Models of supervision:reflection
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Models of supervision:reflection Presentation Transcript

  • 1. MODELS OF SUPERVISION/REFLECTION Chris Menser PET 458
  • 2. REASONING To understand and explain how I will learn and teach in my student teaching placement. To evaluate different reflective and supervisory ideas that I will use.
  • 3. REFLECTION As teachers, we can use tools to support our reflections. Some of these tools include reflective analysis, professional portfolio, action research, journal writing, reflective writing, and even video-taping.
  • 4. PROFESSIONAL DEVELOPMENT
  • 5. TEACHING DEVELOPMENT Developing as a teacher requires field experiences and reflection. Field experiences should take place as soon as possible and be organized well. Reflection can be either inquiry-orientated or action research.
  • 6. ACTION RESEARCH & INQUIRY-ORIENTATION Action Research - methodically reflecting on practice. This allows you to improvise during the lesson. Inquiry-orientated - asking questions and posing scenarios. This allows for problem-based-learning.
  • 7. SITUATED LEARNING MODEL Situated learning is part of the culture, context, and activity. Social collaboration is the most important part of situated learning. Learners will come together as a community to practice beliefs and behaviors which will be acquired. When someone eventually moves to the center, they will become the expert and therefore become more engaged.
  • 8. SITUATED LEARNING Situated learning can happen during the student teaching placement by experiences with the university supervisor, colleagues, cooperating teachers, and especially students. This allows the student teacher to get better professionally and socially. Learning is social, active, and authentic.
  • 9. PROFESSIONAL SOCIALIZATION This can help the student teacher to apply their beliefs and values. Adaptation is key for student teachers as we may need to accept/understand the values of the school.