Reflective teaching

EXPERIENCE IS THE GREATEST TEACHER

Ainee Shehzad Karachi Grammar SchoolCPD Conference2012

Reflection for Enriching Education

EXPERIENCE IS THE

GREATEST TEACHERREFLECTION

FOR ENRICHING EDUCATION

ONLY IF WE

REFLECT ON THAT

EXPERIENCE

Ainee Shehzad Karachi Grammar School CPD Conference2012

Reflection for Enriching Education

Ainee Shehzad Karachi Grammar School CPD Conference2012 Reflection for Enriching Education

ACTIVITY

I AM……


TEACHING STYLE

A repertoire of teaching

strategies

A means of coping with many of the

routine demands of teaching.


MOVING BEYOND

Achieving a higher level of awareness

Observing and reflecting on

one’s own teaching


CRITICAL REFLECTION

WHAT WHY HOW


REFLECTIVE PRACTICE

A deliberate pause, a purposeful slowing down, to allow for higher-level thinking processes.


REFLECTIVE TEACHING

Vygotsky (1962)

The patient parent

The Reflective Teacher


QUALITIES OF A REFLECTIVE PRACTITIONER

Reflects on and learns from experience

Engages in ongoing inquiry

Solicits feedback

Remains open to alternative perspectives


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


ACTIVITY

WANTED 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?


THE REFLECTIVE CYCLE

REVIEW

LEARNAPPLY

DO


BLOOM’S TAXONOMY


THREE ESSENTIAL ATTITUDES OF REFLECTIVE PRACTITIONERS

Open-mindedness Responsibility Wholeheartedness.


REFLECTING ON………

What am I doing?

Why am I doing it?

Is it effective?

How do I know its effective?

How can I improve?


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?


LEVELS OF REFLECTION

SURFACE REFLECTION

PEDAGOGICAL REFLECTION

CRITICAL REFLECTION


DIFFERENT APPROACHES

Self observation

Peer observation

Written accounts


SELF OBSERVATION

Verbal Flow observation Self-observation

Checklist

CCI Questionnaire Video Self Observation

The Reflective Teacher’s

Tool-kit


ADVANTAGES OF WRITTEN ACCOUNTS

Record to look back onThe 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


PEER OBSERVATION

Each participan

t would both

observe and be

observed working in

a pair

Pre-observation

The observation Post-observati

on

Activities


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.”


ACTIVITY

I AM LOOKING TO……


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.


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?


FOOD FOR THOUGHT

Teaching 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?