This is the seventh in a series of blog posts I’m doing in response to the number of Delta-related searches that bring visitors to my blog. Each post in this Delta Tips series will deal with a different element of the Delta, based on my experience of doing it (and surviving to tell the tale! )
Module 2 is divided into two parts: Firstly, the set of 4 LSAs (consisting of Background Essay, Lesson Plan/Observed Lesson and Post-Lesson Reflection/Self-evaluation) that you do during the course of your training and secondly, the PDA. The PDA is also divided into two parts: Part A is a reflection and action cycle and Part B is your Experimental Practice. Both parts aim to help you develop into a reflective, self-aware practitioner. Done effectively, there is a lot to be learnt from both parts, that you can use beyond the end of the course to keep furthering your development as a teacher. This post will focus on Part A. (Part B can be found here)
Part A is a 4-step process that you complete alongside your other Delta module course work:
Stage 1: Your diagnostic lesson plan and lesson. Following this, your tutor should give you some feedback. From the feedback, you will be able to extrapolate some goals to work on.
Stage 2: Following your diagnostic, you get 800-1000 words in which to reflect on your beliefs and practices as a teacher, your strengths and weaknesses, the reasons behind these, the positive and negative effects of these on your learners, and finally create an action plan to work on these as well.
Stage 3: This is essentially an update on what you set out to achieve in Stage 2. Following LSA 2, you are required to evaluate your progress, including identification of current weaknesses, and the effectiveness of the approaches/methods/techniques/materials you selected, as well as to produce an action plan, including methods etc that you will use to collect evidence of your development, for the next phase of the course.
Stage 4: Following LSA3, you discuss any changes to your beliefs and practices (as laid out in Stage 2), you evaluate the reflection and observation procedures that you have used and you outline a plan for your future professional development.
The PDA is “only” a pass/fail document. However, it is essential not to back-burn it or ignore it on account of this: the more you put into your PDA, the more you are likely to get out of module 2, the more you are likely to progress between LSAs. Also, in terms of professional development, the PDA helps you to learn how to be a reflective practitioner, which is key in long term development. Pages 54, 55 and 56 of the handbook contain some helpful advice on carrying it out, it is worth reading these at the beginning of module 2 and again before you produce any of the written work for the PDA.
Tips for getting the most out of the PDA:
- Listen carefully to what your tutor says after the diagnostic lesson. Make notes. Reflect on them. Compare them with feedback you’ve received from your previous work place/colleagues/learners etc.
- When you make your first action plan, don’t put everything you ever want to work on for the rest of your life in it. You only have till after LSA2 to action it, so be realistic and selective.
- Choose things to work on that will have the most beneficial effect on you and your learners when improved on. (There are a wide range of possibilities: see p54 of the handbook for ideas)
- Work on your PDA consistently, don’t leave it to one side until a few days before the next part is due. It will only benefit you if you give it regular attention.
- Be clear about how you are going to collect evidence of your progress/development: This could include filming your lessons and analysing them, getting feedback from your learners, getting colleagues to observe you for specific things you are working on and observing colleagues to see how they do the things you are working on. This evidence will be useful in evaluating your progress in stages 3 and 4.
- Be very specific in your initial action plan – how are you going to work on each thing you have identified (reading up on it, trying it, collecting evidence on your efforts) and when are you going to do it by? This specificity will help you keep on track, know what you need to do, and not leave everything til the last minute, thus ensuring you have time to do things effectively.
- You don’t need to wait until the next stage of the PDA is due to reflect on your progress: Keep your evidence (observation forms etc) in a folder together and look over it periodically. See if you can identify any patterns.
- Write outside of the written work requirements. By this I mean write down your thoughts after a lesson regarding how it went, regarding what you were working on, any changes you notice in your practice. You could use self-evaluation forms (I found one in EtP which was very useful) to stimulate and direct your thoughts.
- For stage 3, use your feedback from LSA1 and 2 – what weaknesses were identified by your tutor? Working on these through your PDA will hopefully yield signs of improvement in LSA3 and 4.
- Remember, this is a process you can continue using beyond the end of the Delta, which will help you continue to grow as a teacher, so make the most of the opportunity of learning how to do it effectively.
I really enjoyed this element of the Delta and got a lot out of it. I hope you do too! Good luck. 🙂
If you can think of any suggestions/hints/tips that are missing, please do let me know by commenting on this post and I will add them to the list!