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This was a presentation used to start off the academic year. Each teacher received a new journal at the beginning of the presentation.

This was a presentation used to start off the academic year. Each teacher received a new journal at the beginning of the presentation.

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  • The IB framework – whether it be PYP, MYP or DP – all have reflection as an integral part of the learning process for students,. We have all heard it, all used it. Some of us may role our eyes – is this the latest buzzword? Another thing I’ll have to do. But as educators – we know the value of this practice with our students. This isn’t an accident – it is because this is really the only way human beings learn. We know this. That is why taking a look at our own reflective practice is a vital exercise.
  • This is not a new concept!!
  • This is not a new concept!!
  • This is not a new concept!!
  • Not new to education – Dewey in 1933 discussed the importance of reflection in teacher professional development Dewey (1933) identified the three characteristics or attitudes of people who are reflective as; open-mindedness, responsibility and wholeheartedness. At a basic level models of reflection exist to provide guidance to help us look back over events that have happened and to turn them into learning experiences.
  • Not new to education – Dewey in 1933 discussed the importance of reflection in teacher professional development Dewey (1933) identified the three characteristics or attitudes of people who are reflective as; open-mindedness, responsibility and wholeheartedness. At a basic level models of reflection exist to provide guidance to help us look back over events that have happened and to turn them into learning experiences.
  • Not new to education – Dewey in 1933 discussed the importance of reflection in teacher professional development Dewey (1933) identified the three characteristics or attitudes of people who are reflective as; open-mindedness, responsibility and wholeheartedness. At a basic level models of reflection exist to provide guidance to help us look back over events that have happened and to turn them into learning experiences.
  • Not new to education – Dewey in 1933 discussed the importance of reflection in teacher professional development Dewey (1933) identified the three characteristics or attitudes of people who are reflective as; open-mindedness, responsibility and wholeheartedness. At a basic level models of reflection exist to provide guidance to help us look back over events that have happened and to turn them into learning experiences.
  • Not new to education – Dewey in 1933 discussed the importance of reflection in teacher professional development Dewey (1933) identified the three characteristics or attitudes of people who are reflective as; open-mindedness, responsibility and wholeheartedness. At a basic level models of reflection exist to provide guidance to help us look back over events that have happened and to turn them into learning experiences.
  • After….Our focus of course will be on Journaling, because it is a common practice we can begin together – doesn’t mean you won’t be reflecting in all the other ways!
  • After….Our focus of course will be on Journaling, because it is a common practice we can begin together – doesn’t mean you won’t be reflecting in all the other ways!
  • After….Our focus of course will be on Journaling, because it is a common practice we can begin together – doesn’t mean you won’t be reflecting in all the other ways!
  • After….Our focus of course will be on Journaling, because it is a common practice we can begin together – doesn’t mean you won’t be reflecting in all the other ways!
  • After….Our focus of course will be on Journaling, because it is a common practice we can begin together – doesn’t mean you won’t be reflecting in all the other ways!
  • After….Our focus of course will be on Journaling, because it is a common practice we can begin together – doesn’t mean you won’t be reflecting in all the other ways!
  • After….Our focus of course will be on Journaling, because it is a common practice we can begin together – doesn’t mean you won’t be reflecting in all the other ways!
  • After….Our focus of course will be on Journaling, because it is a common practice we can begin together – doesn’t mean you won’t be reflecting in all the other ways!
  • After….Our focus of course will be on Journaling, because it is a common practice we can begin together – doesn’t mean you won’t be reflecting in all the other ways!
  • After….Our focus of course will be on Journaling, because it is a common practice we can begin together – doesn’t mean you won’t be reflecting in all the other ways!
