Part 3: The final webcast provides an example application of PDCA and explores the benefits of using PDCA. Once you have redelivered the lesson, consider how engaged the students were. How well did they understand this time? Do your students ultimately understand what success looks like in the task or activity? Can they express this for themselves?

Birdsong by Madeleine Floyd | Waterstones Birdsong by Madeleine Floyd | Waterstones

Part 1: This introduction walks through the PDCA cycle’s origins in the scientific method, as well as its connection to the Deming-Shewhart cycles. Reflective practice develops your ability to understand how your students learn and the best ways to teach them. By reflecting on your teaching, you identify any barriers to learning that your students have. You then create lessons which reteach any content which your students have not been able to access to allow them to overcome any obstacles and develop. Reflection can be done on the spot (Schön: reflection-in-action). You should be reflecting on things as they happen in the classroom. Another approach to reflection is the work by Schön. Schön (1991) distinguishes between reflection-in-action and reflection-on-action.In the rest of this unit, we will look at the basics of reflective practice in more detail. We will look at the research behind reflective practice, discuss the benefits and explore some practical examples. Throughout the unit, we will encourage you to think about how you can include reflective practice in your own classroom practice. It encourages you to develop an understanding of different perspectives and viewpoints. These viewpoints might be those of students, focusing on their strengths, preferences and developments, or those of other colleagues, sharing best practice and different strategies. The ERA cycle (Jasper, 2013) is one of the most simplemodels of reflection and contains only three stages: Observations are when someone assesses your practice through watching it in action. These observations should have a very specific focus, for example the quality of questioning or the quality of student-led activities. This focus can then be specific, measured, reflected upon and revised to make sure your students make progress.

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With so many different sources of CPD available, I am confident that Members should all be able to meet the Code of Conduct requirements of 50 hours of CPD over the last two years. We will soon be starting the annual audit of the Code of Conduct requirements and will be looking forward to seeing what you have done over the last two years and what you are planning on doing for the next two. In turn, this will help us plan a future programme of CPD activities for you, and will match the Core CPD Framework that categorizes the skills and knowledge required in planning. The final model builds on the other three and adds more stages. It is one of the more complex models of reflection but it may be that you find having multiple stages of the process to guide you reassuring. Gibb's cycle contains six stages:Reflection is a cyclical process, meaning you grow and adapt. You should plan to draw on your own strengths and the best practice of colleagues, which you then apply to your own teaching. Try any of the reflection models listed in this unit to help you progress. By getting involved in a supportive network everyone will develop. Gibbs' model is an effective tool to help you reflect after the experience, and is a useful model if you are new to reflection as it is broken down into clearly defined sections.

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Reflection is a systematic reviewing process for all teachers which allows you to make links from one experience to the next, making sure your students make maximum progress. Reflecting on your teaching will help you to understand how your students best learn and will allow you to be accountable for their progress. By assessing the strengths and weaknesses in your own teaching, you will develop an awareness of the factors that control and prevent learning. With members and customers in over 130 countries, ASQ brings together the people, ideas and tools that make our world work better. Tell Me About It ( Quality Progress) Based on the PDSA cycle, this article introduces the plan-do-study-act-export (PDSA-X) cycle, which supports the collaborative pursuit of excellence across organizational boundaries, geography and time. Case Studies Reflective practice also helps create confident students. As a result of reflecting, students are challenged as you use new methods in the classroom. From reflection, you should encourage your students to take new challenges in learning, developing a secure and confident knowledge base.By asking ourselves these three simple questions we can begin to analyse and learn from our experiences. Firstly we should describe what the situation or experience was to set it in context. This gives us a clear idea of what we are dealing with. We should then reflect on the experience by asking 'so what?' - what did we learn as a result of the experience? The final stage asks us to think about the action we will take as a result of this reflection. Will we change a behavior, try something new or carry on as we are?It is important to remember that there may be no changes as the result of reflection and that we feel that we are doing everything as we should. This is equally valid as an outcome and you should not worry if you can't think of something to change.

The Bookseller - Previews - Plan, Reflect, Repeat

This could be a whole task or something specific about a task. Some practical ideas include changing the task from independent work to paired work, adding a scaffold to a challenging task, providing instructions step by step, and making activities time based. As well as using a model of reflection, you can carry out other reflective activities to develop your practice. These can include the following. Once the student starts to play an active part in the learning cycle, they become more aware of different learning styles and tasks. They become more aware of how they learn and they develop key skills and strategies to become lifelong learners. Reflecting and responding to your reflections will directly affect your students as you change and adapt your teaching. You will reteach and reassess the lessons you have taught, and this will allow students the chance to gain new skills and strengthen learning. Creating evaluation models will help you to know whether the actions you have taken have had the intended effect. Reflective practice is ‘learning through and from experience towards gaining new insights of self and practice’ (Finlay, 2008).

These are just some of the reflective models that are available. You may find one that works for you or you may decide that none of them really suit. These models provide a useful guide or place to start but reflection is a very personal process and everyone will work towards it in a different way. Take some time to try different approaches until you find the one that works for you. You may find that as time goes on and you develop as a reflective practitioner that you try different methods which suit your current circumstances. The important part is that it works - if it doesn't then you may need to move on and try something else. In Gibbs' model the first three sections are concerned with what happened. The final three sections relate to making sense of the experience and how you, as the teacher, can improve on the situation. All these approaches are explained in the ‘Next steps’ section and provide a guide of how to carry out reflective practice, using the following. Shared planning is where you draw on support from colleagues to plan lessons together. You draw on each other’s best practice to help create innovative and improved lessons. One of the requirements of RTPI Membership is that everyone follows the Code of Conduct and carries out regular Continuing Professional Development (CPD). At the RTPI we describe CPD as 'the systematic maintenance, improvement and broadening of knowledge and skill and the development of personal qualities necessary for the execution of professional and technical duties throughout the practitioners working life'. Again, I would argue that in the last two years, many people have had no choice but to broaden their knowledge, learn how to use new technologies, and develop new skillsets, sometimes overnight.