Standard+6.3.1

=Model effective practices for systematically analysing and reflecting on individual teaching practice in relation to student learning outcomes. =

See reference provided by Mr Jonathan Saurine Head of Science Kincoppal-Rose Bay School. [|Reference 6.3.1]

For a number of years I have used and encouraged others to use a [|Course Evaluation (Old version)] form at the end of the year or a particular part of a course. I have always felt that I am able to learn from my students’ views concerning the course, the way it was delivered and what they perceived were my strengths and weaknesses. Each year I tried to take a point and work to improve in the following year.

Recently I started to use Survey Monkey for my [|Course Evaluation]to carry out a survey of my students and their attitudes to their teacher, the subject matter and the way it has been delivered. Using the power of this tool I have been able to analyse results with greater clarity.

As a result of this survey taken by my 2011 [|Year 11 Biology] students I decided to change the way in which I delivered the course. I had been searching for some different resources to use with my students when I came across a number of articles and videos describing the ‘[|'Flipped Classroom']’. I felt that this model would address some of the issues that I felt and that my students perceived.

I have set up my [|Year 12 Biology]as a flipped course as it helps student get through the fairly low order content acquisition, allows us time in class for discussion, explanation of more complex ideas, practice analysis of questions and more personalized investigations.

The [|feedback] I have had to date has been positive (although I do not have all responses in at this time) and thus I shall develop another unit of work along the lines of the flipped classroom.

At this time of writing I have been asked to present my findings and experiences at a school [|School Development Day], thus modelling the way in which I analyse and reflect on my individual teaching practice and modify my teaching practice in relation to student outcomes. I shall also be presenting a workshop on the Flipped Classroom at [|CONASTA] 61.

Thus I have used effective practices for systematically analysing and reflecting on my own teaching practice in relation to student outcomes. I have shred this with my immediate colleagues but shall be presenting this journey at both a Staff Development Day at my own school and at a national conference to model the practice.