  • Dewey story – in 30’s Asserted that experience is not enough. 10 years of teaching can be 10 years of learning from experience with continuous improvement, or it can be one year, with no learning, repeated 10 times. Book – proposes theory of action for reflective practice
  • Dewey story – in 30’s Asserted that experience is not enough. 10 years of teaching can be 10 years of learning from experience with continuous improvement, or it can be one year, with no learning, repeated 10 times. Book – proposes theory of action for reflective practice
  • Dewey story – in 30’s Asserted that experience is not enough. 10 years of teaching can be 10 years of learning from experience with continuous improvement, or it can be one year, with no learning, repeated 10 times. Book – proposes theory of action for reflective practice
  • Pause – necessary to reflect – Sometimes happens without a conscious thought – i.e in crisis Steven Covey emphasized the need for a pause between stimulus and response – to consider actions An intentional pause is the precursor to deliberate thought Openness-recognizing there are multiple ways to view particular circumstances or events Being able to let go of being right Do we have the ability to see or hear an honest assessment of reality? **personally – this is an area I need to work on. Often in such a rush to get things done, I don’t let myself be open to seeing or valuing other perspectives Need to be open in thought and relationships – important quality of reflective practice Inquiry – openness creates the possibility for inquiry – where questions about practice are invited and genuinely engaged Can be prompted by dilema, puzzle, surprise or feeling – Dewey identified doubt, perplexity and tentativeness a part of the inquiry cycle Thinking – questions prompt thinking Active, deliberative and conscious processing of thoughts for examing goals, beliefs and practices Learning – gain new or deeper insights Action – the learning leads to action of some sort – application of what has been learned Enhanced Student learning – the ultimate goal of reflective practice
  • Pause – necessary to reflect – Sometimes happens without a conscious thought – i.e in crisis Steven Covey emphasized the need for a pause between stimulus and response – to consider actions An intentional pause is the precursor to deliberate thought Openness-recognizing there are multiple ways to view particular circumstances or events Being able to let go of being right Do we have the ability to see or hear an honest assessment of reality? **personally – this is an area I need to work on. Often in such a rush to get things done, I don’t let myself be open to seeing or valuing other perspectives Need to be open in thought and relationships – important quality of reflective practice Inquiry – openness creates the possibility for inquiry – where questions about practice are invited and genuinely engaged Can be prompted by dilema, puzzle, surprise or feeling – Dewey identified doubt, perplexity and tentativeness a part of the inquiry cycle Thinking – questions prompt thinking Active, deliberative and conscious processing of thoughts for examing goals, beliefs and practices Learning – gain new or deeper insights Action – the learning leads to action of some sort – application of what has been learned Enhanced Student learning – the ultimate goal of reflective practice
  • Pause – necessary to reflect – Sometimes happens without a conscious thought – i.e in crisis Steven Covey emphasized the need for a pause between stimulus and response – to consider actions An intentional pause is the precursor to deliberate thought Openness-recognizing there are multiple ways to view particular circumstances or events Being able to let go of being right Do we have the ability to see or hear an honest assessment of reality? **personally – this is an area I need to work on. Often in such a rush to get things done, I don’t let myself be open to seeing or valuing other perspectives Need to be open in thought and relationships – important quality of reflective practice Inquiry – openness creates the possibility for inquiry – where questions about practice are invited and genuinely engaged Can be prompted by dilema, puzzle, surprise or feeling – Dewey identified doubt, perplexity and tentativeness a part of the inquiry cycle Thinking – questions prompt thinking Active, deliberative and conscious processing of thoughts for examing goals, beliefs and practices Learning – gain new or deeper insights Action – the learning leads to action of some sort – application of what has been learned Enhanced Student learning – the ultimate goal of reflective practice
