Your name: Bernard van der Berg Date: 14 May 2021

Name of teacher: Mr Harris School: Waterkloof

Subject: French Grade: 11

Creative writing and

Topic of of lesson: vocab expansion

Welcome to noticing REFLECTION.

This term, you have two more noticings to carry out and record. However, we are in the

COVID-19 pandemic still, so you may need to access memories either of your Mentor

teacher’s classes OR (and perhaps better, as it’s more familiar) your own school days. This

time, you should use the L2L ‘lens’ of Reflection. Try to use all of your senses (including

intuition) to observe, notice, feel, smell, hear, sense and perhaps interpret the

atmosphere, environment, processes, presented opportunities and content of the

 lesson! Consider the learning, the learners, the teacher, the

furniture layout, the displays etc... Ask yourself questions, lots of questions!

Reflection involves the strategic aspects a learner might find useful to employ. This

means the planning, the looking backwards and forwards, inwards and outwards and

learning from them all. Perhaps ask yourself, what opportunities were present (or

presented) for the learners to flex or stretch the learning muscles below during a

session?

Record your findings as you feel it suits your data (bullet points, whole sentences,

pictures, mind map…). you can choose to do this digitally or on a blank piece of paper.

Here is a reminder summary of the ‘learning muscles’, dispositions, attitudes or habits

under the main muscle group.

REFLECTION
Self-Aware
● Knows and builds an understanding
of ‘learning’ (perhaps using the 4Rs
as a headliner framework)
● Makes honest and accurate
judgments about themselves as a
learner
● Picks out the learning habits they
need to develop
● Uses this self-awareness to tweak
the learning journey(s)
● Is willing to stretch the learning
muscles - all of them!
● Has a rich vocabulary in ‘Learnish’ -
‘could be’, ‘what if’, ‘yet…’ etc
Builds resources - thinks ahead
● asks themselves which learning
skills, habits or muscles are needed
● plans for and practises the use of
these habits
● anticipates the needs and the pitfalls
of the learning ahead
● gathers physical resources - airtime,
data, a device, library books, even
the ‘right’ people!
● designs/creates some of their own
learning strategies

Evaluative
● Stops, pauses and appraises the
progress and/or quality
● Makes honest and accurate
judgments about ‘how it is going’
● Thinks about what skills, or
resources are needed to complete
an activity
● Plans next steps
● Thinks of alternative strategies if
things aren’t going well
● Thinks and experiments
concurrently…’thinkering’
Methodical
● Is well organised and prepared for
the learning
● Might make a well-formed flowchart,
plan or timeline
● Thinks things through carefully,
anticipating possible setbacks
● Thinks about what they want to get
out of the learning
● Seeks examples of what a
successful outcome would look like
● looks for ways to transfer the
learning to other areas

2
JGF L2L Noticing
 Give yourself at least 5 minutes to absorb the general
atmosphere, before starting to write/draw/note.

Desks are in a circle and he stands in centre- class seems more engaged.

More participation (result of class layout?)

Uses collaboration- provides students opportunities to think about what words they
know and to then play around with those in an attempt to create sentences.

Provided the opportunity (after teaching a tense) to close eyes and listen to dialogue
from a film so that students can hear how that tense would sound in a real life context.
(uses ample resources- from video to peers)

He seems to have designed his own approach to help with both writing and thinking in
French rather than just passing a test.

Seems to adapt well when students are struggling to come up with words will swap
from asking about verbs to nouns. Uses this self-awareness to tweak the learning journey.

3
JGF L2L Noticing