Now that you have heard about the idea of "Levels of Reflection", share your thoughts on:
•Give an example of how a teacher could operate at each of the three levels.
•Which level of reflection do you find yourself working at now?
•Do you think a lecturer should always operate (reflect) at any particular level?
Hit the comment link below and write away!
351 comments:
1 – 200 of 351 Newer› Newest»an example I have seen so far is the reflection on action, when a lecturer noticed that the students in the class lost their attention, he or she will do something immediately to draw back their attention. this could be one example for reflection on action. i think i am still working on this level. I do not agree that a lecturer should always operate at one particular level, he or she should be more aware that the students' feedback is not only through action, but also through emotion level or moral level.
Level 1 Actions - Be conscious of teaching/talking speed.
Level 2 Beliefs - Formulate & improve of teaching strategies before/after class so that learning objectives of students can be achieved
Level 3 Morals - Discuss with teaching colleagues and friends to have a better understanding of students' needs/weaknesses and thus try to come out with a more effective teaching methods.
Yes, lecturer should always operate at these 3 levels from time to time.
Examples:
Level 1 - What is actually done in class? How to capture students' attention more effectively.
Level 2 - Strategise teaching methods to obtain the greatest output from the students
Level 3 - Think of the communinity, teach the students not only content knowledge but also their contribution to the society.
My current level will be mostly at Level 1 and I think that a lecturer should be able to operate at all 3 levels but when to operate at which level depends greatly on the situation.
An example of ‘Action’ level would be a teacher giving a lecture within the confines of the scope of lesson.
The ‘Theories’ level: lecturer trying out certain ways (theoretically) of engaging the students depending on their needs.
The ‘Ethics and Moral’ level: A lecturer with working experience can temper the lesson proper such that the lecture given to the students would cater to different situation when/where required.
At my present experience in teaching, I would find myself at level 1. I feel that lecturer should operate at all 3 levels depending on the situation and the need.
We can't escape.When we step into the class, we reflect at what we see, the mood, the attentiveness and our lessons and activities that may be stifled if we do not make changes.
Changing the mood and sentiments may be difficult so we have to change our teaching methodology then.
1. level 1 is to capture the attention of students,example is to find ways to draw them out from their existing state(students could be playing their PSP or chatting.
2. level 2 is to obtain feedback or results from students, example is to let them do a simple quiz for feedback on their understanding.
3. Level 3, morals and ethics, for example when a discussion is on-going with students the Lecturer can draw upon their experience or latest news to reflect on a case.
It really depends on the maturity of the class inorder to apply the level.For me I try to adapt to the class.
I think lecturers should be operating at all three levels at different times. For example in terms of teaching practice - student learning, it could be a Level 1 Reflection. Reflecting on whether your students are really learning and you how can change things to improve their learning would be a level 1 practice. But if you were to start researching more information about how you can change how you teach it might be a level 2 reflection. Level 3 is the teacher who lives and breathes concern for thier students. I think I float between 1 and 2 most of the time.
Operating on each level:
the level 1 is how we deliver, this we have almost full control over. I say almost, as materials are sometimes fixed, or we don't have ability/time to change them.
level 2 sounded quite abstract and level 3 was way past my head.
I would guess that when looking from a course manager/module coordinator, we would consider these levels.
What level: level 1 only, assuming I do reflect.
What level to work at? No idea, unless I tie it back my answer for Q1.
I believe that lecturers can practice the 3 levels of reflection simultaneously in class.
Level 1: Conduct short quizzes related to the subject in the middle of the lesson and at the end of the lesson. Feedback on how much the students understand the lesson. Level 2: Ways of presenting the data. Besides the slides, using actual materials (eg: different types of marble) allow the students to have a better understanding of the subject. Level 3: Referencing previous working experiences to the student is helpful. They could relate the given information/material to a real-life situation.
I would vary my teaching methods based on the subject and the class situation.
I feel that a successful teacher can practice the 3 levels of reflection simultaneously in class.
Level1: Review the lesion done before to stimulate the students prior to a brief story of the subject to be taught.
Level2: Rephrase the matter in the teaching material as per the need of the class adding sufficient real life/ practical examples.
Level3: Tie up the course delivery with the course objective and direct them for applied fields.
Currently; I would find myself at level 2. I feel that lecturer should operate at all 3 levels.
Level 1:
Students did not do well in formative assessments (surprise quizzes w/o grades, questions posted at the end lectures, etc). The lecturer starts to reflect on what could have gone wrong technically and make necessary adjustments to recap what was already learnt and also to future lesson plans.
Level 2: Lecturer will be considering the pedagogy, different types of teaching and how to apply them in their own context to revolutionize their original way of educating students.
Level 3: A final year EEE student who has no interest and is still clueless about wire wrapping, PCB, functions of common electronic chips failed marginally to achieve the objectives of a specially 'watered down' version of FYP. Now, his ambition is to be a policeman. As a supervisor you have the option to fail him. As you reflect, would you want to fail him? If his intention is to be an engineer, the answer is Yes. He will be technically incompetent to handle the tasks in the industry and it makes his life even harder if he is passed. However, he is always thinking of being a policeman and getting into this course was not his choice. If you fail him, Singapore may lose a potentially good policeman as he needs a full diploma to apply for the post. He is also unlikely to pass for another round of FYP. I think this is a moral/ethical level of reflection.
As a new lecturer, I am operating in Level 1 most of the time. But I was involved in Level 3 too.
Level 1: Action
Using teaching skills to get attention from students then impart knowledge to them. For example, tones, body language, interactive powerpoint slides and pesentation materials
Level 2: Conceptual
Focus the teaching by introducing concepts. Gather the student's past experiences and put them as examples for the concepts.
Level 3: Moral
To create the awareness of self regulated learning from students. Lecturers play the role of facilitators or coach in developing/cultivating their capabilities to achieve targets in their life.
As a new lecturer, I am currently at Level 1 and moving forward to Level 2.
A lecturer should always reflect at every level.
An experienced lecturer should be able to incorporate all 3 levels concurrently in class, as and when seh/he faces different gps of students with different needs and abilities.
Action... theory/concept....moral. Action and theory/concept kind of overlapping for me,theyre as to the way i deliver my lesson,i used diff approach for diff classes depends on the type of students i get and the rapport that was built .Notes,quiz,hand-on to jokes,story etc,it just varies.
Moral as to sharing of real life experience...own as well as students' experience, a 2 way learning and reflective process.
Not sure if these are what u are looking for.
It is difficult to have a well-defined line among the 3 levels.Sometimes i am floating at level 1 and 2 however sometimes personally i am able to hit level 3(seldom)and missed out level 2 but again there are alot more space for me to improve on the levels of reflection that are defined here.
If I can draw the analogy between being a chef and a teacher (not that I can cook to save my own skin) I would suppose level 1 is where the cook figures out the basic know-how, such as holding the pots and pans, starting the fire and heating till edible. In the teaching realm, I would be figuring out the equipment, the lesson plans, the delivery of the lesson.
The level 2 chef starts to know the impact of his actions on taste - using tools such as technique and time - he consciously handles and act on the raw ingredients, controls timing and fire, knows what condiments to add to bring out what flavours - essentially being in control of the when where how what why. In the context of teaching, it could be figuring out and applying anticipated impacts such as behavioral patterns. I recall some useful information at a particular session in CT, which stuck to the mind - the type of seating layout affecting the control of the session and the concentration pattern in class (peaking at the start and end) - which I think are brilliant tools that should start off as application options and eventually internalised.
Level 3 is when the chef creatively creates emotion and memories with flavours. I would think the teaching equivalent moves out of the jurisdiction of lesson plans. In the SD context, perhaps the inculcation of passion, professionalism, confidence and opening up minds to be inspired.
I expect the engagement of all 3 levels to be concurrent, starting the day the role of the teacher sets in.
Linear clearance by stages sounds rather contrived. We all differ in strengths. I would expect level 1 & 2 to be strengthened with time - experience and curiosity. Level 3 is already in each of us. However, it is probably more challenging to manifest.
(Reading back at your questions, it is becoming painfully obvious that I do not have the ability to answer to the point)
Level 1- Action
Imparting knowledge to the students through powerpoint slides, exercises
Level 2 - Conceptual
Teaching which incorporates concepts, experiences and get students to share their views/ experiences if they have any.
Level 3 - Moral
To incorporate emotions, generate awareness in the students and to be empathetic by putting ourselves in their shoes. To think what they are thinking and this will enable us to deliver what we want across better.
I guess i am in a mixture of all 3 levels depending on what situation i am in.
At Level 1 - Body language,appearance and our tone of voice are definite giveaways to student whether we are committed towards the class.Lecturers should always send a positive vibes through the entire class to engage them and indirectly motivates them by simply with our actions and behaviour
At Level 2 - Lecturers should have a very good command of the subject to support their theories,beliefs and principles.By answering queries and looking for exemplry examples/experiences to relate to the subject will promote greater interest from students to understand more about the subject.
At Level 3 - Lecturers should always show to the students that we practice what we preach.In an industries institution like SP,we are the living 'legends' that we are considered 'Been there and done that'.The students look up on us.Our achivements will be a great motivation to them and thats why we should upkeep our morals and ethics,even outside the classrooms
At present,I can say that I almost operates till level 2.some of the theories that I taught dont really apply in real world.So in practical,I tend to do things that are normally done in industries.
For myself, being new, I am working on Level 1 (I see myself reflecting on what I did, ie. my behaviour/action, so as to better handle any future situations).
As for lecturers with more experiences, I see that they may reflect on different levels (subjecting to different situations).
For me mostly level 1. no lecturers should reflect at all levels.
Level 1 - Self evalutation of the the pace and structure of a lesson after the lesson.
Level 2 - Considering whether a particular pedagogy/style/method of delivery is effective in teaching a particular topic.
Level 3 - Considering how one's actions can subconciously convey ethical/moral messages.
I'm from SD: Teaching design for instance, is not literally "teaching design". It's more like "explorative learning" where both lecturers and students make discoveries simultaneously. Thus students will look up on lecturers as their mentor.
At level 1, action: while giving class exercises i.e. drawing, we can attempt to practice with the students to enthuse them.
Then at Level 2, beliefs: we can then compile students' works into portfolios as a measurement of individual student's progress and whether our actions at level 1 have encouraged student learning.
As we move on to level 3, we will have to examine how the skills that students' possess will help them and ourselves discover their potential to facilitate their entry into the industry.
As a new lecturer, I am still working very much at level 1 but in the long run, I hope and I think that lecturers should reflect throughout different levels.
Level 1 - Reflection will be on what happens in class and interaction between the lecturer and students.
Level 2 - Reflection involves analysing the reasons behind the actions taken by the lecturer and also looking into the students' needs.
Level 3 - Reflection involves looking at the practices of the lecturer at a broader aspect of society, thus critically looking at ethics and morals.
A lecturer should be able to operate at all levels of reflection.
Below are my personal interpretation of the different levels of reflection.
Level 1: Reflection on what you do in class, such as the lecture pace, whether the lecture materials are sufficient, etc.
Level 2: Reflection on your teaching pedagogy. Are there any new methods of teaching that are effective which you have yet to explore?
Level 3: Reflection on the moral/ethical aspects of the teaching profession. Is teaching just a job or do you sincerely want to help students to learn?
I'm current at level 1/2. A good lecturer should try to reach level 3 to perform best.
Level 1: Speed, body language, tone, time of the day (ie, after lunch or 4pm class on a Friday)
Level 2: Usage of teaching materials/props in the class. How to bring in relevant or connective examples? Sequence of materials to present?
Level 3: Character development and the values of teaching. Taking real interests in students' learning (listening vs hearing issues raised). Approachability after class. At this level, I find that teaching transcends the classroom settings and can be via chatting in the foodcourts or labs.
I think I'm usually at Level 1 and 2.
Level 1 - Capture students' attention using the right pitch and tone.
Level 2 - Use different strategies to connect to different students
Level 3 - Brief them on industry practice, bring teaching out of the classroom.
I think I am at Level 2 and 3.
Looking at the comments, I would say level 3 is still pretty much hazy. Level 1 & 2 are easy to understand and practice, while level 3 is not easy to grasp and thus, the answers vary.
Level 1 Action: Preparing the lesson notes and materials that the students would require
Level 2 Conceptual: Using appropriate teaching methods and depending on the class situation, relate to the students the theories and definition, and why things are done in a certain manner
Level 3 Ethical: Relating to the students the impact of certain actions on society and individual level, for eg why plagarism is not good.
I believe most of the time, lecturers would switch between level 1 and 2, which is what I am doing now. Level 3 can only be done provided the lecturer has built a rapport with the students such that they would accept our explanation. Level 3 is good to perform but not always necessary to perform for every lesson.
