ReflectiveLearningLogBook反思性学习日志.docx

1、ReflectiveLearningLogBook反思性学习日志Reflective Learning Log Book：反思性学习日志Queen Mary University of London Reflective Learning Log Book MTH6110 Communicating and Teaching Mathematics: the Undergraduate Ambassadors Scheme School of Mathematical Sciences Queen Mary University of London Reflective Learning Lo

2、g Book To be completed in conjunction with the School Placement CONTENTS Page/s 1. The Purpose of a Personal Log 3-4 2. Before You Start Your Placement 2.1 Self-Audit (prior to beginning placement) 5 2.2. Your Expectations of the School Placement 6 3. Recording Your Experience 3.1 Keeping a Record 7

3、 3.2 Weekly Record Sheets 8-29 4. Personal Reflection 4.1 Focusing Your Reflection 31 4.2 Interests 32 4.3 Skills 33 4.4 Values 34 4.5 Other Thoughts about the School Placement 35 Experience 4.6 Schools and the Organisation of Teaching 36 4.7 Supporting Mathematics Learning in a School 37 5. Develop

4、ing a Summary Statement 38 6. Action Planning 6.1 SMART Plans 39 6.2 Personal Action Plan 40 7. Marksheet for Log and Summary Statement 41 Queen Mary University of London 1. THE PURPOSE OF A PERSONAL LOG Why is it important to use a Log? To aid objective setting Reviewing your situation can help you

5、 think through why you are undertaking an activity and to determine what you hope to get out of the experience. In this way you are more likely to achieve your objectives. A section for recording your expectations is provided for you (in Section 2) to fill in before you start your placement. To log

6、your experience Recording activity in detail means that the experience is not lost and can be drawn upon later. Weekly record sheets are provided (in Section 3) for you to log what happens as it happens. To aid profiling Identifying your strengths and weaknesses gives you the chance to do something

7、about improving yourself in areas that are important to you. The weekly record sheets will enable you to spot areas for development and to draw on the resources around you to try out new ways of doing things. To review your learning Reflecting on your learning and experience enables you to articulat

8、e what it is you have learnt from it all and how. Six sections (in Section 4) are provided for you to think about and to draw together your thoughts about your experiences in a focused way. These will help you develop your insight about yourself concerning your values, skills and interests and your

9、insights into working with young people, Mathematics learning and the organisation of the school and teaching. As a portfolio Collected evidence and a record of your achievements and experiences in the form of a Log can be useful as a databank of information to draw upon for use in constructing a jo

10、b application, a CV or just as an aide memoir. Action Planning Reviewing can help you recognise and plan for what comes next, whether that be your immediate personal, academic or career plans. An action planning section is provided (in Section 6) so that you can decide how you want to build on your

11、experience. Why use a written record? Many people question why it is a good thing to record this kind of information in a log, which might be seen as a chore. Surely I can review, reflect, evaluate my position and plan without all this? Queen Mary University of London This is true, but the basic fac

12、ts are: , Most people dont review effectively in a vacuum. , Details are often forgotten. , Only the good bits or the superficial bits are remembered. , Writing it down creates the time and space for you to think things through properly. , Once something is written it is easier to share and bounce y

13、our ideas and reflections off other people: teachers, friends, yourself. , Written thoughts and reflections can be drawn upon to write CVs, letters of application and the like - at least it gives you something to start with. Once written the Log is there for you to use, put aside and come back to la

14、ter and possible refine. What others think of recording and reviewing: “It helped me realise that there is so much I can do for myself that can make things happen.” “Its very difficult to assess your own progress.” “It was useful to be able to make comparisons between my starting point and ending po

15、int, giving me satisfaction and a sense of having learned something. It is easy to forget what it was like the beginning. It gave me greater confidence. “I didnt feel I was ready to make judgements and thought that it should have been delayed until later.” “Overall it has helped me to judge myself a

16、nd to improve the presentation of myself to others whether in job applications or in oral presentations.” “It focuses your mind in your own strengths and weaknesses” Adapted from a leaflet about Recording and Reviewing produced by Paul Jackson, University of Leeds. Queen Mary University of London 2.

