Reflective teaching


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Reflective teaching

  1. 1. Reflective Practice<br />An introduction to Reflective Teaching<br />Prepared by Benedict Cruz & Mark John Sernicula<br />
  2. 2. What is Reflection?<br />Reflection is a METACOGNITIVE strategy that helps teachers/students think critically upon their experiences, actions and decisions.<br />
  3. 3. Why do we need to reflect?<br />Reflective practice helps teachers/students to have a deeper understanding of their own styles, beliefs and identities.<br />As you reflect, you will better understand your roles as teachers and students!<br />
  4. 4. Reflective Learning<br />Process of internally examining and exploring ideas or issues which are triggered by an experience.<br />Creates and clarifies meaning and leads o a change of perspective.<br />Central to experiential learning.<br />
  5. 5. Models of Reflection<br />Learning through reflection is more powerful if there is a structured process to guide the learners.<br />
  6. 6. Gibbs Reflective Cycle<br />
  7. 7. Recommendations<br /> Journals<br /> Self-analysis<br /> Portfolio<br /> Systematic Observations<br />
  8. 8. Reflective Practicefor Teachers<br />
  9. 9. Some technology-integrated ways for reflection<br />Self-observation<br />Teaching Journal<br />ActionResearch<br />
  10. 10. Self-observation<br />This is a technique where you observe and evaluate yourself under the guidance of an observation checklist or some questions you decide on before the observation.<br />Of course, to be able to observe yourself, first you need to videotape your lesson! <br />
  11. 11. Tips for videotaping your lesson<br />Get someone experienced with the equipment to help you.<br />Tell him/her what aspects of the lesson to focus on during the filming session.<br />If you will videotape yourself, place the video-camera so that the whole class can be viewed.<br />
  12. 12. GuideQuestions in Self-Observation<br />You want to get information about :<br />Class participation and student responses<br />Pacing of the class and amount of student engagement<br />On-task behaviour of specific students<br />Whether or not your lesson was a successful one<br />
  13. 13. Procedure for class participation<br />Record students’ verbal participation by using symbols on a seating chart to indicate who responds and how. <br />Use a symbol each time a student recite. <br />
  14. 14. Procedureforclasspacingandstudentengagementobservation<br />Record the time for each activity and any observations about student engagement for that activity.<br />
  15. 15. Procedure for on-task behavior observation<br />Write the time and the activity on the chart at the top of the form. <br />Scan the room every now and thenand record the appropriate symbol for each student on the seating chart next to the number corresponding to the activity.<br />
  16. 16. Procedure for self-evaluation<br />Rate yourself on teaching behaviors that are conducive to a successful lesson. <br />
  17. 17. Teaching Journal<br />This is a place where you write about your experiences or record some specific teaching events, and your feelings about them on a periodical basis. As you go through the reflective cycle, you can write down your experiences on your journal.<br />Still we have a technology-integrated way that can be used as a teaching journal; BLOGS!<br />
  18. 18. Action research<br /><ul><li>is a reflective process of progressive problem solving.
  19. 19. is the systematic, reflective study of a teacher's actions and the effects of these actions in a school or classroom context.
  20. 20. includes data collection and data analysis</li>