Chris here
Level 1 - Reflection will be on what happens in class interaction
Level 2 - Reflection involves reasoning and looking at the needs and wants of students.
Level 3 - Reflection involves looking at a broader perspective
Lecturer should be able to operate at all levels
Level 1: keep a diary, which I have been doing since many many years ago, as I have to write minutes of meeting at least 3 times a week
Level 2: check with my co-lecturer, on one hand I could maintain a certain standard of teaching, at the same time I wont feel so bad if he is also not as good
Level 3: students feedback on regular basis, see how student feel about my lectures.
I think I should continue to keep up with these 3 levels of activities
Faith said-
As a lecturer, I engaged in all 3 levels as my actions in dealing with classroom situations & with students are greatly influenced by my beliefs, ethics & moral values.
Level 1: Reflect back on how the class being handle.
Level 2: Discuss with your fellow lecturers opinion on sugession better way to handle the situation.
Level 3:Interact with students and see if there is room for improvement in delivering the lectures.
Level 1: Ensures lectures are systematically delivered according to teaching plan. Course curriculum is consistently revised to stay relevant to industrial needs.
Level 2: Ensures students are absorbing and fully digesting the imparted knowledge at a macro level. Constant tweaking of the syllabus according to the learning pace in a general sense.
Level 3: Attending to the varying learning difficulties across students at a micro level. Placing stronger emphasis at slow learners while exploring the capabilities of those brighter ones.
Currently, I'm working at all 3 levels, mainly focusing at level 1.
Yes, I truly believe that lecturer should constantly reflect at various level at any one time.
Level 1: How do I teach in class?Did I handle the lesson well?
Level 2: What kind of beliefs am I imparting. What theories do I follow in teaching
Level 3: Did I ram the lesson down my students' throats or did I teach them, as in develop their thinking skills and guide them to reach their own conclusions. Are my methods ethical? Is what I am teaching ethical?
Level 1 - reflecting on "WHAT" and "HOW" we do in class, i.e. the method we used in managing the class, in teaching student, etc
Level 2 - reflecting on "WHY" we behave in such manner, i.e. why we manage the class in this manner, why we use this particular teaching method
Level 3 - reflecting how we can better relate our teaching method with respect to the moral/ethnical values of our society
Level 1 - What is actually done in class? How to capture students' attention more effectively.
Level 2 - Strategise teaching methods to obtain the greatest output from the students
Level 3 - Think of the communinity, teach the students not only content knowledge but also their contribution to the society.
If u think of education as an kind of industry, then it is created to support/address the bigger and broader objectives such as manpower for economy, social needs such as job creation, political needs etc.
It seems to me that the different levels of reflection is pretty similar and it is your preference to chose to adopt top down approach or bottom up approach. Both has its pros and cons but i prefer top down approach as it help to remind the fundamental reason for our existence as teachers and i believe it will strengthens us to stay on this profession although there might be lots of ups and downs.
I would like to draw an analogy of these different levels of reflection as fighting a war.
Level 3: Decision to enter into a war to fight for freedom or country etc (Government decision but affects all)
Level 2: Different strategies to approach the war (army decision and affects all that participate in the war)
Level 1: Actions in the battlefield (direct impact on all the soldiers in the squadron, in the platoon etc)
As compared with teaching,
Level 3: strategic direction of education at the national level as presented by MOE
Level 2: trends of pedagogy, PBL, e-learning, etc
Level 1: Actual delivery of the knowledge to the students.
At action and behavioural level:
a) Try different ways to deliver your course. Give examples from different domain and figure out in which method the students are responding and participating the most.
b) Look for an "Association". For example, you were perceived to be too funny to deliver a teaching point to the students. And you tested the same point is remembered better by the students. Don't be shy to repeat it.
At Theories and Comparative level:
Check if you obey SHARP principle - that you are using stories , humours etc and gauge how the students are receiving it.
At level 3 - Ethics and Morals level:
Give them PBL, Case studies and check that really the students are sufficiently enabled to solve pseudo-real life problems.
I find I am operatinging at 80% Level 1, 15% Level 2 and 5% Level 3.
I am reflecting on how should I deliver (i.e. techniques) the teaching points. I find when I engage them and motivate them ( making them MARKSist) saying that participation marks is there, they learn better. I am developing my own styles that way, where the pupils tend to pick up the teaching points. I spend 10 mins on summarising and involve the students in that process. I find when I tell a story or funny thing and recall a teaching point in a later class associating (i.e. referring to) with my story, the students respond better.
Also I sometimes reflect that really I have mentioned the objective properly at the start, really I am applying primacy effect to my advantage, or really my teaching process engages at least one of the SHARP principles. That way it is 15%.
Level 3: Apart of course described PBLs, I sometimes asked the students to engage in solving real life problems such as pricing a real life financial instruments, or creating a frequency table based on certain attributes among the students present in the class - and from their how to infer how relative frequency can be applied as a probability etc. It is like 5%.
In my opinion Reflective Practice is not the End. It is a process. Therefore, it is not like an object like house/building/car - that once it is built, it is over. So a mix of three refelctive practice levels will rectify ourselves. However, more experienced we are, type 3 will be applied in higher proportions than type 1. So, proportions will vary. With an open mind, even an experienced teacher may find that he/she needs to apply an altogether different mix due to ongoing changes in social/circumstances/technology fabric.
Level 3 (Ethics, Morals)
Eg: stay objective
Level 2 (Theories, Beliefs)
Eg: believe in all students
Level 1 (Actions, Behaviours)
Eg: fair treatment to all students
Have been reminding myself everyday to practice what I believe, uphold my morals and align with my actions.
Tough...I'm only human =p
I have good lecturers, professors that demonstrated super lvl1 reflection. They have taught industry best practises on engineering and technology and these is so deeply instil in me such that I want to pass it down to my students. Thanks to them I possessed the know how to operate a machine, software etc. It is them that taught me how to skin a cat (no cats harm in the process, please don’t get PETA on me).
As for lvl2, each teacher/student have their own set of believes. I.e., what other ways to skin a cat? To skin it ethically/fastest method/most mechanized method? This stimulates the student’s thinking process based on the theory / beliefs behind it. Anyway, one of my professors taught me something which is rather fundamental for me to make decisions: be liberal in what you listen, conservative on what you accept. The students need to have the “enlightenment” of able to filter out theories/believes, not just blindly accept what that is taught. That is the spirit of the inquirer that uses different resources to rationalize the said hypotheses. The big question comes to how to teach them to be the inquirer?
No comment on lvl3. Define the standard of moral and ethics first, and specify will it change over time? We as teachers are setting up as role model, something for the students to look up for.
At level 1 - ACTION which is ‘descriptive’, a teacher would be having discussion within a lesson or a tutorial and that he can reflect on students’ responsiveness to the ongoing class activity, and by analyzing how are the students taking it, does he need to do more motivation for the students to do the class activity and complete it with self satisfaction.
At level 2 – THEORIES which is ‘comparative’, a teacher would be applying theories and different techniques in teaching and assisting students through interaction and activities for the lesson.
At level 3 – ETHICS and MORAL which is ‘critical’, a teacher would be giving the students activities on problem solving that they may encounter real-life situation. Analysing how the new generation of students would develop their capabilities and motivation to achieve or create their goals in life.
I would say, I find myself probably too much of reflections – levels 1 to 3. But honestly, in terms of reflective practice… I’m only applying the level 1 reflection.
Lecturers should always have reflections up to the 3rd level at certain degree at a particular situation… well I believe this is a tool for our motivation.
Yes it's me, I sent the previous comment without putting my name.
This is what I said:
level 1 - ACTION which is ‘descriptive’, a teacher would be having discussion within a lesson or a tutorial and that he can reflect on students’ responsiveness to the ongoing class activity, and by analyzing how are the students taking it, does he need to do more motivation for the students to do the class activity and complete it with self satisfaction.
At level 2 – THEORIES which is ‘comparative’, a teacher would be applying theories and different techniques in teaching and assisting students through interaction and activities for the lesson.
At level 3 – ETHICS and MORAL which is ‘critical’, a teacher would be giving the students activities on problem solving that they may encounter real-life situation. Analysing how the new generation of students would develop their capabilities and motivation to achieve or create their goals in life.
I would say, I find myself probably too much of reflection – levels 1 to 3. But honestly, in terms of reflective practice… I’m only applying the level 1 reflection.
Lecturers should always have reflection up to the 3rl level at certain degree at a particular situation… well I believe this is a tool for our motivation.
1) Level 1: Action
I will revise my teaching methodology and content to engage the class and to allow the students to participate in learning.
Level 2: Assessment
I will formulate appropriate and relevant quiz that can assess the students' learning and knowledge retention.
Level 3: Professional ethics and Morale
I will display a set of good values and be a role model to my students.
2) Currently, I am mostly involved in Level 1 and 2.
3) Yes, we should as the change is progressive.
Shirlynn says:
Level 1 - Must bear in mind student's prior knowledge
Level 2 - Must be able to get students attentions.
Level 3 - Discuss colleagues to have a better understanding of students' needs/weaknesses so as to be able to come out with a effective teaching method.
Yes, lecturer should always reflect from time to time.
my experience...The student attention span is really short especially during the 8am class... I have two classes teaching same subject at different day. 8am on wed and 2pm and thurs.
wed class - quiet and not much interaction with students, class too quiet.. find that I have lots of time left.
thu class - students very active and has lots of responses.. find that there's not enough time to finish lesson.
not easy...:(
Level 1 - timing issues, gauging flow of lessons and experimenting with motivational techniques
Level 2 - conflicting views with other tutors
Level 3 - this is one area i think i've problems with, it embraces the greater outcome for the students at the end on the ideals we instilled
dioni
At level 1 (actions, behaviours) - the lecturer will quickly adapt his/her teaching method to the class response.
At level 2 (theories, beliefs)- improve his/her way of class management, modify the teaching materials based on students' yearly feedback.
At level 3 (ethics, morals)- the lecturer would have to reflect himself/herself on how good he/she in becoming the role model to the students
Level 1 - teachers observe and are aware of students' behavior/respond to her teaching during class and deals with issues as they arise ie immediate response during class
Level 2 - teachers develop preconceived ideas and strategies in teaching and class management based on observation and class character after getting to know the students for a while
Level 3 - teachers give deeper thoughts into class/student's behavior and strategise more effective teaching methods to reach students; and also adopt a curious and caring stance to help students who lack motivation/exhibit behavioural problems.
Choon Lee
Examples:
Level 1 - What is actually done in class? How to capture student's attention more effectively.
Level 2 - To develop some teaching methods to obtain the best result from the students
Level 3 - Think of the communinity, teach the students not only content knowledge but also their contribution to the society.
My current level will be mostly at Level 1 and I think that a lecturer should be able to operate at all 3 levels but when to operate at which level depends greatly on the situation.
Level 1
How my presentation techniques are like. Do I repeat a word too often during lectures etc
Level 2
How best to present the information. How much should I help weak students in a project that the student does learn something but does not get so frustrated that the student gives up.
Level 3
How can I ensure that I teach in a way that the students not only learn but can apply that knowledge in different scenarios. How do I integrate their learn with what is really happening in society.
I think I am somewhere in level 1 and 2.
Lecturers should operate on all levels.
examples
level 1 - being aware of what is being done and said to the class (eg. making a 'c' programming lecture come alive)
level 2 - ensure subject content is correct and appropriate (eg. continually update 'c' programming course material)
level 3 - be conscious of the after effects of what is taught (remind students not to hack for wrong reasons upon learning this new skill)
i would be at all 3 levels if possible.
a lecturer should always operate at all levels if possible. level 1 takes personal skill. level 2 takes time. level 3 needs industrial experience for after effects of course content.
Level 1 :
Observe the students reaction to the lesson taught and to adapt when needed.
Level 2:
Strategise and plan the lesson to allow students to learn as much as possible.
Level 3:
Incoporate good industry work ethics by quiting examples of real life work experiences
I think a lecturer should try to work at all 3 levels if possible.
e.g.
Level 1 : Actions
Focus on the delivery of lectures,speed of lecture,students' attentiveness or interests in certain topics raised
Level 2 : Theories
Do the lessons help the students appreciate how the module fits into the diploma/even profession/industry of that diploma?
Where the students' performance or attendance is not up to mark, to assess the reasons for their behaviour, to think of ways to help them learn.
Level 3 : Ethics
Is the content/information shared with the students what and how the industry/real world view and imperfections may be/are? What values are imparted?
All three, we must do.
