Unit 505 - Continuing Professional Development

Unit 505 Continuing Professional Development
Task 1
Range of Theories, Principles And Models of Reflective Practice
Reflective practice is a process where one thinks about ones practice; consciously
analysing ones decisions and drawing from theories to relate to what is done in practice.
As a teacher, I use self reflection to critically analyse and evaluate my actions. This helps
me refocus my thinking about my existing knowledge in order to generate new
knowledge and ideas that help me modify my actions, behaviour and treatments as well
as my learning needs. (Barradell et al., 2014; Wilson 2014 p.520). An example how I use
reflection was when I observed the general lack of depth and insight in my students
answers when going through some of their assignments; my first thought was, could this
be the result of a poor approach in my subjects delivery or could it have been caused by
other factors? however, when I noticed that many of my students relied only on the few
materials they were given during the class sessions to answer their assignment
questions; it revealed to me the error of my initial assumption for, I found that rather than
my approach; the problem was that the students were reluctant to carry out both
independent studies and further research unless they are linked with their summative
assessments
For this reason, I initially, considered limiting the resources I gave them in the class so
that they are forced to study and research independently from class sessions, but then,
on reflection, I realised the demerits of such actions because having been a student
myself; I know that I often relied on strategic approach to learning; only doing research
when compelled to do so. Again, knowing that my students were workers who may find
little time for extra studies outside the classrooms and like me, would be greatly helped
by activities from class sessions (even though in my case, class activities were merely
lectures rather than facilitation); I was helped in the sense that being in the class at least,
enabled me to know what areas I can cover whenever, I decided to study. That is, it
helped me to put direction into my research so that I dont waste my efforts in divergent
and fruitless efforts. Also it helped me filter out unnecessary information that I would
otherwise, have included in my answers to the detriment of those that are required; in the
light of the word limitations of my assignments.

I therefore decided, rather than limiting their resources; to use more resources and
include more activities in class sessions as I know that these are what the learners will
rely on for their assignments and I hoped this may further induce their interests or even
propel them towards developing interest in research. I have since realised that this made
sense as my class sessions have become more stimulating and I have also, had the
opportunity to observe, reflect and alter the activities in class sessions; in ways that
encourage greater students participation just like Schon suggested, and for this reason,
my students have become more engaged during classes and also, have shown some
encouraging signs of deeper reflection than relying just on their lectures even though not
as much as I had hoped, but then, there are still good times ahead as I expect that with
more confidence on their parts and commitment on my part, they will do better in future.
In relating this to Kolbs theory which states that Effective learning occurs when a person
progresses through a cycle of four stages: of (1) having a concrete experience followed
by (2) observation of and reflection on that experience which leads to (3) the formation of
abstract concepts (analysis) and generalizations (conclusions) which are then (4) used to
test hypothesis in future situations which result into new experiences. Also to the Gibbs
theory, a six staged model developed from Kolbs model involving (1) Description (2)
Feelings (3) Evaluation (4) Analysis (5) Conclusion (6) Action Plan; it would seem that my
concrete experience is my students actions which I observed and analysed, arriving at
the conclusion that it is either my teaching method that is at fault or other factors which I
later realized was the case rather than my teaching method and this led me to trial out
ways of getting round the problems and gave me further insights into associated
difficulties my students may have. These stages can likewise, be readily transposed
using the Gibbs theory.
With regard to applying Schons and Benners model using the same example; having
observed my students predilection for surface learning, I didnt just wait until I get their
assignments before taking action on my observations. I often have regular reflections
while observing their responses to questions I pose to them individually or in groups
during the class sessions and I particularly, use class intermissions to reflect on their

