Reflective Practice In Health And Social Care
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Module 4 Jacqui Brooks
Professionalism and Reflective practise.
In order to answer the question for this assignment I am going to discuss the ways I use reflective practise. I will compare and contrast three models of reflective practise Donald Schon, Brookfield and Kolb.
I constantly use “in action” reflective practices which are then followed by “on action” reflective processes as suggested by Donald Schon. I teach Health and Social Care and Vocational Studies to learners, aged from 16 years, ranging from E2, to level one.
Subject specialism is very important in Health and Social Care as the industry is evolving constantly.
I worked within Health and Social Care for over twenty years in day centres, hospitals and residential …show more content…
1) “Looks at journal writing as a form of reflective practice, that is, as a device for working with events and experiences in order to extract meaning from them.” I don’t write a journal but do make notes on my lesson plans that encourage me to reflect on the strengths and needs of the lesson delivered. I evaluate how my teaching impacted on the learners as a whole group and also as individual learners. In planning my lessons I ensure that I use differentiation in order to meet the needs of learners. Learner’s needs may/will change I therefor need to have contingency plans in place such as extension exercises or different methods of teaching that I can …show more content…
With this I chose a game from the LSIS workshop that will help me as well to feel more confident in that area again. I also wanted to challenge my learners a different way than just questioning so I introduced a fun muscle game. I first found a great facial muscle diagram (Bodyteen.com Anatomy 2012) that I always think is a great way to see where the muscles are, seen on Appendix 1. The students do not get taught theory in my lessons however now I am teaching massage I wanted to bring in a game that will help their theory side but also how they perform there practical. I put my learners in to groups of three, they had a list of ten facial muscles, post -it notes and a pen. This was a race to write the muscles down on the post -it notes then stick them on the chosen person of where the muscles are on the face. They had ten minutes to complete the task, once their group had finished they had to put their hand up. When all the groups were finished I put a diagram up on the whiteboard and as a class and the groups we worked out the winner of who got them all right, then who got them all right and was the
Module 4 Jacqui Brooks
Professionalism and Reflective practise.
In order to answer the question for this assignment I am going to discuss the ways I use reflective practise. I will compare and contrast three models of reflective practise Donald Schon, Brookfield and Kolb.
I constantly use “in action” reflective practices which are then followed by “on action” reflective processes as suggested by Donald Schon. I teach Health and Social Care and Vocational Studies to learners, aged from 16 years, ranging from E2, to level one.
Subject specialism is very important in Health and Social Care as the industry is evolving constantly.
I worked within Health and Social Care for over twenty years in day centres, hospitals and residential …show more content…
1) “Looks at journal writing as a form of reflective practice, that is, as a device for working with events and experiences in order to extract meaning from them.” I don’t write a journal but do make notes on my lesson plans that encourage me to reflect on the strengths and needs of the lesson delivered. I evaluate how my teaching impacted on the learners as a whole group and also as individual learners. In planning my lessons I ensure that I use differentiation in order to meet the needs of learners. Learner’s needs may/will change I therefor need to have contingency plans in place such as extension exercises or different methods of teaching that I can …show more content…
With this I chose a game from the LSIS workshop that will help me as well to feel more confident in that area again. I also wanted to challenge my learners a different way than just questioning so I introduced a fun muscle game. I first found a great facial muscle diagram (Bodyteen.com Anatomy 2012) that I always think is a great way to see where the muscles are, seen on Appendix 1. The students do not get taught theory in my lessons however now I am teaching massage I wanted to bring in a game that will help their theory side but also how they perform there practical. I put my learners in to groups of three, they had a list of ten facial muscles, post -it notes and a pen. This was a race to write the muscles down on the post -it notes then stick them on the chosen person of where the muscles are on the face. They had ten minutes to complete the task, once their group had finished they had to put their hand up. When all the groups were finished I put a diagram up on the whiteboard and as a class and the groups we worked out the winner of who got them all right, then who got them all right and was the