PDF WEEK 3 ACTIVITY 2

PAULINE LOGUE

Galway-Mayo Institute of Technology

PDF WEEK 3 ACTIVITY 2 PAULINE LOGUE

WEEK 3, ACTIVITY 2: EVIDENCE-BASED REFLECTION WITHIN THE PD FRAMEWORK

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For PDF Week 3, Activity 2, I will explore my professional experience of ‘Teaching and Learning’ (T&L) in the context of an evidence-based
reflection based on the National Forum in T&L’s 5 Domains (see Image 1). The domains are: Self- Knowledge and Skills, Professional Identity,
Values and Development in T&L, Professional Communication and Dialogue, Professional Knowledge and Skills, and Personal and Professional
Digital Capacity.

Image 1 The 5 Domains (National Forum)

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The Forum also offers a 4-quadrant cycle of evidence-based reflective practice which relates to the domains (see image 2).

Image 2: National Forum Cycle of Evidence-based Reflection and Planning

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QUADRANT A: REFLECTING ON CURRENT KNOWLEDGE & EXPERIENCE

Q. DOMAIN 1: PROFESSIONAL DEVELOPMENT- ‘SELF’ SKIILS & KNOWLEDGE & T&L

What do I do
already or what • Constantly reflect on my personal teaching values and philosophy of education
have I experienced
• Share key elements of my philosophy on my e Portfolio
in each elements
• Strive to bring the values of love, truth, freedom and joy to T&L
of each domain?
• Promote and model a student-centred active teaching classroom
• Promote a transformative Freirian approach to T&L where possible
• Strive to be creative and to promote creativity and innovation, and in this context, co-plan with colleagues a
‘Creativity and Innovation in the Classroom’ annual undergraduate TE conference
• Examine power relations in T&L, seek greater democracy and try to facilitate student voice by means of
listening, co-designing deliver and assessment, high quality formative feedback and professional availability
• Try to secure and set up a suitable learning space and environment for myself and students, which sets the
tone for positive engagement and practically allows for creative approaches
• Reflect regularly on programme, module and classroom delivery in an on-going way- using ‘memos to self’
reminder and reflection notes- a form of reflective diary.
• Occasionally use a hardcopy reflective diary for written reflections, especially if there are multiple elements
to tease out and make sense of or plan for
• Engage regularly in critical reflection conversations with ‘critical friends’ and other colleague- ad hoc and
planned meetings
• Use an action-reflection model (praxis) and action research methodologies to continually improve delivery,
taking students evaluations into consideration.
• Undertake CPD annually to keep abreast of knowledge and skills development
• Reflect on my personal wellbeing and work-life balance and strive to make decision to counteract a natural
tendency towards workaholism
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DOMAIN 2: PROFESSIONAL IDENTITY, VALUES & DEVELOPMENT

• Developmental work at L9 in T&L for my institute
• Annual CPD staff training
• Deliver training workshops on the theory and practice of T&L: undergraduate, postgraduate & staff
development, international visitors
• Deliver development education training (international)
• External Examiner at undergraduate and postgraduate levels, to PhD level
• Conference planner in my institute
• Institute research e Journal co-editor
• Irish academic journal peer reviewer
• Conference presentations and papers – national and international
• Begun to engage with Researchgate
• On LinkedIn (but not using it effectively)
• Member of EDIN
• Cross institutional collaborator (national and international)

DOMAIN 3: PROFESSIONAL COMMUNICATION & DIALOGUE

• e mail
• Learnonline (Moodle) posts and forums
• Twitter (education)
• Text Messaging
• YouTube videos
• Written reports & feedback
• Audio feedback
• Flipped classroom PowerPoints and documents
• Programme Board meetings
• GURU communications with External Examiners
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DOMAIN 4: PROFESSIONAL KNOWLEDGE & SKILLS

• Strive to keep up with ‘current issues in education’ in planning for teacher education theory lectures (this is
a stated module LO in two of my TE modules, years 3 & 4).
• Currently engage in training and studying up on Junior Cycle reform at second level, in order to be fully
informed for Teacher Education
• Avail of regular training seminars and workshops in T&L in my institute annually
• Team teach and co-plan with expert colleagues, including the institute T&L Officer
• Use Twitter for educational purposes specifically
• Member of EDIN
• Incorporate knowledge exchange and goal setting with learners by collaborating on the design of agreed
briefs for Continuous Assessment tasks.
• Constantly involved with curriculum development in the institute, at programme and modules levels.
• Participate regularly in, and network at, local, national and international T&L conferences

DOMAIN 5: PERSONAL & PROFESSIONAL DIGITAL CAPACITY

• Technology Enhanced Learning Certificate (10 credits)
• e Portfolio Certificate (10 credits)
• Use You Tube for educational purposes for teaching and assessment
• Completed online certified teacher training in meditation course
• Use ZOOM and Skype for Business for meetings
• Moderate use of Moodle (a number of functionalities yet to explore)
• Use forums for critical thinking assessments and to promote engagement in learning
• Trained in Prezzi, Padlet, Glogster, research Posters (digital templates), TurningPoint, Kahoot & Socrative
(but not yet using them frequently enough to be confident in class delivery)
• Use the visualiser and PowerPoint
• Beginning to use the recording functionality of Power Point for flipped classroom work.
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Q. What learning • Largely experimental learning in the classroom, based on adaptations on reading and School Placement
activities have led observations and dialogues, and involving students in the feedback loop
to the • Small scale action research studies play an important role in my teaching
development of • Engaging in conferences and seminars and workshops
such knowledge • Cross institutional planning and delivery and reflection
and skills? • Academic reading and writing
• Participation in Technology Enhanced Learning training in my institute and elsewhere
• Critical friend conversations
• Planning of and engagement with mentoring Circle Meetings (based on a model of professional co-
mentoring) with postgraduate supervisors and supervisees
• Student evaluations
• Online and blended learning opportunities
• Problem and Inquiry-based learning activities
• Active learning methodologies in the classroom (PBL, IBL, research poster presentations, video assessments,
forum dialogue, quizzes, mock interview oral examinations, using ICT , etc.)

