I am using this fourth blog post as a final reflection on the Theory, Practices and Policies unit, with particular regards to the Learning Outcomes. I have been inspired by many of the materials delivered during the unit, and I found the micro teaching to be particularly rewarding. As a result, I have adapted my teaching practice, because of critically engaging with the policies and practices that were embedded in the unit. Overall, the first unit has been a very rewarding, and reflective experience. I have come to appreciate, by being a student again, how nothing is ever completed, there is always space for positive change, and to thrive on the change.
This new learning has inspired me to change my approach as an educator. As a result, I have adapted recent Formative Assessment presentations with Year 3 students. This was implemented on Tuesday 11th March, with very successful outcomes. At the core of this change was enabling the students to choose their preferred style of feedback model, which positively impacted on the student experience. Without the inspiration of the Theory, Practices and Policies reading material, this would not have happened.
Furthermore, I have developed new teaching processes, as outlined in the teaching observations. These processes seek to disrupt the traditional hierarchy and passiveness of the teaching space. I have embraced risk taking and fostering a sense of shared vulnerability among the staff and students on the course that I lead. The positive results of this are evident in the student and staff feedback following the session.
The course handbook for the PgCert states that I would consider implications for my own practice. In conclusion, I do see this now, and I have a revived confidence in my approach as an educator, while I am also very much looking forward to the next unit on the PgCert.