Kit Peng
Level 1 - reflection after a lecture. You ask questions like: "did the students get it", "why couldn't they grasp that idea" & "how can I make the information more accessible to them". Find myself in this the most often
Level 2 - For this to happen. Guess us new teachers would have to be more familiar with the current frameworks of theories already being written on different methods of pedagogy. You'd like to be able to reflect on this on a more "once a semester or school year" type of situation. So that it allows enough time for testing previous methods of teaching and adjusting/changing to other theories of teaching. I suppose this happens more for module & year co-ordinators. I do not do this form of reflection very much. (haven't read-up enough)
Level 3 - I would assume this would be taken more at a management/principal level, where one needs to reflect on the social need for the types of courses application to the workplace (for example). Or say in a secondary school/JC the principal needs to decide if the focus of the school is really about reflecting good grades only (in some cases getting students to drop subjects) or whether the focus is a balance of grades and letting students study what they enjoy (but may not score well in). I suppose this is tied to the person's moral belief in the type of students/people they would like to "produce". Strangely enough I do find myself reflecting on this level sometime (though not formally), wondering about the "type" of students I would like to help grow in a larger context of society.
Examples:
Level 1: Observe how the students behave during lectures and how much they can answer during tutorials.
Level 2: Revamping the lecture notes, think of new ways/tools to deliver the content of the lecture
Level 3: I think this level will be more applicable during final year project or internship programmes.
Zheng Rongyan
L1: Useful but i find it difficult to ask students to volunteer to answer questions.
L2 & L3: Seems to be the same method. Both looks at personnal inputs.
I suppose we should use any methods when appropriate.
Level 1 - To capture students'attention and making sure that the materials are easily understood to all
Level 2 - Gather student's experiences or real-life projects and set them as examples for teaching and introduction to your theories and beliefs
Level 3 - Impart industrial knowledges to the students to handle different situation and learning to work with different peoples.
I guess I'm at level 1...and I feel that lecturer should operate at all 3 levels in order to give an all round education to the students to prepare them for the real world.
I suppose when teaching skill-based modules, there would be much of level one reflection. The mode of reflection is rather short and immediate. Teaching of concepts or principles operating within a certain field would perhaps require more of level two reflection, which seems to be of a longer duration. Level three reflection, perhaps a continuous and longest spanning reflective activity, would be good for teaching professional practice and ethics, or even for mentoring learners.
Not sure if I'm on the right track, but I guess Level 1 is about imparting the information and knowledge prescribed in a particular module; Level 2 involves giving students some rationale to why the information/knowledge is relevant to their lives; and Level 3 is about setting a good behavioural example and encouraging students to learn more about the world around them - to widen their horizons and to understand that there's more to knowledge than just what to study for assessments and exams. Too often I've heard students saying "Aiyah, that's useless information lah, because I won't use/apply it anyway." It's a pity such students don't seem to realise that it all goes towards making the person.
I am operating mainly at Level 1 right now, but I think there are aspects of Levels 2 and 3 thrown in along the way.
As for which level a lecturer should operate at, I kind of think it's an organic process. Could be a mix of any of the levels at any one time, I think...
Capt Mohit Mehrotra
We can operate at 3 levels in diffrent phases. In other words we can use 3 levels in seq of 1-2-3: 3-2-1: 2-3-1: 2-1-3 etc. The sequence will actualy depend a lot on the subject/topic being handled
Operating at Level 1: Some basic things Like- good body language: Encouraging students: Some real life stories: Optimistic atitude of lecturer & student: Ability to understand & communicate clearly & at ease with each other will help us to operate at Level 1. Knowledge & understanding of topic by lecturer is very impotant> Knowledge acts like a adhesive & bonds all positive aspects togather. Using new multimedia/puzzles/crosswords/new templates for power point/animation will be used by me when operating at level 1. If i can mange even 50 % from the list above i beleive i can operate safely & properly at level 1.
Operating at Level 2
We often need to brush up what we teach our students. Theories & concepts which were used 15 years ago may not be valid today. Application of new technology & computers is changing the world at a very fast pace. We need to check & reenforce our concepts /Theories & beleifs quite often. At the same time we need to convey this to students in simplest possible manner. Sometimes it is possible that a student actually challenges your concept/beleif in class room: This should be taken in a positive manner & be applied.
Operating at level 3
We need to understand & reason morals & ethics involved behind our leassons & practices in classroom. A practice which was ethical 20 years ago need not be ethical today. We need to justity our work & our practices. This can be done by discussions/attending workshops like this workshop or even using internet.
2. I beleive i am mostly operating at level 1 : Sometimes i do crossover to level 2.
3. I beleive all 3 levels are important: we need to work on all 3 levels. Level/levels being used at any given time are governed by the need of the hour.
I am going to keep this really simple. A level 1 trainer looks, a level 2 trainer analyses, a level 3 trainer eveluates.
If I say level 3 does that exempt me from the rest of the training? *wonders*
To answer the last question, I would say, use a bit of common sense, the problem with common sense however is that more than often it is not that common
Mei Pheng said
Level 1: Observe of owns actions and students actions on students themselves or peers. THis means that how to capture students' interest in the subject and bring across the points in a simple and interesting manner vs a text loaded information. It is good to also observe students actions such as eating, chatting and sleeping as it will affect their peers too
Level 2: Since students are here to learn, it is important that they retain knowledge. Hence although there are different methods of teaching, it is still import to obtain feedback from students whether face to face conversation or through assessment means.
Level 3: As a lecturer, we not only impart knowledge, however, i feel that creating awareness and eager to interest, by acting as a faciliator leads students in understanding more of the subject
Mei Pheng continues..
I am currently working at level 1 and i feel that a competent lecturer should aim to work at all 3 levels depending on the circumstances
Zhou Wei said...
Level 1: Slow down lecture progress when you find students do not have enough time to digest.
Level 2: Modify teaching plans to obtain better learning results based on previous students' feedback.
Level 3: Align the teaching strategies with SP mission & vision.
Currently I mainly focus on Level 1 and 2.
As a journalist, I need to operate at all 3 levels. As an editor, I use levels 2 and 3 a lot more. It's about responsibility.
Now that I'm a lecturer, I think all levels are similarly just as important. After all, we need to practice what we preach and we are, like it or not, role models.
Level 1 could be whether we get the right class activity.
Level 2 could be a situation where you check if the conventional practice really works because it was based on some beliefs that may have changed over time.
Level 3 could be a case of you asking yourself what arguments you should table it to class because in many instances, there's no right or wrong. So you got to play it well. This could be really tough, especially since this is the age where the kids are starting to have opinions and question. But this could also be the best opportunity to lead them to a journey of self discovery.
I'd say I'm at all levels most of the time.
As an adult, I use it to celebrate what life has to offer:)
err.. whatever Gamar said!
This sounds so Sociology!!!
To simplify things, i assume:
Level 1 = Observing Body Language and how lecturer/students behave in class
Level 2 = Analysing why we behave in this way. As such, what are some of the best ways to communicate/share knowledge....
LEvel 3 = Greater moral/ethical values that determine why we do what we do. Reflecting about what we're sharing with them (our knowledge and experience), if that is relevant to them when they enter the workforce?
I guess I'm more at Level 1-2, thou i will love to have time for Level 3. Regretting that I've not had the time to do enough reflection about what I'm sharing with them, and if they will find it useful.
No? I have to answer it my way?.. Why Mark why!?
Ok fine... you win.
level 1: I guess as a lecturer, we have to look at the class activities we provide and more importantly, I think, our delivery of the subject matter.. is it effective? Yes? No? Why?
Level 2: That's where personal development would come in, constantly making sure our theories and beliefs in certain practices are not Ancient or outdate. Hence the importance of staying in touch of with the Industry.
Level 3: This may be hard as 'industry' educators as to a certain extend we're trying to impart good industry ethics and morals the way we perceive them to be. I guess good reflection in this area would be the openess to new paradigms offered even by students?
I'd like to think I'm doing it in all levels... and yes.. as lecturers should reflect on all levels now and then..
Cher? Can or not my answer?
level 1 - how do improve oneself in the class based on the reflective analysis on what one has done earlier
level 2 - a step furthur...how to enhance learning on the part of student by improving our skills in the delivery of lesson
level 3 - maybe, what are the ideal attributes a teacher should possess with the ultimate aim of educating future leaders for the nation.
Mmmm....i should be straddled between one & two currently. Evaluate myself based on previous instances, wanting to improve my skill of teaching with the interests of the students in mind. nonetheless..all teachers should aim for all 3 levels eventually.
levels of reflection
level 1-get feedback from students in an informal way in every end of a lesson. example asking them which part of the lesson they did not understand on that day.
level 2- lecturer to reflect on the feedback and find other ways to solve the matter.example new approach to the particular topic.
level 3- lecturer to observe the outcome of the new approach. example to hold quizzes on that particular topic.
presently i am in between level 1 and 2
Chiam Tow Ming said:
Lv 1 - I tend to get level 1 feedback based on the class behaviour. Whether they are sleeping, talking, playing PSP or listening attentively. This is a good reflection of my delivery and classroom management skills.
Lv 2 - I tend to get feedback from my fellow colleagues to check with them whether my delivery is good, constructive or accurate. If time allow, we will reflect on the material to see if the notes or powerpoint is up to date based on today technology advancement.
Lv 3 - The most important ethic in life and in work is integrity. I have not really touch on this issue yet. But constantly making friend with my student using tools such as facebook, running with them in NAPHA test and eating with them during lunch. Imparting them values into their life.
I believe that lecturers can operate simultaneously at all three levels of reflection. For example:
Level 1: Making sure the pedagogical technique is right for the content being taught.
Level 2: Ensuring that the body of knowledge stays relevant.
Level 3: Taking a more holistic approach and asking ourselves what might the students do with what we teach them in 5-10 years time?
I am currently operating mostly at Level 1 and Level 2 when teaching and at all three levels when developing curriculum.
Julian Ong
A Super teacher will be able to operate at all 3 levels, if the teacher comes into contact with hungry, inquisitive students.
But a mere new worker like me, finds it hard enough to operate at level 1. What makes it realy hard is that there's nothing we can do if the students themselves are not interested and/or motivated.
If you bring in level 2 and 3, which I almost consistently try to, by relating what the industry is like, i get blank looks as though they have it all figured out on their psp or their fps game on their laptops already.
why o, why , does the youth not carpe diem ? I know why. We probably didn't either, that's why we are teachers and not the master of the universe already. We simply do not seize the day to learn enough ! Noone wants a hard long road of life-long investigation, but fancies the easier comfortable road on easy street.
Whether which level or combination of levels to be used depends on the nature the subject I am teaching. For instance, in normal lectures, the teaching approaches I use are most probably in level 1 or 2. However, when come to supervising students' projects, I would try to guide my students to use their knowledges in a real life situation and to let them have a taste on how the working on real life is.
No, a lecturer should not always operate at any particular level. As mentioned, there are certain time that require certain level of reflective practice. Hence, we need to choose a level that can allow us to deliver the best result.
At the moment, I try to adopt practising level 1 and 2 by observing the students' behaviours during my teaching and relating some situations I encountered when working in the industry, hoping to enagage them in understanding the foundamental concepts which is related to their module.
Vincent Goh Here:
I guess most of us will operate more on Level1. At least for me. Some students are just more attentive than others. Some, you try to be more strict with them, it backfires. We it is fighting fire situation where are really have to be on our toes and react well on the spot.
For level2: I guess it is more preparation type of work. Experiences will helps here. So if with experience, we can decide which method to bring across a point to the students will be most beneficial.
For level3: Not quit sure if I understand this correclty. I believe Module Coordicator and CMT Chair will reflect more of this to see if module content is still inline with what the employee wants. Also if the module is even benefiting to the community as a whole.
We will need to relect on different level from time to time.
Level 1: Effctiveness of the lecture within the classroom
Level 2: Analyse and improve the strategy used
Level 3: Reflect within a broader context of the society to attain greater self-understanding
Currently I am in level 1 of reflective thinking.
Ideally we need to reflect at all the 3 levels.
L1 seems to tied to observing students and what engaged them or not. L2 may be when we are able to offer an alternative view to some presupposed theories or beliefs. L3 is guiding them to evaluate their subject of learning with regards to ethics and morals. Being neew, I am mostly at L1. Humans being complex probably do not and cannot only function at one particular level all the time.
Ryan QinJiMing Saids:
I suppose the reflection will be divide in such three levels:
Level 1 = Observing students behave in the class.it can pretty well indicate whether they feel interesting of what the lecturer said in class or not.I assume there must be some students looks like have less interesting ,like they were sleep or play games in class. that's ok, but if a lot of or let's say 1/3 students behaves like they hate the class.then lectures must ask him or her self.is there anything wrong?or there must be some place need be adjust or improve.
