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Blogging: An adventure in professional Development


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Blogging: An adventure in professional Development

  1. 1. Why Blog? • Seven reasons why teachers should blog
  2. 2. My Journey as an avid blogger
  3. 3. Why Blog?
  4. 4. Potential opportunities afforded by academic blogging Exposure Engagement Networking (Mccrea, 2010)
  5. 5. Blogs invite networking «Sharing a responsibility of the modern educator» by Jackie Gerstein
  6. 6. Blogs allow construction of knowledge
  7. 7. Blogs can support professional identity development • Blogs making public and explicit one particular person’s values, perspectives, and thinking- online identities for the authors (de Moor &Efimova, 2004, in Luehman 2008) • Blogs developing social alliances; « key way people define themselves is through what Gee (2001) referred to as “affinity groups,” people who are bonded primarily through shared practices, goals, and endeavors- interactions that support identity development».
  8. 8. BLOGS PROVIDE OPPORTUNITIES FOR REFLECTION Image Credit: Greg Miller 21st Century Leadership
  9. 9. Reflective Practice • «a process of internal dialogue facilitated by thinking or writing and through external dialogues and reflection together with others» (Clarke 2003)
  10. 10. Reflective Writing & The 5Rs Framework for Reflection 5R Framework What is it? Critical Quesions to Ask Reporting A brief descriptive account of a situation / issue (ie.the reflective trigger) What happened, what the situation / issue involved Responding Your emotional / personal response to the situation / issue etc Your observations, feelings, questions about the situation / issue Relating Personal and/or theoretical understandings relevant to the situation / issue Making connections between the situation / issue and your experience, skills, knowledge and understanding Reasoning Your explanation of the situation / issue Explaining the situation/issue in terms of the significant factors, relevant theory and/or experience Reconstructing Drawing conclusions and developing a future action plan Your deeper level of understanding about the situation / issue that is used to reframe / reconstruct your future practice and further develop your understanding of professional practice
  11. 11. Levels of Reflection Critical reflection Dialogic reflection Descriptive reflection (Hatton & Smith, 1995)
  12. 12. Descriptive: «A Challenge to Embrace- Motivation»
  13. 13. Through descriptive reflective passages • Providing number of reasons why motivation can be a challenge • Exploring relevant literature • Listing professional & personal reasons to instigate action • Analyzing own professional practices
  14. 14. Dialogic Reflection: «Podcasts in Our Class»
  15. 15. Dialogic Reflection “We onlystudy for exams and I don’t enjoy learning English”commented one of my students today. I understand this comment and agree with it to a certain extend but on the other hand I have a weekly outline that I need to follow. I need to cover some certain objectives and materials as a teacher!! Students do not like listening to lectures and recorded listening of the course book and then having discussions about the topic they listened to all the time. At times they resist to speak in English, and shift back to Turkish. But, then… Can there be more enjoyable way(s) of catering for the needs of the students and the curriculum? • Making concious connections between peadagogical beliefs and and classroom practices
  16. 16. Critical Reflection • Constructing realities of teaching • Reconstructing understanding • Developing future action plans
  17. 17. «Reflections on Language Assessment»
  18. 18. Benefits of Reflective Practice • Recognition of teaching as an art • Challenging tradition • Fostering understaing and respect for diversity in applying theory to classroom practice • Development of a deeper understanding of one’s own teaching • Increasing effectiveness as a teacher • Validation of teacher’s ideals (Schön 1983)
  19. 19. Blogging and Reflective Practice • Promoting critical and reflective thinking on individual level • Promoting reflection at a broader group level through Online Communities of Practice «Distributed cognition is powerful in describing the ways in which teacers draw upon networks within and beyond school to collaborate and share expertise, rather than act as isolated individuals» (Putnam & Borko, 2000; Wenger 1998 in Killeavy 2010)
  20. 20. In conclusion

Editor's Notes

  • A unique network learning tool beacuse recipients instanlty explore, exchange and consider ideas for practice immediately despite being seperated by an inordinate amount of geographical distance
  • Reflective writing was considered the major form of reflective action within reflection-on-action (schon 1983), that is reflection before or after teaching. I decided to examine my blog posts to ascertain the role of written reflection in improving my knowledge & my teaching as well as providing a critical lens through which pedagogical beliefs and practices could be transformed.
  • Descriptive reflection is concerned with giving a range of reasons for action based on personal judgement.
  • It’s a reflective discourse with one self. Reflective act of exploring possible reasons and alternative solutions of an action
  • A more complex from of reflection which requires metacognitive skills and acceptance of a framework. Consequently it involves giving reasons for an action
  • Personal dialogue, group dialogue