Task 1
a) Describe the concepts of observational learning, cognitive learning and learning through conditioning. Provide an example of each and justify how it was used throughout your teaching practice sessions.
Observational learning involves observing and modelling behaviours, attitudes, and emotional responses (Bandura, 1977). It occurs when a person observes the behaviour of another individual or group performing a particular action and then attempts to imitate it. Observational learning can be as simple as watching someone perform an activity in order to learn how to do it oneself; for instance, I used observational learning with my students during teaching practice sessions by having them watch me write on the board before attempting their own writing assignment. Through this method, they were able to watch my technique, which gave them a greater chance of successfully accomplishing their assignment because they had seen how it was done first-hand.
Cognitive learning focuses on acquiring knowledge through thinking rather than through physical experience or instruction (Sternberg, 1998); this type of learning involves understanding concepts beyond just memorisation alone but actually being able to comprehend what has been taught by actively engaging mental processes, such as problem-solving skills and critical thinking capabilities (Kirschner, Sweller, and Clark, 2006), in order for the information presented within lesson plans to have greater meaning when applied outside its context. An example could be participating in scientific experiments or discussions to allow an individual student the opportunity to investigate further a topic previously presented and discuss his/her findings with other members of the class. During teaching practice sessions, I used cognitive techniques, including asking questions related to content from prior classes so as challenge students’ thought processes on deciphering various facts into practical solutions towards hypothetical circumstances, utilising analytical ability provided beforehand throughout our earlier studies together.
Learning through Conditioning seeks to strengthen desired responses according to understandings built over period trials coupled with positive reinforcement whenever satisfactory goals are reached and negative reinforcement whenever dissatisfactory results are presented (Skinner, 1953). A common example during teaching practice sessions I used was providing incentives such as extra marks or a reward whenever a student reached their target while also incorporating various punishments like deduction of points when they fell short of the expectation established beforehand; by using both positive and negative reinforcements, students were encouraged to further strive for more successful outcomes within assignments because of an understanding that adequate performance meant something beneficial from me would follow suit in response.
b) Assess how different psychological perspectives can be applied to teaching and learning.
Behaviourism believes that what we see as successful or unsuccessful behaviours are primarily due to external factors such as rewards or punishments; no amount of intelligence can change this. The behavioural perspective involves looking at behaviour from a more scientific standpoint by focusing on observable behaviours rather than thoughts or feelings associated with them. For behaviourists, effective teaching and learning revolve around providing clear directions for pupils and ensuring they receive immediate feedback for their efforts so they learn quickly and correctly. As such, teachers applying this perspective would focus largely on setting clear expectations for their student’s behaviour through explicit instruction before providing rewards or consequences based on student actions within these boundaries (Cooper et al., 2017)
Cognitive psychology provides explanations for how people think, reason, remember information, etc.; it differs from traditional education in its focus on understanding knowledge rather than transmitting it from one person to another (Kimmel 2010). When teaching using cognitive approaches, instructors provide opportunities for open discussion and challenging questions; this will help learners develop critical thinking skills essential in any academic setting (Brown 2009).
The developmental perspective considers how psychological characteristics change over time due to maturation processes across different stages in life cycles or changes induced by various experiences accumulated throughout individuals’ lives (Staats et al., 2017). Developmental theory understands human growth not simply as a linear process but rather as an ongoing journey with multiple leaps forward followed by falls back–a concept often referred to as ‘the cascade model’. This approach suggests that children do not progress smoothly through sequential stages but make abrupt changes throughout their lives which impact their ability to learn new things. Consequently, developmental theorists advocate focusing more on helping students grow along individual trajectories instead of forcing them all onto a common starting point at the same time – something educators call the ‘growth mindset’ (Hershberger et al. 2003).
c) Explore how an understanding of the way people learn helps teachers to meet the needs of individual learners within a group.
Teachers can use an understanding of the way people learn to meet the needs of individual learners within a group by taking into account what motivates each person, providing feedback that is timely and accurate, and modifying teaching techniques based on students’ responses. Teachers might be able to adjust their teaching strategies based on what they know about how different students prefer to learn. Additionally, understanding how people process information can help educators create more effective materials and assessments.
