This is a presentation on reflective – reflexive practices in teaching and learning. In this presentation the Driscoll Model is used in a primary school students to reflect on their reading performance Grade 2 learners were selected as this is the present grouping of students I teach. Padlet is the technology that will be used as an e- portfolio for reflective purposes. In using Padlet, students will upload reflections on their reading using either audio recording, written or video recording means.

1. EDLM 6200 - Reflective-
Reflexive Practices in
Technology Enabled
Environments
NATHIFA LENNON
Reflective Practices in Reading for Grade 2
Learners.

2. Overview
This is a presentation on reflective – reflexive practices in teaching
and learning. In this presentation the Driscoll Model is used in a
primary school students to reflect on their reading performance
Grade 2 learners were selected as this is the present grouping of
students I teach. Padlet is the technology that will be used as an e-
portfolio for reflective purposes. In using Padlet, students will upload
reflections on their reading using either audio recording, written or
video recording means.

3. LessonPlan
How are learning
resources
implemented?

4. Overview of Lesson
Learners
• These 12 students in a
grade 2 class. Eight
students read at their
normed grade level,
while 4 read above the
grade 2 level.
Lesson Summary
• In this lesson, students
will build on their
fluency skills in reading.
Fluency skills involves
the rate of reading,
prosody of reading as
well as the accuracy of
reading. This lesson
specifically focuses on
their ability to read
with inflection and
expressions caused by
punctuation marks in
texts.
Objectives
• Using a Level Q book,
students will be able to
read aloud with correct
expression of
punctuation marks
making less than 3
errors.
• Using a level M book,
students will be able to
read aloud with
prosody, making less
than 5 errors.

5. Technology Used in Lesson
This lesson will performed in a synchronous and asynchronous setting. The technologies used
included:

6. Students' Activities
1st – students responded to Entrance Ticket in Lumio . They responded to the question " How do we
read fluently?"
2nd – students share their thoughts on the topic of the featured reading book.
3rd - Students look at a video and a graphic organizer on fluent reading. They discussed the content of
the two resources with the teacher and classmates.
4th- Students listen to teacher's modelling of fluent reading.
5th – Students highlight punctuation marks in their reading material and then were split into groups
using Zoom Breakout to practice their fluency skills with peers. They peer assessed each other.
6th - Students read individually to the teacher and recorded their reading. Students assessed their
own reading.
7th – Students will go to Padlet to reflect on their reading performance, self and peer assessment,
teacher feedback.
8th- They are given opportunities to practice fluency on other reading materials.

7. Educator's
Role
What are the
perceived roles of an
educator to contribute
to engaging students in
reflective- reflexive
practice?

8. Educator's Role and Strategies
When? What? How?
Pre –
reflection
Create a class roomenvironmentfor reflection Discuss thebenefits of reflection to young learners
Teach students how to reflect (Shea, 2021; Aronson, 2011
as cited in Poole, 2013)
Setting realistic learning goals, giving students list of emotional
vocabulary and performing question demonstrating strategies.
Model reflective practicefor students
Includereflection in lesson plans
(Gerstein, 2020; Pooleet al , 2013; Aronson, 2011 as
cited in Poole, 2013)
Build lessons with components that supports inquiry, curiosity
and reflective thinking.
Create objectives that links reflection in learning, appropriate
time for reflection
Be an effectivefacilitator (Reed & Kolida, 1995) Havean open minded attitude, effectively communicate,
manage class dynamics.
Chooseappropriatemethods and resources ( Reed &
Kolida, 1995)
Choosereflective methods that can be adopted by students
and resources thatare readily available.
Providea variety of experiences (Snider & Hirschy, 2009) Give students many differentways to solveproblems and to
reflect in differentmeans.
Parentalsupport(Snider & Hirschy, 2009) Get parentalsupportfor reflective writing. Discuss its
significance in positive lifelong learning and student
performance.
Supporting parents and students Providetutorials and explanation on how to use the
technology and reflective methods.

9. Educator's Role and Strategies
When? What? How?
During
reflection
Maintain afacilitatorrole (Rogers, 2001 as
cited in Poole et al, 2013; )
Give studentsautonomy, motivatestudents,
provide remindersto foster effective reflection
and maintaina supportive environment
After
reflection
Maintain afacilitatorrole (Rogers, 2001
as cited in Poole et al, 2013; )
Provide feedback on reflection so that students
can find ways to improve.
Assist studentsin setting new goals and
expectations.
Give guidance on following reflective method.

10. Reflective
Model
What was the chosen
reflective- reflexive
model?

11. What is reflection?
❖Reflection is a persistent, active and precise consideration of your beliefs and the
underpinnings of these beliefs (Dewey, 1910 as cited in Benade,2015).
❖Taggart (2005), solidifies that reflection occurs in modes that are technical ( reflecting on
achieving content, objectives and learning), contextual (focuses on reflecting on underlying
assumptions that affect behavior) and dialectical (looking into moral and ethical concepts that
affect teaching practice
❖ Reflection as cognitive process that brings about awareness of feelings and thoughts,
promoted critical analysis of these feelings and encourages a generation new perspective (Aktins
& Murphy, 1993 as cited in Poole et al, 2013)

12. Reflective- Reflexive Method
Model: Borton(1970)adapted by Driscoll
(2007)
Three simple questions about:
❖ the experience
❖ how one feels about the experience
❖ what is the course of action to create a
different outcome in the future
What
happened?
So what?
Now what?
Cite: Essay Writing Service (n.d)

13. Now What?
What can I do to improve these mistakes to read better next time?
So What?
So, what does that mean about what I
understand?
So, why did I make those reading
mistakes?
So what are my feelings about class?
What happened?
What was my reading goal?
What happened in class
today with my reading?
What grade did I get in the
different assessments?
What did I learn in reading
today?