  • Pause – necessary to reflect – Sometimes happens without a conscious thought – i.e in crisis Steven Covey emphasized the need for a pause between stimulus and response – to consider actions An intentional pause is the precursor to deliberate thought Openness-recognizing there are multiple ways to view particular circumstances or events Being able to let go of being right Do we have the ability to see or hear an honest assessment of reality? **personally – this is an area I need to work on. Often in such a rush to get things done, I don’t let myself be open to seeing or valuing other perspectives Need to be open in thought and relationships – important quality of reflective practice Inquiry – openness creates the possibility for inquiry – where questions about practice are invited and genuinely engaged Can be prompted by dilema, puzzle, surprise or feeling – Dewey identified doubt, perplexity and tentativeness a part of the inquiry cycle Thinking – questions prompt thinking Active, deliberative and conscious processing of thoughts for examing goals, beliefs and practices Learning – gain new or deeper insights Action – the learning leads to action of some sort – application of what has been learned Enhanced Student learning – the ultimate goal of reflective practice
  • Pause – necessary to reflect – Sometimes happens without a conscious thought – i.e in crisis Steven Covey emphasized the need for a pause between stimulus and response – to consider actions An intentional pause is the precursor to deliberate thought Openness-recognizing there are multiple ways to view particular circumstances or events Being able to let go of being right Do we have the ability to see or hear an honest assessment of reality? **personally – this is an area I need to work on. Often in such a rush to get things done, I don’t let myself be open to seeing or valuing other perspectives Need to be open in thought and relationships – important quality of reflective practice Inquiry – openness creates the possibility for inquiry – where questions about practice are invited and genuinely engaged Can be prompted by dilema, puzzle, surprise or feeling – Dewey identified doubt, perplexity and tentativeness a part of the inquiry cycle Thinking – questions prompt thinking Active, deliberative and conscious processing of thoughts for examing goals, beliefs and practices Learning – gain new or deeper insights Action – the learning leads to action of some sort – application of what has been learned Enhanced Student learning – the ultimate goal of reflective practice
  • Pause – necessary to reflect – Sometimes happens without a conscious thought – i.e in crisis Steven Covey emphasized the need for a pause between stimulus and response – to consider actions An intentional pause is the precursor to deliberate thought Openness-recognizing there are multiple ways to view particular circumstances or events Being able to let go of being right Do we have the ability to see or hear an honest assessment of reality? **personally – this is an area I need to work on. Often in such a rush to get things done, I don’t let myself be open to seeing or valuing other perspectives Need to be open in thought and relationships – important quality of reflective practice Inquiry – openness creates the possibility for inquiry – where questions about practice are invited and genuinely engaged Can be prompted by dilema, puzzle, surprise or feeling – Dewey identified doubt, perplexity and tentativeness a part of the inquiry cycle Thinking – questions prompt thinking Active, deliberative and conscious processing of thoughts for examing goals, beliefs and practices Learning – gain new or deeper insights Action – the learning leads to action of some sort – application of what has been learned Enhanced Student learning – the ultimate goal of reflective practice
  • Pause – necessary to reflect – Sometimes happens without a conscious thought – i.e in crisis Steven Covey emphasized the need for a pause between stimulus and response – to consider actions An intentional pause is the precursor to deliberate thought Openness-recognizing there are multiple ways to view particular circumstances or events Being able to let go of being right Do we have the ability to see or hear an honest assessment of reality? **personally – this is an area I need to work on. Often in such a rush to get things done, I don’t let myself be open to seeing or valuing other perspectives Need to be open in thought and relationships – important quality of reflective practice Inquiry – openness creates the possibility for inquiry – where questions about practice are invited and genuinely engaged Can be prompted by dilema, puzzle, surprise or feeling – Dewey identified doubt, perplexity and tentativeness a part of the inquiry cycle Thinking – questions prompt thinking Active, deliberative and conscious processing of thoughts for examing goals, beliefs and practices Learning – gain new or deeper insights Action – the learning leads to action of some sort – application of what has been learned Enhanced Student learning – the ultimate goal of reflective practice