Level 2 = Analysing how much the knowledge the lectures intention to teach them they have control.
since maybe students have interesting about the course,and they pay attention in the class.but if they performce really weak during the pratice project .we must analise what's the reason cause this,is the lecturer teach them the content too deep or too shadow that makes the students can not reach the goal that we expect them to reach.
Level 3 = the higest level is beyond the content or professional knowledge in class .we need reflect and share our opinions with our students about our life ,ethics and morals.because we are not only try to foster students to be a professional can find a job and make money but also need let them become a good guy.can do more contributeion to our society.just like what a chinese idiom. "we need ten year to grow up a tree.but we need hundred year to grow up a people to be a good guy."
Ryan QinJiMing
I think it is not always easy to find time to "operate" at the second and third levels.
Some of the time we simply adjust our actions and behaviours to avoid/evade the consequences they bring, without changing our underlying beliefs or morals.
I think most people - definitely including me - operate at Level 1. It takes a big jolt (or chunk of spare time!) to ponder deeper (i.e. Level 2 and Level 3).
Also, as new lecturers, I think more time / experience will be needed before one can start engaging in reflection at the other levels.
-Hans Lee
Hi, this is Yeow Heng and below are my thoughts to share :-
Level 1 - Actions is the input from Lecturers (the way how communication-teaching)to the class. This action need continuously reflective, accordance to the student respond in their behaviours (as a respond nd feedback on the action taken), and make necessary adjustment whenever requires.
Level 2 - Action by Lecturers can be of anything to do to "engage" the student interest, eg. down-to-earth+simple example or experience which the student could possibly see/do/feel/touch/imagine/etc. in their daily encounter themselves. Reasoning with the supporting theories (teaching) of why the "down-to-earth" examples would happen when they observe themselves would allows the student to appreciate and buy-in the theories behind it and is useful till today. With this "buy-in", it generate beliefs of what they have learned or going to learn will be useful to them (at least when someone ask) and other than just for study/exam sake.
Level 3 - All actions (input by Lecturers to student) are govern by Enthics and Morals, as examples, which may directly or indirectly allows the student to learn from the actions.
My opinion for the 3 levels are inter-related each time an action or reflective thought is put in place (I think I'm currently learning to work on it). At the current "infant" stage of teaching experience of me, reflective practise is an important tools, and is more prominantly needed in teaching career.
This is HE Yingjie.
Perhaps a beginning lecurer/teacher would act more on the lower level, say Level 1. In a classroom when students are not paying attention to what the lecturer is teaching, the lecturer may be forced to reflect on what causes this distraction, and takes some actions accordingly.
When the lecturer gradually accumulates experience of dealing with similar situations, he or she may find out some patterns of student mis-behavior and in a more deep level, say theories or beliefs level, he or she has more promt and appropriate response to get students back from disruptions or distractions.
Level 3 touchs on more general understanding of students as human beings in terms of learning environment. This level of reflection may provide insights for all kinds of learners, thereby benifitting the whole education profession.
L1 Actions - COncious of your communcation process.
L2 Beliefs - imfrove teaching strategies and get visual feedbacks
L3 Morals - share with collegues and find out best method that they use
- Natarajan Balaji
Hi, this is Joanne. Firstly, let me just say that my understanding about the hierachy of reflective practice is at best superficial at the moment. I shall use examples to illustrate the 3 different levels.
Level 1 involves a replay of what was spoken and happened in the classroom.
Level 2 seeks to use a theory to support the behaviour.
Level 3 looks beyond the classroom and implements values and moralities deem as righteous by the societal point of view.
Hi, it's me again. I have been relying on level 1 and 3 a lot. Not quite sure if that is correct since I seriously have little knowledege of any theories to fall back on. I feel that a lecturer should be bounded by all 3 levels, using level 3 as the core principle. Joanne
Adrian Chan here:
I think as lecturers we should try to use all 3 levels of reflection. I strive to do on all 3 levels depending on what issues.
Level 1 is about using tones, body language, interactive powerpoint slides and pesentation materials
Level 2 is about introducing concepts. Gathering student's experiences (both good and bad) and put them as examples for learning.
Level 3 is the role of facilitators or coach in developing/cultivating student's capabilities to achieve targets in their life in relation to moral and ethical behaviours.
gopal venkat said,
regardless whether one is a novice or a veteran the practice goes on at all three levels , variation is in the fine tuning and dexterity.
Using SHAPE as an example:
Level 1 - Did I apply SHAPE properly? Was my story interesting? Was my joke funny?
Level 2 - Does SHAPE really work? Is this strategy suitable for connecting with youths of today?
Level 3 - What makes a SP student? What are their likes, dislikes, values... What shapes their character and personality?
This is Ro Ann
The examples (and my own experience) that I can think of (i hope they are correct):
Level 1 - what I did on the first few days of teaching different classes. Observe the students' body languages. How they behave when the lecturer is talking about the text and when the lecturer is giving example/showing pictures about a statement. (most of them wouldn't care about formal lecture but when you start showing pictures and explore more about the subject, most would response to the lecturer)
Level 2 - what I did on the next days. Adapt the style which suits the class. For instance, they enjoy discussing the example or practical application and seeing picture of scientific terms like "thermophile", "clostridium botulinum", etc. Or do a formative assessment (in a creative and interesting way) in class.
Level 3 - I am not sure about it yet. Maybe more on molding each student's personal character and prepare them for the real world.
Having said that, I think I am at levels 1 & 2. I think as time goes by and as a lecturer learns everyday, he/she should be operating at the 3 levels after quite a while.
Capt. Kyaw Thet Aung from SMA said
At level 1 – as descriptive reflection and mainly concern with what really is achieved delivering the lecture by reviewing by making formative assessment randomly, this will help prepared lecture material, teaching aid for the next session. I.e.: how well the learning out comes had achieved. Base on the what ever outcomes the level 1 reflection should rather mainly base on the core concept of rationality, logical and skills, which may require to reorganize the way delivering the lecture and to revamp the process in order to resulted in better out comes.
At level 2- as conceptual reflection when and where necessary lecture may have to approach with tact and different angle looking into alternative practices and solution prefers to use but the core concept should be rather contextual level. Alternative solution and practices like engaging simulation technology, lab practices, engaging more hands on exercise would conductively enable to foster and focus on subjective assessment.
At level 3- as Ethical and moral reflective practice where we should if necessity required engaging more updated knowledge and sources. May even need to update one own knowledge as now a day more legislation and commercial pressure is building on every one involved in the industry.
As for me engaging level 3 reflective practices is more relevant with mature student whom gained and experienced within the related field of work expose to industry and or more experienced trainee/cohort.
Meaning, one may need to attain to update more comprehensive knowledge then to train with primitive material even though it was time tested lasted for over 10 years.
So far, at the moment being as a new lecture in SMA, my opinion to which level, one should engaged in class room practice is mainly related with the profile and maturity of students/ cohort engaged. As individual mind set differ largely in attitude, initiation and exposure to field of work and ethic. In general, inference of maturity and age profile of students is a prime factor that one should decide what level one should reflect and engaged.
There will never be the same for training and facilitating the one having professional background and those with pure academic mind set. (i.e.: knowledge base learning cohort vs. pure academic one).
Thus, one should also bear in mind what type of student groups likely to be engaged / expose.
Jacqueline Chua said:
Level 1: Action
Maximizing teaching skills eg: regulate tones, open body language, interactive lecture slides
Level 2: Conceptual
Introducing novel concepts eg: Enhance the understanding of new concepts by relating them to the student's previous experiences.
Level 3: Moral
Cultivating student's capabilities to achieve goals in their life in relation to moral and ethical behaviours
As a new lecturer, I am currently at Level 1 and moving on to Level 2.
It is crucial to use all 3 levels actively at various situations.
It seems to me that perhaps there is some overlap between the 3 levels?
Level 1: Day to day (and "on the spot") reflection on how to best deliver the material to the students and adjusting accordingly.
Level 2: Using the various theories of learning to conceptualise/structure the syllabus and delivery method to best suit the students. Eg incorporating visual/auditory/kinesthetic methods of delivery where possible.
Level 3: Evaluating whether and how the syllabus should fit with ethical norms. I'd like to think that it should also include how we as teachers live outside the classroom. My friend (a teacher) once told me how she feels she has become a better person after she became a teacher(more civic conscious/caring, making the effort to be more courteous to strangers etc). All because she felt she had to be a good example to her students. Her dedication really struck me.
I suppose I use Level 1 the most, but will try to use Levels 2 and 3 more frequently too.
Lingtzi:
Level 1. example: students were not able to do certain task in the pracs. A reflection will improve on the prac notes and the briefing at the beginning of the prac.
Level 2. Example: students did not understand the importance of learning the skills. Reflection will improve on the flow and links of different modules for students to be ready for what is ahead of them.
level 3. example: besides planning and delivering of lessons, we supposed to help students in thier learning through motivation and councilling.
Level 1: Actions, Behaviours
I would think that the lecturer should be aware of his/her own actions in the classroom. In other words, his/her tone of speech, method of communication, attire etc. These actions would actually affect how the student see the lecturer and in turn, how much the student want to learn from the lecturer.
Level 2: Theories, Beliefs
Lecturers could probably explore different methods of bringing a point across. For example, instead of telling the student a gas turbine engine works on the principle of action and reaction, he/she can use a balloon to represent the engine itself and allow the student to make the link. This might be a beter method as the student are the ones who found the answer instead of being told the answer.
Level 3: Ethics, Morals
This is a matter of "Quality vs Speed". As many would have known, there are a couple of other schools offering aeronautical diplomas. Judging from the modules/syllabus some offered, it looks better than what SP/SMAE can offer. However, as lecturers in the same field, with aviation experiences, we know it is IMPOSSIBLE to cover all those things IN DETAILS over the 3 years. But to a fresh student, they would definitely choose the school that will teach them everything within the same period of time. Not to mention the anmount of publicity those schools put in to attract student. SP/SMAE can also compete in the same way, but do we want to ???!!! And compromise the quality of our student ???!!! Gray.....
Examples...
Level 1: Interection with students in the classroom as a group, or individual discussion during lab or workshop.
Level 2: Detailed thoughts during a particular assessment, ie: mid-semester test. During the assessment or marking of an exam paper, this is when a lecturer might try to recall the action/behaviour of a student, and attempting to link this to the beliefs or inputs/feedbacks from other lecturers.
Level 3: This is probably best illustrated when it comes to the final stage, ie: Year 3, when lecturers start thinking about the next phase that a student might be heading to. This could be a summative information gathered from the past, resulting in a higher level of reflection on the root the students.
I am relatively new in SP. After going through this session, I believe I am now 60% in Level 1, 30% in Leve 2 and the remaining 10% in Level 3.
As on what level should a lecturer operate? I would think it should be a mix, and situational - depending on the case and situation. Having said that, each level should still come into play when dealing on reflection on each individual. It is just a matter of the extents applied on each level.
1) Example:
Level 1: Speed of delivery of lecture
Level 2: Does the delivery of lecture help to achieve the lesson objective
Level 3: Is the content of the lecture relevant to the issues faced by society currently
2) Mostly level 1 and 2 and a bit of level 3
3) No. The different levels depends on individual situations.
Lvl 1 -
What did I do right in class? Can I repeat this action next time?
What did I do wrong? How can I improve next time?
Lvl 2 -
Are the learning objectives met?
Is the delivery method the best way that motivates student learning?
Lvl 3 -
Is the lesson relevant to the student; to industry; to society?
I am probably at lvl 1 currently. Maybe a little at lvl 2.
Level 1: Observe how the students behave during lectures and how much are they involve in class.
Level 2: Understand the relevance of the teachings and make changes such as revamping the lecture notes, think of new ways/tools to deliver the content of the lecture
Level 3: I think this level will be more applicable during final year project or internship programmes.
Chris Goh:
Level 3: An example is whether the lecturer's morals/ethics are in line with what he/she is teaching and imparting
Level 2: Linking what they have taught to exisitng theories and beliefs on teaching...or how to apply certain theories of teaching into the class
Level 1: Reflecting on how the lecturer could have bette handled the noisy talkative student in this morning's lecture
Think I a vascilate between all 3 levels.
Think as a lecturer I need to operate at all 3 levels. inherently if you are thining at level 3, you would be encompassing level 1.
Well for me, I think for Level 1, it will be more towards building the students' fundamental skills, like learning how to sketch. And Level 2 will be towards building application skills. Whether the students can apply the skills they learnt into projects. And then Level 3 will be focusing on their passion and motivation.
