Log Thirty Five: 'A Critical Reflection on Professional Inquiry'

Introduction

Now I have critically reflected on Module Three – Professional Inquiry - I feel I have enjoyed the experience of doing my professional inquiry, creating my professional artefact, and critically reviewing the findings of my professional inquiry on "How do teachers foster the development of independent learners in a special educational needs (SEN) context?".

Part One - “Professional Inquiry”

Starting Module Three I quickly realised that after reading the feedback from my academic advisor I need to amend my professional inquiry - something I wasn't keen on as I didn't particularly enjoy Module two - Developing lines of inquiry. Immediately I dived straight in with what needed to be amended before carrying out my professional inquiry on  on "How do teachers foster the development of independent learners in a special educational needs (SEN) context?"creating and developing my own questions on transitions a child experiences in primary school. After I reflected upon my professional inquiry findings and started on my literature reviews.

Part Two - “Critical Review”

The critical review of Module three was something I found to be a bit of a challenge  but enjoyable at the same time. I found it to be a challenge because as while I feel my professional inquiry has deepened my own understanding the process of evaluating and analysing were challenging.

Part Three - “Professional Artefact”

I greatly enjoyed creating my Professional Artefact on "How do teachers foster the development of independent learners in a special educational needs (SEN) context?". I had always planned on using the professional artefact as part of my oral presentation  and after contacting my academic advisor where they confirmed that it should be only used as part of the oral presentation if it relates to your findings. I chose to do it in a video format as it's a type of presentation I am comfortable with.

Conclusion

Upon reflection I feel while I have tried my best to adapt to new ways of critically reflecting and sharing my findings through blogs to be engaged with my peers along my BAPP journey. During my BAPP journey I have learnt how in the future I can best make use of my own professional network, how critical thinking involves consistent focus and attention to detail. I feel that the skills I have learnt on the course will help greatly in the future for my self-development on chosen career path.

Log Thirty Four: Literature Review Two - "Individual Education Plan (IEP)"

In this article the author talks about the importance of individual education plans (IEP) for special educational needs (SEN) children. I chose this article because of my huge interest in working with special educational needs children with a view of expanding my own professional understanding of individual education plans.

"WHAT IS AN IEP?
An IEP or Individual Education Plan is a plan or programme designed for children with SEN to help them to get the most out of their education. An IEP builds on the curriculum that a child with learning difficulties or disabilities is following and sets out the strategies being used to meet that child’s specific needs.

An IEP is a teaching and learning plan and should set out targets and actions for the child that are different from or additional to those that are in place for the rest of the class. The IEP is not a legal document, which means that the LEA does not have to produce a plan or make sure that a child receives any support that is outlined in the plan."

The author states that an individual educational plan is specially designed for an SEN child's specific needs. In my own experience as a special education needs learning support assistant (SEN LSA) my job role requires me to carry out the IEP for SEN child I am tasked with looking after.

"WHAT IS THE PURPOSE OF AN IEP?
The purpose of an IEP is to inform the teacher and others working with the child of specific targets for the child and how these will be reached. The IEP allows schools and staff to plan for progression, monitor the effectiveness of teaching, monitor the provision for additional support needs within the school, collaborate with parents and other members of staff and help the child become more involved in their own learning and work towards specific targets."
At my primary school it's the role of the special educational needs co-ordinator (SENCO) and class teacher to decide what additional needs the SEN child requires in the form of interventions to reach the next stage of their learning development.

"WHAT IS IN AN IEP?
An IEP should contain "targets", "provisions" and "outcomes". It should note 3 or 4 short-term targets set for or by the child, the teaching strategies to be used to achieve those targets, the provision that will be put in place, say when the plan is to be reviewed and identify outcomes which show the child’s progress against his/her previous targets.

Information that may be contained in an IEP may include:

• Any likes, dislikes or anxieties that the child may have
• Assessment information
• Details of any other educational plans the child may have
• Details of how the IEP will be co-ordinated
• Details of the child’s additional support needs
• Details of who will be providing the support
• Home-based tasks and the parents’ and child’s comments
• Information and timescales for reviewing the IEP
• Targets that the child is expected to achieve within a specified period of time
• Parents and child’s details.

Targets set in the IEP should be "SMART", which stands for: 

Specific, so that it is clear what the child should be working towards
Measurable, so that it is clear when the target has been achieved
Achievable, for the individual child
Relevant, to the child’s needs and circumstances
Time-bound, so that the targets are to be achieved by a specified
  time"

Upon reading this article I stumbled upon the term 'SMART' and as I hadn't heard of the term I contacted friends of mine in my professional network to seek more understanding and whether they find it effective.

"REVIEWING AN IEP
The IEP is a working document and should be reviewed regularly (usually two or three times a year) to ensure that it continues to meet the child’s needs. When reviewing IEPs teachers need to consider both the parents' and the child’s views, the progress made by the pupil, the effectiveness of the IEP, any specific issues that impact on the child’s progress and any changes to targets or strategies. After considering the child’s current progress, new targets should be set to be achieved by the next IEP review."

In my experience as a special education needs learning support assistant I have found that when starting a new IEP set by the special education needs co-ordinator, class teacher and parents it's important to explain to the SEN child the new interventions they will be doing and positively explaining how they have progressed to the next level to help build their own self confidence. I have also found in my experience that a SEN child's IEP normally consists of three or four individual targets in certain areas such as communication, literacy, numeracy or behaviour and social skills. Thanks for reading.

