

• Staff quizzes

• Online training

• Room meetings

• Staff meetings

• Parent meetings/ evening

• Research that is completed for a professional discussion

• Adapting activities for specific child needs

• Completing a new activity

• Completing risk assessment

• Outings

• Parent related activities/events to support parent partnership

• Shadowing

• Webinars

• Skills Builder

• Functional Skills

• Enrolment

• Independent Research

• PD's

• Mentoring Sessions

• Learn Amp Training

• Observations

• Safeguarding Newsletter

• Safeguarding Case Studies

• Workplace 1 to 1 teaching

• Teaching Webinars

• Online Learning

• Cognassist

• E Learning

• Observations

• 
  

Looking at my observation I completed on a learner

Learner was nervous as we hadn't meet before so before the observation we had a chat and talked about what she had planned

Then we did her observation and did a feedback afterwards, she felt much more relaxed after the chat and the observation went really well .

Webinars

Functional skills

Early year theorists

Health and safety

Safeguarding

Research tasks

development charts

laws and legislation

work products: Accident forms/ medication forms/risk assessments

Reflect on articles

shadowing

SENCO role

There is so much you could implement in a learning journal, it is dependant on what knowledge/skill or behaviour the learner has gained. They need to make sure they are making time to write their learning journals as it is the best way to reflect and embed their learning.

Description - First Observation I conducted independently , I was feeling nervous but excited to complete this. I was responsable for was to write as much information as I could on what the learner was doing as well as giving the learner some feedback.

Feelings- I felt I did a good job, the experience taught me how to be a bit more proactive with my time and improvements was to ask a bit more to the learner during their feedback on how they thought it went and why they chose the activity they did.

Evaluation- The pros was I felt i managed to create a picture of the observation and I filled in enough detail, I particularly enjoyed giving the feedback to the learner to enable her to be the best she can be moving forward and also giving some ideas on how to get more from the actitivity

Analysis- I felt i was able to cover everything I needed to do that i have been taught and that I have shadowed. I reflected on what element I would keep and elements i needed to change which were giving the learning a more in depth feedback. .

Conclusion- I could of given the learner some more pointers and prep time before I stared my observation.

I feel the observation went well, it was the learners first observation and she carried it out well. My mentor prepped me for the observation and sent over the criteria that the learner needed to include within her activity. Due to being in the forest and weather conditions we were unable to record and discuss the observation plan ahead of the observation. When it came to validating and reflecting on the learners observation I was able to record this for validation. How ever I introduced my learner but forgot to ask to learner to clarify her name and that she is happy to be recorded.

Reflecting back on this i have learnt from this experience that circumstances can change when visiting settings that are out of the ordinary and due to signal and weather conditions the usual procedure that we follow cant always be implemented. To ensure that i am able to record and validate effectively i could arrange an alternative time for reflection or ask the learner the write a journal about it to back up the evidence. I have also learnt about this particular setting in the forest and observed the difference between the children's active engagement and behaviours compared to a day nursery. I felt the children were more content within their play and engagement levels were higher. The children even from a young age were able to understand and follow the forest rules and what is expected of them to enable that they are safe at all times. I felt the children really did benefit from the outdoors setting and there were less limitations within their play.

Description- The internet wasn't working on Charlottes laptop so I couldn't see what criteria the learner had to cover throughout the personal discussion on One File. Charlotte found the TQUK files on her laptop so I could see the units the learner had to cover. 

Feelings- I was feeling nervous and unsure what to expect especially as I didn't know the learner and unsure what notes she had for her discussion. The learner was also nervous as she didn’t know me and it was her first face-to-face personal discussion. During the discussion I began to settle as the discussion flowed, although when I had to ask a question, my nerves started again. After the discussion had finished, I was proud of myself facing the personal discussion head on, but started reflecting on what I could have done straight away. I am my worst critic.  

Evaluation- What went well- I praised the learner throughout her discussion when she spoke clearly and effectively about the safeguarding criteria.  

What didn’t go well- the learner was extremely nervous, there was internet so I couldn’t gain knowledge on One File. 

Analysis- If I spoke to the learner about what questions I was going to ask, allowed her to look at her notes for a few minutes and refreshed her memory a little she wouldn't have been so nervous. I shouldn't be too hard on myself and trust that I do have the knowledge and confidence to become a great trainer. I need to spend time on One File and look at TQUK criteria to help with my confidence.  

