ECAD6007: Who am I teaching? A critical evaluation and the identification of next teaching and learning steps focusing on a case study of an individual learner or a group of learners, based on an observed critical incident. Student Number: 1601731 Submission due: 07/11/2022 Word count: Introduction Reflective practice within teaching allows individuals to analyse incidents resulting in improvements to practice to be altered and made. The incident becomes a ‘critical incident’ when a judgement of interpretation is made by attaching meaning to it (Tripp, 2012). Tripp (2012), indicates critical incidents evolve from observation to analyse, which then allows planning and development to be made positively. Tripp (2012) also implied a critical incident in the context of reflective practice in teaching does not always have to be a negative, it can be a positive incident that has been addressed to have had an impact. The critical incident gathered is identified by observation on a group of learners from a duration of good teaching practice. In order to effectively evaluate the critical incident identified I will firstly explore the role of critical reflection within teaching practice. From this, contextual information of the school and critical incident will be identified. With the identification of the critical incident links to Donaldsons’ Four Purposes will be made that are incorporated in the Curriculum for Wales 2022. The main text will be created by a literature review synthesising research and explore theories of the critical incident. To conclude, an evaluation of reflection models and the importance of critical reflection in order to impact professional and personal development to identity next teaching steps for an improved practice. The role of critical reflection Critical reflection within teaching practice is viewed as a ‘core value’ and is a ‘key role’ in professional development, meeting professional standards and developing by research and understanding (Forde et al, 2006). In order to develop teaching practice critical reflection is required. The purpose of critical reflection allows us to develop as professionals to be alert on incidents, big and small, that occur within the classroom and learning environment. Therefore, is essential that the teaching practitioner has awareness (Brookfield, 2017). In addition to this, Brookfield (2017) states that ‘….a stance of permanent inquiry’ occurs when developing the role of teaching as a profession. The constant querying of why the action we have made and the reasoning behind it allows understanding to be developed. Dewey 1933, believes that the process of reflection occurs in steps where each element refers to one another in flow to achieve an outcome, indicating reflection for action in the future (Sahndomo, no date). Reflection leads to thinking to be a deliberate and purposeful action of thinking back on the event to identify the positives and to respond to the problem of the situation (Shandomo, no date). However, Griffiths (2000) stated Dewey argued that in order for teachers to develop particular skills, such as observation and reasoning to successfully critically reflect, identified qualities such as open-mindedness, wholeheartedness and responsibility are required. Critical reflection is essential for teachers in order to continue professional development to ensure their practice is strong, the responsibilities to be reflective is therefore beneficial to their own learning, learners and the school (Griffiths, 2000). Supporting this, Brookfield (2017) identified that this occurs when professionals within practice and within their pedagogy successfully and effectively critically reflect on a critical incident. Forde et al (2006) also states that by doing this it allows practitioners to retain ownership of their teaching gaining leadership values. This then results in the children, the learners, to alter their thinking to learn to become critical thinkers as a result of effective critical reflection (Brookfield, 2017). As a result of this, it also links with the reforms in education and the roles of teachers by meeting professional standards and developing by research and understanding as within Wales the Teaching roles as a profession is continuously developing. Reflection within the education system in Wales supports critical reflection in order to abide with the Curriculum for Wales 2022 (Welsh Government, 2017). The Welsh Government (2017) supports a self-improving system which involves teachers to be continually learning to improve their practice requiring reflection to occur. The self-improving system emphasis the role of critical reflection as it allows the developing role of teachers to: • Develop their own learning and skills • Develop and understand their own individual strengths and areas of improvement • Problem solve, by deciding on actions to adjust any problems occurring with justification and explanation • Promote positive learning (Welsh Government, 2017). Observation School and Class Context Following BERA Guidelines (2018) the information provided will ensure respect and ethical standards are promoted for all those included in the observation. As a result from this, the identity of the school, staff and pupils will be anonymous throughout the assignment. By doing this it will illuminate identification as this information is not considered to be of importance while evaluating the incident that is critical from observation. In addition to this, it will ensure that all participants within the observed incident are being respected and dignity is respected. In order to gather a critical incident the observation took place in an English medium school located in a small town in South Wales. There are 381 pupils, ranging from 3-11 years attending the school. In 2018, 21% of pupils are eligible for free school meals which is above the average for Wales (Estyn, 2018). The school is also identified as a Rights Respecting School promoting and demonstrating the United Nation Convention Rights of the Child. The context of the environment during the critical incident took place within a classroom of 24 with 9 absent in a mixed ability class of year 2/3. Critical incident linked to Donaldson’s Four Purposes