Reflection 2.1, Pedagogical Experiances

Topic 2, Engaging with Pedagogy

Strategy	Focus questions	When have I experienced this in the past?	How have I used this strategy as a teacher?
Deep knowledge and higher order thinking	Are higher-order thinking and critical analysis occurring?	Previous role in technical sales, providing comprehensive problem solving solutions for the customer	When delivering Graphic lessons. Change of viewpoint is reflected in drawing how?
	Does the lesson sequence cover operational fields in any depth, detail or level of specificity?
	Do the work and response of the students provide evidence of depth of understanding of concepts or ideas?	Training staff, becomes clear through practice and conversation of knowledge retained.
Collaborative and social learning	Does classroom talk break out of the initiation/response/evaluation pattern and lead to sustained dialogue between students, and between teachers and students?	Within lectures, and particularly Residential School sessions.	When confirming student knowledge, I look for further dialogue to emphasis real-world applications.
Knowledge as complex and linked to interests and experience	Are students critiquing and second-guessing texts, ideas and knowledge?	Yes, critiquing text and analysing ideas and opinions ensure my knowledge is credible.	Within Junior Woodwork subjects I ask students to second-guess techniques or methods, sometimes alternatives best suit them.
	Does the lesson sequence range across diverse fields, disciplines and paradigms?	Within my first Practicum lessons were very topical specific and scaffolded.	I embedded an upbeat YouTube videos within a PPT on appropriate topic to capture interest with perceived relatedness.
	Is there an attempt to connect with students’ background knowledge?	Students on practicum had scaffolded lessons, and revision preceded new knowledge.	As required for lesson planning, revision and evidence of prior learning sought.
Problems that are real and relevant to students	Do the lesson sequence and the assigned work have any resemblance or connection to real-life contexts?	Yes, the IT&D subjects heavily align with real life contexts as lean towards VET in senior years.	Within Graphics subject items drawn/created could have had greater relevance, especially design folio task.
	Is there a focus on identifying and solving intellectual and/or real-world problems?	Previous role in technical sales, providing comprehensive problem solving solutions for the customer	Yes, student were required to plan and arrange development of material to construct items in a sequential order.
Student direction	Do students have any say in the pace, direction or outcomes of the lesson sequence?	Not that I have witnessed in a school setting.
Explicit quality performance criteria	Are the criteria for judging student performance made explicit?	Graphic folio for Yr10’s had marking rubric and clear guidelines and instructions.	When developing pencil case construction, I modelled both the process and expected achievable result regarding tolerance/trueness of object.
Cultural knowledges Active citizenship	Are diverse cultural knowledges brought into play?		No, however socially I ensured equality of engagement/discussions.
	Are attempts made to foster active citizenship?	Yes, mentor teacher encouraged full participation, respectful interactions and shared responsibilities.	My strategy focused on ensuring all students were following class rules of, respect and safety towards themselves and others. When questioning students I would “pry” discussion from those reluctant to answer and then discuss or redirect if incorrect.