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Reflective practice
Reflective practice
Reflective practice
Reflective practice
Reflective practice
Reflective practice
Reflective practice
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Reflective practice
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Reflective practice

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  • 1. Reflective Practice ED 110 Michelle Meyer, MA
  • 2. Ten Attributes of a Reflective Practitioner <ul><li>Reflects on and learns from experience </li></ul><ul><li>Engages in ongoing inquiry </li></ul><ul><li>Solicits feedback </li></ul><ul><li>Remains open to alternative perspectives </li></ul><ul><li>Assumes responsibility for own learning </li></ul>
  • 3. 10 Attributes of a Reflective Practitioner <ul><li>Takes action to align with new knowledge and understandings </li></ul><ul><li>Observes self in the process of thinking </li></ul><ul><li>Is committed to continuous improvement in practice </li></ul><ul><li>Strives to align behaviors with values and beliefs </li></ul><ul><li>Seeks to discover what is true </li></ul>
  • 4. Key Elements of Reflective Practice <ul><li>A deliberate pause, a purposeful slowing down, to allow for higher-level thinking processes </li></ul><ul><li>An open-minded stance, recognizing there are many ways to view a particular circumstance, situation or event </li></ul>
  • 5. Key Elements of Reflective Practice <ul><li>A receptiveness to changing viewpoint and letting go of needing to be right </li></ul><ul><li>A mindful state, being conscious of both thought and action </li></ul><ul><li>An acknowledgement that doubt, perplexity, and tentativeness are part of the process </li></ul>
  • 6. Three Essential Attitudes of Reflective Practitioners <ul><li>Open-mindedness </li></ul><ul><li>Responsibility </li></ul><ul><li>Wholeheartedness </li></ul>
  • 7. Three Essential Practices <ul><li>Solitary reflection </li></ul><ul><li>Ongoing inquiry </li></ul><ul><li>Perpetual problem-solving </li></ul>
  • 8. Moving from Surface to Self-reflection <ul><li>Surface reflection: Focuses on strategies and methods to reach predetermined goals. </li></ul><ul><ul><li>Are these good classroom rules for this group? How can I keep students on task? </li></ul></ul>
  • 9. Moving from Surface to Self-reflection <ul><li>Pedagogical reflection: Focuses on the educational goals, the theories underlying approaches and the connection between theoretical principles and practice. </li></ul><ul><ul><li>Do my classroom rules represent reasonable expectations for my students? How can I build in better accountability for cooperative learning tasks? </li></ul></ul>
  • 10. Moving from Surface to Self-reflection <ul><li>Critical reflections: Focuses on the moral and ethical implications and consequences of classroom practices on students. </li></ul><ul><ul><li>Are the consequences for rule infraction just? Do all students in my class have daily opportunities for success? </li></ul></ul>
  • 11. Moving from Surface to Self-reflection <ul><li>Self-reflection: Focuses on examining one’s own beliefs and values and how these affect assumptions teachers make and the expectations they have for students. </li></ul><ul><ul><li>Do I overreact when responding to (student)’s behavior because of my own biases? Are there things I am doing that inhibit student self-management? </li></ul></ul>

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