responses to the questions I pose after various activities, and this helps me gauge
whether they actually understand the rationale for the activities or whether they are
merely being partakers in such activities. I have often had mixed reactions in this regard
and I try to vary my method using differentiated questions and cues in between such
activities to help increase the understanding of those with difficulty. This appears in
agreement with Donald Schns model of notion of double loop learning which suggests
both reflection-on-action and reflection-in-action (which in contemporary terms, is
thinking on ones feet).
Again my reflections have made me realise that my students actions were based on their
erroneous beliefs that research was not necessary as their subject was a vocational one
but then, they didnt give consideration to the fact of their misinterpreting or
misunderstanding the information they received from class activities or even, the
possibility that the teacher may even misinform or give them inadequate information on
the subject; I often emphasize to them the need to challenge errors of misinformation or
misapplication of theories, which are the benchmarks of great scholarship and this can
only be possible if they undertake independent studies of their own and not just relying
on what the teacher tells them in class.
Furthermore, I also, found out that my students had problems with the non-graded
system of assessments; having been used to the graded systems in their respective
countries of origin. I believe their complacency lies with the fact that at the end of the day,
once they can demonstrate their meeting up with the necessary learning outcomes which
they can prove through their class activities, it should be sufficient to get them through.
Therefore, all they are after is to get through their summative assessments and not
necessarily to learn. But they failed to realize that meeting up with learning outcomes as
their subject requires; is not always achievable through the teachers delivery methods
and resources rather the opposite is the case. For some teachers may be able to support
the students with sufficient resources while others may prefer that students get more
involved in their own learning as, proponents of experiential learning are suggesting
If I, on the other hand, have to reflect on the merits of my students attitude towards their
assignments; I may say that it facilitated my assessment of how much my students learnt
individually, from my delivery methods as all the answers in their numerous assessments
can almost exclusively, be linked to their activities during class sessions. This enabled
me evaluate my methods and also to question the validity and usefulness some of my
previously planned activities and my held beliefs about my methods and this in turn,
enabled me modify some of my methods based on this new found knowledge and
observations.
Task 2
2.2
How My Personal, Interpersonal and Professional Skills impact on my

Learners

I believe that my interpersonal skills help in endearing or increasing my appeal to others
and this helps my interaction with students, parents, colleagues and others with vested
interest in my students learning; particularly during collaborations both within or outside
my organisations, regarding in my students learning. By having good interpersonal skills;
I imply that I reflect qualities as good personal appearance, social awareness, good
manners, responsibility and accountability, self-Management as well as, effective
communication skills; including, verbal and non-verbal communication, effective
speaking, active listening, reflecting, clarifying, negotiation, problem solving and decision
making skills as well as, assertiveness; I believe these qualities have great impact on my
learners as they present me as a good model of a balanced professional which not only
instils confidence in my learners but also projects the same qualities to my learners about
me; this is particularly useful in adult learning as I deal with adults from varied
backgrounds, most of them, professionals themselves.
Another way well-balanced interpersonal skills impact on my learners is that it enables
me handle situations more gracefully thereby, presenting me with the opportunity for
great leadership necessary to be able to effectively manage classroom behaviour and
encourage students motivation. For instance, good listening skills helps me to balance
my assertiveness without creating offence and excellent non-verbal communication; to
balance questioning when communicating both within my class sessions and with others.
Being optimistic, calm, confident and charismatic also, some of the benchmark qualities
of good interpersonal skills not only helps my effective interactions with my learners, but
also with colleagues, non-academic staff and others with vested interest in the students
learning as well as, helps me to work well as a team in support of the students personal,
developmental and learning needs. (Gemma, 2014; SKILLSYOUNEED, 2014).

With regard to my personal skills; I believe that I am hardworking, creative and
resourceful; given that I have to find ways of utilizing limited supplies and resources in an
effective manner that yields the most returns in my students learning. For instance I have
to adopt creative approach when handling different learning needs of the students in my
class by devising individualized study plans that best meet the needs of individual
students. I am also flexible and adaptable in changing my teaching approach to the
individual and collective needs of student groups. In addition, I need these qualities
because I not only, work under different administrators who may often need me to
change my approach as well as, incorporate new teaching methodologies every
year but also have varied kinds of students who come in periodically, with their
respective learning styles and needs.
For the impact of my professionalism in my practice, I often apply honesty in selfassessments and reflections so as to provide quality facilitation of my students learning
and this has enabled me to continually improve on my instructional methods and
teaching approaches to the benefit of my students and I am continually learning and
collaborating with others like me in order to be current about best practices within both
my specialization and in my teaching as a whole. This is not just because of my CPD
requirement but because of my interest and commitment to lifelong learning.

