Critical Reflection Digital Portfolio

Critical Reflection Portfolio

This module has motivated and inspired my ambition for learning.  The research and planning I have undertaken has enabled me to determine a clear pathway for my inquiry.

Firstly I recognised the possible lines of professional inquiry and brainstormed my ideas, this process made it clear I had a number of questions I needed answers for.  I decided to focus on the three lines of inquiry that had potential to develop, the first being “Should dance sit in Physical Education or Creative Arts?” (Reference A).  This question is one yet to be answered by professionals as dance can feature in both strands of the national curriculum, either in terms of artistry or in the context of physical fitness. 

The challenges I have come across whilst progressing through each stage of gaining qualified teacher status have led me to this further topic, “Why is the GTP (Graduate Teacher Programme) so hard to gain admission to in comparison with a PGCE (Post Graduate Certificate in Education)? (Reference B).  This preliminary inquiry led me to understand the complexity of each course and the necessary entry requirements.  With this information it became clear to me I needed more scope for investigation, prompting the following question, “Does having experience in performing make you a better teacher?” (Reference C).  I started to think about what skills and experience most strongly attribute my teaching career and commented accordingly on my blog (Reference D).  After discussing this with fellow industry professionals I soon realised that this subject, whilst full of opportunities for discussion, may not give me the scope to reach the sort of solid conclusion I would hope for.   I found myself digressing from these inquiries and venturing more towards the concept of student learning.  This then brought me to the conclusion that I wanted to delve more into how students learn with specific reference to dance education (Reference E).

I now felt a positive connection with my line of inquiry and posed the question “How do children learn to their full potential within dance education?”  I feel confident this topic will develop my professional knowledge and understanding, leading to greater success in my future career (Reference F).  I began to research and blog on the various options students have at key stages three and four when deciding on which exam route to take (Reference G).  This topic in turn led me to think about methods of learning and I referred back to module one and the findings of the VARK method (Reference H). 

I created a special interest group and survey for my students to participate in.  Using these pilot methods I was able to research their thoughts on good teaching practice (Reference I). This proved to me the potential of my line of inquiry and the importance of understanding student learning.

Looking further into my inquiry the importance of ethics became evident.  I identified specifically how this manifests in my professional workplace (Reference J) and how I currently put ethics into practice.  I was able to follow my own business code of conduct when conducting pilot surveys, giving me the confidence when it comes to planning my student/colleague interviews, I will continue to embrace my vital ethical values.

I identified three pieces of literature, all with varying viewpoints which offered information I intend on using for my forthcoming inquiry.  They also provided me with statements and facts I would like to investigate further, expanding the detail of my final inquiry (Reference K).

To conclude I propose an award title (Reference L) which reflects my knowledge and expertise enabling me to progress with my future career ambitions.

The entire planning process has proved extremely motivational.  I look forward to the continuation of my professional learning.

                               

Reference A- http://emmahughes7.blogspot.com/2011/11/4a-back-to-start-developing-my-line-of.html

Reference B- http://emmahughes7.blogspot.com/2011/11/4a-back-to-start-developing-my-line-of.html

Reference C- http://emmahughes7.blogspot.com/2011/11/4a-back-to-start-developing-my-line-of.html

Reference D- http://emmahughes7.blogspot.com/2011/11/4a-back-to-start-developing-my-line-of.html

Reference E- http://emmahughes7.blogspot.com/2011/11/thoughts-on-my-inquiry.html

Reference F- http://emmahughes7.blogspot.com/2011/11/thoughts-on-my-inquiry.html

Reference G- http://emmahughes7.blogspot.com/2011/12/btec-or-gcse.html

Reference H- http://emmahughes7.blogspot.com/2012/01/understanding-vark.html

Reference I- http://emmahughes7.blogspot.com/2011/12/students-have-their-say.html

Reference J- http://emmahughes7.blogspot.com/2011/11/ethics-into-practice.html

Reference K- http://emmahughes7.blogspot.com/2012/01/literature-for-thought.html
Reference L- http://emmahughes7.blogspot.com/2011/11/proposed-award-title.html