- Erik
Obviously, lecturers should engage in all 3 levels of reflection... do we? I doubt it... (sorry gals & guys). Unfortunately, thanks to Nike, et al., we "Just Do It" which is essentially just Level 1!
We do, but we seldom THINK about why we are doing what we are doing, and rarely do we consider the moral and ethical implications of our teaching.
*getting off my soapbox*
Level 1: We need to think how / what we teach and make sure there is constructive alignment.
Level 2: We need to analyze the impact of our teaching / lecturing. So see if what do do is actually getting through to the students. It is important to see how much attention our students are paying us, which would give us a clue as to how effective our teaching practice is. Then change if necessary. Usually, we teach at our comfort level / zone, and it may not always be best for the students. Level 2 reflection tells us if we need to change the way we teach.
Level 3: What is the actual impact of our teaching? Do our students merely become content experts or are they transformed into better human beings?
Unfortunately, most of the time, I am stuck at level 1 and 2. Although 3 is where I want to be...
Have been reflecting on all 3 levels over coffee:
Level 1: Tackling all the 'excuses' given by weaker students
Level 2: Exchange on differnt approaches in teaching - simulating the hardship in practice vs learning with fun
Level 3: Relevance of student's learning to the actual need of the society
I agree that most new teachers are applying lvl 1 practice, which is to try as best as possible to improve the delivery of the teaching materials. The next lvl 2, I will think, in the Maths context, how well the theory or formulaes are perceived by the students (just a hard memorising skill versus something deeper). Finally, I will think the lvl 3 has got to do with something external from the teaching syllabus, for example, the conduct and discipline, even the values.
I believe all three levels of reflection are needed as a teacher, and can happen simultaneously.
Level 1:
Teachers observe and aware of students' behavior/respond to his teaching during class and deals with issues as they arise immediately during class. Issues can be the students are sleeping, talking, playing or listening attentively.
Level 2:
To make students interested in your lessons. Give examples or have some practical demonstrations to support your teaching can allow students to have better understanding and hopefully can remember the concept better.
Level 3:
Enforcing moral and ethical values in student are the most challenging tasks for most teachers. Normally student see teachers as role model in school, and they pick up from there. With great patience and friendliness, I believe students will eventually respect you and listen to you.
I'm still working in level 1 and 2 of reflection. Level 3 takes lots of time and effort from teachers. Definitely is not an easy task.
Level 1: Teaching 'how to do' (ie, the methods)
Level 2: Teaching 'what & why' (ie, the theory & concepts)
Level 3: Teaching 'why is it useful in real-life' (ie, the application in society & real-life scenarios)
When planning how to teach a topic, I always ask myself questions from Level 2 and 3, yet end up teaching Level 1 in the classroom. When students have grasped the fundamental stuff and show interest, then I will move on to Level 2.
Level 1 : Observe students' reactoins/behaviours and how they understand while the lecture.
Level 2 : Motivate them in lessons by using some teaching materials or other people's work. And give them some hands-on project to understand better what theay are learning from lectures.
Level 3 : It is trickier part, I think...Students know how to design things now..but they also need the professional attitude for their own sake. Sometimes, if you are lucky enough, you get wonderful students who know how to be dedicated and professional designer in the first place, but not all of them. Teaching attitude manners and skill together is the hardest part in teaching.
I think I am still at Level 1 and 2.
Examples of level of reflections during teaching are elaborated below:
Level 1: Action & behaviour
The delivery / method of our teaching so that students able to understand and apply. Reflect on why student don’t understand, why student falls asleep during lesson, why student are rowdy.
Level 2: Theory and belief
Reflect on why certain habits are hallmarks of a good student. Example self discipline, diligent, respectful of authority are important requisite for good learning environment and habits.
Reflect on certain technique of teaching such as constructive alignment, leading to good learning outcome.
Level 3: Ethics and moral
Reflect on how certain rules will encourage the growth of honesty, responsibility and honour in our students. Example, cheating in test or exam will lead to severe disciplinary action such as expulsion encourage honesty and honour. Enforcing a policy of awarding zero marks when late for more than half an hour or wearing slippers to laboratory will encourage responsibility in our students.
Give an example of how a teacher could operate at each of the three levels:
Level 1 - Talking speed, if I am droning, are the students getting restless
Level 2 - If what I believe is the right action to take to deal with a problem, can the student believe and make it their solution instead of just accepting it
Level 3 - Is it more than just presenting facts, if the lecturer himself has an experience to share that relates personally to it to make the issue more alive
•Which level of reflection do you find yourself working at now? All 3
•Do you think a lecturer should always operate (reflect) at any particular level? Depends on the situations!
Level 1: do a short briefing at the end of eg. practical class to make sure all students can perform a particular task.
Level 2: do case studies to ensure students understand a concept particualar topic.
Level 3: do case studies eg patient management on the emphasis of ethical issues. cultivate the importance of ethical and moral issues
1. very much basic class work, where you just teach. Reflection on this is just about work.
2. this is about moving on from just work, but also what we are doing, still within the classroom, but affecting it on a deeper level.
3. how the things work outside, both in the action we do in class and the outside world.
Example of Level 1 Reflection– What activities can we have our class to make it more interesting and interactive for the students?
One important quote given by Mark: “Don’t be boring!”
Example of Level 2 Reflection – How can we best present the content to the students such that the theories are brought to level they can easily understand?
Beware of “Expert blind-spot”.
Example of Level 3 Reflection – Are we teaching for the sake of teaching or are we teaching the students knowledge that are applicable and beneficiary to them when they go to the industry later in their career?
An important question that every lecturer should ask themselves. =)
I have yet to start teaching but I guess I would probably be at level1.
I think lecturers need to operate at all 3 levels however “easier to say then done.”
For level 1. while in class, we have to observe how student practice during exercise and lecturer have to tell student how the lesson is apply to their own job in future. Sometimes student didn't follow what we teach them and ddin't understand lesson. Sometimes we can tell them to change the way they practice during in class but sometimes lecturer have to come back and think how to help student success in lesson, so I think this is the level 2 of reflection. Afterthat we try teach again in class and change the way we teach them aswell and guide student to try the process of industry practice, so student can understand better.
Level 1: Lecturers observe the students behaviour during his lessons and take immediate action if problems or issues arises.
Level 2: By observation via Level 1,level 2 the lecturer will reflect and find ways to make the student interested in the subject matter. This could be by changing the methods of teaching or even introducing new media to spice things up.
Level 3: I agree with the rest on this - Level 3 is the most difficult if not the hardest to attain. The issue of moral and ethnical values is something that will take some time to rub onto a student. Ultimately, patience and the being open will help in achieving this, but again this will take time.
I guess I am still in Level 1 or 2.. but given time and opening up alot more - which I am trying to do with my current batch of student, it might help in getting into their 'enclose' space.
- Muhammad HALIM Bin Ab WAHAB
1. 1st. Level is action base teaching. In which lecturers are teaching with some actions to attract students to listen to what they are teaching. 2nd. Level will comprise of theory base teaching which is how to teach this perticular subject, say, it should acompanied by practical experiment or group project and so on. 3rd. Level as I understand is to find ways which would be the most effective teaching base upon the results you are getting, so call feed back. You should eveluate contineously to get optimum productivity by finding out ways to improve your teaching.
2. As a beginner in this field I am still between level 1 & 2.
3. Of cause as time goes by and as your are matured in this field you should be able to teach at all 3 levels at all time.
Level 1: Actions
Thinking about methods to make the class more engaging.
Level 2: Theory
Reflecting on the reason behind a student's behaviour. For example, if a particular student is late all the time, you may want to know the reason underlying it.
Level 3: Ethics
The ways that we manage a patient can also be based on our own ethics and morals. So it will be useful to bring certain case studies and discuss together as a class.
I am practising Levels 1 and 3 as I do teaching and see patients.
I think teaching should consist three different levels depending on the situation.
Level 1: Action & behaviour
To observe the behaviour of the students, give encouragement when you see good behaviour, and attempt to relate to the students through my own behaviour. Reflect on myself to see if I was the cause of any particular behaviour in the students.
Level 2: Theory and belief
To instill in them a belief in what they are here to do, and incite a passion for their chosen profession. I can inspire through my own passion and knowledge.
Level 3: Ethics and moral
To uphold dignity and integrity in our approach to our job and life. To set example by first being exemplary in my own conduct and values.
Example of Level 1 Reflection :-
Reflecting on how we have done in classroom session and what we can do make class room teaching more interesting and how to make it interactive for the students? That is to address problem of boredom in class.
Example of Level 2 Reflection :- Taking reflective practice to the next level focuses on the content organisation, presentation etc so the concepts, theory etc on the subject are brought to a level easy enough for the learners to understand and begin to think the subject not about it.
Example of Level 3 Reflection :– At this level the reflective practice focuses on how our own actions and thinking are guided the subject we teach (affects our ethics and morals) that we actually live it as a model for the learners. That way students are so impacted that they believe that the knowledge they picked up can be applied in real life situation and benefits them when they go to the industry eventually.
I believe I operate a lot at the first 2 levels while at times I do get to the third level. I believe with time I should be doing the third level more often.
I believe that it is necessary for lecturers / educators to operate at all 3 levels although they should go to level 3 more often. It is of course “easier said then done.”
HI,
Level 1 : relates to the action of the students in class
Level 2: relates to how we can try to enhance the learning process of students in class using various concepts we have learn in CT training.
Level 3 : relates to the moral or ethic outside school.
Handojo said,
Example of Level 1 Reflection :-
Reflection as a direct action in classroom session to make a class more interesting.
Example of Level 2 Reflection :- Bringing reflective practice to a deeper knowledge focusing on the module organisation, lecture note and presentation so the concept can be more understandable.
Example of Level 3 Reflection : At this level the reflective practice focuses on more on phylosophy of teaching that contain our ethics and morals.
I believe I work on the level 2 going to 3.
It is important to work across 3 levels with a summary always at level 3.
Level 1. example: students were not able to do certain task when they are assigned. A reflection will improve in that area.
Level 2. Example: students did not understand the importance of learning the skills. Reflection will improve and links of different modules for students to be ready for what is ahead of them.
level 3. Besides being planned and delivering of lessons, we should help students in thier learning through motivation and councilling.
Level 1: Action and behavior:
Action and behavior, such as handling students’ disruption in class, or non-submission, a lecturer’s reaction would be critical and it would closely relate to the learning outcome. Lecturer’s actions such as time control and rhythm in lecture would also influence the learning outcome.
Level 2: Concept and believes:
We might have preconceived idea of students in issues of lateness or non-submissions. The issue starts to becoming complex as we dig deeper into the matter (their family issue etc). We have to constantly reflected on, especially as the teens’ behaviors had extensively changed throughout the years
Level 3: Morals and ethnic
The Morals and ethnic have to be constantly in check in order to uphold to morals and ethically as a teaching professional. As a young teaching professional, the red tape between a lecturer and a friend has to keep in mind to make sure that there are no boundaries crossed. This might hinder the learning outcome as a student.
Level 1 Actions - Lecturers must be aware of teaching pace. Sometimes I do go too fast for the students to keep up.
Level 2 Beliefs - Lecturers should be able to plan and strategise on module delivery. This is to ensure that the teaching objectives will be met.
Level 3 Morals - Discuss with fellow lecturers as well as students to get a better understanding of how to teach better.
Level 1 - Reflecting as to actions one takes in class to encourage participation and the cause - effect relations of different actions
Level 2 - Reflecting on the theories relating to effective class participation
Level 3 - Reflecting on the wider socio context as to how and why effective participation should be approached in the class with reference to the socio utilty
I find myself reflecting at all 3 levels. Less so level 2 as I'm unfamiliar with the theories.
think it's important to reflect at all 3 levels since the deeper one gets, the more meaning there is to what is done at the first level.
Examples of Level 1 action:
Lecturer would plan what and how she wants to deliver her material to the class.
Level 2:
what outcome she expects from the class.
Level 3:
Instil appropriate knowledge and morals besides course content to the class.
Well I think a lecturer should not always operate at a particular level as this is not going to improve her teaching at all. I would say to be able to operate at all 3 levels is better and hopefully I can achieve that whereby I am applying both level 1 and 2 concepts at the same time. And level 3 when time permits.
Level 1: Actions Behaviour
The teacher can film his own teaching in class, and view it to review how he tried to teach. This is a reflective process where he can zoom in and analyse how the students responded to his actions.
Level 2: Theories, Belief
The teacher can then reflect upon the skills and theories he drew on during the delivery of certain lessons. He might have tried using facilitation skills to teach some hardcore technical modules, only to realise that the students didn't respond as well. He can then look deeper into different approaches with which he could have delivered those lessons.
