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Why Blog?
• Seven reasons why teachers should blog
My Journey as an avid blogger
Why Blog?
Potential opportunities afforded by academic blogging
Exposure
Engagement
Networking
(Mccrea, 2010)
Blogs invite networking
«Sharing a responsibility of
the modern educator» by
Jackie Gerstein
Blogs allow construction of knowledge
Blogs can support professional identity
development
• Blogs making public and explicit one particular
person’s values, per...
BLOGS PROVIDE OPPORTUNITIES
FOR REFLECTION
Image Credit: Greg Miller 21st Century
Leadership
Reflective Practice
• «a process of internal dialogue
facilitated by thinking or writing
and through external dialogues
an...
Reflective Writing & The 5Rs Framework for Reflection
5R Framework What is it? Critical Quesions to Ask
Reporting A brief ...
Levels of Reflection
Critical reflection
Dialogic
reflection
Descriptive
reflection
(Hatton & Smith, 1995)
Descriptive: «A Challenge to Embrace- Motivation»
Through descriptive reflective passages
• Providing number of reasons why motivation
can be a challenge
• Exploring releva...
Dialogic Reflection: «Podcasts in Our Class»
Dialogic Reflection
“We onlystudy for exams and I don’t enjoy
learning English”commented one of my
students today. I under...
Critical Reflection
• Constructing realities of teaching
• Reconstructing understanding
• Developing future action plans
«Reflections on Language Assessment»
Benefits of Reflective Practice
• Recognition of teaching as an art
• Challenging tradition
• Fostering understaing and re...
Blogging and Reflective Practice
• Promoting critical and reflective thinking on
individual level
• Promoting reflection a...
In conclusion
Blogging: An adventure in professional Development
Blogging: An adventure in professional Development
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Blogging: An adventure in professional Development

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Presentation given at IATEFL 2015 Manchester

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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; «...one 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

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