Understanding VARK

When researching various learning methods Flemings' VARK stood out to me as being the most informative when it comes to student learning.  Having this knowledge allows the student to develop in the learning process.  I took this excerpt from Wikipedia,

"Learning Style Inventory
The Learning Style Inventory (LSI) is connected with Kolb’s model and is used to determine a student’s learning style.^[3] The LSI assesses an individual’s preferences and needs regarding the learning process. It does the following: (1) allows students to designate how they like to learn and indicates how consistent their responses are, (2) provides computerized results which show the student’s preferred learning style, (3) provides a foundation upon which teachers can build in interacting with students, (4) provides possible strategies for accommodating learning styles, (5) provides for student involvement in the learning process; 6) provides a class summary so students with similar learning styles can be grouped together."

I found this particular information clear and brought me to the understanding of the links with VARK and students and how it can benefit my teaching.  This also made me think about how I could research this knowledge from the students, with a survey.
Thinking back to module one we were asked to think about our own learning styles and what we regard ourself as.  I put myself as a kinesthetic learner as this method of active participation allows me to take in the information to my full potential. 

Literature for Thought

With my inquiry plan coming together I have invested in useful literatures which will be of high importance in my research.  I have started to look further into the VARK learning styles and have come across this article,



'Marcy. V.(2001), “Adult Learning Styles: How the VARK©learning style inventory can be used to improve student learning.”Perspective on Physician Assistant Education, Journal of the Association of Physician Assistant Programs Vol 12, No 2, Spring 2001.' 


This particular article talks about inventories being done to investigate learning methods of students using VARK. I was interest in the results they got from students as I would like to compare these when I come to questioning student, so I am able to create more evidence to back u my inquiry.
The results were as follows, 



'Fifty students were invited to participate in the intervention and eighteen of these students actually took and submitted their VARK© inventory results. Of these eighteen students, thirteen of the students fell into the multimodal category, four fell into the read/write category and one person fell into the kinesthetic category (figure 2). None of the students fell into the visual or aural learning preferences; however, all of the categories were represented in various combinations in the multimodal category.'


With this topic being of high relevance in my inquiry I was interested to see what Vanessa Marcy had found out about VARK and put the information to good use.

http://www.vark-learn.com/documents/VanessaMarcy.pdf

I am interested in literatures that discuss good teaching practice and I have located an article on line from the United States which has sparked my passion for investigating 'What Makes a Good Teacher'.  The article is headed with this quote, 


"Study after study shows the most single most important factor determining the quality of the education a child receives is the quality of his teacher."


Written in short paragraphs all with headings related to teaching practice, made this piece interesting and easy to read.

 'Great teachers have clear, written-out objectives. Effective teachers have lesson plans that give students a clear idea of what they will be learning, what the assignments are and what the grading policy is.'


Each of the comments in this article backed up my beliefs on quality teaching and act as evidence for my inquiry on which methods will benefit student learning.  This article also opened my eyes to other laws that have been put in place in the United States, such as the 'No Child Left Behind' law, this has given me the impetus to look further into laws in place in the UK and look at which ones are of high importance for children's learning.  
The public were able to comment on this article and one comment stood out to me as a parent was 'questioning high qualified teachers' and whether qualifications mean 'good teacher'.  This intrigues me and I would like to research more in my inquiry to what qualifications teachers have to have to teach dance in schools and how important qualifications are?

http://www.greatschools.org/improvement/quality-teaching/79-what-makes-a-great-teacher.gs

I also came across an article in The Telegraph which was of interest.  Katharine Birbalsingh investigates the teaching system and discusses ofsted which is of such high importance now as schools aim for 'outstanding' status.  


'Training institutions are charged with the task of shaping teachers who will be "outstanding" or "good", according to Ofsted criteria.'


I intend to look further into this article and look at ofsted expectations to back up my thoughts for my inquiry.
http://www.telegraph.co.uk/education/8294154/What-makes-a-good-teacher.html