17、 BEFORE YOU START YOUR PLACEMENT 2.1 Self-Audit (prior to beginning placement) Before you go in to the school to begin your school placement, you might find it useful to think about the skills and knowledge you already possess which will aid you in your role as student tutor. Write about: , Details

18、of any prior experience in a similar area if relevant , Details of relevant knowledge and skills , Identification of new knowledge and skills that may be required, such as knowledge of school culture/working practices, IT skills, presentation skills, team-building skills, leadership skills , Sources

19、 of information and resources and opportunities for gaining new knowledge and skills 5 Queen Mary University of London 2.2 Your Expectations of the School Placement To help you to set yourself objectives for the experience, use the space below to write down why you are undertaking this activity and

20、what you hope to get out of it. Think about how these objectives might be achieved, e.g. what support you might need, and identify potential barriers and how you might overcome them. Develop an action plan. 6 Queen Mary University of London 3. RECORDING YOUR EXPERIENCE 3.1 Keeping a Record Remember

21、to take your log book with you to your placement each week so that you dont forget what happened and so that you get into the habit of thinking about potential areas for development. This section will help you note what happened each week. We suggest you: record ideas as you go , review earlier entr

22、ies as time goes by , photocopy and add extra sheets as appropriate (if your placement exceeds 10 weeks) Keep a note of the pupils you work with each week. Try to give concrete examples of the ways in which you think they have been helped by your placement. Use Section 4 to note emerging ideas about

23、 your interests, values and skills and your observations of the classroom experience, learning Mathematics and the organisation of the school and teaching. These ideas can be drawn together at the end of your placement using the Summary Statement (Section 5). The Action Planning section (Section 6)

24、builds on your ideas about what you have gained from your placement and helps you define your next step, whether it is to do with teaching or working with young people, or with your insights into learning or other areas of life. 7 Queen Mary University of London 3.2 Weekly Record Sheet WEEK ONE Date

25、: Activities undertaken: Groups of pupils worked with (please be mindful of Child Protection Act issues relating to student anonymity): Observations: What have you seen pupils learning this week/teaching techniques etc? 8 Queen Mary University of London This section is for you to reflect on your exp

26、eriences today. Please take some time before next week to complete this. How do you feel about the session? Positive outcomes Include comments on: What did you enjoy about the session? What did you see as your contribution? Did the pupils you worked with understand something new? Materials developed

27、? Dont forget to note any evidence for your thoughts. Challenges faced Did you have any difficulties? Why do think they arose? How did you deal with them? Dont forget the sources of help (see Section 2.2). Action Is there anything you would like to work on/do differently next week? This could be for

28、mulated after discussion with the supervising member of staff. It might include: a reminder to yourself to bring in materials or try different approaches with the pupils. Make a note of what happened when you implement your plan. Note any thoughts you have had about your values, skills, interests an

29、d observations of the experience, Mathematics learning and the organisation of the school and teaching in Section 4. 9 Queen Mary University of London WEEK TWO Date: Activities undertaken: Groups of pupils worked with (please be mindful of Child Protection Act issues relating to student anonymity):

30、Observations: What have you seen pupils learning this week/teaching techniques etc? 10 Queen Mary University of London This section is for you to reflect on your experiences today. Please take some time before next week to complete this. How do you feel about the session? Positive outcomes Include c

31、omments on: What did you enjoy about the session? What did you see as your contribution? Did the pupils you worked with understand something new? Materials developed? Dont forget to note any evidence for your thoughts. Challenges faced Did you have any difficulties? Why do think they arose? How did

32、you deal with them? Dont forget the sources of help (see Section 2.2). Action Is there anything you would like to work on/do differently next week? This could be formulated after discussion with the supervising member of staff. It might include: a reminder to yourself to bring in materials or try different approaches with the pupils. Make a note of what happened when you implement your plan. Not