Donaldson (2015) investigated the curriculum within Wales and gathered that Wales needed to alter their education system in order to promote a dynamic approach with skills and competences. In addition to this, Donaldson stated that the Curriculum for Wales’ four purposes ‘guide all future decisions about national and local educational priorities and underpin all teaching and learning in Wales’ (Donaldson, 2015) meaning there is a focus on the culture of Wales within subject based learning. As a result, the four purposes of The Curriculum for Wales state learners will be: • Ambitious capable learners, ready to learn throughout their lives • Enterprising, creative contributors, ready to play a full part in life and work • Ethical, informed citizens of Wales and the world • Healthy, confident individuals, ready to lead fulfilling lives as valued members of society (Donaldson, 2015) In addition to this, the four purposes within the principles of the Curriculum for Wales underpin the United Nations Rights of the Child ensuring that all children and young people have a comprehensive range of education and learning opportunities, empowering learners (Donaldson, 2015). Therefore, within the critical incident it identifies a learning techniques establishing ensuring there is an opportunity for children to receive an education that is enabling them to fulfil their potential (Save the Children,2022). The observed critical incident- appendices 2, identified is the method of independent trial and error focusing on assessment for learning. This was demonstrated during set group work allocated towards the higher ability group. The task involved creating a fact file in their own words, using previous work of highlighted facts. Within this session, each learner had a spelling book/journal. If they were unsure of how to spell a word, they would firstly try to spell it in their book and then they could go and ask the teacher if it was correct before using it. From this, in the future they would have the words available to use again. During the observation it was clear that most children within the group were using their spelling books and enjoying the experience of writing and testing allowing them to challenge themselves. On one occasion during the observation, a learner had nearly the correct spelling with one letter out, from this the teacher complimented and praised the learner for the effort and continuous perseverance to try and correctly spell the word. Within this critical incident it clearly indicates links to learners becoming ‘ambitious capable learners’ allowing them to become independent along with gaining self-resilience in order to improve intellectually. The learners responses from using this technique promotes the ability to develop independence and self assessment. This also supports and indicates another direct element of the Curriculum for Wales as Donaldson altered assessment for learning for the Welsh Education System within the ‘Successful Futures, Independent Review of Curriculum and Assessment Arrangements in Wales’ (Donaldson, 2015). In addition to this, Donaldson (2015) identified independence to be a continuous theme throughout the curriculum in all areas of learning. As a result, this allows learners to improve their skills to become critical thinkers by ‘how we teach and not what we teach’ (Welsh Government, 2021). Literature Review The critical incident focuses on assessment for learning considering the element of scaffolding and promoting independence of self assessment. Therefore, within the literature review it will provide identification and synthesis of these key points. Assessment for learning requires goal setting and sharing criteria for success (Laveault and Allal, 2016). Therefore, this is an essential element within teaching practice. Within the critical incident this is clear to see it has been implemented as the learners are independent while carrying out their challenge of spelling. Scaffolding can be viewed as an important element on a child’s learning. The Glossary of Education Reform (2015) defines scaffolding as the process of teaching, demonstrating how to solve a problem, allowing the learner to have responsibility for their learning. Supporting this, Laveault and Allal (2016) stated that scaffolding is an element which allows learners development to independent learning, confidence and skill to work independently. Scaffolding enhances learners to improve upon their problem-solving skills allowing them to challenge the task independently (Laveault and Allal, 2016). Enforcing independent learning within the classroom by scaffolding encourages learners to be independent and promoting capability in becoming ‘ambitious capable learners’ linking in with the four purpose of the Curriculum for Wales 2022 (Welsh Government, 2021). The theorist Vygotsky believed that individuals social interaction and cognitive development work together, as well as the influences of their cultural context (Pound, 2005). The theory of Vygotsky’s method of scaffolding involves a more informed individual focusing to assist the learners ability to learn (Pound,2005). Vygotsky theory indicates development stems from social interaction and information from adults is internalized by the learners (Levykh, 2008). Supporting this, Pound (2005) indicated that cultural tools for thinking came from language, in which we learn from others and use with others In thinking and learning as initially they would not have been able to process on their own without developing a certain method. Therefore, within scaffolding, verbal feedback, support and guidance from the teacher on the independent learning towards the learner is considered to be crucial in order for students to be successful (Laveault and Allal, 2016). This suggests in order for learners to consider support and guidance from teachers during scaffolding a good relationship needs to be created. Watson (2008) researched the influence of teacher-student relationship within the learning environment. From this, it stated that children all want and need is to feel belonged as a result from this trust is gained building a positive relationship. When this relationship is gained it allows learners to feel safe in their environment, as