Learning Theories Ma Paper
Assignment 1: Examining and evaluating the setting of learning objectives with the use of reflective journals and observations
Introduction and Rationale
This paper will look into different ways of setting and sharing learning objectives in lessons and the impact this has on the students in these lessons and the learning that takes place. The rationale for this is to use the findings from this study to inform future practice. The other primary aim is to use personal experience and reflection to adapt and improve this area of teaching and learning. The decision to look at the use of learning objectives was, in part, informed by a recent observation of one of my lessons where it was noted that this was done in an ineffective manner.
A variety of different methods could have been used to complete this study – interviews and questionnaires, both with the students themselves and other members of the teaching profession could have been used to collect a variety of data (both qualitative and quantitative). However, this study has used a professional journal where I have reflected on this area of teaching in my own lessons, and observations in order to draw different conclusions regarding the impact of different methods of setting learning objectives. Bogdan and Bicklen (1998)[1] claim that professional journals can be ‘important finds’ for researchers as they
‘<are> usually written under immediate influence of an experience, <and> can be particularly effective in capturing people’s moods and most intimate thoughts’
Schion (1983, 1987) says that personal and professional reflection is ‘important for all’[2], a view that is echoed by Boud (2001)[3] who says that journal writing is
‘a form of reflective practice, that is, as a device for working with events and experiences in order to extract meaning from them’
and Moon (1999) also argues that they can be used to ‘enhance professional practice or the professional self in practice’[4]. In addition to this, Boud argues
Introduction and Rationale
This paper will look into different ways of setting and sharing learning objectives in lessons and the impact this has on the students in these lessons and the learning that takes place. The rationale for this is to use the findings from this study to inform future practice. The other primary aim is to use personal experience and reflection to adapt and improve this area of teaching and learning. The decision to look at the use of learning objectives was, in part, informed by a recent observation of one of my lessons where it was noted that this was done in an ineffective manner.
A variety of different methods could have been used to complete this study – interviews and questionnaires, both with the students themselves and other members of the teaching profession could have been used to collect a variety of data (both qualitative and quantitative). However, this study has used a professional journal where I have reflected on this area of teaching in my own lessons, and observations in order to draw different conclusions regarding the impact of different methods of setting learning objectives. Bogdan and Bicklen (1998)[1] claim that professional journals can be ‘important finds’ for researchers as they
‘<are> usually written under immediate influence of an experience, <and> can be particularly effective in capturing people’s moods and most intimate thoughts’
Schion (1983, 1987) says that personal and professional reflection is ‘important for all’[2], a view that is echoed by Boud (2001)[3] who says that journal writing is
‘a form of reflective practice, that is, as a device for working with events and experiences in order to extract meaning from them’
and Moon (1999) also argues that they can be used to ‘enhance professional practice or the professional self in practice’[4]. In addition to this, Boud argues
Cited: by Mertler in Metler, C.A (2005) Action Research: Teachers as Researchers in the Classroom (Pp3-26). London. SAGE Publications Ltd [9] C. Hendricks, 2006, Improving Schools Through Action Research: A Comprehensive Guide for Educators, Boston: Allyn & Bacon.