  • Pause – necessary to reflect – Sometimes happens without a conscious thought – i.e in crisis Steven Covey emphasized the need for a pause between stimulus and response – to consider actions An intentional pause is the precursor to deliberate thought Openness-recognizing there are multiple ways to view particular circumstances or events Being able to let go of being right Do we have the ability to see or hear an honest assessment of reality? **personally – this is an area I need to work on. Often in such a rush to get things done, I don’t let myself be open to seeing or valuing other perspectives Need to be open in thought and relationships – important quality of reflective practice Inquiry – openness creates the possibility for inquiry – where questions about practice are invited and genuinely engaged Can be prompted by dilema, puzzle, surprise or feeling – Dewey identified doubt, perplexity and tentativeness a part of the inquiry cycle Thinking – questions prompt thinking Active, deliberative and conscious processing of thoughts for examing goals, beliefs and practices Learning – gain new or deeper insights Action – the learning leads to action of some sort – application of what has been learned Enhanced Student learning – the ultimate goal of reflective practice
  • So – we know reflection is a key to learning and improved practice, but in reality – we are busy! It can be overwhelmeing – not all people like to reflect in the same way. Reflection templates/prompts are helpful tools Does not always have to be in writing Y-Charts (Looks like, Sounds like, Feels like) Quadrants (Big ideas, Insights, Questions, Future actions) Y-Charts (Looks like, Sounds like, Feels like) Quadrants (Big ideas, Insights, Questions, Future actions) Scaffolds – WOW – Whoa! Other frameworks – Burton – What? So What? Now What? Greenaway – do – plan -review
  • So – we know reflection is a key to learning and improved practice, but in reality – we are busy! It can be overwhelmeing – not all people like to reflect in the same way. Reflection templates/prompts are helpful tools Does not always have to be in writing Y-Charts (Looks like, Sounds like, Feels like) Quadrants (Big ideas, Insights, Questions, Future actions) Y-Charts (Looks like, Sounds like, Feels like) Quadrants (Big ideas, Insights, Questions, Future actions) Scaffolds – WOW – Whoa! Other frameworks – Burton – What? So What? Now What? Greenaway – do – plan -review
  • So – we know reflection is a key to learning and improved practice, but in reality – we are busy! It can be overwhelmeing – not all people like to reflect in the same way. Reflection templates/prompts are helpful tools Does not always have to be in writing Y-Charts (Looks like, Sounds like, Feels like) Quadrants (Big ideas, Insights, Questions, Future actions) Y-Charts (Looks like, Sounds like, Feels like) Quadrants (Big ideas, Insights, Questions, Future actions) Scaffolds – WOW – Whoa! Other frameworks – Burton – What? So What? Now What? Greenaway – do – plan -review
  • So – we know reflection is a key to learning and improved practice, but in reality – we are busy! It can be overwhelmeing – not all people like to reflect in the same way. Reflection templates/prompts are helpful tools Does not always have to be in writing Y-Charts (Looks like, Sounds like, Feels like) Quadrants (Big ideas, Insights, Questions, Future actions) Y-Charts (Looks like, Sounds like, Feels like) Quadrants (Big ideas, Insights, Questions, Future actions) Scaffolds – WOW – Whoa! Other frameworks – Burton – What? So What? Now What? Greenaway – do – plan -review
  • So – we know reflection is a key to learning and improved practice, but in reality – we are busy! It can be overwhelmeing – not all people like to reflect in the same way. Reflection templates/prompts are helpful tools Does not always have to be in writing Y-Charts (Looks like, Sounds like, Feels like) Quadrants (Big ideas, Insights, Questions, Future actions) Y-Charts (Looks like, Sounds like, Feels like) Quadrants (Big ideas, Insights, Questions, Future actions) Scaffolds – WOW – Whoa! Other frameworks – Burton – What? So What? Now What? Greenaway – do – plan -review