a result from this it enables risks, questions and mistakes to occur. As a result, it can allow successful scaffolding and self assessment to occur due to the relationships build between the learner and teacher (Watson, 2008). Levykh (2008) concluded the effectiveness of Vygotsky’s zone of proximity in individuals development considering the level of cognitive development in an individual. From this, the theory Vygotsky conducted focuses on children’s ability to learn through guidance. Vygotsky then believed this enabled learners to eventually the ability to learn without help, which is only developed when the variety of understanding is independently compared to what they cannot consider independently (Levykh, 2008). This demonstrates that the theory of scaffolding allows the teacher to see the potential level of cognitive development allowing assessment for learning to be undertaken. Therefore, supports Donaldson (2015) of allowing learners to be ambitious capable learners. This can be carried out by the variety level of support given from the teacher but still allowing learners to be able to see the standard of expectation expected from them. A positive that also follows on from this, is that scaffolding assists In bridging learning gaps (The Glossary of Education Reform, 2015). Lawson and Lawson (2013) identified that participation during the learning and task is influenced when opportunities to achieve future benefits are made clear to the learner. This research implies the importance to identify the success criteria and expectations to be addressed to learners prior to their task positively influences their learning. Therefore, the zone of proximal development requires motivation, attention, persistency when challenged appropriately (Lawson and Lawson, 2013). In addition to this, Levykh (2008) stated that Zone of Proximal Development involves an action to be done in order for the learner to be where they aim to be. This was clearly identified in the critical incident as learners visualised a purpose and a sense of achievement from independently thinking for themselves. However, it can sometimes be considered to cause an impact on the learners self esteem and confidence negatively. Lawson and Lawson (2013) identified within zone of proximal development in scaffolding learners can become anxious or frustrated when the challenges are too difficult resulting in their ability to engage to become disengaged. Rutherford (2020) stated Bjork 1994 constructed a theory of Desirable Difficulties to enhance learning, using tests for learning, making learning more challenging but more effective. Desirable difficulties include a challenge -in this case the critical incident including trying to correctly spell words as it causes the learner to slow down resulting to encode information in order to successfully achieve the task (Rutherford, 2020). It also requires leaners to work harder to gain knowledge allowing engagement in self-directed learning, without being overloaded avoiding disengagement (Rutherford, 2020). As a result self directed learning links with elements of self assessment. Crisp (2012) distinguished assessment for learning to be identified as two forms of assessment, formative and summative to enhance current and future learning. Formative assessment requires students and teachers to have greater clarity around the proposed outcomes and reward mechanisms associated with assessment tasks and feedback. The method of self assessment is identified as formative assessment as it is practiced throughout the learning experience likewise to peer assessment (Crisp, 2012). Sadler 1989 identified that the teacher and learner require to work along side one another in order to achieve successful formative assessment (Heritage, 2010). This specifically requires both parties to embed: 1. The concept of the standard or goal being aimed for 2. Comparison to the actual level of performance within the standard 3. Engagement in relevant action enabling some closure of the gap (Sadler, 1989) Within formative assessment to occur within the classroom it requires drivers for successful formative assessment: (Heritage, 2010, p44) The feedback is an essential element within the diagram and is also identified within the critical incident. The research gathered of formative assessment requires feedback, allowing thinking to occur enabling the intended purpose of improved learning to occur by the learner (Shute, 2008). Agreeing with this, Hall and Burke (2003) emphasised that feedback to learners is highlighted on the performance goals compared to learning goals. According to Boyle and Charles (2013) formative learning can influence learning positively and with gaining achievement within the classroom. Within this research Boyle and Charles (2013) identified encouraging learning verbally is needed to drive learners. Formative assessments allows practitioners within the environment to engage in the development of future focus teaching, learning and assessment through active intellectual engagement (Hall and Burke, 2003). A major element for successful scaffolding is clear criteria’s need to be established. Torrance (2001) understood formative self assessment to be successful when continuous language within the learner and their environment between teachers and learners is demonstrated. It requires a repetitive dynamic and interactive process with discussion of success criteria throughout the task from beginning to end. Although this was not demonstrated in the critical incident it is clearly indicated learners are aware of their process and expectations. Likewise to Shute (2008), Torrance identifies the importance of feedback to always be received and referred back to the success criteria to learners. Within the critical incident it is identified that the learner is self regulated resulting in positive self assessment to occur. Boyle and Charles (2013) identified self regulated learners become autonomous learners as they are demonstrating commitment, control and confidence of their learning. Boyle and Charles (2013) also considered that not all children within their education want to participate within their own learning. This again may be as a result to their cognitive and social development