Reflection 2.

Strategy Focus questions

Are higher-order thinking and critical analysis occurring?

Deep knowledge and higher order Does the lesson sequence cover operational fields in any depth, detail or level of specificity?
thinking
Do the work and response of the students provide evidence of depth of understanding of concepts or ideas?

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?

Are students critiquing and second-guessing texts, ideas and knowledge?

Knowing how students learn best Does the lesson sequence range across diverse fields, disciplines and paradigms?

Is there an attempt to connect with students background knowledge?

Do the lesson sequence and the assigned work have any resemblance or connection to real-life contexts?
Problems that are real and relevant
to students
Is there a focus on identifying and solving intellectual and/or real-world problems?

Do students have any say in the pace, direction or outcomes of the lesson sequence?
Student direction
Are the criteria for judging student performance made explicit?

Are diverse cultural knowledges brought into play?

Cultural knowledges
Active citizenship
Are attempts made to foster active citizenship?
Reflection 2.1: My experience of pedagogy
Copy to your blog (as headings) and complete the information tabulated below, reflecting on your experience of different pedagogical strategies. Where
do your strengths lie? What opportunities exist for improvement to your practice?
Note: Because of the layout of blogs, tables can be problematic. There are plenty of workarounds - for instance creating and embedding a Google Docs
spreadsheet. Another option is to upload and embed your tables as images.
How would you convert a table to an image? How do I create and embed a Google Docs spreadsheet? In this week's tutorial, please ask your tutor to
demonstrate these strategies.
Note: This table will become critical in the second phase of this unit, leading to Assessment Task 2.

When have I experienced this How have I used this strategy

Strategy Focus questions
in the past? as a teacher?

Are higher-order thinking

and critical analysis
occurring?

Does the lesson

sequence cover
operational fields in any
Deep knowledge and depth, detail or level of
higher order thinking specificity?

Do the work and

response of the students
provide evidence of
depth of understanding
of concepts or ideas?

Collaborative and Does classroom talk

social learning break out of the
initiation/response/evalua
tion pattern and lead to
sustained dialogue
 between students, and
between teachers and
students?

Are students critiquing

and second-guessing
texts, ideas and
knowledge?

Knowledge as Does the lesson

complex and linked sequence range across
to interests and diverse fields, disciplines
experience and paradigms?

Is there an attempt to
connect with students
background knowledge?

Do the lesson sequence

and the assigned work
have any resemblance or
connection to real-life
Problems that are contexts?
real and relevant to
students
Is there a focus on
identifying and solving
intellectual and/or real-
world problems?

Do students have any say

in the pace, direction or
Student direction
outcomes of the lesson
sequence?
 Are the criteria for
Explicit quality judging student
performance criteria performance made
explicit?

Are diverse cultural

knowledges brought into
Cultural knowledges play?
Active citizenship
Are attempts made to
foster active citizenship?