SmartScreen Level 3/4 Award in Preparing to Teach in the Lifelong Learning sector (6302)

Reflective journal guide with descriptors

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Handout: Reflective journal guide with level descriptors
Reflection is a vital aspect of professional development and performance. Learners should maintain a reflective journal throughout the duration of their qualification and submit this as part of their evidence of achievement. Reflections should be in accordance with the level of the qualification (see level descriptors) and should cover key aspects of learning and performance, linked to the units/tasks being undertaken. Learners should complete a reflective learning journal entry for each unit studied (see Form 10). However, learners can be encouraged to reflect on critical incidents in their teaching, as well as their own learning on the course. The delivery of the PTLLS course should include opportunities to learn about, and practise, reflection. The session could include: 1. 2. 3. 4. 5. The nature and importance of reflection in and on teaching Models for reflection (eg EDAR, Gibbs) How to write a journal to evidence a reflective approach Reflection at levels 3 and 4 Reflection activity.

As learners progress through the course, tutors should check reflective journals regularly and should provide feedback to enable learners to write entries that are appropriate to the qualification level. Reflections will be highly individual, but tutors should provide clear guidance about level. The descriptors provided below should be applied to knowledge evidence produced by learners, as well as reflective journal entries. Level 3 1. Knowledge of relevant principles, and where appropriate theories, that apply in this field. 2. Evidence of appropriate reading relating to principles, theories and practice. 3. Consideration of how professional values impact on working in this area. 4. Evidence of a reflective approach. Level 4 1. The relationship between theory/principles and practice in the context of their role/future role. 2. A planned approach to reading and research. 3. Evidencing a coherent view of the role. 4. A style of presentation which involves adequate referencing to essential sources. 5. Reflection on own practice grounded upon reading.

2012 City and Guilds of London Institute. All rights reserved. www.SmartScreen.co.uk

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SmartScreen Level 3/4 Award in Preparing to Teach in the Lifelong Learning sector (6302)

Reflective journal guide with descriptors

Reflective journal writing The unexamined life is not worth living. Socrates It is recommended that some input on the requirement for PTLLS learners to complete a reflective journal is discussed, and some advice given. Models are useful in structuring the reflective process, especially for those unfamiliar with reflection. The session could include: 1. 2. 3. 4. 5. The nature and importance of reflection in and on teaching Models for reflection (eg EDAR, Gibbs) How to write a journal to evidence a reflective approach Reflection at levels 3 and 4 Reflection activity.

Providing a sample of a completed journal can be a useful guide for those unfamiliar with taking a reflective approach, but it must be stressed that reflection is personal and will look and feel different for each learner. Reference could be made to the reflect tool available on the IfL website, for those who would prefer to use an electronic tool to record their reflections.

References: Scales, P (2008). Teaching in the Lifelong Learning Sector. Berkshire, Open University Press (Chapter 1) Wallace, S (2007). Teaching, Tutoring and Training in the Lifelong Learning Sector. Exeter, Learning Matters (Chapter 1) Smartscreen.co.uk: www.smartscreen.co.uk IfL website: www.ifl.ac.uk

2012 City and Guilds of London Institute. All rights reserved. www.SmartScreen.co.uk

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