14. Reflective
Technology
What technology can
support this reflective
– reflexive practice in
technology – enabled
environments?

15. What is an e- portfolio?
An e portfolio is a digital collection of work created by a student. It can contain videos, audio
recordings, pictures, essays etc.
E – portfolios are used to facilitate, document and archive student work. It can also be used to
have students reflection on what they learnt, how they learnt it and create opportunities to
improve learning (Berkeley Centre of Teaching and Learning, n.d)
E – portfolios assistin (Basken, 2008):
Constructing knowledge
Makes learning visible
Fosters student agency

16. Why use Padlet for reflective purposes?
❖ Padlet is an e- portfolio. It is used to post content that can be accessed on multiple
devices, Meletiadou (2021)
❖Meletiadou (2021)postulates that Padlet enhances autonomous learning in learners once
they are carefully scaffolded and supported.
❖E-portfolios help learners develop learning strategies in self - management(Cabau,2017 cited
in Meletiadou, 2021)
❖Padlet allows students to easily post content and also collaborate with other students post.

17. Possible alternatives
Pros: Accessible by parents,
students and teachers. Many
toolsto use.
Cons: Manualentry of different
aspects in the platform
Pros: Customizationof
assignments and the abilityto
share progress with students.
Cons: Does not includesome
creativity tools.
Pros: Allowscollaborationand
design of attractive websites.
Cons: Student has to be
knowledgeableabout web design
Rogowski (2020)
Rogowski (2021) Bristol (2019)

18. Strengths/
Weaknesses
What are the benefits,
drawbacks and
challenges to using
these learning
resources?

19. Strengths and Weakness: Reflective Model
STRENGTHS
- it is straight forward, three easy steps to
remember
- students are already familiar with answering
these questions
WEAKNESSES
- too simple, terms may be too ambiguous
- may not be adaptable to all real world
experiences. Cannot account for every
situation
- it is a continual process. Single use has
minimal benefits
Driscoll, J. (2007) as cited in Essay Writing Service (n.d)

20. Strengths and Weakness: Technology

21. Limitations of Research
❖ There is limited research on the use of Padlet as an E – Portfolio. There is also limited research
on teaching elementary students reflective practice and any prescribed reflective model that
should be used. Additionally, much of the limited research in using Padlet as an E – Portfolio is
done on university age students.

22. Conclusion
Reflection is a component of education that fosters lifelong learning, self-monitoring and self-
regulation skills in students. Its benefits can improve the performance of students. Steps mustbe
taken to first teach students the steps in reflection. Preferably, a simple reflection method should
be used (Driscoll's Model). A teacher has to prepare the students to engage in reflective thinking
before giving reflective tasks. Once this is accomplished, mastery of skills can occur as students
use the method over time. The teacher mustalso select appropriate technology that can
facilitate this reflective process. Padlet is an effective e – portfolio tool, similarly to the reflective
model, it is simple, straightforward to use for young learners.

23. References
Basken, P. (2008, April). Electronic portfolios may answer calls for moreaccountability. The Chronicle of Higher Education.
Berkeley Centre of Teaching and Learning. (n.d.). e-Portfolio | Center for Teaching & Learning.
https://teaching.berkeley.edu/resources/assessment-and-evaluation/design-assessment/e-portfolio
Bristol, J. (2021, January 8). GoogleSites Review for Teachers. Common Sense Education.
https://www.commonsense.org/education/website/google-sites
Essay Writing ServiceUK. (n.d.). DriscollModelof Reflection. https://essaywritingserviceuk.co.uk/advice-and-guidance/driscoll-model-of-
reflection
Gerstein, J. (2020, December 7). Helping Your Students Learn To Reflect On Their Learning. TeachThought.
https://www.teachthought.com/learning/helping-students-learn-reflect-learning/

24. References
Leon, B. (2015) Teachers’ CriticalReflective Practicein the Context of Twenty-firstCentury Learning, Open Review of Educational Research,
2:1, 42-54, DOI: 10.1080/23265507.2014.998159
Meletiadou, E.(2021) Using Padlets as E- Portfolios to Enhance UndergraduateStudents’ Writing Skills and Motivation. International
Academic Forum Journalof Education: UndergraduateEducation.9(5). https://doi.org/10.22492/ije.9.5.04
Poole, G., Jones, L.., & Whitfield, M., (2013) Helping students reflect: Lesson fromcognitivepsychology. Advancesin health sciences
education : theory and practice, 18(4), 817–824. https://doi.org/10.1007/s10459-012-9373-0
Reed, K. & Koliba, C. ( n.d.) Facilitating Reflection: A Manual for Leaders and Educatorshttps://www.uvm.edu/~dewey/reflection_manual/

25. References
Rogowski, M. (2020, November 5). FreshGrade Classic Review for Teachers. Common SenseEducation.
https://www.commonsense.org/education/website/freshgrade-classic
Rogowski, M. (2020, November 5). FreshGrade Classic Review for Teachers. Common SenseEducation.
https://www.commonsense.org/education/website/freshgrade-classic
Shea, A. A. (2021) Teaching Young Students How to Reflect on Their Learning.Edutopia.Retrieved (March 14, 2022)
https://www.edutopia.org/article/teaching-young-students-how-reflect-their-learning
Snider, S. & Hirschy, S. (2009). A self-reflection frameworkfor technology useby classroomteachers of young learners. He Kupu. 2
Taggart, G. L., (2005)TheReflectiveTeacher. Promoting reflective thinking in teachers, 50, 1-10.