  • So – we know reflection is a key to learning and improved practice, but in reality – we are busy! It can be overwhelmeing – not all people like to reflect in the same way. Reflection templates/prompts are helpful tools Does not always have to be in writing Y-Charts (Looks like, Sounds like, Feels like) Quadrants (Big ideas, Insights, Questions, Future actions) Y-Charts (Looks like, Sounds like, Feels like) Quadrants (Big ideas, Insights, Questions, Future actions) Scaffolds – WOW – Whoa! Other frameworks – Burton – What? So What? Now What? Greenaway – do – plan -review
  • So – we know reflection is a key to learning and improved practice, but in reality – we are busy! It can be overwhelmeing – not all people like to reflect in the same way. Reflection templates/prompts are helpful tools Does not always have to be in writing Y-Charts (Looks like, Sounds like, Feels like) Quadrants (Big ideas, Insights, Questions, Future actions) Y-Charts (Looks like, Sounds like, Feels like) Quadrants (Big ideas, Insights, Questions, Future actions) Scaffolds – WOW – Whoa! Other frameworks – Burton – What? So What? Now What? Greenaway – do – plan -review
  • So – we know reflection is a key to learning and improved practice, but in reality – we are busy! It can be overwhelmeing – not all people like to reflect in the same way. Reflection templates/prompts are helpful tools Does not always have to be in writing Y-Charts (Looks like, Sounds like, Feels like) Quadrants (Big ideas, Insights, Questions, Future actions) Y-Charts (Looks like, Sounds like, Feels like) Quadrants (Big ideas, Insights, Questions, Future actions) Scaffolds – WOW – Whoa! Other frameworks – Burton – What? So What? Now What? Greenaway – do – plan -review
  • So – we know reflection is a key to learning and improved practice, but in reality – we are busy! It can be overwhelmeing – not all people like to reflect in the same way. Reflection templates/prompts are helpful tools Does not always have to be in writing Y-Charts (Looks like, Sounds like, Feels like) Quadrants (Big ideas, Insights, Questions, Future actions) Y-Charts (Looks like, Sounds like, Feels like) Quadrants (Big ideas, Insights, Questions, Future actions) Scaffolds – WOW – Whoa! Other frameworks – Burton – What? So What? Now What? Greenaway – do – plan -review
  • So – we know reflection is a key to learning and improved practice, but in reality – we are busy! It can be overwhelmeing – not all people like to reflect in the same way. Reflection templates/prompts are helpful tools Does not always have to be in writing Y-Charts (Looks like, Sounds like, Feels like) Quadrants (Big ideas, Insights, Questions, Future actions) Y-Charts (Looks like, Sounds like, Feels like) Quadrants (Big ideas, Insights, Questions, Future actions) Scaffolds – WOW – Whoa! Other frameworks – Burton – What? So What? Now What? Greenaway – do – plan -review
  • Create this in your journal – you may want to leave room at the bottom of your page to write the question I am going to ask you to reflect on.
  • From Appraisal for Growth PowerPoint Share with partner option Voluntary share with group
  • Why – linked closely to Appraisal for growth and the rubric of professional standards for teachers
  • Why – linked closely to Appraisal for growth and the rubric of professional standards for teachers
  • Why – linked closely to Appraisal for growth and the rubric of professional standards for teachers
  • Why – linked closely to Appraisal for growth and the rubric of professional standards for teachers
  • Why – linked closely to Appraisal for growth and the rubric of professional standards for teachers
  • Why – linked closely to Appraisal for growth and the rubric of professional standards for teachers
  • Why – linked closely to Appraisal for growth and the rubric of professional standards for teachers

Reflective Practice Presentation Reflective Practice Presentation Presentation Transcript

  • Reflective Practice The Aga Khan Academy Professional Development August 2008
  • Reflection
  • Reflection
    • ‘ The unexamined life isn’t worth living. ’
    • Socrates, 450 BC (approx.)
  • Reflection
    • ‘ 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
  • What is reflective practice?
    • Individual Reflection
    • Think-Reflect-Pair-Share
  • What is reflective practice?
    • Individual Reflection
    • What does this mean to you?
    • Think-Reflect-Pair-Share
  • What is reflective practice?
    • Individual Reflection
    • What does this mean to you?