Article link - http://www.specialeducationalneeds.co.uk/iep---individual-education-plan.html

Log Thirty Three: Literature Review One - "Independent Learning: What role does the teacher have to play?"

Dated 23rd May 2011, In this blog post the author talks about the importance of the role the teacher plays on promoting independent learning inside and outside the classroom. 

“Independent learning is a process, a method and a philosophy of education whereby a learner acquires knowledge by his or her own efforts and develops the ability for enquiry and critical evaluation”

The author states that independent learning is a journey a child goes on enhance their own understanding at a pace the child doesn't get 'lost' by too much information thus being unable to keep up with their peers.

Adapted Teaching

"A drive for independent learning within and beyond the classroom certainly means a change in role from the teacher.  With more emphasis on learners taking responsibility for their learning the teachers’ role becomes one of leader rather than controller of learning"

Teacher's have to be willing to adapt their lesson plans whilst also implementing independent learning strategies.

Teacher's Role

"Teacher as facilitator, mentor, coach and guide:

Teachers are able to help learning in a myriad of ways and these will vary with every lesson and every student, but some key ways that teachers can act as facilitator, mentor, coach and guide are by:

·        Providing learners with resource materials

·        Whetting learners appetites to learn

·        Providing learners with opportunities to test out their learning

·        Giving learners feedback on their progress and

·        Helping learners to make sense of what they have learned"

The author explains that the role of the teacher changes from a rigid role to a fluid role aimed at positively coaching and impacting the learning development of every child inside and outside the classroom.

Advantages of Independent Learning

"What’s so great about Independent Learning anyway?

Directed learning, or teaching to the test usually results in pupils passing the exams and jumping through the hoops that the educational system requires of them.  But it doesn’t prepare them at all for life beyond the classroom – and in most cases it squeezes out any passion, enjoyment or spark they might have had for learning in the first place.

Independent learners have abilities that will stand them in good stead both during and beyond their education such as their ability to:

·        Acquire and deploy information

·        Communicate effectively using different media

·        Organise themselves

·        Problem solve and

·        Relate to others"

The author argues the advantages of independent learning and makes valid points on how it best prepares them to make choices outside school.

Examples of Independent Learning

"How to promote Independent Learning:

One of the most important roles of the teacher is to promote independent learning.  There are a number of practices you can build into your teaching to encourage independent learning during every lesson.  These include:

·        Giving pupils choices so they can reflect on their own interests and preferences

·        Encouraging group work so that learners can learn from each other

·        Collaborate with pupils to set shared learning goals

·        Involve pupils in lesson planning

·        Encourage pupils to reflect and plan" 

In my own experience as a special educational needs learning support assistant (SEN LSA) I have witnessed teachers promoting independent learning through 'jobs' such as: register monitors, one child to count how many children are in, lights on monitors, light off monitors, advent calendar, handing out books, having a worker of the day for a child who had worked hard the previous day and the teacher allowing the whole class to come up with classroom rules.

Summary

"Independent Learning needs teachers too!

So in short, the teacher doesn’t become redundant once independent learning becomes firmly embedded.  In fact, quite the contrary is true.  The teacher’s role becomes more important than ever.  It does, however, change beyond all recognition"

To summarise I picked this blog post as my literature review as I believe this blog post on the importance of a teacher's role in implementing independent learning is significant to my professional inquiry on "How do teachers foster the development of independent learners in a special educational needs (SEN) context?". It argues the advantages of how the implementation of independent learning impacts the learning development of all children and how crucial the role of the teacher plays the part of "... facilitator, mentor, coach and guide:". Thanks for reading.

Blog post link - http://www.creativeeducation.co.uk/blog/index.php/2011/05/independent-learning/

Log Thirty Two: Task 7A - Professional Inquiry

Having tweaked and edited my inquiry proposal numerous times, I decided that my inquiry should be on "How do teachers foster the development of independent learners in a special educational needs (SEN) context?".  I chose this line of inquiry because of my aspiration to become a primary school teacher and independent learning with SEN children is something that greatly interests me. I carried out my professional inquiry in late November and am in the process of completing my critical review and professional artefact thus nearly completing my BAPP journey. Thanks for reading. 

Log Thirty One: Praise and Encouragement

There are four main practices used to praise and support children:

1. Verbal - Positive comments,  award assemblies.

2. Non-verbal - thumbs up, sign language and smiling.

3. Symbolic - Stars or smiley faces.

4. Written - award certificates, positive written comments.

How do you manage a child experiencing failure and disappointment who rejects your efforts at praising them for taking part? How do you get that right balance when using  praise to ensure that, a child doesn't get uninspired from hearing the same thing constantly? These questions will be hopefully answered when I carry out my professional inquiry. Thanks for reading.

Log Thirty: Task 4D - Award Title (Update)

Proposed award title: BA (Hons) Professional Practice (Inclusive Practice)

Thanks for reading.

Log Twenty Nine: Module Three - 'Professional Inquiry'

After taking a break from the BAPP course I'm really looking forward to this module because I am interested in producing a professional inquiry that is going to challenge me and hopefully help me in my chosen career path as a primary school teacher. Whilst incredibly busy (like everyone) I will try my best to keep blogging and engage with my peers. At the moment I'm in the process of critically reading my inquiry making sure it's in the best shape it can be for carrying out my inquiry in two weeks. Thanks for reading.