This can help teachers to meet the needs of individual learners within a group. For example, if a teacher knows that some students are more visual learners than others, they may give them more opportunities to see examples or diagrams during class. This will help these students better understand the material and retain it longer. Additionally, teachers can also try to create classrooms with different learning styles in mind (i.e., quiet areas for those who prefer deep thought and groups for interactive activities). Doing so will allow all students ample opportunity to be successful, no matter their natural preference for learning.
d) How do you use learning objectives in your teaching and planning? Give an example of how a learning objective has been used to inform the planning and delivery process.
I use learning objectives to guide my teaching and planning by setting specific, measurable, achievable, relevant, and time-bound goals for my students to achieve. For example, in a recent lesson on communication skills in health and social care, I used the following learning objective: “By the end of the lesson, students will be able to identify and describe different types of communication barriers and strategies to overcome them.”
This learning objective informed my lesson planning by helping me to choose relevant content, activities, and assessments to support the students in achieving the goal. During the lesson, I used a variety of teaching methods, such as discussions, role-plays, and case studies, to help students practice identifying and describing communication barriers and strategies. I also provided feedback and support to individual students as needed to ensure that they were on track to meet the learning objective.
Using learning objectives in my teaching and planning helps me to focus on specific outcomes and ensure that my lessons are aligned with the overall goals of the health and social care curriculum. It also provides a clear framework for me to assess the progress and success of my students in achieving the desired learning outcomes.
e) Describe three types of learning styles that you have witnessed during your teaching placement. Indicate the main characteristics of each type. For each style described, review the main types of resources that you have found effective with such a learner during your teaching practice.
During my teaching placement, I observed three types of learning styles among my students: visual, auditory, and kinaesthetic.
Visual learners learn best by seeing and understanding information in a visual format. They may prefer reading material or diagrams instead of listening to speeches or class discussions. Visual learners can be effective when using materials such as textbooks with pictures, flashcards with images, or even video lectures accompanied by visuals.
Auditory learners learn through hearing and comprehending information, primarily through spoken words presented aloud. They may prefer group discussions or listen to audio recordings of lectures. Auditory learners can be effective when using materials such as PowerPoint presentations with text accompanying sound, reading material with transcripts and/or MP3s of relevant readings, or even hands-on activities that involve a lot of verbal discussions.
Kinaesthetic learners learn through experiencing and interacting with physical items and situations. They may find texts boring unless they are illustrations or images accompanying them, rather than just words on a page. Kinaesthetic learners can be effective when using materials such as lecture videos accompanied by live demonstrations (such as student questions followed by teacher responses), lab work where students have control over the environment (i.e., creating their own experiments), projects where they get to build something from scratch, or online courses that include interactive components like quizzes and simulations.
Task 2
a) What would you consider to be the essential elements of effective communication? Explore the consequence for failing to recognise these elements for a learner in a group.
Effective communication necessitates both the sender and the receiver being clear about their intentions, as well as other elements such as active listening, comprehension, and response. Shared understanding is also required for effective communication, which can be difficult to achieve if either party fails to recognise critical aspects of the process (Guffey and Almonte, 2010).
It involves recognising and addressing the needs of all involved in the interaction and is often facilitated by establishing clear, concise, and effective messages that are delivered to all parties in a way they can understand. A learner’s ability to communicate effectively with the teacher and other learners can have a significant impact on their ability to participate successfully in group activities. A learner in a group may feel frustrated if they do not understand what is being said or felt by other group members. This can lead to tension and reduced participation in the conversation. Failing to recognise or address the individual needs of learners can lead to frustration, conflict, and failure.
b) Apply the communication loop within a teaching setting. Summarise the differences between formal and informal communication in teaching and learning.
Teaching is a two-way communication process that can be explained using the communication loop. The communication loop is a process used to send and receive messages within any type of relationship. Within a teaching setting, it can be applied as follows:
- The teacher delivers instruction in the form of direct or indirect guidance.
- Students respond through questioning, understanding or demonstrating what was taught.
- The teacher assesses students’ responses and provides feedback to ensure they have mastered the material presented.
- Students reflect on their learning experience by analysing how well they understood what was taught and identifying areas for improvement (if necessary).
- This cycle repeats itself until students demonstrate mastery over the lesson’s content.