    • What does a reflective educator look like?
    • Think-Reflect-Pair-Share
  • What is reflective practice?
    • Individual Reflection
    • What does this mean to you?
    • What does a reflective educator look like?
    • How do they behave?
    • Think-Reflect-Pair-Share
  • What is reflective practice?
    • Individual Reflection
    • What does this mean to you?
    • What does a reflective educator look like?
    • How do they behave?
    • How would you know if you met one?
    • Think-Reflect-Pair-Share
  • How to we reflect?
  • How to we reflect?
    • Journaling
  • How to we reflect?
    • Journaling
    • Visual diaries
  • How to we reflect?
    • Journaling
    • Visual diaries
    • Discussing with a partner/colleague
  • How to we reflect?
    • Journaling
    • Visual diaries
    • Discussing with a partner/colleague
    • Peer group observations
  • How to we reflect?
    • Journaling
    • Visual diaries
    • Discussing with a partner/colleague
    • Peer group observations
    • Within departments/grade groups
  • How to we reflect?
    • Journaling
    • Visual diaries
    • Discussing with a partner/colleague
    • Peer group observations
    • Within departments/grade groups
    • Portfolios
  • How to we reflect?
    • Journaling
    • Visual diaries
    • Discussing with a partner/colleague
    • Peer group observations
    • Within departments/grade groups
    • Portfolios
    • While reading professional material
  • How to we reflect?
    • Journaling
    • Visual diaries
    • Discussing with a partner/colleague
    • Peer group observations
    • Within departments/grade groups
    • Portfolios
    • While reading professional material
    • When exercising
  • How to we reflect?
    • Journaling
    • Visual diaries
    • Discussing with a partner/colleague
    • Peer group observations
    • Within departments/grade groups
    • Portfolios
    • While reading professional material
    • When exercising
    • While in the car/shower/in bed…
  • Why reflect?
  • Why reflect?
    • Education is about learning – not only student learning, but also staff learning.
  • Why reflect?
    • Education is about learning – not only student learning, but also staff learning.
    • Learning is a function of reflection.
  • Theory of Action for Reflective Practice Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators , 2 nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
  • Theory of Action for Reflective Practice Pause Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators , 2 nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
  • Theory of Action for Reflective Practice Pause Openness Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators , 2 nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
  • Theory of Action for Reflective Practice Pause Openness Inquiry Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators , 2 nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
  • Theory of Action for Reflective Practice Pause Openness Inquiry Thinking Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators , 2 nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
  • Theory of Action for Reflective Practice Pause Openness Inquiry Thinking Learning Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators , 2 nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
  • Theory of Action for Reflective Practice Pause Openness Inquiry Thinking Learning Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators , 2 nd Edition, J. York-Barr, et. al., Corwin Press © 2006. Action
  • Theory of Action for Reflective Practice Pause Openness Inquiry Thinking Learning Enhanced Student Learning Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators , 2 nd Edition, J. York-Barr, et. al., Corwin Press © 2006. Action
  • Reflective Practice is an Active Process
    • “Rather than reflective practice being seen as impractical, passive, or irrelevant to action, it can be regarded as centrally important and relevant to the understanding of ongoing action.”
    • ~ B. Bright, 1996
  • Representing Reflections
  • Representing Reflections
    • Y-Charts
  • Representing Reflections
    • Y-Charts
    • Quadrants
  • Representing Reflections
    • Y-Charts
    • Quadrants
    • Diagrams
  • Representing Reflections
    • Y-Charts
    • Quadrants
    • Diagrams
    • Scaffolds
  • Representing Reflections
    • Y-Charts
    • Quadrants
    • Diagrams
    • Scaffolds
    • Quotes
  • Representing Reflections
    • Y-Charts
    • Quadrants
    • Diagrams
    • Scaffolds
    • Quotes
    • Photographs
  • Representing Reflections
    • Y-Charts
    • Quadrants
    • Diagrams
    • Scaffolds
    • Quotes
    • Photographs
    • Questions
  • Representing Reflections
    • Y-Charts
    • Quadrants
    • Diagrams
    • Scaffolds
    • Quotes
    • Photographs
    • Questions
    • Student/Parent comments
  • Representing Reflections
    • Y-Charts
    • Quadrants
    • Diagrams
    • Scaffolds
    • Quotes
    • Photographs
    • Questions
    • Student/Parent comments
    • Other Processes or frameworks
  • Y-Chart Reflection Looks like… Sounds like… Feels like…
  • Question
    • If you were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert?
