9 Reviewing your learning
In this final section of the course, you will consider the feedback you have received on your work with a social work learner. This is a key element of the course, and may be an activity you wish to discuss in supervision.
Reflecting on feedback
In the introduction to this course, you were asked to prepare to complete a piece of work using your refreshed learning in working with a social work learner, and to receive feedback on this work.
The activity could be any interaction between you and a social work learner. For example, a colleague in your team may be the practice educator for a social work learner. You may have completed one of their direct observations and sought feedback from either the PE, or from the social work learner themselves. You do not need to include this feedback anywhere in this course; the feedback is for you, and you are asked to outline this in the next activity.
The feedback you receive can be from either a colleague, a manager, or from the social work learner themselves. It is deliberately not too prescriptive here to enable creativity in how this task is completed.
Some examples of activities you could undertake with a social work learner:
- Completing one of their direct observations (whether formally as part of their portfolio, or as a supportive tool)
- Supporting a learner through a case discussion.
Activity 9 Receiving feedback on your work with a social work learner
Timing: Allow approximately 1 hour
Activity 9 has four parts which will help you consolidate learning from the course and your work with a social work learner.
Part 1
Please confirm that you have undertaken work with a social work learner. Write down 1-2 sentences outlining what you did with the learner.
Interactive feature not available in single page view (see it in standard view).
Part 2
Please confirm that you received feedback on this work – either from a colleague who observed the interaction, or from the learner themselves. You should record who gave you this feedback and your reflection on this.
Interactive feature not available in single page view (see it in standard view).
Part 3
Summarise in 2–3 sentences how your work in this course informed your interaction with the social work learner and how it will inform your future practice.
Interactive feature not available in single page view (see it in standard view).
Part 4
In Activity 2 you completed a learning audit. Your responses to the audit can be found below. Review your comments and then complete the audit again.
Are there any areas in which you feel you have made considerable progress? Are there any areas you will focus on to continue to develop as a practice educator?
Note down any learning that has been particularly important for you and your areas for focus in continuing development.
| Domain 1 – Working with others to organise an effective learning environment | ||||
|---|---|---|---|---|
| Standard | Rating at start of course (1–5) | Rating at end of course (1–5) | Examples from start of course | New examples |
| (A1) Establish an effective collaborative working relationship with learners and manage the power and authority in the educator/assessor role skilfully. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
| (A2) Devise an induction programme that considers learners’ needs and their previous experience. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
| (A3) Create reflective spaces for learners’ growth and development and provide regular reflective supervision. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
| (A4) Ensure all those involved in supporting the student have clarity and understanding of each other’s roles. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
| (A5) Work openly and cooperatively with others in the planning of learning opportunities and key activities at all stages of learning and assessment. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
| (A6) Consider student confidentiality and ensure all student information is maintained in a secure environment according to General Data Protection Regulations. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
| (A7) Contribute to the learning and development of the agency as a learning organisation. This may include encouraging the student to make links with others in the team by working alongside, making presentations and contributing to team resources. It may also include showing leadership by helping to review and improve the provision, policies and procedures of the learning organisation and identify barriers for learners. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
Interactive feature not available in single page view (see it in standard view).
| Domain 2 – Teaching, facilitating and supporting learning and professional development in practice | ||||
|---|---|---|---|---|
| Standard | Rating at start of course (1–5) | Rating at end of course (1–5) | Examples from start of course | New examples |
| (B1) Demonstrate informed expertise in their practitioner role, e.g. an applied knowledge of contemporary issues in research and relevant policy, legislation and practice. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
| (B2) Using a range of learning methods, including modelling good social work practice. Teach and support the learning of relevant social work knowledge and research, and the integration of theory and research in practice. Knowledge taught should include the powers and duties, and policy and procedures of the agency. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
| (B3) Help students to understand their own learning processes and to develop different models and strategies for critical reflection and analysis. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
| (B4) Discuss and plan with the student the learning and assessment programme, the student’s particular needs and capabilities, and how best the learner can derive further support for learning. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
| (B5) Make sound reasoned judgements about the level of work the student can be allocated, and the support required to achieve both learning and the work goals. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
| (B6) Demonstrate an understanding of, and critical engagement with, learning theories, to make professional educational judgements about students’ needs and how to meet them. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
Interactive feature not available in single page view (see it in standard view).
| Domain 3 – Managing the fair and transparent assessment of students in practice | ||||
|---|---|---|---|---|
| Standard | Rating at start of course (1–5) | Rating at end of course (1–5) | Examples from start of course | New examples |
| (C1) Ensure that holistic assessment decisions are the outcomes of informed, evidence-based judgements, drawing on evidence, which is relevant, valid, reliable and sufficient from a range of sources, including direct observation. Clearly explain the decisions to students. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
| (C2) Encourage students to self-evaluate and seek service users, carers and work-based colleagues feedback to develop their performance. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
| (C3) Provide timely, honest and constructive feedback on student performance in an appropriate format. Review student progress throughout the assessment process, identifying strengths and any areas requiring improvement, making clear to students how they may improve to meet the acceptable standard. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
| (C4) Ensure that all assessment decisions, and the supporting evidence, are documented and recorded according to the required standard. Provide holistic assessment reports which demonstrate clear evidence for decisions. Demonstrate ability to work well with others in the assessment process, particularly if learner’s practice is marginal or failing. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
| (C5) Engage students in the design, planning and implementation of methods to assess students’ performance against the appropriate standards. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
| (C6) Extend the development of all students including those who already have strong skills or are experiencing difficulties. Ensure that disagreements about assessment judgements and complaints made about the assessment process are managed in accordance with agreed procedures. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
Interactive feature not available in single page view (see it in standard view).
| Domain 4 – Developing knowledge and continuing performance as a practice educator | ||||
|---|---|---|---|---|
| Standard | Rating at start of course (1–5) | Rating at end of course (1–5) | Examples from start of course | New examples |
| (D1) Seek feedback from students on their experience of being assessed and the consequences of the assessment programme for them. Incorporate the feedback into future assessment activity. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
| (D2) Show understanding of, and the ability to apply, models and theories of supervision, knowledge and research on assessment, teaching and learning, and critical reflection. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
| (D3) Establish and maintain effective resources for their own support and supervision in respect of their role in workplace learning. Demonstrate the ability to consult and work with others in contentious and challenging contexts such as dealing with struggling students and formal appeals and complaints. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
| (D4) Demonstrate critical reflection on their own development as practice educators, including the use of feedback from direct observations, colleagues and HEI tutors and other assessment sources. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
| (D5) Apply learning to subsequent practice education experience using a range of methods. | You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
You haven’t entered anything for this space. Use the ‘Original location’ link if you’d like to enter something now. |
||
Interactive feature not available in single page view (see it in standard view).
Interactive feature not available in single page view (see it in standard view).