2.1
MY SWOT ANALYSIS
As a learning professional I have reviewed my practice from commencement to date and on reflection the following are the analysis
of my strength, weakness opportunities and threats:
STRENGTH
LITERACY
Good Communication:
I
have
always
considered
WEAKNESS
OPPORTUNITY
Writing in Long Hand
With
THREATS
good The
implication
of
my
good I have gotten so used to typing that I communication and weakness in writing is that I
communication as part of my strengths given find it difficult to write with the long hand versatility given the have difficulty adjusting to
that I am able to breakdown complex ideas to particularly, on the white board. This different
simple forms to my learners understanding.
fields
I situations lacking suitable
creates the problem of communicating have worked as a technology that can support
adequately with my students during Health and Social such
I guess having worked as a Support Worker, lessons. I also found that when I do Care/Business
Learning Support Assistant with people with write, my writing is not so legible studies
tutor,
my
limitations;
for
instance, once I attended a

I class where the projector
different forms of intellectual challenges particularly on a white board however; believe I have very did not work; I found it
particularly, with learning difficulty and in surprisingly I write better on a flip board good prospects as a extremely difficult teaching
particular, working with international students though it is not a preferred form of resource teacher; in by writing on the white
who often have difficulty with communicating communication
for
me
and
not light
of
in English language, finding simple ways of commonly available in most settings.
trends
explaining my ideas have become a second
industry
current board, in the end, I only

in
the ended up having just a onewhere on-one
nature and I often automatically, start most Not having enough support for access to versatility
subjects
with
finding
out
my
students teaching resources; I fear that my teaching
in students.
skills
is
tutorial
with
the

understanding of the meaning of the topic subject knowledge may be limited, at becoming more and
and encouraging them to find out meanings least, at the level that I currently, teach more fashionable.
of words thereby enriching their vocabularies.
even though there are many resources

in the internet, it is often very difficult to
I therefore have the
I am also a good listener and often give access tailored sources for the subject confidence
enough time to listen to my students that I teach as it is highly specialized finding
problems or explanations during my class and frequently, changing. In supportive avenues
of
greater
for
my
sessions. I have the skill of asking leading settings, teachers have regular access skills in the future
questions that helps my students reflect more to information and are regularly trained and
deeply about the subject during my lessons
importantly,
on new skills, good practice and latest believe my skills are

trends and they keep abreast through useful in promoting
various networking and collaborations, more
rounded
workshops and seminars, which are learners and also,

lacking in private settings as mine.
Excellent Literacy and Good Researching Time Management
Skills
can provide
There is a very palpable
I have the weakness of managing my
threat
with
my
time
Given the above scenario, I am often time properly to be able to work on
management skill as it may
compelled to undertake extensive research target. This is because I have the
create the danger of my not
on a subject as I have to find ways to reflect problem described by some author as
meeting
my ideas to areas familiar to the diverse information gluttony I always find
outcomes
cultures and abilities of my students. This is myself carried away from the object of
support
because I teach a vocational subject; Health my research whenever I go on to the
curricular needs.
and Social Care and many of the topics are internet
and
this
makes
me
up
full
learning
required
my
to
students
very
practically oriented so it would not make distracted that I end up going after
I may be able to get away

much sense cramming my students with things unrelated to what I initially
with this limitation but in the
theories if they cant relate them to the intended.
end it is my learners that
subject in question.
suffer and in light of the

Again,
always
have
more
than
trending
OFSTED
Again, since majority of my students neither necessary contents even with Power
requirement
have the necessary experience in the field Point, that I find that my slides are often
teachers progression with
nor necessary command of English language, much cluttered and I more often than
their students performance;
I find that I am left with no other option than to not,
my
given the recent call for re-
research further to be able to provide them prepared notes in order to meet up with
registration of teachers after
suitable examples that make sense to them my lessons timing.
every
(particularly, those relating to their cultures, or
behaviour
environments e.g. using the example of the
ominous implications for my
collapsed textile factory in India to emphasize
development
the importance of Health and Safety at work
prospects as a teacher if not
place).
Ability Reflect on my Actions
checked.
My students
Doing this further entails reflecting on my
particularly, with regard to
techniques while the lesson is on-going and
their studying habits and
seeking for better ways of involving the
their
students to make my lessons relevant and
language
engaging to them. Again working just one day
tangible
as sessional tutor in a private college, I have
prospects
little support regarding access to resources
regards to achieving the
so I have to be self reliant and resourceful
necessary
end
up
rushing
through
of
five
level
matching
years;
such
invariably,
has
and
career
behaviour
of
English
presents
threat
to
my
especially
with
practical

