Reflection, feedback and perceptions of

self

Personal totems

Revisiting images

• Ideal Teacher • Me

ILP Prep – Reviewing your progress

• Demonstrating ‘insight’ – to see things as they are – to accurately perceive the nature of something

• Reviewing the feedback and assessing your progress

• Reflecting on feedback and using it actively to feed forward

Self concept

• What is it?

• How does it work?

• How does it impact on how you read feedback?

In Pairs

• List your five most important characteristics from your perspective

• List the five most important characteristics you have noted about the other person

• Share your personal list for yourself with the other person

• Listen to what they said about you (do that for each other)

• What is similar/what is different?• Did you list things to project a particular image of

yourself or a particular values orientation? How well do you know each other? How would it vary?

You need to step outside yourself and use the ‘other’ to see yourself

How ‘cybernetic’ are you?

• ‘cyber’ came from a Greek work which meant ‘to steer or navigate’. It came into common use in the 1940s in relation to the field of ‘cybernetics’ and Norbert Wiener’s concept of ‘goal-directed systems’ (Weiner, 1948/1965)

• A significant focus of this work was the notion of feedback loops.

• system > goal > inputs > resulting actions> feedback loop > response to maintain goal > controlled by governor

• Effective cybernetic systems receive feedback and respond appropriately to ensure the goal is reached.

Cybernetic systems need positive and negative feedback to reach

equilibrium!

Can you identify three pieces of feedback you’ve received?

• Feedback you blocked

• Feedback you accepted

• Feedback you accepted and extended upon

• Does it matter who the feedback came from? Who do you listen to most?

1. Action

2. Feedback or response

3. Response to feedback (intramental and intermental)

4. Action

Subject Other subjects

Subject

Ideas concepts and skills,

emotions – success and crisis

memory – accumulated experience

Identity membrane – permeability dependent on external environment and internal state

Feedback – negative (blocked or rejected)

Feedback – positive (accepted)

Feedback – critical but from trusted other (considered and adapted)

External utterances & expressions - Actions, speech, objects from subject

Feedback – negative (accepted and internalised)

Impact of feedback > Internal dialogue, internalisation & transformation

Cybernetics of self (Identity is a cognitive tool)

Subject IdentityPersonal goal (lead activity)

Varying degree of buy in to the Communal goal

Personal outcome

Collective outcome and products

Community

Individual subject activity within communal activity

Output

Feedback

AcceptReject or accept

Stop, resist, block, adapt, reinforce, extend

Activity > contradiction > expansive learning (Engestrom)

So …

• What is your perception of yourself as a teacher?

• What different kinds of feedback have you/do you receive?

• How do you respond?• How can you use negative feedback to

lead to expansive learning? • Next step action? What is within your

control?

Reflection – what is a reflection?

• An experience• Spontaneous

interpretation of the experience

• Naming the problem or question that arises

• Generating possible explanations

• Ramifying the explanations into hypotheses

• Experimenting or testing the selected hypothesis

Individual Learning Plan

• Are you being honest about your strengths and how they can be capitalised on? What is the evidence?

• Are you being honest and realistic in identifying your challenges? What is the evidence?

• What is doable and achievable in terms of strategies and how will you use them to make a difference?

DomainProfessional

StrengthsProfessional

ChallengesStrategies for

ILP

Review / Comments

(End of EPL)

Pedagogy

Networks & Partnerships

ProfessionalKnowledge

Futures

Domain Professional Strengths Professional Challenges Strategies for ILPReview /

Comments(End of EPL)

Pedagogy

Strengths in English, SOSE and Visual Arts

•Building knowledge and confidence in Science and specific topic of Technology in the home – with a focus on energy •Differentiating learning for different students – especially the 2 ASD boy and the 3 students who could be extended

•Ask Mentor if there are previous resources •Visit other year 5 classes/teachers and ask them about strategies they’ve used•they’ve used•Do internet research and bookmark good sites•Go to school and local library•Search QCAR assessment bank•Try to find a way to use my visual arts and some other engaging ways to approach Science•Design some testing and checking activities that involve group work and individual tasks – find ways for ASD students to express ideas orally at times, build in individual extension & ‘challenge’ opportunities.

Final reminders

• ILP draft to share with mentor/LLM• Clarify with mentor what you are responsible for

planning• Work out processes for sharing plans, receiving

feedback & responding, sharing reflections etc• Ensure you get oral and written feedback

(provide teacher with templates if needs be)• Use reflection actively – you take the initiative

Distinction between “folios”

• Working portfolio - your folder that documents EPL experiences

• Professional portfolio - a folder that illustrates your progress towards demonstrating the QCT standards

• Folio for EQ teaching positions - a folio that shows how you meet the EQ selection criteria for a teaching position

Four steps in developing your Professional Portfolio

• Collecting, categorising and annotating evidence

• Selecting the best evidence• Reflecting on your selection• Organising and presenting your portfolioCollect examples of planning, reflections,

profiles, assessment tasks, etc that you believe demonstrate the knowledge and practice indicators for each standard

When in doubt!

• Talk to LLM

• Talk to us! s.davis@cqu.edu.au

Do what you’re good at and be good at whatever you do!