N5DET5-1
Table of Contents
- Tutorial Video
- Reading Materials
- 'Chapter 1. The reflective teacher’ from Teaching in The Lifelong Learning Sector by Peter Scales (2013) p.9-26.
- 'Introducing reflective activities to learners.’ p.133 - 148 Taken from: A handbook of reflective and experimental learning by Jennifer A. Moon (2004)
- 'Chapter 3: Introduction to reflective problem solving’ In: Case Study Analysis in the Classroom: Becoming a Reflective Teacher
- 'Excellence in Professional Practice Conference 2017: Case studies of practice’ by ACER
- Presentation
- Good Practice Example
- Good Practice Example
- Evidence Opportunities
- Extended Learning
- This document ‘The Science of Learning’ from Deans for Impact (2015)’ from The Science of Learning. Austin, TX: Deans for Impact enables you to critically evaluate a range of findings based on existing cognitive research, examining how children learn as well as exploring the practical implications for teaching and learning.
- Teachers’ beliefs, practices and attitudes are important for understanding and improving educational processes. They are closely linked to teachers’ strategies for coping with challenges in their daily professional life and to their general well-being, and they shape students’ learning environment and influence student motivation and achievement. In this report TALIS examines the beliefs, attitudes and practices across 23 countries and highlights factors which have been shown to be related to student outcomes. This is chapter 4 ‘Teaching practices, teachers’ beliefs and attitudes’ from Creating Effective Teaching and Learning Environments: First Results from TALIS (2009) OCED
- Click to read ‘ICT and Pedagogy – A review of the research literature.’ A report to the DfES by Margaret Cox, Mary Webb, Chris Abbott, Barry Blakeley, Tony Beauchamp and Valerie Rhode.
- This article by Terry Heick is called ‘What it means to be a reflective teacher?’ and was published in the Teach Thought Blog – 23rd January 2016.
- Click to read ‘Active Learning Activities’ from the University of Waterloo website.
- Think And Challenge
- Evidence Opportunities
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