Formal communication is a type of communication where the sender and receiver agree to use specific rules or conventions for communicating. For example, in a class setting, teachers may also expect their students to behave formally during class – taking notes quietly, not talking out loud, etc. In contrast, informal communication occurs without any prior agreement between the sender and receiver about how they will communicate. Informal communication can take many forms, such as chatting with classmates during break time or discussing ideas after class has ended). While both formal and informal modes of communication have their benefits and drawbacks, it is often easier for teachers to control the atmosphere in formal settings compared to more casual ones. This allows teachers greater flexibility in teaching while maintaining discipline within their classrooms.
c) What is the purpose of feedback? Evaluate the different types of feedback and state why feedback is important to the process of teaching and learning.
Feedback is important to the process of teaching and learning because it allows educators to assess student achievement and progress, provides feedback on how students are meeting teacher expectations, helps teachers identify individual strengths and weaknesses in their pupils, motivates learners by providing information about their own performance, informs educators about classroom dynamics, enhances cooperation between different members of a group or team.
While it may be verbal, non-verbal, or written, feedback comes in three main forms: corrective (or formative), summative, and affective (emotional). Corrective/formative feedback is aimed at helping the learner get better. Areas that need more work or attention are pointed out so that the learner can practise or study them more.
Summative feedback looks at the end result based on criteria set by the teacher ahead of time. This could be done through exams or other tests, but teachers should still give feedback if the desired results haven’t been met, but the student still got a passing grade because of luck rather than skill. This would allow “closing gaps” in time before the next tests become relevant again in the curriculum. Also, there is affective/emotional assessment, which involves using body language cues and words like “pleased,” “satisfied,” etc., and noting that these can often carry much more weight and impact than pure fact-based/test mark collations may indicate and serve.
d) What steps do you take to ensure that your own communication with learners supports your effective teaching delivery?
I take a variety of steps to ensure my own communication with learners supports effective teaching delivery. Some of the things I do include: preparing ahead, creating a visible classroom environment, modelling good communication habits, and using feedback to improve my skills. I also speak clearly, so everyone understands the message I’m passing across. In addition, I make an effort to recognise how culture influences communication styles among different cultures, especially if there’s a diverse group of students enrolled in the class.
I always ensure that everything from my physical appearance to the materials I use reflects professionalism and respect while creating a comfortable space where students can ask questions and feel confident in expressing their opinions. Active listening is also a key component I’ve learned to use.
One of the best ways for me to improve my communication skills as a teacher is to receive feedback from other educators. This type of feedback allows me to identify areas in which I need improvement, as well as learn new strategies for delivering effective instruction.
e) How would you use feedback in your practice? Give an example of the effective use of feedback to support teaching and learning.
As a teacher, I use feedback to support my teaching and learning by providing timely and specific comments about student performance that help inform future instructional decisions. For example, after an assignment or assessment is complete, I might provide detailed verbal or written feedback with suggested actions for improvement, such as “You did a great job of explaining the topic but next time, try to be more thorough in your explanations” which gives the student tangible goals they can work towards.
Additionally, when possible, it is important to give students opportunities to practice what they have learned through formative assessments so that I can assess their understanding of concepts while also providing additional helpful information on how well certain strategies are working before final summative evaluations take place.
Task 3
a) Summarise the aims of assessment and show how these are incorporated into subsequent planning of teaching and learning.
The primary aims of assessment are to measure student progress, identify areas for improvement, ensure that teaching strategies meet the individual needs of students, and ensure that students achieve the learning objectives set by their teacher and/or tutor.
Assessment should be used to inform planning and modify instruction accordingly. This may include providing extra support or challenge depending on the learning goals set out by teachers. Through evaluation processes such as formative assessments and summative tests, educators can use data collected from their evaluations to create targeted plans focused on helping all learners reach their desired level of achievement while meeting standards laid down in curriculum documents.
By understanding what skills each learner possesses, they can plan lessons more effectively with differentiated activities based on student ability levels or specific target objectives outlined in lesson plans, which will enable them to achieve greater success within educational settings, both at an individual pupil level and also across the whole classroom. Assessment also allows teachers to track student progress over time and inform them of what strategies are working best, so they can adjust their teaching styles accordingly for future sessions. It helps educators make informed decisions about what needs to be taught next and where best to focus resources.
b) Critically evaluate how assessment can be used to support the needs of individual learners.
