5184614
Description
Mind Map by Scott Macpherson, updated more than 1 year ago
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Using reflection in teaching & learning
(with particular reference to session
on stigma in m.h.)
- Reflective/Reactive?
- The Reflective Practitioner (Biggs and Tang 2011)
- Transformative Reflection
- Reflect, plan apply, evaluate
- Desired outcomes: 1. Enhanced teaching 2. Enhanced learning for students/lecturer 3. Enriched experience for students/lecturer
- Implications for practice
- UKPSF: A1, K5, K6
- UKPSF: 2 (e), 4 (c), (d), 8 (g)
- UKPSF: A1, K5, K6
- UKPSF: A1
- NMC: 2 (b)
- Implications for practice
- Action Learning
- CPD
- UKPSF: A1, A5, V3
- NMC: 2 (e), 7 (a), (d), 8 (d)
- UKPSF: A1, A5, V3
- CPD
- UKPSF: K2, K5, K6, V3
- NMC: 2 (a), 4 (d), 5 (e), 8 (d), (f), (g)
- Desired outcomes: 1. Enhanced teaching 2. Enhanced learning for students/lecturer 3. Enriched experience for students/lecturer
- Own reflections, students reflections, critical friend, supervisor
- UKPSF: A2, A3, K5, K6, V3
- NMC: 1 (c), 3 (c), 4 (b), 5 (e), 6 (c), 8 (d)
- UKPSF: A2, A3, K5, K6, V3
- Consideration of own Teaching theory & impact of this
- UKPSF: A2
- NMC: 1 (b)
- UKPSF: A2
- UKPSF: A1
- NMC: 2 (e)
- Reflect, plan apply, evaluate
- Consideration of Teaching/Learning climate
- UKPSF: A2, A4 , K5, K6
- NMC: 1 (a), (b) ,(d), 3 (a), 5 (c), (e), 6 (c)
- UKPSF: A2, A4 , K5, K6
- Role modelling
- UKPSF: K1
- NMC: 6 (d), (e)
- UKPSF: K1
- Transformative Reflection
- Scholarship of Teaching & Learning (Trigwell et al
2000)
- Designing session: Constructive Alignment (Biggs and Tang 2011)
- Feedback to & from students
- UKPSF: A3, K4, K5
- NMC: 3 (b), (c), (d), (e), 4 (a), (b), 8 (f),
(g)
- UKPSF: A3, K4, K5
- Consideration of diversity of individual
learners
- UKPSF: A2, A4, K4, V1,
V2
- NMC: 1 (b), (d), 3 (a), 5 (a), 6 (c), 7 (c)
- UKPSF: A2, A4, K4, V1,
V2
- UKPSF: K2, K4, K5, A1
- NMC: 2 (a), (b), 8 (f)
- Collaboration & Co-production
- UKPSF: K2, K5, A3, V2, V3, V4
- NMC: 3 (b), (c), 5 (a), (b), (c), 7 (b), 8 (c)
- UKPSF: K2, K5, A3, V2, V3, V4
- Feedback to & from students
- UKPSF: A2, K2, V3
- NMC: 2 (a), 5 (d)
- Balancing workload & prioritising
- UKPSF: K2
- NMC: 8 (e)
- UKPSF: K2
- Ensuring a safe & effective environment
- Designing session: Constructive Alignment (Biggs and Tang 2011)
- UKPSF: K2
- NMC: 2 (a)
- The Reflective Practitioner (Biggs and Tang 2011)
- Explore evidence of existing stigma & its impact
- Mason et al 2010; King 2014; Page 2009; Fielding 2013; Weight et al 2013
- UKPSF: K1, K2, V3
- NMC: 2 (a), (f), 6 (d), 7 (b)
- Mason et al 2010; King 2014; Page 2009; Fielding 2013; Weight et al 2013
- Measuring attitudes pre & post teaching
- Analysis of data
- Making sense of data
- Generalizable?
- Implications for practice
- UKPSF: A1, K5, K6, V3
- NMC: 2 (e), 4 (c), (d), 7 (b), 8 (g)
- UKPSF: A1, K5, K6, V3
- Implications for practice
- UKPSF: K1
- NMC: 2 (f)
- Generalizable?
- Making sense of data
- Analysis of data
- Quality Assurance & Enhancement
- Effective Communication Skills
- UKPSF: A1
- NMC: 8 (a), (b)
- UKPSF: A1
- UKPSF: K5, K6
- NMC: 4 (a), (d), 5 (e), 7 (d), 8 (b)
- Effective Communication Skills
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