with using the internet since I must balance
requirement for the DTLLS
my researching time with other commitments
program; I fear that their
both personal and work related; which is not
overall performances and
an easy task given that I still have to carry out
the
assessments
attitude
and
other
pastoral
duties
schools
lackadaisical
towards
their
required by my responsibility as a subject
behaviour may eventually,
tutor.
attract the attention of the

Home
Office
with
dire
consequences both for the

students and the school as
a whole.
NUMERACY
I have good numeracy skills at least I have Even though I have good numeracy There
is
further
numeracy qualification up to level 2 and so skills; the same cannot be said about opportunity
that
can support learners with their functional my mental arithmetic and this is often when my DTLLS is
skills.
evident from my mistakes when doing completed I may be

simple mental calculations during my in- able
class
lessons,
which
can
to
teach
be subjects
that
embarrassing as well as, make me involves
basic
appear less professional during lessons.
skills
mathematics
e.g.
skills.
ICT
Good ICT Skills
My weakness with ICT is that I am a
I am good with ICT and can use varieties of
sceptic and will often only explore with
Functional

media to engage my students during lessons. I things I am familiar with; for instance,
am
presently
working
on
improving
my much as I am good with the internet, I
presentation skills using more modern software
find
besides Powerpoint, such as Prezi, Emaze and
particularly, I detest social networks like
it
hard
to
use
other
media
Slide dog. I have also, improved on my PDF
Facebook and Linkedln even though I

such that I can use it to give online feedbacks am subscribed to them; and would only
to my learners; even those with handwritten
use them sparingly even though
assignments; and even mark their assessments
evidences abound of their usefulness in
with my digital signature. This saves me much
supporting learning in these modern
time during tutorials as my students can see
times.
their feedbacks ahead of the time, work on
them and they can learn more during our oneon-one tutorials.
I am also, well acquainted with using different
media to support my lessons particularly, using
ICT. I am presently, trialling Vimeo software so
that I can record and upload video lessons to
support my students independent studies.
2.4
Name
Organisation
Course
Personal Development Plan

Uzoamaka Victoria Mbadiwe
Adult Learning Academy
DTLLS
Year of Review
Date of Plan Formulation

2014
2014 - 2015
REVIEW OF PREVIOUS PROFESSIONAL DEVELOPMENT

What I did and When?
CPD HOURS
What were the main How I have used the My further development
Activities
Date
Basics of Training Skills 03/2014
Core
Non- Core learning points?
learning since?
needs implied by this?
I have applied one or two
Continue applying it in my
Multiple Intelligences
ideas gained from it in sessions to gain Practice
Creativity
PowerPoint
Personal Development
my sessions.
I applied the skills
learned
developing
Continue applying it in my
activities for my class sessions to gain more
sessions
practice
It helped me better adapt
Complete the 30 practice
Facilitating
English
learning theories when hours requirement for the
speaking skills
Level 3 Award, Learning
planning activities in my award of the qualification.
Creativity
Activities Support
Support
O8/2014 35
sessions.
Complete the 70 practice
To improve my teaching
hours requirement for the
and learning skills.
Facilitation
It helped change my award of the certificate.
Employment as a Level 5
Tutoring
Get DTLLS
Business/Health
and
personal philosophy on
Assessing
Get QTLS
Mentoring
Social Care Tutor
02/2014 64
teaching
ADDITIONAL FURTHER DEVELOPMENT OR TRAINING NEEDS
Developing mentoring and counselling skills.
Development of e-learning including planning and assessing learners using on-line resources; use of webinars and multimedia in
supporting teaching and learning.
in

Securing permanent teaching / assessing employment in order to further my access teaching, learning and collaborating resources.
DEVELOPMENT PLAN FOR THE (2014 2015) ACADEMIC YEAR
Activity
Sourcing
Key Objectives
Complete all outstanding assignments and
units
Complete required observations and other
Get DTLLS qualification
Adult Learning Academy
requirement for practical assessment

Renew membership subscription
with
Education and Training Foundation.