QUADRANT B: REFLECTING ON THE LEARNING ACTIVITIES

The types of learning that are being explored in this section are consolidating learning, mentoring, leading and new learning (see image 3
below).
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Image 3: National Forum- Types of Learning

Q. What types of
learning are LEARNING ACTIVITIES TYPES OF LEARNING EXAMPLES
associated with • Active & Experimental learning: Leading PBL, IBL, CL, Role play, Visualisation,
each of the Mentoring Public Speaking, debates, Research
learning activities Posters, YouTube Presentations, ICT-
identified? based activities, Exit cards, etc.
• Action research: Leading Library research, primary research
Consolidating skills and tools, reflection skills,
analysis, evaluation, academic
writing
• Conferences, seminars and New Learning Enhanced knowledge and
workshops: Leading collaborative learning (CL).
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Consolidating
Mentoring
• Cross institutional T&L: New Learning Knowledge exchange, skills in PBL,
Leading assessment skills, learning by doing
Consolidating (discovery learning).
• Academic reading and writing: New Learning Academic research learning
Leading
Consolidating
• TEL training: New Learning Digital literacy learning
Consolidating
• Circle Meetings: Mentoring Mentoring, supervision, analysis,
Leading evaluation, reflection
Consolidating
New Learning
• Student evaluations: Consolidating Reflective learning, enhanced
New Learning delivery skills,
• Digital learning: New Learning Online and blended learning, use of
Consolidating Apps in the classroom, ‘playing with
technology’ problem-solving
Q. What kind of
evidence could I • Active & Experimental learning: Images from classwork, lesson plans, student outputs
provide to support
my evaluation? • Action research: Research abstracts and papers and conference slides

• Conferences, seminars and workshops: Research abstracts and papers and conference slides

• Cross institutional T&L: Cross institutional module descriptor, module

handbook, students’ outputs, website
• Academic reading and writing: Blogs on reading, evidence of publications
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• TEL training: Training pamphlets/schedule, certificate,

• Circle Meetings: Module handbook, image of the Circle meeting,

• Student evaluations:
• Online and blended learning:
reflection of Circle Meeting by attendees, verification
by the module leader, student outputs
Institute forms (summaries of- data protection)
E mail correspondence, student testimonials
Certification; e mail exchange; evidence of outputs

QUADRANT C: REFLECTING ON EVIDENCE TO GATHER, STORAGE & SELF ASSESSMENT

Q. How will I store • Store evidence electronically on the Institute OneDrive platform
my evidence? • Showcase best sample T&L (with consent) on my T&L e Portfolio
• Use the ‘hide the page’ functionality on my e Portfolio for more sensitive evidence
• Use a traditional locked cabinet for hardcopy evidence from students, and retain for the time frame allowed
by the institute, then destroy confidentially as per institute’s requirements

Q. Where am I • Self-reflection, based on the 5 domains and their elements, has established that I have evidence of teaching
currently, based and learning relating to all 5 domains.
on my self- • The domains which I need to improve upon are:
reflection? • The reflection has prompted me to re-consider the methods that I currently use for reflection, which are
multiple and on-going but not sufficiently regular and not organised in a coherent way; I am interested in
setting myself a goal of investigating other methods for regular reflection, e.g. blog, audio, electronic journal)
and test this out in the next academic year.
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QUADRANT D: REFLECTING ON FUTURE LEARNING AND EXTERNAL ASSESSMENT

Q. What are my
key short and long SHORT TERM GOALS
term learning
• Investigate and select a regular method of
goals, based on
reflection to incorporate ITC.
reflection and
• Research and participate in training relating to
experience?
digital literacy in the next academic year
• Engage more with library services and increase
the amount of time allocated to academic
reading: timetable 1 dedicated hour of library
reading weekly
• Complete one journal article in T&L with a view
to conference presentation and publication
LONG TERM GOALS
• To become more expert in the theory of T&
• Keep up-to-date with developments in T&L
locally, nationally & internationally
• Become more competent in using a variety of
genres of reflective practice and collate model
samples of practice to assist my learners on
their reflective journey
• Integrate digital tools and skills more
seamlessly and confidently into normal T&L
classes
• Digital badges- 2 selected:
*Digital Policy Development in T&L
*Getting started with Online Teaching

Q. What has been

the external Other than my subject specialist qualifications (BSC, BA, STL, PhD) I have PD single cert accreditation and non-
assessment or accredited certification in:
certification to
date ACCREDITED PD CERTIFICATES NON-ACCREDITED PD CERTIFICATES OTHER
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Higher Diploma in Education (NUI
Galway)
Technology Enhanced Learning (10
credits)
Mentoring (10 credits)
Civic Engagement (10 credits)
E Portfolio in Learning & Teaching (10
credits)
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Certificates in Formative Instructional External Examiner Reports
Practice (BFK) External blind peer reviews for
Certificate in Teacher Training in journals and conference papers
Meditation (Ananda.org)
Certificate in AromaTouch Therapy
(DoTerra)
Certificate in Chelation Bioenergy
Therapy
Epigeum
An Teastas Gaelige
Speech and Drama Training- level 8