Critical Reflection

Within the professional practice domain, teachers are required to have the skills to plan and deliver effective teaching and learning. When planning lesson sequences teachers must address the learning requirements of students by adapting pedagogical activities or content to suit their needs. This can be achieved using a range of strategies such as differentiation prompts and the use of resources such as ICT and classroom materials.
 
Teachers need to demonstrate effective teaching strategies by providing “authentic learning contexts” that are centred around the strengths of students (Australian Institute for Teaching and School Leadership, 2017, n.p). An example of this could include providing concrete resources that help students to show their learning using open-ended approaches. From a theoretical perspective incorporating, Gardner's Multiple Intelligences can enhance learning engagement as learning can focus on the individual strengths of students using different resources (Armstrong, 2018). 
 
Finally, Foreman and Kelly, contend that learning should be constructed as the “least restrictive environment” (2018, p.7). This is important to me as whilst I believe that planning and organisation are tremendous features of successful teaching, so are adaptability and flexibility. I think as teachers we should aspire to be responsive to the learning of our students which involves being able to supply alternative methods of teaching to enhance the learning journey.
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An area in that I think I could improve my teaching practice is working with colleagues to better evaluate the teaching process to identify how it can be improved to enhance learning.