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Reflections on Teaching and Learning Environments Unit 1

The document outlines the structure and expectations for the HRFT011 module, focusing on teaching and learning environments led by Ms. Mabulana. It emphasizes the importance of reflective teaching practices for educators to improve their effectiveness and adapt their methods. The module aims to create a blended learning environment that fosters student engagement and participation while addressing various components essential for effective learning.

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33bigcrushmilky
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18 views24 pages

Reflections on Teaching and Learning Environments Unit 1

The document outlines the structure and expectations for the HRFT011 module, focusing on teaching and learning environments led by Ms. Mabulana. It emphasizes the importance of reflective teaching practices for educators to improve their effectiveness and adapt their methods. The module aims to create a blended learning environment that fosters student engagement and participation while addressing various components essential for effective learning.

Uploaded by

33bigcrushmilky
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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REFLECTIONS ON TEACHING

AND LEARNING ENVIRONMENTS


HRFT011

Ms Mabulana
Lecturer details
Ms Mabulana
Email: Katlego.mabulana@ul.ac.za

• Consultation times on appointment:


Wednesdays and Thursday
09h00-11h00 and 13h00-14h00
Class times
Tuesday │ 14:50-15:35-15:45-16:30

Wednesday │ 14:50-15:35-15:45-16:30

• A class register will be marked for all classes held. Ensure you make it to class on
time (75% class attendance

• A class rep needs to be selected to represent the class and liaise with the lecturer
Module Assessment
• The module will consist of two summative assessments, as follows;
• Minimum Formative Assessment: 60%
• 2 Online Quizzes and 2 Tests
• Examination 40%
• Module documents such as module outline and study guide will be
made available on blackboard.
Module purpose
• The module explores social processes of setting up a quality learning environment, and
how they may be combined with various related elements using the glue of assessment to
create the 21st century learning environments.
First Things First “Our Teaching and
Learning Environment for this module”
• Our learning environment is a blended spaces that combine both physical and
digital elements.
• Blackboard will be utilised for teaching, and you will be expected write tests
physically (venue based)
• This learning environment is a safe and conducive space.
• Learning will be facilitated by the lecturer ‘myself’ by helping, guiding, and
providing a conducive learning environment to ensure learning is easy for you as
students.
• Our learning environment will encourage student participation and engagement.
• With the aim to nurture positive and constructive feedback that supports
exploration, community among peers, and diversity.
UNIT 1: INTRODUCTION
Reflection defined

• The word reflection comes from the Latin word ‘reflectere’ which
means ‘bending back the light’.
• Reflective teaching entails a process of critical reflection on your
experience as a teacher.
• Reflecting means to ‘bend back the metaphorical light of our
experiences back into our minds’
• It does not matter how well you teach, there is always room for
improvement. To continually improve as a teacher, you must adopt a
systematic approach to your day-to-day teaching experiences.
Reflective practice

• Reflection is very broadly able to be defined as the deliberate, purposeful, metacognitive thinking
and/or action in which educators engage in order to improve their professional practice.
• Different theories, models and levels of reflection have most commonly focused on differentiating
the major elements of this construct:
• the conditions, situations or circumstances that prompt engagement in the reflective process
• the process itself, different types of reflection, different concepts or opinions on how this is
undertaken
• the content of the reflection, what exactly needs to be analysed, examined, discussed, challenged in
the reflective process and with what perspectives or ideologies
• the product of the reflection, improved understanding of professional practice, action taken as a
result of the reflective thinking.
Why is reflective teaching important?

• It helps teachers become more effective and engaging


• It helps teachers identify areas for improvement personal and
environmental.
• It helps teachers find solutions to students' problems where possible.
• It's a key part of continuing professional development.
• Aid in examining one’s beliefs about teaching and learning and
determining the alignment of those beliefs with course planning,
classroom implementation, and post-teaching course modification.
Strategies to move forward and develop as a
reflective teacher, you can:
• Get into the habit of reflecting on your work
• Think about when you readily reflect and when you avoid reflection
• Identify what you are good at and what you can improve upon
• Collect evidence that supports this
• Familiarize yourself with the evaluative criteria
• Structure your process across the evaluation period
• Make the most of professional development
• Target opportunities that will best meet your needs
• Show what you have learned
• Keep your portfolio up to date
Ref: Simonson and Earl, 2024
https://www.facultyfocus.com/articles/teaching-and-learning/teaching-excellence-through-mindful-
reflection/#:~:text=Summary,Reflective%20teaching%20is%20examining%20one's%20beliefs%20ab
out%20teaching%20and%20learning,leading%20to%20improved%20learning%20outcomes.
IN SIMPLE TERMS THIS IS THE REFLECTIONS OF A
TEACHING AND LEARNING ENVIRONMENTS
Teaching and learning environments
• Learning environment refers to the diverse physical locations, contexts, and cultures in
which students learn. Since students may learn in a wide variety of settings, such as
outside-of-school locations and outdoor environments, the term is often used as a more
accurate or preferred alternative to classroom, which has more limited and traditional
connotations—a room with rows of desks and a chalkboard, for example.
• The term also encompasses the culture of a school or class—its presiding ethos and
characteristics, including how individuals interact with and treat one another—as well as
the ways in which teachers may organize an educational setting to facilitate learning’
• This definition recognises that students learn in many different ways in very different
contexts. Since learners must do the learning, the aim is to create a total environment for
learning that optimises the ability of students to learn. There is of course no single
optimum learning environment. There is an infinite number of possible learning
environments, which is what makes teaching so interesting.
Components of an effective learning
environment
• Developing a total learning environment for students in a particular course or program is
probably the most creative part of teaching.
• While there is a tendency to focus on either physical institutional learning environments
(such as classrooms, lecture theatres and labs), or on the technologies used to to create
online personal learning environments (PLEs), learning environments are broader than
just these physical components. They will also include:
• the characteristics of the learners;
• the goals for teaching and learning;
• the activities that will best support learning;
• the assessment strategies that will best measure and drive learning
• the culture that infuses the learning environment.
Class discussion on scenario’s
Components of an effective learning
environment
• Developing a total learning environment for students in a particular course or program is
probably the most creative part of teaching.
• While there is a tendency to focus on either physical institutional learning environments
(such as classrooms, lecture theatres and labs), or on the technologies used to to create
online personal learning environments (PLEs), learning environments are broader than
just these physical components. They will also include:
• the characteristics of the learners;
• the goals for teaching and learning;
• the activities that will best support learning;
• the assessment strategies that will best measure and drive learning
• the culture that infuses the learning environment.

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