Conclusion- It went well, especially as the internet wasn't working.  I should rely on my knowledge and confidence to ensure the learner has the knowledge to succeed in their apprenticeship.  

Action plan- Make sure I allow the learner some time before recording a personal discussion, always have a hard copy of the TQUK in my bag just for emergencies. Be kind to myself as I'm still learning and learn from my mistakes.  

Task - what the learner did and how they did it.

Reflect - is to write about what they learnt and how they will use this in their job role moving forward.

Attach - is to attach evidence to support what they have learnt such things include, work documents, recordings or written notes from webinars watched.

Criteria link - is to map over what's been learnt within Knowledge, Skills and Behaviours

Keep up - is to ensure regular journals are written when learning has taken place.

Reflective practice is a cycle which is repeated continuously and built on 4 key stages. The stages are below:

Teach

Self-assess your teaching and understand the impact this has had on learning.

Consider new ways which will have improve the quality of teaching overall

Practice the new skills to see how this goes

It is important for trainers to reflect as this develops ability to understand how learners gauge information and allows you as the trainer to adapt to ensure they are getting the best out of teaching. It broadens your skills and will also develop your confidence to find the best ways to deliver. As stated previously the Gibbs model is a great way to research reflective practice, this is a 6 stage model which is broken down through the use of questions. This prompts the trainer to really think about each stage and build on their delivery.

Lens 1 - The autographical lens

This lens is the own persons experiences and life lessons, reflecting on this allows you to understand how this has shaped your teaching style.

Lens 2 - The client lens

This allows the trainer to review a situation through the students eyes and offers a view the trainer may have not considered.

Lens 3 - The co-worker lens

This is feedback and advice from colleagues which can highlight teaching habits you aren't able to see or offer new creative experiences you can apply to your sessions.

Lens 4 - The theoretical lens

The final lens of this model is done through the use of researching and looking in to ways improve moving forward.

• Observing a colleague

• Watching Functional Skills webinars

• Use of SkillsBuilder to assist with English and Maths progress.

• eLearning

• Research conducted alone based on particular topics

• Attending workplace webinars that is around their

• Professional discussions

• One to one with managers/trainer

• Staff meetings that include new information provided by team members.

• Training from internal and external sources

Each topic offers a unique learning experience so it is important when writing a journal to use the Track method to assign knowledge, skills and behaviours learnt.

The first one is description which is reflecting on what happened, so what the task was and how over the next 5 stages you feel about it.

The second one is feelings, this is sparks a persons emotions towards the task such as if they enjoyed it or if they found the task hard.

The third is evaluation, this provides the learner/trainer to think about the positive and negatives from the experience. It gives the individual time to think about what worked and what didn't work.

The fourth one is analysis 'why did it happen' this question prompts the individual to really make sense of the situation, it allows them to go in to the reasons why things may have not worked or why some areas worked really well. Which ties in closely with the fifth stage conclusion as this is where ideas are pulled together from the analysis and summarise the experience as a whole. Finally, the sixth stage is action plan which provides the learner/teacher to develop and create something new based on the information they have collated and links all stages together to create something better.

Reflecting can create new ideas and opinions to ask questions and gain further feedback on our performance.

A trainers role can be very demanding and quick paced, therefore, by learning new ways of completing tasks more effectively can helps up to achieve what needs to be achieved in order for us to comply with ESFA and OFSTED.

Reflecting allows us to identify areas of improvement and it helps us to develop new working styles by sharing ideas with one another, asking each other questions and gaining feedback. Reflecting can help us to identify what works and what doesn't, which can then help us to improve our processes and structure our sessions effectively with learners.

Learning journals are also a great way to support and track their learning journey through completion of scorecards and conducting monthly reviews with their managers.

It's also a great way to identify any further learning, which can then be discussed with the learner and manager, and look at other ways for gaps in learning to be achieved through practical work or online learning.

Learning journals are a great tool for trainers to look at and monitor the learners progress through the programme. The learning journal also links in with the scorecards that learners have to complete once every month.

Kolb developed a model of learning considered as ‘experiential learning’ which begins with a concrete experience and learning takes place through a further three stages of reflection, analysis and evaluation. This then leads on to a new experience from the learning and the cycle begins again.

