1. An empowered teacher is a reflective decision makerwho finds joy in learning and in investigating theteaching/learning process. (Posnot-1989)

2. What is the definition of reflective thinking? 3. Modes of Reflective Thinking 1- Technical level 2- Contextual level 3- Dialectical level 4. 1- Technical Level Reference past experiences Teacher competency towards meeting outcomes Focus on behaviour/content/skill. Simple, theoretical description 5. 2- Contextual level Looks at alternative practices Choices based on knowledge and value commitments Content related to context/student needs Analysis,clarification Validation of principles 6. 3- Dialectical level Addresses moral, ethical, or sociopolitical issues Disciplined inquiry Individual autonomy Self-understanding 7. Technical level: Methodological problems and theorydevelopment.Contextual level: Pedagodical matters as examined relative to a relationship between theory and practice.Dialectical level: Questioning of moral and ethical issues related directly or indirectly to teaching practices. 8. Dialectical level Contextual levelTechnical level 9. technical Practitioners reflecting at the . level function with minimal schemata from which to draw when dealing with problems. 10. Practitioners are developing knowledge and the ability to reconstruct action situations as a means for reviewing the self as teacher, and questioning assumptions previously taken for granted. Dialectical 11. An outcome for practitioners reflecting at Contextual level may be understanding concepts, contexts, and theoretical bases for classroom practices, then defending those practices and articulationg their relevance to student growth. 12. Many novice teachers are thought to function at a . level based on a lack of schemata in technical dealing with educatiove problems. 13. Contextual .. level of reflection (Coller,1999; Grimmett et al.,1990; Lasley,1992; Van Manne,1997) involves reflections regarding clarification of and elaboration on underlying assumptions and predispositions of classroom practices as well as consequences of strategies used. 14. Dialectical At .. level, practitioners contemplate ethical and political concerns relative to instructional planning and implemetation. Practitioners are concerned with worth of knowledge and social circumstances useful to students without personal bias. 15. Contextual The mode deals with pedagogical matters as examined relative to a relationship between theory and practice. 16. Risk taking on the part of the practitioner inDialectical the form of peer review and self-assessment independent of external standarts or conditions will help the practitioner at his level achieve self-efficacy and self-actualization. 17. technical Valli(1990,1997) refers to the . level as technical rationality but differs by positing that it is nonreflective level. 18. Questioning moral and ethical issues of teaching, instructional planning, and implementation are all a part of higher aspects of reflection found at theDialectical . level. 19. Action research should be an outcome of reflective thinking at the . level.Dialectical 20. Self-reflection to interpret and inform practice and establish congruency between theory and practice would be indicative of functioning at a ..Contextual level. 21. technical . practitioners may be transitioning into linking theory develpment to practice and identification of the relevancy of activities and objectives. 22. Critical reflectivity is comparable to the ..Dialecticallevel of Grimmett et al(1990) and Lasley(1992). 23. Understanding personal and environmental interactions is also a desired outcome for practitioners fuctioning at a .. level. Contextual 24. Dialectical level deals with the questioning of moral and ethical issues related directly and indirectly to teaching practices. 25. The ability to make defensible choices and view of an event with open-mindedness is indicative of reflecting at a level. Dialectical 26. Reflective Thinking Process problemProblemframing schemaPossible Rejectionsolutionsetsacceptance experimentation evaluation 27. Problem framing step is to step back from the problem to look at the situation from a third-person perspective so that the problem maybe framed. 28. The episode is likened to past events in an attempt to make sense of the problem and to search for possible solutions in the reflective thinkers repertoire. Possible solution sets 29. . consists of a review of the implementationEvaluation process and the consequences of the solution. Acceptance or rejection of the solution takes place. 30. If the solution proves successful, the instance may be stored for subsequent retrieval in similar situations or may become routine (Dewey,1993).Schema 31. Techniques for Facilitating Reflective Activities 32. Concepts of Constructivist Theory Learning as a process of change Assimilation Accommodation Balance/equilibrium 33. A constructivist is a practitioner who Believes learning is constructed or invented by thelearner Involves learners in active manipulations ofmeanings, numbers and patterns Believes learning is nonlinear Provides students with the tools of empowerment:concepts, heuristic procedures, self-motivation, andreflection Believes learning occurs most effectively throughguided discovery, meaningful application, andproblem solving. 34. Techniques for FacilitatingReflective Activities Thinking aloud Discussions Grouping practices Cooperative learning Brainstorming Consensus building Buzz groups Role playing Questioning 35. Guidelines for Brainstorming Preset time constraints Equality and democracy All ideas acceptable; be creative Volume of ideas important No discussion of ideas Risk-free environment Designated recorder 36. Consensus Guidelines Topic or idea is placed before the team for discussion Topic is discussed, questions and concerns areraised, data and solutionoptions are presented. Team decides whether to achieve consensus, thelenght of time to spend, and what it will do ifconsensus cannot be reached. Differences and disagreements, as well assimilarities, are explored and encouraged. Suggestions and modifications to the original topic aremade. A new idea is created by the team on the basis ofdiscussion. Facilitator checks for consensus. 37. If no consensus, facilitator asks for variation of theidea and tests for consensus again. If no consensus, facilitator suggests stand-asideproposals. Facilitator tests for consensus for stand-aside proposal. 38. Guidelines for Questioning Information-seeking questions Questions that encourage research Questions that supply information Questions that require group decision making Class-controlling questions Questions that establish mood and feeling Questions that foster beliefs and values Questions that foster insight 39. Consensus Guidelines Topic or idea is placed before the team for discussion Topic is discussed, questions and concerns areraised, data and solution options are presented. Team decides whether to achieve consensus, thelenght of time to spend, and what it will do ifconsensus cannot be reached. Differences and disagreements, as well assimilarities, are explored and encouraged. Suggestions and modifications to the original topic aremade. A new idea is created by the team on the basis ofdiscussion. Facilitator checks for consensus. 40. If no consensus, facilitator asks for variation of theidea and tests for consensus again. If no consensus, facilitator suggests stand-asideproposals. Facilitator tests for consensus for stand-aside proposal. 41. http://brainden.com/crossing-river.htm http://online.taigame.org/en/game/bridge-crossing For more information about reflective thinking youcan check: Taggart,L.G & Wison, A.P.(2005). IntegratingQuantitative and Qualitative Metods. U.S.A.:University Press of America 42. Prepared by: Adem zgn ukurova University Social Sciences Institute Elt MA Stduent