Level 3: Ethics, Morals
The choice of how we deliver the lessons need to be considered in the greater scale of things. Spoonfeeding the facts that we're going to test them on and giving tips might well be the "best" way to get students to score well during the exams, but in the moral and ethical sense, this will only hurt them when they go out to society in future. Such things must be reflected and considered.
I believe I do look at the 3 different levels every now and then, and they are all equally important.
I agree with Joseph and was thinking along this line too.
Level One: is using filming or some colleague who can sit in and give comments about the way the lesson is being delivered. If the lesson is delivered in the right manner and what can be improved upon etc.
Level Two: the lecturer will have to think over his mode of teaching, using those theories and skills that he or she has learnt. Why he or she engaged that way of teaching during one lesson.
Level Three: this is when the lecturer takes a pause and try to have his or her teaching/lessons more relevant to the students directly and also at the same time imparting the right values and contributing to the larger society. example how a lesson on wild life is not only teaching them about animals but also about the protection of wild life and the responsibility of a person as a whole.
sorry...forgot about the other two questions.
For myself, not teaching yet, so cannot comment much on this. But I think as a newcomer, there is a tendency for one to operate on level one first and also most of the time.
And lecturers can operate at all three levels together or individually....this all depends on the situation it calls for.
L1 Actions - Aware of your communcation method.
I frequently ask the weaker students to do the tutorial questions on the whiteboard. this way not only do they learn, their classmates also learn while helping him solve the questions. I would just moderate the noise levels and highlight the key points / errors.
L2 Beliefs - Their are not stupid students, only slow learners and/or lazy ones. As such, there is a need to understand what tickles their fancy or why they are slower learners.
L3 Morals - Whatever techniques used should not undermine the integrity and pride of the student.
Action: Getting students to write/voice out a short feedback on how the lesson went and how it can be improved to facilitate their understanding
Theory: Consider alternatives to the mode of teaching so as not to be monotonous and to inject some creativity into teaching
Ethical: Should opportunity arises in your teaching where you can inject some teaching of moral values to the students, this should be practiced.
As a lecturer, we should ideally be operating at all 3 levels.
1-action, 2-theory, 3-ethic
I believe we should begin with level-3 in the module plan, and level-2 in the detail module preparation, and finally level-3 in the module teaching in the class room.
I am more on the level-3 and level-2 now in the new course preparation.
In order to prepare a more general and cover majority of the audiences, we should always operate in all levels depands on the stages as described before.
Kong Yuen Ho:
Level 3: Review the course syllabus and incorporate the current industry practice into the syllabus in areas which lack practicality or has become outdated. Compare it with the syllabus covered by other institutions of higher learning.
Level 2: Evaluate whether the above is theoretically correct and can be taught to students in a classroom settings.
Level 1: Think of ways to incorporate the above into the lesson. i.e. presentation, case study, debates and determine its effectiveness via feedback
Level 1: The type of teaching aid used eg. powerpoint, blackboard or visualiser, depending on the type of concept to be delivered. The teaching pace and style depending on the type of students.
Level 2: Using various theories to enhance teaching to different groups of students. Eg. students with difficulties grasping concepts or students who are more visually stimulated.
Level 3: Imparting moral, ethical beliefs and society issues to students during teaching/ interactions with students.
I find myself working with all 3 levels.Less so on level 2 at the moment due to the lack of time to develop useful material for my students.
No. I think that as a lecturer becomes more experienced, he/ she will eventually operate at all 3 levels subconsciously.
hi, Fangyen here...
if i understood the levels correctly, these are my examples -
level 1: the teacher considers the content of her lesson.
level 2: she considers the needs of her students and think of ways to deliver her lesson in an effective way to reach the students.
level 3: she considers how to make her lesson relevant to her student so they can see how it will be useful and practical for them in the future.
we all do the 3 levels of reflection simultaneously only in varying degrees - as a new teacher i have a tendency to spend more time reflecting on level 1.
Level 1 : Observation and interaction are the key I guess. A teacher should observe how students behaves in classes, try to understand their behaviour through interactions and eventually refines its teaching methodology.
Level 2 : Strategise is the key at this level. Once students behaviour is being analysed through observation, work out plans or approaches which he/she feels is the best way most of the students will enjoy learning.
Level 3 : Probably the most tedious. A teacher will be able articulate through experience sharing relating to what is being thought which eventually help the student able to apply it in their working life.
I would imagine applying different levels of reflections on different encounters with students at my comfort level.
Operating at all 3 levels will make more sense as they are co-related???Hope I’m not confused haha..
Linda Liew shared:
Give an example of how a teacher could operate at each of the three levels.
Level 1 - Should observe how the students react in class & try to understand their behaviour as well.
Level 2 : Now that we are done with level 1, can try to think of ways or strategies to enhance students' learning effort and environment.
Level 3 - sharing of casestudies or experiences related to ethics.
•Which level of reflection do you find yourself working at now?
Using different levels for different situations.
•Do you think a lecturer should always operate (reflect) at any particular level?
I feel that a lecturer should operate at various levels depending on what a situation calls for, else may even be operation at ALL levels.
ONG Chai Lin said....
Level 1 Actions, Behaviours : Deals with more of getting students to be interested in their learning, that they see it benefits them.
Level 2 Theories, Beliefs : That the objectives of the lessons are met and they have understood their material.
Level 3 Ethics, Morals : Contextualise the theories the students have learned, in daily life - that they see it makes sense, relates to them and it has an impact on their lives.
A lecturer is a teacher. He/She is a role model. Its not only the academic learning and the head knowledge one imparts, but is also about impartation of values, morals and character traits so that the student can contribute to society at large.
• A teacher could operate with levels as such:
1. reflection (instant) - occurring on the spot as the class is being conducted, I think it's important for our 'radars' to be alert and observing class reactions and response. Our internal feedback is almost instant, and we adapt our lectures in accordance, to engage students.
2. reflection (post) - after lecture when we're shattered with exhaustion, we then retreat to reflect and consider the events of the lecture, a quieter internal evaluation on what went wrong, what went right, how to correct-steer.
3. research & theorize (long term) - upon collecting a sufficient pool of experience, we can then perhaps embark on pedagogical reflection as an ideology, on a bigger scale to formulate a more substantial teaching philosophy and method.
• At this moment, I find myself engaging mostly #1 and #2. To be able to take instant reflection and feedback into the on-going lecture requires quick-thinking and for teachers to be quite resourceful!
• I think at any one time, a teacher should be engaging in some form of reflection. The type of reflection favoured, is probably quite dependent on nature of subject as well. But I would think that most teachers after accumulating years/bags/brains/gigabytes of experience will take on the 3rd Level, whether consciously or subconsciously.
Tan Hai Su:
L1: Reflect the class interest and behaviour and guide the students to do the work
L2: Reflect and try different methods to make module interesting and reinforcement of the theories.
L3: Co-relate the recent news or incidents to the module for ethics/morals.
I would like to have a balance of all 3 levels, but is currently busy mostly with L1.
The examples for each level:
Level 1: the teachers should know how to communicate with his/her students and make them interested in the class.
Level 2: the feedback from the students is very important to the lecturers. So we shall continuosly to improve our teaching method.
Level 3: the students have their own feelings and requirements, we have to know what they need and what they want.
I am still waiting for teaching tasks. so I am from level 1.
I think a lecturer should always reflect at all 3 levels.
Patrick:
Level 1: Speed of delivery in class
Level 2: Use of different media for pedagogy
Level 3: Significance of lesson for students
Teaching has yet to commence for me.
There should be an interchange at different levels to have a more thorough reflection.
Level 1- Understanding why in the first place we choose teaching. What difference do we want to create in the students' life? At the start, we may have many things we hope to achieve but may end up losing our focus as our attention get diversified.
As I am new and have not started teaching, I want to keep my aim simple. Prepare my lecture slide as interesting as I can with the purpose to at least capture the student attention to learn.
Level 2 - Implement what I want to do with self-feedback and feedback from peers and students. While practising level 2, I believe our sensory system will get more and more sensitive. We will get to know if our students like us, are listening,...etc. Through experience, trial and error, we are able to satisfied most of our student and ourselves, keeping ourselves motivated in this line.
Level 3 - As time goes by, I believe we will eventually think
what should be the global learning objectives for the students. e.g
learning how to become an independnet learner, character building etc. As we can't achieve such aim overnight, we need to asses ourselves say, if the lesson planned are align with the objectives, is there a need to even change the teaching system and do we see results after one or two years' time. This is a very long process and would requires years of experience, the level of understanding the students, the courage to carry wild new ideas....etc.
Level 1: Actions, Behaviours
A lecturer could reflect on how the class was conducted. If the objectives were met? Or did the students learn/understand the class?
Level 2: Theories, Beliefs
The lecturer could reflect on the strategy on how the subject was delivered. Was the module delivered in a manner where the students could learn with ease?
Level 3: Ethics, Morals
Lecturers can reflect if some life lessons or moral values were infused in the lessons, so that students not only learn about the subject but also about themselves and society.
Right now I'm working on level 1 and a little on 2. Firstly, I meet the requirements of ensuring that my students learn what they need for their exams. Secondly, I discuss with my colleagues on how it might be best to deliver the subject.
I think for new lecturers like us we need to operate at level 1 first. As we get comfortable we can include level 2 and 3. But, it depends on the type of students, modules and the amount of time available for a lecturer to operate at a particular or all levels.
I like some of your ideas of filming the class. Am not sure how many of us are comfortable doing that though!
Ultimately, as a beginning lecturer most of us operate at Leve1 for two reasons - you dont have time and you dont know how to do it!
The example that I would like to use is whether to have or not to have a lesson one week before the study week. This is in fact, the scenario that I am encountering now. My decision is to conduct a lesson.
Level 1 reflection:
There will not be a lecture. In fact, I would like to conduct a revision session.
Level 2 reflection:
This revision class aims to refresh students’ memory on some key theories and concepts. Instead of me talking all the time, I will be asking students questions and get them to answer. Comments will then be given accordingly.
Level 3 reflection:
I think a revision session is very important for students. This is a good opportunity for them to realise which topics to concentrate on. As lecturers, we should never take an easy way out and use excuses such as giving students more time to study on their own.
Gabrielle Koh
At this stage, I think I am mostly engaging between level 1 and 2. I guess a lecturer should interchange all levels as per the subject requires.
Level 1: Focus on students behavior in the class and make sure to meet the fundamental learning objective.
Level 2: Use & develop different teaching method to enhance the learning outcome.
Level 3: Give deeper reflective thought on problem-solving which student can apply to the real life situation.
Level 1: Lecturers should always be conscious of the classroom situations; eg. Are students paying attention, are students keeping up with the pace and is there any commotion etc.
Actions should be taken if any of the above situations occur. Lecturers can be more interactive and engage the students to be involve in the learning process and slow down the pace where necessary.
Level 2:Reflect on the methods of teaching. Using the methods/principles our teachers taught us 10 years ago may not work on the new generation of students. Use creative teaching, engage them to be involve. Teaching should never be a one way traffic.
Level 3: Teaching or lecturing is not a BUSINESS. I understood that without students we will be jobless but being in an education industry we should know that it is very different from the working industry. We don't just do and finsih what our task is and wash our hands off.
Our task is to impart knowledge to them but we do not draw a full-stop to it. We are part of their teen years. They need care, concern and love. I'm not trying to say we are noble but we are part and parcel of their growing up stages. We should guide them, counsel them and help them through. We do not want our students to gain just a certificate but with morals and skills that will live with them forever.
I am doing reflective at all three levels as I feel that they are all integrated.
Lecturer should always operate at all 3 levels.
Level one: Understand and identify the student's interest and behaviour.
Level two: Apply different delivery methods and medias to make difficult to understand topic simple and interesting for the student.
Level three: Use real practical example or cases to relate to student the module for ethics/morals.
I think Im working within the 3 levels but more incline to level 2 & 3 as level 1 is usually done in the beginning only.
Ideally a lecturer should be operating in all 3 levels.
Example for each level:
Level One:-
During the class, lecturer need to be more sensitive to observe the students learning behaviour, e.g. sleeping, playing, slow pace, fast pace,etc. Lecturer need to think of the ways on how to interact with or help those students.
Off the class, lecturer need be more aware of their homework progression. Catch up with those always copy and cannot do well students.
Level Two:-
Agree with Yina. We need to use more interactive way to teach our students now. Theories are not just read out with explanation. We need to create more activities to engage the students, i.e. case study, pactical/experiment, games, etc.