Assessment can be a powerful tool for helping individual learners progress and reach their goals. Assessment can help teachers track the performance of students over time, identify areas where additional support is needed, personalise instruction to meet individual needs, measure growth in academic skills, motivate learners to strive for higher levels of achievement and provide feedback on how well they are doing. Assessments also play an important role in creating standards-based grading systems that allow teachers to compare student performances across multiple grade levels or classes.
In order for assessment to be effective at supporting individual learning needs, it should focus on what each learner has learned rather than merely looking at measures such as test scores or grades alone. Teachers should create assessments that are tailored specifically towards the particular strengths and weaknesses of each learner so as not just to assess them but give meaningful feedback, which will enable further improvement beyond simply reciting facts from a textbook chapter.
When designing assessments, teachers should also consider how well the tasks align with what has been taught in class and ensure that learners are given clear instructions on how to complete each task. To ensure learner engagement with assessment tasks, teachers can use methods such as providing choices or differentiating according to learning styles. For example, some learners may work best independently, while others prefer working collaboratively in groups.
Moreover, involving the learner in developing their own assessment criteria gives them a greater sense of ownership and responsibility for meeting learning objectives. This is particularly useful if educators are looking to assess soft skills such as communication or self-management, which cannot be easily tested using traditional methods like multiple-choice tests or essays. Additionally, using both formative and summative assessments gives learners a better understanding of their progress towards meeting course objectives over time as opposed to solely relying on end-of-unit tests for feedback.
Lastly, it is important for educators to implement an individualised approach supported by assessment to assess more than just academic performance; interpersonal skills such as creativity or problem-solving should be assessed, too, so that the whole learner can be taken into consideration when making decisions about future educational plans.
c) Identify four types of assessment techniques used within your teaching. For each one, clarify how it is used and in what way it is able to support the planning of subsequent sessions.
I personally employ four assessment techniques in my teaching: Observations, peer and self-assessment, practical activities, and essays. Observations are used to capture the student’s engagement with learning material, as well as their understanding of it. Peer and self-assessment allow my students to measure their own mastery of the material, while practical activities provide opportunities for them to put what they’ve learned into practice. Essays allow me to probe deeper into student understanding and mastery of the material, helping me to determine where further instruction is necessary.
Observations are most commonly used in order to assess student comprehension; however, they can also be used as a way of monitoring teacher performance or assessing progress on group projects. In my teaching, peer assessment is typically employed when testing knowledge concepts (e.g., identifying key terms), while self-assessment takes various forms (e.g., completing homework tasks) depending on whether the goal is diagnostic (to identify areas needing improvement) or instructional (to guide instruction). Practical activities such as drawing diagrams or creating models serve multiple purposes – not only do they help my learners understand complex ideas more fully, but they also give them an opportunity to apply what they have learned in situ. Essays, on the other hand, are used when I need to probe deeper into student understanding; for example, a written assessment could ask students to compare and contrast two concepts or explain why an idea is controversial.
Each of these assessment techniques has its own strengths and weaknesses; for example, peer review is great at identifying misconceptions among students, but it can be difficult to get a group consensus on what constitutes “good” performance. In contrast, written tests are relatively objective and can provide a snapshot of student understanding at any given point in time. While all four techniques have their place in the teaching process, my ultimate goal is always to use them in conjunction with one another in order to generate accurate assessments that help me plan future sessions accordingly. For example, if my students show signs of confusion during an observation, I might provide extra instruction and then use practical activities to confirm their understanding. Additionally, peer review can be used to help them assess each other’s work in order to identify any misunderstandings that need further explanation.
Task 4
a) Evaluate the main models and theories of curriculum development.
Curriculum development is a complex process that involves various models and theories. Some of the main models and theories of curriculum development include the basic curriculum model, the improved basic curriculum model, the Ralph Tyler curriculum model, the behavioural model, and the process model.
The basic curriculum model is a traditional approach to curriculum development that focuses on the content and objectives of the curriculum. It involves identifying the knowledge, skills, and attitudes that students need to acquire and then organising and presenting that content in a logical and systematic way. This model is often criticised for being too prescriptive and not taking into account the needs and interests of students.
The improved basic curriculum model is an extension of the basic curriculum model that incorporates more flexibility and adaptability into the curriculum development process. It involves identifying the desired outcomes of the curriculum and then creating a framework for achieving those outcomes through a variety of teaching and learning activities. This model is often considered to be more learner-centred and responsive to the needs of students.
