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Models of supervision reflection

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  • 1. MODELS OF SUPERVISION/REFLECTION Dr. Stephen Harvey – West Virginia University, USA PET 485 Supervision in Physical Education
  • 2. Today’s aim • Know, understand and be able to evaluate various models of supervision and reflective practice and apply these in the evaluation of their teaching effectiveness and challenge assumptions and beliefs about learning (PET 485) • WVU TES REPORT; • SUPERVISION PRESENTATION
  • 3. Last week • Established existence of a subjective warrant • Affects beliefs and assumptions about learning and/or how you ‘view the world’ • Acts as a ‘filter’ to ‘new’ ideas
  • 4. Effect of beliefs
  • 5. Challenges • The aim of professional socialization is to challenge these warrants • Some research suggests this is very difficult as beliefs are so ingrained
  • 6. What can we do? • Use tools to stimulate reflection-in and reflection-on-action
  • 7. Teacher development • Inquiry-orientated programs which seek to challenge orientations by generating ‘NEW’ knowledge by teaching, field experiences and/or through reflection, discussion and dialogue
  • 8. The Student Teaching Triad
  • 9. Traditional models of supervision • Formal • Retention of (new) knowledge • Teacher-centered • Learning in individual mind • Deliberate • Content-driven • Acquiring info in discrete packages
  • 10. Situated learning model of supervision
  • 11. Situated learning model of supervision
  • 12. Situated learning model of supervision – Unique factors • Learning is becoming • People learn content through activities rather than acquiring information as organized by instructors • Content is inherent in ‘doing’ the task • Learning is dilemma-driven • Subject matter emerges from cues in the environment and from dialogue in and among the community (i.e. normative rules, behaviors, practices)
  • 13. Situated learning model of supervision • Content is embedded in: – Context – Community of Practice (CoP) – Participation • Learning is: – Social (connected) – Active – Authentic (situation/context specific) – Student takes responsibility / is empowered to reformulate identity / change perspective
  • 14. Situated learning model of supervision • Informal • Application of new knowledge • Participatory / community • Participative / cooperative • Authentic situations • Unintentional / incidental • Learning content through activity • Structure of learning implicit in experience
  • 15. Questions?
  • 16. TASK • In pairs from last weeks teaching episode • One of you take the role of the teacher • One of you take the role of the cooperating teacher / university supervisor • Cooperating teachers role if to assist teacher in reflecting on the lesson • Cooperating teacher can ONLY ask questions avoiding closed questions (i.e. do you think?) and using open ones (i.e. can you explain to me…what did you think of…were there other ways to…)
  • 17. Reflection • What did you think of the task? • What did the task force the student teacher to do? • Based on the model we have discussed earlier, how might this be useful? • When should this be done after a lesson? (i.e. right after, a while after, a week after?)
  • 18. Implications for Student Teaching Placement
  • 19. TASK • Based on what we have discussed, please come up with a list of roles that you perceive the following actors to have on your student teaching placement: 1. Yourself 2. University supervisor 3. Cooperating teacher 4. Student teaching coordinator
  • 20. Did you have similar roles?
  • 21. Models of reflection
  • 22. Chelladuri’s model
  • 23. Cyclical Models (i.e. Rolfe, 2001)
  • 24. Cyclical Models (i.e. Gibbs, 1988)
  • 25. Donald Schön (1993)
  • 26. Donald Schön (1993)
  • 27. Donald Schön (1993)
  • 28. Reflective tools • Post-Teaching Reflective Analysis • Video-taping – Using data – Critical incident analysis • Reflective writing • Journal writing • Action Research • Professional portfolio
  • 29. Reflective tools • Post-Teaching Reflective Analysis • Video-taping – Using data – Critical incident analysis • Reflective writing • Journal writing • Action Research • Professional portfolio
  • 30. Reflective tools • Post-Teaching Reflective Analysis • Video-taping – Using data – Critical incident analysis • Reflective writing • Journal writing • Action Research • Professional portfolio
  • 31. WVU TES Lab
  • 32. Reflective tools • Post-Teaching Reflective Analysis • Video-taping – Using data – Critical incident analysis • Reflective writing • Journal writing • Action Research • Professional portfolio
  • 33. Reflective Writing Task
  • 34. Today’s aim • Know, understand and be able to evaluate various models of supervision and reflective practice and apply these in the evaluation of their teaching effectiveness and challenge assumptions and beliefs about learning (PET 485) • WVU TES REPORT; • SUPERVISION PRESENTATION
  • 35. Reflective tools • Post-Teaching Reflective Analysis • Video-taping – Using data – Critical incident analysis • Reflective writing • Journal writing • Action Research – PET 489 • Professional portfolio
  • 36. Teacher development • Field experiences – Early and well planned • Reflection – Inquiry-orientated – little knowledge = retreat to authoritarian and custodial orientation – Action Research – systematically reflecting on practice
  • 37. Questions?