Level Three:-
This level need time to be planned and implemented. In order to synchronize the things that we have taught with society, students should be given more chances to experience the real society life. For example, working on product development project which is mimicked the real industry project.
So far, I have been working on Level 1 and 2 in this semester. I hope, with the opportunity to teach "Design and Build" module, I will try to work on how to implement Level 3 in next semester.
x
Level three: Use real practical example or cases to relate to student the module for ethics/morals.
Level One:-
The lecturer is required to be sensitive and observant towards the students learning attitude. It is critcal for educator to erk out effective approach on improving interaction with students.
Level Two:-
It is imperative for lecturers to adopt different delivery methods to ensure a smooth impart of knowledge to the students.
Level Three:-
It is conducive to apply real life practical experience to relate to student on the module for ethics/morals. However, this level need substantial time for planning and implementation.
Peronally, I perceived that I am current working within the 3 levels and strive to keep up with the trends of the students.
Level 1 - What was done in class?: strategies, activities used to promote active learning.
Level 2 - What was the thinking behind what was done in class? Is there a more effective way?
Level 3 - Why am I doing all this?
More often than not, it's at level 1 - Thinking of ways to actively involve students or make lectures interesting.
Ideally, I would like to reflect more at level 2, occasionaly at levels 1 & 3.
Activity 2: Level of reflection
a. Teacher could operate on the Three levels of reflection as follows:
• Level 1: Action, behaviour
Teacher should always be aware of their body language in class. Avoid those actions or behaviours that could ‘put-off’ the students, e.g picking nose; talking to the whiteboard and not facing the students ; no eye contact ; shouting at students; degrading the students and many others unprofessional actions or behaviour.
• Level 2: Theory and belief
In the context of teaching, there should not be any discrimination among clever students and those not so clever ones. Hence, the skills in teaching are of great importance ..various methodologies of teaching may be needed e.g. group work, case studies, presentations etc. Take for example if the syllabus content emphasise on skill –based training, the use of simulator or workshop exercises would be more appropriate in this context. At the end of the class, the students are expected to be able to perform a certain skill set in order to carry a task assign to him/her
• Level 3: Ethics, Morals
Lecturers should always exhibit a high level of moral and ethical practice in classroom delivery in order to maintain the integrity of the profession. Justification on the various practices and skills used in the teaching of respective subjects must be clear and concise. In the context of teaching senior students, case studies would be appropriate since the students is expected to analyse, evaluate and comment on certain issue. Case studies may not be suitable for junior students since they are still fresh on the subject areas. Moreover, they may not have the aptitude to carry out ‘high’ level learning application of analysis, evaluation and comment. Lecturer should be able to decide on the suitable teaching methodology applicable to the students’ need and not influence by external forces or environment.
b. Which level of reflection I am working at currently
• I am teaching Diploma students currently. The main emphasis is very much on knowledge, understanding and application of certain skills training. I believe I am working at level 1 in majority of the subject areas.
• The other subjects that involve application of certain skills will require the use of simulators, laboratory equipment and workshop facility which will of course demand level 2 of reflection.
c. Should lecturer operate on any particular level?
• I believe that all lecturers should at least operate at level 1. Given time and experience, they should move to level 2 and 3 subsequently. The qualification of students and the content of the subjects are also other criteria to consider when operating at a particular level of reflection
Level 1: Capture the attention & imagination of the students
Level 2: Continue to experiment strategies to teach. Get feedback from class eg: quiz
Level 3: Bring in examples and experiences which can teach or open the eyes of the students on everyday issues, social and global problems, etc and how they can contribute.
I am on Level 2. But have incorporated Level 3 continuously esp in the beginning of my Critical Reasoning Skills lesson.
Level 1: Action, Behaviour
My students are sleeping, Facebooking, SMSing during class. Reflect - What did I do(not do) to cause them to 'switch off'?
The class is buzzing. You can't get them to shut up during discussions. They 'get' what you're teaching and are excited. You're feeling high. So... what did you do right? Write it down. Tell others. And go buy yourself a new pair of shoes!
Level 2: Theory & Belief
So, they had fun in class, but did they learn anything?
Level 3: Ethics & Morals
They listened, they understood. So... now what?
Reflect - Did what they learn impact them in any way on a personal level?
Where I'm at now? Level 1 & 2. Level 3? Hmmm... not sure, but I will reflect on it.
Level 1: Actions, behaviours
Understand the students’ interest and monitor their behaviour in the class room. Identify factors affecting their attention/participation in the classroom.
Level 2: Theories, Beliefs
Profile the differences in students’ knowledge and interest. Develop delivery techniques that promote interest, self-determination and learning.
Level 3: Ethics, Morals
Promote the moral and ethical development, as well as soft skills of students during teaching/interaction.
I am on level 2 & 3, was focus more on level 1 at the beginning of my teaching life.
An example would be asking students to attend and participate in tutorials (Level 1).
The reason for this is so that they will learn and gain participative marks (Level 2).
This reason is in line with the poly's aim to educate them in their subject matter and also in holistic education (where skills like presenting, thinking critically are being developed as they participate).
I usually find myself operating on all 3 levels.
The lecturer should always operate at all 3 levels if possible. If not, the lecturer should take time to reflect on all 3 levels after reflecting on level 1 or 1 and 2.
Level 1 - understanding of students' behaviour in classrooms ie, if students are losing interest, having short attention span, listless etc.
Level 2 - Draw up different teaching methods, engage in activities that captures their attention and interest levels.
Level 3 - Build in live examples, experiences in the classroom environment with ethical, moral issues in mind.
The lecturer should always operate on 3 levels. I find myself generally operating on Level 1 and 2.
Example
Level 1:How they should talk,dress etc, methods of delivery like powerpoint or notes
Level 2: Research into different teaching styles and use learning theories and adapt to the needs of students. Eg. using repetition to refresh student member, drawing on pass knowledge, using props to help kinestatic learners.
Level 3: Reflection on the need to teach. What is being conveyed to the student beyond just the knowledge but sharing life experiences to educate students holistically
It would be good for the teacher to operate on levels 2 and 3. But if the teacher is teaching a new subject, it is best to do reflection on level 1.
I operate in all 3 levels. particularly level 2
I hope i understand the differences in Levels correctly...
Level 1 - In response to observing students too distracted with use of their own computers during class, the lecture may tell them pause or not use them for the lesson.
Level 2 - The same situation might evoke lvl 2 reflections. E.g. Are they coping with the topic? Is the lecturer too boring? Whether or not can the lecture bring the lesson 'into' their computers?
Level 3 - The same situation may set the lecturer thinking about how the student might face difficulty at work/presentations; what are the possible qualities (or lack of) that will contribute to their companies (even the country). In response, the lecturer may take the opportunity to draw relevance to the qualities that are good and constructive, quoting examples in the workplace.
I havent started teaching, but I think 1 is only natural to any person, maybe for issues that have greater impact to students at the workplace, family, there is a need to reflect at level 2&3.
I do not think that a lecturer should always operate at a paricular level. There are perhaps many observations of students, but some may not be as critical / effective for us to even reacting to it. Also, time is an important factor (esp for level 3), hence selection based on impact can be a filter.
Lvl 1
-----
Reflection on actions during lectures/tutorial/labs, eg explaining technical content, answering questions, reprimanding students on bad behavior
Lvl 2
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Reflection on techniques used in teaching, eg review of active learning techniques and theories behind the techniques
Lvl 3
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Reflection on how the teaching would impact society or organisations
Currently, I'm at lvl 1 or 2.
I think a lecturer should operate at lvl 1 or 2 most of the time, and to a lesser extent at lvl 3
I think it is kind of cycle. For example, I am new in teaching particular module. Teaching contents will be first things i focus on and then I will be thinking how to teach make it as simple and interesting after i familiar with the contents.
Level 3!!! The key point to success. Maybe we should look at how to improve our ITP system.
Wow! Very scared of these hierarchy and conceptual things. Put me off already.
I beg your pardon, Mark.
Level 1-an example would be reflecting on why students behaviour in a certain manner in class (ex playing computer games)
level 2-an example is using theories and concepts to reflect and explain why certian behavour happen. Such as using motivational theories to explain why students are not motivated to attend class punctually.
Level 3- example is to reflect critically on how to incalcate ethnics and morals into students alongside with the academic perspectives.
Level 1: Reflection on the material delivered,interpersonal interaction and physical happenings in the classroom.
Level 2: Reflection on the tools of lecture delivery: how the ideas are delivered and what are the alternatives available to improve students acceptance and understanding of the concepts.
Level 3: Reflection on the application of the lesson delivered:to be able to relate it to situations/conditions outside the classroom and to identify the significance of the knowledge to students' career and lives in the future.
I haven't started teaching yet but guess I will be starting on level 1 and gradually incorporate level 2 and 3.
For beginners, I think level 1 would be the easiest to start off with and as we get more familiar with the material and with teaching, we can then move on to reflection on level 2 and level 3. However, all levels are important and the lecturers would have to decide the appropriate level/s of reflection specific to his/her classroom scenario.
Example of level 1 - Why does my student, A, is always sleeping in my drawing class?
Example of level 2 - What do i need to improve in my ppt slides that will trigger A's excitement so he wouldnt fall asleep?
Example of level 3 - If A continues to sleep in my drawing class, I wonder how this behaviour affects his interpersonal skill in working as a group.
I believe my reflections work in all of the 3 level. Mostly on level 2 though.
Nope. I think lecturers need to find a good balance of reflection on all level.
@Danny Hahahahahahahahahaha
Level 1 - Teacher reflects on what they have done
Level 2 - Teacher try to find out what should they do and is it the same with what they have done?? Is there anything that they can improve?
level 3 - Teacher try to figure out what should they do to not only teach the student but also to educate them
L1
Ask: How successful was the lecture? What was the response?
L2
How can it be better delivered? What arrests the attention of students? Can I use my observation of what captures and retains their attention to our advantage when teaching?
L3
Link back what is learnt to the big picture. eg. Ethics in advertising, and discuss it.
L1
Ask: How successful was the lecture? What was the response?
L2
How can it be better delivered? What arrests the attention of students? Can I use my observation of what captures and retains their attention to our advantage when teaching?
L3
Link back what is learnt to the big picture. eg. Ethics in advertising, and discuss it.
I operate at mostly L1 and 2, and sometimes hop over to 3 when I see some ethical relevance to what I'm teaching.
To address Qn 3, I think some sort of reflection is always good, but to operate at all levels.. it really depends on what you're teaching, though I think that by looking at the bigger picture (L3, ethical and moral issues) it could very well be the rudder that turns the ship.
Level 1:Teacher reflect on how he/she does the teaching and how the students do the learning
Level 2: Teacher reflect on why some students are learning very well in some areas while the other students are struggling. Is it because his/her teaching pedagogy or the students are having some problem or the environment are not supportive for teaching-learning activity?
Level 3: Teacher try to educate the students on good moral and ethics such as respecting people etc.
I am working mostly in level 1 and now heading to level 2.
I think its important for lecturers to reflect at all levels since they are all related and interconnected
Level 1 (Action/ behaviour)
Students sleeping and "Facebooking" in class
Level 2 (Theory & Belief)
What do I need to do to trigger more interest in engaging with sleepy students?
Level 3 (Ethics & Morals)
Whatever they had learned...did it have an impact on a personal level?
I guess I am on level 2 now...sometimes on level 3.
Lecturer should always reflect at ALL levels.
If I am currently using powerpoint to deliver a content ...
Level 1: How to improve my powerpoint slides?
Level 2: Is powerpoint slides the only delivery mechanism? Will it be different if the same content is delivered to different students?
Level 3: Besides technical content, what else can we infuse into the content for challenges in real-life?
I think lecturer should readily practice reflective thinking and different hierarchy used at different situations. As a new lecturer, I am operating in Level 1most of the time. But a recent marking-moderation exercise got me thinking about some issues. I guess Level 3 has kicked in.
Levels of Reflection - Examples
Level 1 - Perhaps I should introduce a couple of video clips to illustrate ideas which are abstract or harder to understand.
Level 2 - Why do you think videos help? And how do videos help learning?
Level 3 - Videos may help learning. However, will students be able to apply what was learnt in real world practices?
As a fresh lecturer, I find myself reflecting at both Levels 1 & 2. A good balance of the 3 reflection levels would be ideal.
Examples
Level 1: Actions, Behaviours
-> Am I talking too fast in lectures, is my voice too soft for the students chatting away at the back of the LT to hear?
Level 2: Theories, Beliefs
-> Is the way that I teach consistent with the pedagogic theories which I have learnt, am I promoting surface learners or deep learners with my teaching materials.