The Ralph Tyler theory, also known as the Tyler Rationale, is a widely-used approach to curriculum development that emphasises the need for alignment between the goals, content, and methods of the curriculum. It involves identifying the goals and objectives of the curriculum, determining the appropriate content and instructional methods, and then evaluating the effectiveness of the curriculum (Tyler, 1949). This model is often considered to be a more systematic and logical approach to curriculum development.
The behavioural model of curriculum development is based on the principles of behaviourism, which emphasises the role of reinforcement in shaping student learning. It focuses on the observable behaviours that students exhibit and seeks to design the curriculum in a way that will encourage the development of those behaviours. This model is often criticised for being too narrow and focusing too much on observable behaviours rather than deeper learning.
The process model of curriculum development is a more holistic approach that takes into account the social, cultural, and political contexts in which the curriculum is being developed. It emphasises the need for collaboration and dialogue among all stakeholders in the curriculum development process and seeks to create a curriculum that is responsive to the needs and interests of all members of the learning community. This model is often considered to be more inclusive and democratic than other models of curriculum development.
b) Critically analyse each model and theory evaluated, in each case stating its advantages and disadvantages.
The benefit of the basic curriculum model is that it gives curriculum development a clear, organised approach with a focus on predetermined goals and objectives. The drawback of this approach is that it does not allow for flexibility or adaptability in response to shifting student needs or academic goals.
By including criticism and adjustments based on evaluation, the improved basic curriculum model addresses this drawback. This model may not fully encompass the opinions of all stakeholders, and it may still be unable to adapt to changing needs.
With a focus on the alignment of objectives, material, teaching strategies, and assessments, the Ralph Tyler curriculum theory has the advantage of offering a systematic approach to curriculum building. This model, nevertheless, can take a while to complete and might not fully account for the opinions of all stakeholders.
The benefit of the product model of curriculum development is that it guarantees that the programme satisfies set standards and yields desired results. It might not, however, permit flexibility or adaptation to shifting student requirements or academic goals.
The benefit of the process model of curriculum development is that it involves all stakeholders, which helps promote a more collaborative and participatory approach. However, this methodology could take a lot of time, and it might not always produce goals and objectives that are clear.
c) Assess how these models and theories influence the way you plan for delivery of the curriculum?
The models and theories of curriculum design have a range of impacts on how I plan and deliver the curriculum as a teacher.
For instance, if I were utilising the basic curriculum model, I would concentrate on specified goals and objectives and arrange my courses and assessments in accordance with those goals and objectives. I would also be in charge of putting the curriculum into practise and assessing its success in producing the anticipated results.
If I were utilising the revised basic curriculum model, I would take into account criticism and make modifications based on the curriculum review. This can entail modifying my assignments or tests in accordance with the learning goals of the students or introducing fresh concepts or materials into my instruction. For instance, I might create brand-new tests based on the most recent research or employ technology to improve student engagement and learning.
If I were implementing the Ralph Tyler theory, I would concentrate on coordinating my goals, content, instructional strategies, and evaluations. This could entail carefully preparing my lessons and evaluations to make sure they are in line with the curriculum’s goals and objectives, as well as frequently reviewing and updating my approach in light of the learning outcomes of the students. For instance, I might modify my evaluation methods or teaching practices if students are not attaining their learning objectives.
Broadly speaking, these theories and models can offer helpful frameworks for developing and presenting the curriculum, but it’s crucial for teachers to adapt and change them as necessary to fit the requirements of their students.
Task 5
a) Clarify the importance of reflection as part of the evaluation of a teacher’s practice.
Reflection is an important part of the evaluation of a teacher’s practice because it allows teachers to analyse and evaluate their own teaching methods and strategies critically. This can help teachers identify areas for improvement and develop new approaches to teaching that are more effective and engaging for their students.
Reflection also allows teachers to consider their own beliefs and assumptions about teaching and learning and to evaluate how these may impact their practice. This can help teachers to become more aware of their own biases and limitations and to develop more inclusive and equitable approaches to teaching.
Additionally, reflection can help teachers better to understand their students’ learning experiences and needs and to adapt their teaching strategies accordingly. This can lead to more effective teaching and learning and can ultimately improve student outcomes.
