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Learning through reflective practice

Learning through reflective practice

The Institute for Learning's reflective practice model sets out the professional development planning cycle for teachers. This is founded on the principle that CPD only results in long term change when teachers:

  • understand the theory behind effective practice
  • see examples of effective practice in action
  • practise with new approaches
  • receive feedback on their performance.

Reflection is important in:

  • identifying areas for professional development
  • evaluating the impact of professional development activities on practice and on learning.

Reflection is not always an easy skill to develop. The Teaching and Learning Programme advocates collaborative practice as a way to generate discussion, to share new ideas about improvements in teaching and learning - and to stimulate reflection on the impact of these ideas on learners and on your practice. You can work through ideas and resources on your own, but you are likely to find it more enjoyable, challenging and productive if you seek the support and involvement of colleagues.

As you create your professional development plan consider:

  • who can support you, for example, your Subject Learning Coach, colleagues from your team, a manager
  • how participation in face-to-face or virtual networks and action research projects could provide stimulation, ideas and examples of effective practice.

Look at Putting CPD into action, a reflective tool that provides a framework for thinking about what you need to do and how you will do it.

For more details about planning your CPD read the Institute for Learning's Guidelines for your continuing professional development (CPD).