  • Obstacles to reflective practice
    • Building Solutions Activity
      • On the A5 paper provided, write down one obstacle to making reflective practice a part of your professional growth.
      • When given the signal, pass your paper to the person on your right.
      • Read the obstacle, think of a possible solution and write it down.
      • When given the signal pass it to the person on your right.
      • Continue until you receive your original obstacle.
  • Solutions?
  • Solutions?
    • If solutions exist, why have we not implemented them?
  • Solutions?
    • If solutions exist, why have we not implemented them?
    • What can you do?
  • Solutions?
    • If solutions exist, why have we not implemented them?
    • What can you do?
    • What can your team do?
  • Solutions?
    • If solutions exist, why have we not implemented them?
    • What can you do?
    • What can your team do?
    • How can we support you?
  • When & Where do we reflect?
    • Insert reflective practices everywhere!
  • When & Where do we reflect?
    • Insert reflective practices everywhere!
      • Staff meetings
  • When & Where do we reflect?
    • Insert reflective practices everywhere!
      • Staff meetings
      • After lessons
        • With students!
  • When & Where do we reflect?
    • Insert reflective practices everywhere!
      • Staff meetings
      • After lessons
        • With students!
      • Department meetings
  • When & Where do we reflect?
    • Insert reflective practices everywhere!
      • Staff meetings
      • After lessons
        • With students!
      • Department meetings
      • Lunch
  • When & Where do we reflect?
    • Insert reflective practices everywhere!
      • Staff meetings
      • After lessons
        • With students!
      • Department meetings
      • Lunch
      • Tea break
  • When & Where do we reflect?
    • Insert reflective practices everywhere!
      • Staff meetings
      • After lessons
        • With students!
      • Department meetings
      • Lunch
      • Tea break
      • ? – what works for you?
  • Reflective Process Framework
    • What?
    • So what?
    • Now what?
  • Reflective Process Framework
    • What?
      • Descriptive, facts
      • What happened?
    • So what?
    • Now what?
  • Reflective Process Framework
    • What?
      • Descriptive, facts
      • What happened?
    • So what?
      • Interpretive, meaning of experience
      • Feelings, what was learned
      • Why is it so?
    • Now what?
  • Reflective Process Framework
    • What?
      • Descriptive, facts
      • What happened?
    • So what?
      • Interpretive, meaning of experience
      • Feelings, what was learned
      • Why is it so?
    • Now what?
      • Seeing the big picture
      • Applying the lessons learned/insights gained
      • Planning future action
  • Reflective Process Framework
    • What?
    • So what?
    • Now what?
  • Reflective Process Framework
    • What?
      • What have you done during this presentation?
    • So what?
    • Now what?
  • Reflective Process Framework
    • What?
      • What have you done during this presentation?
    • So what?
      • What have you learned about reflective practice and your feelings about it?
    • Now what?
  • Reflective Process Framework
    • What?
      • What have you done during this presentation?
    • So what?
      • What have you learned about reflective practice and your feelings about it?
    • Now what?
      • How will you make reflective practice an ongoing part of your professional development?
  • Thank you!
    • This presentation was based largely on:
    • Reflective Practice to Improve Schools: An Action Guide for Educators , 2 nd Edition. Jennifer York-Barr, William A. Sommers, Gail S. Ghere, Jo Montie. Corwin Press: California, 2006.