Reflection can help teachers identify gaps or inconsistencies in their teaching and develop strategies to improve their teaching. It can also help teachers to build their self-awareness and self-reflection skills, which can, in turn, improve their overall effectiveness as a teacher.
In addition, reflection can help teachers to identify any potential barriers to student learning and to develop strategies to overcome these barriers. This can include considering factors such as student engagement, classroom management, and the use of instructional strategies and resources.
b) Critically analyse a range of models of reflection, summarising the main principles behind each model.
There is a range of models of reflection, each with its own unique principles and approaches to reflection. Some of the key models of reflection include:
The Johns model of reflection involves describing the experience, reflecting on the feelings and thoughts associated with the experience, evaluating the experience, and analysing the experience to identify any implications for future practice.
The Kolb model of reflection involves four stages: concrete experience, reflective observation, abstract conceptualisation, and active experimentation. This model emphasises the importance of experiential learning and the need to reflect on and learn from experiences in order to improve practice.
The Schon model of reflection focuses on two types of reflection: reflection-in-action, which involves reflecting on and adapting to new situations as they arise, and reflection-on-action, which involves reflecting on and learning from past experiences.
The Gibbs model of reflection involves six stages: description, feelings, evaluation, analysis, conclusion, and action plan. This model emphasises the importance of identifying the implications of an experience for future practice and developing an action plan to improve future practice.
These models of reflection all emphasise the importance of reflection in improving practice and learning from experiences. However, each model has its own unique approach to reflection and may be more or less suited to different situations and contexts.
c) Justify how you would apply relevant theories and models in order to review your own practice.
As a teacher, I would apply relevant theories and models of reflection in order to review my own practice. For example, I might use the Johns model of reflection to describe my experiences as a teacher, reflect on my feelings and thoughts associated with those experiences, evaluate the effectiveness of my teaching, and analyse the implications of my experiences for future practice.
I might also use the Kolb model of reflection to identify the key learnings from my experiences and develop strategies to apply those learnings to improve my practice. For example, if I had a particularly challenging class where I struggled to engage the students, I might use the Kolb model to reflect on what happened and why, and to develop strategies to improve my teaching in similar situations in the future.
In addition, I might use the Schon model of reflection to reflect on my teaching in real-time, using reflection-in-action to adapt to new situations as they arise and reflection-on-action to learn from past experiences. For example, if I were teaching a lesson and I noticed that the students were not engaged, I might use reflection-in-action to quickly adapt my teaching to better engage the students, and then use reflection-on-action to reflect on what worked and what didn’t, and to develop strategies to improve my teaching in similar situations in the future.
By applying relevant theories and models of reflection, I can gain insights into my own practice, identify areas for improvement, and develop strategies to support student learning and improve my teaching.
d) Prepare an evaluation of your own practice in relation the models and theories.
As a teacher, I believe that reflection is an important part of the teaching and learning process. Reflecting on my own practice allows me to assess what has worked well in my teaching and identify areas for improvement.
One model of reflection that I have found useful is Kolb’s experiential learning cycle, which describes the process of learning through experience, reflection, conceptualisation, and application. This model emphasises the importance of actively engaging with new experiences and then reflecting on them in order to learn from them.
In my teaching practice, I have tried to incorporate opportunities for students to engage with new experiences and then reflect on what they have learned. For example, I often use hands-on activities and problem-based learning tasks in my lessons, which allow students to actively engage with the material and apply their knowledge in a real-world context. I then provide time for students to reflect on their experiences and discuss what they have learned with their peers.
Another theory of reflection that I find useful is Schön’s model of reflection-in-action and reflection-on-action. This model suggests that reflection can take place both during and after an experience. Reflection-in-action refers to the ability to reflect on and adapt one’s actions in the moment, while reflection-on-action refers to the process of reflecting on an experience after it has occurred.
In my teaching practice, I have tried to incorporate both types of reflection. During a lesson, I may ask students to stop and reflect on what they are learning and how they can apply it to a real-world situation. I also often provide opportunities for students to reflect on their learning after a lesson or unit has been completed, such as through a written reflection or a group discussion.
Overall, I believe that my practice incorporates a good balance of experiential learning and reflection. I strive to provide opportunities for students to engage with new experiences and reflect on their learning, both during and after a lesson. However, I also recognise that there is always room for improvement, and I am always looking for ways to incorporate more reflection into my teaching practice.
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