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Examples of reflective writing

Example of reading log

Here are some examples of reflective writing in Education, focusing on school experience rounds.

EDF1302 Assessment 2: Observation and analysis

While on fieldwork, I observed a number of learning situations and while doing this I took notes on the presence of pedagogical dimensions. For this piece I will be exploring the dimensions of Intellectual Quality and Supportive Classroom Environment respectively. I will begin with the description of the learning situation and then explore how the particular dimensions are evident within them. I will identify the particular elements of these dimensions, I felt existed, and also make reference to those, which appeared absent in the learning situation. I will finish by reflecting on the importance of this assignment and the implications for teaching in general.

The children were asked to close their eyes and 'think carefully' about their favourite characters and what they knew about them. The children all did this and it was obvious by the expressions on their faces that they were concentrating and thinking really hard. This to me indicated that they were involving themselves in a form of higher order thinking. Their finished diary entries also were evidence of this, they produced extremely interesting and clever work, which showed a great deal of thought on the student's part.

Both 'deep understanding' and 'deep knowledge' were present in this lesson. The children demonstrated a deep understanding of the underlying concepts of the task; they were able to use their knowledge to solve the problem and were able to establish the relationship of there being more than one correct answer.

—David

Supportive classroom environment

See the Queensland government 'New Basics Project' Supportive classroom environment Opens in a new window site.

Character's diary entries

To begin this lesson, the teacher told the students to close their eyes and picture their favourite book or fairytale character. The children did this quietly and without a word. The teacher then asked them to draw a concept map and to include a list of things that she put on the board. For example: favourite food, where they live, their, friends etc. The children then produced their individual concepts but were encouraged to discuss their thoughts and ideas with their peers. The teacher then asked the students to write a diary entry of that character, written by that character. They were required to include all the elements that the teacher had written on the board. Once the children wrote their diary entries they were given the opportunity to share with the class, their final piece.

Academic engagement

"Any given student will be engaged in different ways in different tasks – at times, even with regard to the same task."

(Making Engagement Central, Chapter 1, Class handout)

The teacher sensed this disengagement and began one on one discussions to get those students minds back on the task she had set the class. This seemed to help these children who set back to work with new-found inspiration. Was it that they didn't understand the task properly that they decided to rebel or give up? In this situation it appeared to be the case.

I also seemed to think if the teacher had a higher level of expectation of her students that it may have lead to higher levels of engagement. The excitement was initially there it just needed to be maintained. An idea may have been to have children share their progress as they went along with the task, the children appeared from other lessons to love this idea of sharing their work. This way the children would work productively and efficiently to have something to show and share with their peers as well as receiving consistent and positive reinforcement to keep them on task.

Self regulation

It appears to me that there was a sense of Low Implicit Control during this lesson. The teacher devoted a large amount of time to disciplining the student's behaviour and controlling the student's movements.

Despite this, the lesson progressed with some great work being produced. To me it appears that self-regulation is strongly impacted upon by the amount of student direction, as discussed above. If children were more active in the lesson structure and planning, then I believe self-regulation would be more likely to occur and the teacher would not have to spend substantial amount of time regulating their behaviour for them.

I came across a wonderful quote that sums up the importance and relevance of this assignment for me, linking the need for all productive pedagogies in a learning environment;

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