Complete required CPD for professional
Get Qualified status
Develop skills in video/ web

conferencing
Education and Training Foundation
Online resources: Hangout
formation.
Apply for recognition for QTLS status
Get employment as a qualified teacher
Research and develop skills in video/ web
conferencing
Create a blog for my students tutorials
Recruit students into my blog.

Task 3
Impact of Continuing Personal And Professional Development
Since starting this DTLLS program I have observed changes in my perception,

beliefs and philosophies about learning and this has greatly influenced my teaching
and impacted positively on my students. Being used to the didactic system of
teaching of the past, I found the new systems and methodologies espoused by the
various modern educational theorists strange and difficult to take on board at first,
but overtime, as I progressed with the DTLLS program and trialled some of the
methods and theories, the system became clearer to me and I have observed how it
has greatly impacted on my students engagement in the class during sessions, even
if, not in their learning; as there is no way of knowing this for certain, given that
learning is influenced by a myriad of other factors of which this forms only a part of.
Furthermore, my different researches in the internet both in my bid to satisfy my
course requirement and to gain better understanding of teaching methods and
processes greatly, improved my cognitive abilities both personally and in practice
and this has impacted greatly on my understanding of how I learn and reflect on
issues with the resultant consequence of changing my erstwhile held beliefs and
personal philosophies about teaching and learning and this, without gainsaying has
also greatly impacted on my session delivery and students learning.
For instance, I have realised the importance of the use of technology in improving
students learning and for this reason, have undertaken various independent studies
in the use of IT particularly, in the application of multimedia in the support of learning.
Before now, my knowledge of IT was restricted to the use of computer and some
proficiency in applying some of the commonly used Microsoft software like Microsoft
Word, Excel and a bit of PowerPoint. I have since improved my knowledge in these
applications and even learnt newer applications like writing with the PDF, which I
found quite useful for improving online interactions with my students and giving direct
online feedbacks to their assignments, which is very useful for their formative
assessments and saves me time during their tutorials.
I am also, happy with my progress in the use of other multimedia and IT resources
like the android tablets, videos, DVDs, cameras etc as well as, my discovery of

important websites like the YouTube, TES and teachers media including some
presentation software like vimeo, slide dog, prezzi etc. As I have found greater
incentives and motivation for using them in my sessions and I have been pleasantly
surprised at how such little changes can greatly impact on my sessions and how it
makes me appear very professional and gaining respect of both my students and
colleagues. I am presently researching the possibility of conducting online real-time
tutorials with my students using web conferencing methods; I have researched some
websites like Uduntu,com and Microsoft net but have found that there is a possibility
of doing that with simpler software tool, like Hangout from Google, which is available
in most smart phones and is more well known than the others I mentioned earlier; all
that is left is persuading my students to subscribe to it.
References:
1. Barradell S., Connors A., Ennals P., Burnett M., Wiese K., Karasmanis S.,
(2014)
Reflective
Practice
in
Health
Sciences
http://latrobe.libguides.com/reflectivepractice
2. Gemma W.,(2014) List of Interpersonal Skills: 10 Must-Have Attributes, Epik
Theme,
Genesis
Framework,
https://www.udemy.com/blog/list-of-
interpersonal-skills/ http://work.chron.com/personal-skills-teacher-19355.html
3. McQuerrey,
L.
(2014)
Hearst
Newspapers,
LLC,
http://work.chron.com/personal-skills-teacher-19355.html
4. SKILLSYOUNEED
(2014)
What
are
Interpersonal
Skills?retrieved
25/12/2014 from http://www.skillsyouneed.com/interpersonal-skills.html

Unit 505 - Continuing Professional Development

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Unit 505 Continuing Professional Development