Reflection 2.1

Strategy	Focus questions	When have I experienced this in the past?	How have I used this strategy as a teacher?
Deep knowledge and higher order thinking	Are higher-order thinking and critical analysis occurring?	In my undergraduate degree, we learned about the transmission of network packets during network communications and we visualised what was happening, discuss and later applied in a practical sense.	Yes.  In certain topics that I have home schooled my kids, I have noticed that my kids have taken knowledge that they’ve learnt and discussed/analysed instances in a real-world setting. E.g. One of my kids pointed out that a person swimming at the beach has ended up further down beach due to currents taking him in that direction.
	Does the lesson sequence cover operational fields in any depth, detail or level of specificity?	Yes, in the above instance, the lesson sequence covered the theory through in-class lecture, watching video in tutorial and later applying knowledge by physically connecting network devices.	Yes.  One of the topics I taught my kids was about dinosaurs.  We learnt about the evolution of dinosaurs, habitats, what they eat and how they lived.
	Do the work and response of the students provide evidence of depth of understanding of concepts or ideas?	The students could take the concept and apply them in a real-world setting.	Yes.  My kids regularly have discussions on the topics I have taught.
Collaborative and social learning	Does classroom talk break out of the initiation/response/evaluation pattern and lead to sustained dialogue between students, and between teachers and students?	Generally, we had discussions between ourselves and lecturer/tutors to clarify information and discuss topic or ask further questions.  Also in my current studies, I have been able to discuss inclusion and diversity of classroom teaching with a relative whom is a primary school teacher and find out how she applies this in a classroom environment.  One such example was teaching a student with no English-speaking background.	One of the topics I taught my kids during home school studies was about the solar system.  We learned about the different planets, stars, sun, and space.  This led to conversation about how to travel to different planets, whether we can breathe in space and whether aliens exist.  My eldest son now looks up space related topics on You tube.
Knowledge as complex and linked to interests and experience	Are students critiquing and second-guessing texts, ideas and knowledge?	Not generally.  I remember a couple of students would ask questions if they’re read or heard information that contradicts what was being taught.	No.
	Does the lesson sequence range across diverse fields, disciplines and paradigms?	No, I don’t recall individual lessons spanning across diverse, disciplines and paradigms.	Yes.  When I taught my kids about Chinese culture we crossed multiple fields such as the construction of the Great Wall (history), educational video about Chinese animals and natural environment (Geography, Biology), Kung Fu – Wing Chun – (physical education, language and history).
	Is there an attempt to connect with students’ background knowledge?	Yes.  I recall a few teachers asking students if they’ve experienced or remember certain examples, before proceeding with topic.	Yes.  I regularly ask my kids whether they’ve learnt about the topic in school and described how it relates to the topics I was teaching.
Problems that are real and relevant to students	Do the lesson sequence and the assigned work have any resemblance or connection to real-life contexts?	In my high school studies, for an assignment I borrowed a laboratory kit to take down to the local creek and take samples of water to read PH level and take other measurements.	Another topic I home schooled my kids was mathematics.  On a few occasions after completed exercises in graded books, I took my kids shopping.  I set a task for my kids to show how much different grocery items cost, the cost per 100g and make decisions on which items are cheaper (per 100g).  I also asked my kids to do calculations for smaller amounts e.g. If the chocolate cost $3 and I have a $5 note, how much change would I receive?
	Is there a focus on identifying and solving intellectual and/or real-world problems?	Yes.  In the above example, we were trying to determine the health status of the creek.	Yes.  In the example above I was teaching budget management and how look for the best price value.
Student direction	Do students have any say in the pace, direction or outcomes of the lesson sequence?	Yes.  In Year 12 English, we re-enacted a play for Macbeth, however it was up to our discretion to determine the setting, props, costumes etc, so we performed a modern-day twist (similar to Romeo and Juliet movie).	Yes.  My children chose certain topics they were interested in learning e.g. Space, Dinosaurs and at times picked certain activities e.g. reading, watching educational videos. No.
	Are the criteria for judging student performance made explicit?	Yes.  This information was provided on a marking criteria.
Cultural knowledges Active citizenship	Are diverse cultural knowledges brought into play?	No.	A part of the home school education was learning about Chinese culture.  This was done through watching educational videos, doing work book exercises e.g. my youngest kids colouring in Chinese dragon, and previous lessons in Martial Arts (Kung Fu – Wing Chun).  It was here the kids also learnt Chinese phrases.  We also experienced culture through eating Chinese food.
	Are attempts made to foster active citizenship?	In legal studies, we discussed the voting/election process and rights as citizens.	No