reflective teaching k1
TRANSCRIPT
![Page 1: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/1.jpg)
REFLECTION
KPR3012
![Page 2: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/2.jpg)
EXPERIENCE IS THE GREATEST TEACHER
Ainee Shehzad Karachi Grammar SchoolCPD Conference2012
Reflection for Enriching Education
![Page 3: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/3.jpg)
EXPERIENCE IS THE
GREATEST TEACHERREFLECTION
FOR ENRICHING EDUCATIONONLY
IF WE REFLECT
ON THAT EXPERIENCE
![Page 4: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/4.jpg)
ACTIVITY
I AM……
![Page 5: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/5.jpg)
TEACHING STYLE
A repertoire of teaching
strategies
A means of coping with many of the
routine demands of teaching.
![Page 6: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/6.jpg)
MOVING BEYOND
Achieving a higher level of
awareness
Observing and
reflecting on one’s own teaching
![Page 7: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/7.jpg)
CRITICAL REFLECTION
WHAT WHY HOW
![Page 8: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/8.jpg)
REFLECTIVE PRACTICE
A deliberate pause, a purposeful slowing down, to allow for higher-level thinking processes.
![Page 9: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/9.jpg)
REFLECTIVE TEACHING
Vygotsky (1962) The patient
parentThe Reflective
Teacher
![Page 10: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/10.jpg)
QUALITIES OF A REFLECTIVE PRACTITIONER
Reflects on and learns from experience
Engages in ongoing inquiry
Solicits feedback
Remains open to alternative perspectives
![Page 11: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/11.jpg)
QUALITIES OF A REFLECTIVE PRACTITIONER
Takes action to align with new knowledge and understandings
Is committed to continuous improvement in practice
Strives to align behaviors with values and beliefs
Seeks to discover what is true
![Page 12: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/12.jpg)
ACTIVITYWANTED
A Reflective Practitioner A person who is inherently curious; someone who doesn't have all the answers
and isn't afraid to admit it; someone who is confident enough in his or her ability to accept challenges in a non-defensive manner; someone who is secure enough to make his or her thinking public and therefore subject to discussion; someone who is a good listener; someone who likes other people and trusts them to make the right decisions if given the opportunity; someone who is able to see things from another's perspective and is sensitive to the needs and feelings of others; someone who is able to relax and lean back and let others assume the responsibility of their own learning. Some experience desirable but not as important as the ability to learn from mistakes (Osterman & Kottkamp, 1993).
Activity Directions: • 1. List all the qualities that are sought in this want ad. • 2. Which ones do you possess? • 3. Which one is your greatest strength? • 4. Which one is your biggest challenge?
![Page 13: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/13.jpg)
THE REFLECTIVE CYCLE
DO
REVIEWLEARN
APPLY
![Page 14: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/14.jpg)
BLOOM’S TAXONOMY
![Page 15: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/15.jpg)
THREE ESSENTIAL ATTITUDES OF REFLECTIVE PRACTITIONERS
Open-mindedness Responsibility Wholeheartedness.
![Page 16: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/16.jpg)
REFLECTING ON………
What am I doing?
Why am I doing it?
Is it effective?
How do I know its effective?
How can I improve?
![Page 17: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/17.jpg)
REFLECTING ON……
How are the students
responding?
How am I going to use the new
teaching/assessment strategies in my
classroom?
How will the students react to
it??How will I gauge their learning?
![Page 18: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/18.jpg)
LEVELS OF REFLECTION
SURFACE REFLECTION
PEDAGOGICAL REFLECTION
CRITICAL REFLECTION
![Page 19: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/19.jpg)
Ainee Shehzad Karachi Grammar School CPD Conference2012 Reflection for Enriching Education
DIFFERENT APPROACHES
Self observation
Peer observation
Written accounts
![Page 20: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/20.jpg)
SELF OBSERVATION
Verbal Flow observation Self-observationChecklist
CCI Questionnaire
Video Self Observation
The Reflective Teacher’s
Tool-kit
![Page 21: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/21.jpg)
ADVANTAGES OF WRITTEN ACCOUNTS
Record to look back on
The act of putting pen to paper (or
finger to keyboard)
engages our brains. To write we
have to think.
It isn't just that writing a journal
stimulates thought - it allows
us to look at ourselves, our
feelings, and our actions in a
different way.
Writing things down in a journal also allows us to 'clear our minds’
Making journal writing a part of
our routine means that we do
actually take time out to reflect on what might be
happening in our practice
![Page 22: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/22.jpg)
PEER OBSERVATION
Each participant would both observe and be observed
working in a pair
Pre-observation
The observation
Post-observation
Activities
![Page 23: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/23.jpg)
LONG TERM BENEFITS OF PEER OBSERVATION TO THE DEPARTMENT
“It helped me develop a better working
relationship with a colleague.”
“ We shared our resources, thus saving
a lot of time.”
“Some useful broader issues came up during
post observation discussions.”
“I discovered activities that worked
well with the other class.”
“ I feel there is more collegiality in the
department.”
“ There is a feeling of increased goodwill in
the department.”
![Page 24: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/24.jpg)
ACTIVITY
I AM LOOKING TO……
![Page 25: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/25.jpg)
BENEFITS OF REFLECTION
Awareness about the improving the kind of support we provide our students.
It is a valuable tool for self-evaluation and professional growth.
Brings about changes in our thoughts
Makes us more aware of the limited range of teaching strategies that we may have been using.
![Page 26: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/26.jpg)
PARTING REFLECTIONS
Do you always find time to reflect on your lessons?
Do you consider what went right as well as what went less well?
Do you ask yourself ‘why did it go like that?’ and try to establish sound learning points that you can apply in future teaching?
Do you deliberately try to learn from one lesson how to improve the next?
Do you seek out opportunities to talk about your teaching with those who might help?
Are you able to give yourself a ‘medal and a mission’ after each lesson however well or badly it went?
![Page 27: Reflective teaching k1](https://reader035.vdocuments.us/reader035/viewer/2022062401/58ef097d1a28ab0c578b456d/html5/thumbnails/27.jpg)
FOOD FOR THOUGHTTeaching is too demanding to expect teachers to be reflective. What do you think?
What things do you do automatically in the classroom without consciously thinking about them?
How have your past educational experiences influenced your understanding of yourself as a teacher?
What acts to constrain your view of what is possible in teaching?