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Reflective practice
 

Reflective practice

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  • OneNote reflection- Think of one problem/dielmna that you need to work on this year-

Reflective practice Reflective practice Presentation Transcript

  • Reflective Practice and Self-Assessment
  • ‘The unexamined life isn’t worth living.’
    Socrates, 450 BC (approx.)
    “Reflective practice is as much a state of mind as it is a set of activities”
    Joseph Vaughan, 1990
  • SelfAssessment
    Measure Oneself against Standards
    Florida Teacher Matrix
    Arozona Teacher Matric
    Self-Ranking
    TPACK Bubbles
    Metacognitive Reflection
    What ? So What? What Now?
  • ReflectivePractice
    teacher as "reflective decision makers“
    reflection begins with the recognition of a dilemma and an affective response
    use intrinsic motivation to analyze situations, set goals, plan and monitor actions, evaluate results, and reflect on their own professional thinking (Colton & Langer, 1993).
  • John Dewey
    We begin to reflect on a complex situation when we face that situation and ask ourselves what needs to be done.
    John Dewey (1933) How
  • Donald Schon
    According to Schon (1983), reflection-in-action is a rigorous professional process involving acknowledgement of and reflection on uncertainty and complexity in one’s practice leading to ‘a legitimate form of professional knowing’ (p.69).
    The reflective practitioner: How professionals think in action
  • Mindset of Reflective Practitioner
    Self Awareness
    Open Mindedness
    Change Accepting
    Critical Observer
    Problem Solver
  • Cycle of Reflective Practice
  • Theory of Action for Reflective Practice
    Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
  • Theory of Action for Reflective Practice
    Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
    Pause
  • Theory of Action for Reflective Practice
    Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
    Openness
    Pause
  • Theory of Action for Reflective Practice
    Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
    Inquiry
    Openness
    Pause
  • Theory of Action for Reflective Practice
    Can Technology Make it Better?
    Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
    Thinking
    Inquiry
    Openness
    Pause
  • Theory of Action for Reflective Practice
    Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
    Thinking
    Inquiry
    Openness
    Pause
  • Theory of Action for Reflective Practice
    Learning
    Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
    Thinking
    Inquiry
    Openness
    Pause
  • Theory of Action for Reflective Practice
    Action
    Learning
    Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
    Thinking
    Inquiry
    Openness
    Pause
  • Theory of Action for Reflective Practice
    Action
    Enhanced
    Student Learning
    Learning
    Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
    Thinking
    Inquiry
    Openness
    Pause
  • KEY POINT
    Reflective Practice centers around a problem or a dilemma.
  • A Problem You See in Kid’s Skillsets
  • Share a Problem You Need to Work on
  • TIMER
  • Potential Tools to Support
    Ustream.tv
    Blogs
    Portfolios
    Google Docs
    Observe/Analyze
    Abstract
    Reconceptualization
    Ustream.tv
    Blogs
    Portfolios
  • Active Experimentation
  • http://www.flickr.com/photos/brittanyg/1305797552/sizes/z/in/photostream/
  • A New Culture of Learning: Cultivating the Imagination for a World of Constant Change
  • “What happens to learning when we move from the stable infrastructure of the twentieth century to the fluid infrastructure of the twenty-first century, where technology is constantly creating and responding to change?”
  • “therefore, the primary difference between the teaching-based approach to education and the learning–based approach is that in the first case the culture is the environment, while in the second case, the culture emerges from the environment—and grows along with it.”
    Can we create a culture of thinking? Of collaboration? Of questioning? Of contemporary learning?
  • “A second difference is that the teaching-based approach focuses on teaching us about the world, while the new culture of learning focuses on learning through engagement within the world. “
  • Meet Rebecca
  • What ‘Rebeccas’ Teach Us
    Hanging Out
    Messing Around
    Geeking Out
    Douglas Thomas, John Seely Brown
  • Hanging Out
    Relationships with Others
    Buzz
    Skype Chat
    Online Games
    Twitter/Facebook
    Personal Agency
  • Messing Around
    What Can I Explore?
    Who Can I Explore It With?
    Social Agency
  • Geeking Out
    How can I utilize these tools for Deep Exploration?
    Academic Collateral
  • New Culture of Learning is based on three principles:
    The old ways of learning are unable to keep up with our rapidly changing world.
    New media forms are making peer-to-peer learning easier and more natural.
    Peer-to-peer learning is amplified by emerging technologies that shape the collective nature of participation with those new media.
  • MO LAW
  • Not Public and Private
    Personal
    Collective
    Teach Skills and Citizenship
  • Collective Definition
    We call this environment a collective. As the name implies, it is a collection of people, skills, and talent that produces a result greater than the sum of its parts. For our purposes, are not solely defined by shared intention, action, or purpose (though those elements may exist and often do). Rather, they are defined by an active engagement with the process of learning.
    .
    In communities, people learn in order to belong. In a collective, people belong in order to learn. Communities derive their strength from creating a sense of belonging, while collectives derive theirs from participation.
  • Authentic, Passion/Interest, Motivated Learning THE COLLECTIVEvsOur Classrooms
  • “wisdom holds that different people learn in different ways. Something is missing from that idea, however, so we offer a corollary: Different people, when presented with exactly the same information in exactly the same way, will learn different things. Most models of education and learning have almost no tolerance for this kind of thing. As a result, teaching tends to focus on eliminating the source of the problem: the student’s imagination. Imagine a situation”
    Seeley/Brown
  • A Reflective Practice Question for 2011
    How can I turn my classroom into a “collective” that ensures my students get the skills to acquire learning capital?
  • “No man ever steps in the same river twice, for it’s not the same river and he’s not the same man.”
    Heraclitus
  • Reflective Practice means no class will be the same!