Concrete experience A new situation or experience which provokes a reaction and begins the learning experience

Reflection The second stage during which we review our experience, think about what we have done and how we have felt

Abstract conceptualisation - During the third stage we begin to interpret and analyse the experience and develop a hypothesis

Active experimentation The final stage as we test our hypothesis with a new experience or situation which incorporates our learning

Meetings

Reviews

Appraisals

Webinars

Observations

Professional Discussion

Cognassist

Independent Learning

E-Learning

Newsletters

Training

Yesterday, I completed my first independent observation. I was nervous before the observation and I had lots of ideas going round my head that I knew I needed to get & complete. When I arrived at the nursery, I felt so comfortable and got straight into what I needed to do. It was also the learners first observation and discussion. I felt the observation I completed went well and I felt the feedback discussion went great too. After leaving the setting, I began to reflect on the session and began thinking I should have asked more questions about the EYFS. I told myself that moving forward I will write down the questions that I need to ask to remind myself.

After sending the recordings and observation over to the assessor, they gave me some great feedback and they also identified some of the same areas that I had already reflected on for next time.

On today's session I did with learners, reflecting back on it I feel much better than I did after yesterday's session.

In relation to learners they are able to receive the best from us, we learn together, understand how our learners learn best and adapt our styles through reflection, creating strategies and putting those strategies into action.

They allow trainers to provide constructive and developmental feedback and see the learners progression. LJ's can also act as a memory jogger when it comes to EPA.

LJ's assist learners, their managers and trainers when it comes to progress reviews, they can help identify gaps in learning and as a result use the gap as an objective and the manager can assist in gaining more exposure for the learner.

T - Task

R - Reflect

A - Attach Evidence

C - Link to Criteria

K - Keep it Up.

2. Reflective Practice allows us to continuously improve ourselves, to learn from past experience and develop a better experience, a progressed experience.

3. There are many models based on reflective practice such as Kolb's reflective learning, Gibbs Reflective cycle and ERA Model by Jasper. These models are very similar ranging from the simplest ERA Model, then Kolb's model has a greater explanation, and Gibb's expands on Kolb's model.

In an autobiographical lens, a teacher may consider a situation about past experiences and current feelings and reactions regarding it.

Lens 2: Students' eyes

Individuals need to focus on the experiences of others to determine exactly what happened. Students' views can also be considered by a teacher while reflecting on a past situation. This can include engaging students in reflective practice to properly reflect on past situations, identify feelings as well as experiences of other individuals and learn from such situations.

Lens 3: Colleagues’ experiences

Teachers can also consider their colleagues’ views to gain new insight into what happened and what can be done to improve their teaching practices.

Lens 4: Theoretical lens

The fourth lens is the theoretical lens which includes a need to consult the literature to gain a better understanding. This stage helps to consider the theoretical context to further improve the quality of teaching.

Reflective observation – the learner reflects on the new experience to understand what it means.

 Abstract conceptualisation – the learner adapts their thinking or constructs new ideas based on experience and reflection.

Active experimentation – the learner applies their new ideas to real-world situations to test whether they work and see if any changes need to be made. This process can happen quickly or over an extended time.

I plan to reflect an all interactions with learners, how I can improve the support I'm providing and getting the most out of the learner. I want to ensure each individual learner is being supported based on their learning style and abilities.

Description – completed a training session with a learner on the above subject which was to teach the theory around it.

Feelings – I felt apprehensive about completing this task however when I started the training session, I noticed my feelings changed considerably and began to feel more confident.

Evaluation – I found that tailoring the session to meet learner’s criteria such as adding extra content to suit the fact the learner was nearly test level ready helped. I did this by including exam questions into the slides following on from teaching theory, this helped myself and the learner demonstrate what they had learnt and how they would react to an exam style question.

Evaluation – I felt that what went wrong was that the teaching may have been shorter than I expected but this was mainly down to nerves, completing this session helped me to understand that I am capable and that improvements for next time was probably requesting more feedback from the learner and providing the learner with a bit more content moving forward.

Analysis – I feel that maybe adding more content in to the slides would help, this would build the session out a bit more and give the Learner extra resource to work on. Moving forward I won’t worry too much about taking too long when delivering and focus more on what I can provide to build on learner knowledge.

What will I do now? – I will make sure to take the above points above with me in to the next session and building extra content in to my lessons to ensure I am maximising my time and learner potential.