Level 3: Ethics, Morals
-> Are the ideas which I teach useful in preparing the students for the "real" society.
Right now, I am definately operating at Level 1. Occasionally, I may have thought about issues at Level 2.
Lets use classroom management and learning as an example. The action and behaviour exert at the classroom merely to gain students attention is level one skill. If the lecturers go further to level two, they can try to continously retain the students focus through cognition learning, try to engage their thoughts and influence their behaviours. For level three, the lecturers may explore holistic learning by engaging the students in all aspects, such as awareness of social quotient and contribution to the community.
I am still at level one and two, and I think a good lecturer always engage all three together or interchangeably.
Hi David here.
I think the three levels are equally important especially in my field of design.
Level 1: Design is about creativity yet there are fundamentals and critical skills which students may find boring to absorb. At this level, expect the unexpected in classroom and react to it with positivity.
Level 2: Design is a competitive discipline which requires constant updates of the develpment and neew theories in building more effective communication with the mass. It is tiring but thankfully the internet allows touch and go info at a glance so I am able to study those related in greater depth to review my teaching materials. I try to keep a "5-year rule" to my teaching materials so those statistics and charts remain relevant.
Level 3: I am an advocate to ethical studies especially Design Ethics. The ideals of our society was the result of our cultural standards, moral values and influences from the media. Design exists to instill a humanistic world however unenthical corporations and individualism corrupt the pratice that steer consumers to over indulgence and over consumption etc. I believe while inculcating the skills and techniques which liberates students to manipulate the media so to grasp the attention of the mass, they have to perceive the code of a designer which established the boundaries of sanity in creativity that would prevent deterioration of our social/cultural ideals and values.
Level 1 - specific teaching strategies that I use for each module.
Level 2 - the skills and attitudes that i want the students to gain after taking this module, specific rules and
Level 3 - the philosophy that i have in guiding my teaching, one example would be, should I focus on character development too?
Level 1: I just finish marking a test paper for my class. The student then meet with me individually to discuss about his/her performance.
Level 2: During the discussion with the student, I will know whether they are really learning from my lecture and answer the questions. If no, identify the problems whether it is come from me or come from the students.
Level 3: Always thinking how the students can learn, mature and ready for their career during the study. For some bright student, I also discuss about their career path.
I try to work at all 3 levels. Due to large variation in learning capability among students, it may not be done at all time.
It really depends on the group or target individual (student), we should always practive at different level at different situations.
Level 1 - Action in the classroom
Imparting knowledge to the students through lecture notes, powerpoint using the right body gestures.
Level 2 - Action in the conceptual level
Use different strategies to connect to different students and get students to share their views/ experiences if they have any.
Level 3 - Moral and ethnic level
Brief students on industry practice, bring teaching out of the classroom.
I am working mostly at Level 1 and I think that a lecturer should be able to operate at all 3 levels.
Even at the start of my academic career, I have always found it easier to plan things from top down.
Level 3: I personally take great care in making sure my students can reflect on the value of their studies in any kind of future endeavors that they might partake in.
Level 2: So making learning experiencial is important in achieving this. I prefer getting them exposed to out-of-class room learning as it will show them the need to be prepared before venturing out.
Level 1: Finally I make sure that I incorporate reminders in all lectures of how knowledge obtained in class have a practically side to its application in society.
Level 1 - Action; I've always wondered if students can survive without powerpoint presentations and try to steer away from a 'set' template of doing things such that their minds are dulled into thinking of learning as a perfectly linear process.
Level 2 - Having students simulate learning scenarios i.e. creating an environment where they really feel physically and psychologically prepped for the working world.
Level 3 - It is sometimes a grey area where you wonder if certain 'tricks of the trade' should be shared with students when they should learn from experience and not prescribed solutions.
I think it's inevitable that we subsconsciously work at all 3 levels at the same time.
In one way or another all lecturers tends to consciously or unconsciously interact on all 3 levels, the difference is some do more on one or two levels.
Level 1 simply introducing the concepts, something like “teach the man to fish instead of feeding him fish”. Constantly reminding him why this or that is important. Like Laying the foundation for the beautiful building.
At level 2 one simply uses the gained knowledge through varies means to acquire better understanding of the direction and purpose in life. Developing ideas and changing values, forms the frame work in life.
At level 3 teaching them to walk the knowledge gained that gives them satisfaction and achievement as rewards to the accomplisher. Without the foundation at level 1 this level will prove to be a very confusing one.
I am doing a bit of all 3 level. If engaging the year ones then probably more on level 1 and 2.
Hmmmm, I read with great interest some of the comments. I think some of us are very modest but I can agree that usually we are operating at level 2. Not becuase we dont know what to do, but probably cos we dont have time
Level 1
Thinking about whether my slides are boring/ informative, whether I can convey the lesson in an engagaing manner etc.
Level 2
Seeing if what I teach is consistent with learning/ pedagogic theories. Am I asking questions that will promote higher levels of learning?
Level 3
Will my lessons prep students for work?
Currently I think I mostly do Level 1, and at times, Level 2.
Level 1:
I think about the delivery of my lesson, e.g. volume of my voice, clarity of explanation of concepts, level of understanding of my students (blur looks, nods).
Level 2:
I think about the structure of my lesson, e.g. the arrangement of parts (lecture, activity, presentation, or activity, presentation, lecture). I also think about the best way to present each part, whether as a lecture, activity, movie clip.
Level 3:
I suppose that lecturers will demonstrate this level through their behaviour? For instance, what would lecturers say if students rely purely on wiki as reference, or if students plagarise ideas. By commenting on these, lecturers make a stand on what is acceptable within the industry or community.
I think I do mostly Level 1 (after each lesson) and Level 2 (after a few lessons). For Level 3, this mostly happens during individual consultations on assignments.
Thomas Lam said:
Level 1: Action
reflection on how to provide appropriate teaching materials (book, slides, refs) to the students during the class
Level 2: Conceptual
reflection on how to use active learning / experience sharing /case studies etc. to relate the teaching materials to the real life and current environment.
Level 3: Moral
To create the awareness of extend their profession knowledge to the needed community. For optometry students, they can help to provide vision screening and health education to vision impaired patients, paedeatrics, students with autism etc.
A successful lecturer should be able to select and perform all three levels under different scenarios. I’m at level 1 & 2 and trying to reach level 3.
Level 1 - Understand students' needs, motivation and doubts on topics delivered.
Level 2 - Strategise different approaches for various students, based on their capability.
Level 3 - Share with students on industry practice and your experience (outside the class) to raise their awareness of outside practice.
I think I am at Level 1 1/2.
Level 1 - Actions, Behaviours: The way we teach, the way we present ourself to the students, etc
Level 2 - Theories, Beliefs: Certain understanding and belief we have accumulated from textbooks or experiences.
Level 3 - Ethics, Morals: These are more spiritual reflection such as if this conflicts the moral belief, how you going to avoid doing it.
All 3 levels with Level 1 the most common.
I am very much still on Level 1 now, trying to constantly reflect on how I could better deliver my lesson after each class.
Level 2- reflecting on how i can customize teaching methods or styles to suit students of varying levels/ interests. Also to consciously build a rapport with my students in order to understand them or to be able to see things from their perspectives.
Reflection at Level 3, my experience so far is having to make the decision on how to handle or grade students with late submission. Do we accept the work? If we do, are we cultivating slack students who will find it difficult to meet the often tight and non-negotiable deadlines when practicing in the industry. The course is to prep them for industry work but not to protect them. Then again, are we being too harsh?
Level 1 - giving knowledge to students with power point slides, videos presentation and lecture notes.
Level 2 - Giving more info on how the videos presentation help.
Level 3 - Giving the students opportunity to work in some real work practices which apply to what they have study in school.
I think I am working at Level 2 and occassionaly going into level 3.
Level 1 - Actions, Behaviours: The way we deliver our lectures
- tone, body language
Level 2 - Theories, Beliefs: Whether teaching methods used are effective and interesting to the students.
Level 3 - Ethics, Morals: Did the students gain (in terms of knowledge and skills) from our teaching.
Level 1-
Deciding on the choice of hardware/presentation medium and how to deliver it to students effectively.
Level 2-
Gather feedback on the effectiviness of teaching method used and invention of new teaching method
Level 3-
Guiding students to relate the knowledge learned in school to application in society
All 3 levels with level 1 the most
I hope my interpretation of Mark's illustration is correct.
Level 1
At classroom level, i do see myself constantly reflecting on the way I interact with the students. I always reflect after class on whether my students have truly learnt the concepts which i intended to bring across. Signals will include: their facial expressions i.e. whether they look confused or frustrated during class; whether they asked alot of questions which is also a symptom that they have problem understanding the concepts taught, etc.
Level 2
One example of the application of level 2 reflection is to relate the basic fundamental concepts taught to link to a greater picture or industry application. in the case of chemical engineering, the operation of a chemical production unit is an integration of numerous mathematical, scientific and engineering principles. A teacher should always constantly reflect on how the concepts taught to the students can be applied on an industry scale, so that students can make sense of what they are learning.
Level 3
This is exceptionally important in the teaching of engineering. For example, Chemical engineering is the branch of engineering that deals with the technology of large-scale chemical production and the manufacture of products through chemical processes. Since technology should serve to benefit mankind, it is the moral responsibility of Chemical Engineers to innovate chemical products and processes which do not cause harm to mankind and the environment, which brings us to the concept of ethics and morals. Ethics and morals can be illustrated in the teaching of chemical process and product design; Safety & health; Environmental Protection, etc. The teacher may share with their students past history on how engineering itself has led to destruction of property, environment and loss of human lives in a negative manner.
In view of the curriculum which i am currently teaching, I would say that for my case, i have the opportunity to adopt all 3 levels of reflection.
Level one:
When the class did badly for my quiz, i asked myself if i had set a very difficult paper.
Level two:
Referring to the scenario above, i look closely at their answers to see what they have missed out.
Level three:
I identified that the students really need to be spoonfed. Hence i've structured more practice exercises for them to help them study.
Level three:
Level 1: Review performance in class pertaining to things like pace, speech clarity, projection, class management.
Level 2: Review methodology of teaching and students’ response. Identify areas that are lacking, for example, students’ concentration span. Can use different methods like group discussion to keep them actively involved and not just fall asleep.
Level 3: Review whether things done were just teaching of knowledge or educating them. Don’t just teach knowledge, for an engineering class, could let students discuss on ethics and professionalism as an Engineer. Cite real life examples and let students discuss the rights and wrongs to ethical problems. Also, notify the possible pitfalls and slippery slopes in life.
I’m working on level 1 & 2.
I think lecturers should reflect at all levels.
The following 3 examples are based on my interpretation of the 3 levels. I hope they are aligned with the theoretical explanation that Mark has provided.
Level 1:
Based on the bored responses to the lecture-style format of teaching a module on 'research methods', the lecturer may decide to introduce more interactive, videos, tasks, and activities to engage the students.
Level 2:
The lecturer may go back to the objectives of the module/topic and the strengths and limitations of the various modes of instruction or instructional delivery to achieve these objectives. For example, asking onself (as well as students) if showing a video,while engaging the students more, also helps them grasp the concept of 'experiments'. This could be determined through a variety of ways, assessments, feedback etc.
Level 3:
Determining whether through our practices, students can understand and appreciate the broader implications of research methods to the practice of psychology later in their careers. To be consciously aware that our teaching should not only be focussed on teaching the concepts but to help them see real world applications - to enable students to see how we can contribute to the 'betterment' of society through research.
At this point, I am mostly operating at Level 1 and some 2, although I hope that as I gain more experience I will be able to operate at Level 3... soon :-).
At level 1 - Actions and Behaviors. I believe this is the most common as we start teaching ,planning for actions to take in the tutorial or lecture.
At level 2 - Theories and Beliefs, - As said, this is a form of higher learning as we seek to change the underlying structure which governs our actions, for instance, asking questions "why am I doing this?"
These two levels are where I find myself operating in the field I teach (Finance), and given my relatively short tenure thus far, the two most intuitive measures for reflection.
Finally, at level , where ethics and morals are concerned, we try to reflect upon our judgement. This is a particuarly "grey area", where there isn't any right answer.
I believe a lecturer at a basic level should reflect on actions and behaviors (level 1) as these are the most basic and concrete measures where we interact with the student.
Ryan J Tan
CP;
Level 1: Planning and teaching in class using the method deem best fit
Level 2: Feedback and analysing of feedback on teaching style, material delivery effectiveness.
Level 3: Discussing and sharing with mentors or peers on improvement.
Now is at level 1, not sure if we are assessable to students feedback.
This reflective practise should be a cycle which never ends as audiences characteristics will change over time.
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