or influenced by their attitude to be actively involved in their own learning. Although, this was not identified within the observation of the critical incident it may have occurred given a bigger time scale of observation days. Therefore, it is important to be explored as it can be demonstrated in some cases. Co- construction would then be practiced by the teacher to address the regulation of change within the different groups of learning in order to assist in learners giving input to their learning (Boyle and Charles, 2013). Child is centre of the learning, within the co construction the teacher demonstrates creating a collaborative environment (Heritage, 2010). Reflection Critical incidents require reflections within the teaching practice as it allows development for improved practice. Therefore, the reflection needs to be critical being a ‘key role’ in professional development (Forde et al, 2006) in addition to addressing professional standards and self improving teaching professionals within Wales (Welsh Government, 2017). Critical reflections can be carried out via models of reflection. One model of reflection considered to analyse a critical incident is Gibbs’ reflective cycle 1988. Gibbs’ cycle consists of a 6 step cycle which allows individuals to make sense of their experience- describe, feelings, evaluation, analysis, conclusion and action plan (Bassot, 2016). There is questioning attached to enhance upon each title specifically resulting in an in depth, detailed reflection to be completed effectively (McGregor and Cartwright 2011). Gibbs enables both negative and positive aspects of what’s being reflected on to be considered (Bassot, 2016). Therefore, allows the reflector to identify their feelings (Bassot, 2016) unlike other reflective models. In order to reflect, evaluate and establish next steps of the identified critical incident and research I will follow Gibbs’s reflective cycle (1998). By using Gibb’s reflective cycle (1998) it will ensure I have the opportunity to effectively reflect on the impact of the critical incident on learners and for myself in future practice positively. Observations were undertaken over two days within the same classroom of the placement school. During these days, critical incidents were identified and recorded. The critical incident I identified to research further involved assessment for learning directly involving self-assessment and scaffolding see Appendices 2. In my opinion, this experience was viewed as positive and encouraging for both the learner and the staff. While observing it was demonstrated as a natural and routinely element on their learning as learners were confident in what they were doing. As a result from research, generating the literature review it is clear to establish that Vygotsky’s theory of Scaffolding plays a major role within the critical incident. There was a high engagement and involvement from learners, gaining problem solving and independence in the process (Laveault and Allal, 2016). Therefore, I intend to incorporate independent learning using scaffolding to promote these skills. The response from the teacher during the observation in appendices 2, was always given positively. Positive attitude with praise is required to reinforce their confidence of trying and being independent even when not always correct. This suggests that there has been clear standards set out towards the learners, in order for them to practice in their actual performance allowing them to engage with their action likewise agreeing with Shute (2008) for the importance of verbal feedback. Within the critical incident in appendices 2, the independence of learners is promoted demonstrating one of the four purposes of the Curriculum for Wales (Donaldson, 2015). As well as this, the findings demonstrate the importance of enabling children to do, as some need the allowance of independence to demonstrate their abilities and understandings. As Boyle and Charles (2013) states some need encouragement to have an influence contribute in their learning. To conclude, I have gained understanding of identifying critical incidents understanding they can be either positive and negative. In addition to this, I have learned the importance of feedback and the impact in can have on learners and their development within their education. In the future within my own teaching practice, reflection will be an element that I am to set time aside for. As Griffiths (2000) states that reflection is beneficial on my own learning and teaching development, in addition to the learners and the school. Therefore, in my future practice I intend to use Gibbs’ reflective cycle. As well as this, within the literature review and research of the critical incident in appendices 2, undertaken implies scaffolding and self assessment improves children’s learning positively when feedback is received. I intend to incorporate positive feedback in learners efforts and performance in order to successfully achieve the desired outcome. Conclusion To conclude, within the assignment I have clearly identified the role of critical reflection and critically evaluated research of assessment for learning by considering key theories relating to the critical incident identified. It is clear to see that scaffolding and promoting independence of self assessment positively influencing learners to gain confidence and control of their learning (Boyle and Charles, 2013). A result from this, can be heavily influenced by the teacher-learner relationship and the feedback provided, learners need to be aware and understand the teacher believes in them and supports their thoughts (Watson, 2008). In addition to this, I have gained further understanding and knowledge on how reflective models can influence teaching In practice. Therefore, the understanding of importance to reflect on practice and incidents will influence my personal development and practice impacting the learners experience positively to provide an effective education as required by the Welsh Government (2017). As a result from this, it has led to consider effective assessment for learning to ensure within my role as a teaching practitioner in Wales follows the Professional Standards for Teaching and Leadership (Donaldson, 2015).