This document discusses reflective practice and self-assessment in education. It provides definitions and perspectives on reflective practice from thinkers like Socrates, Joseph Vaughan, John Dewey, and Donald Schon. The document outlines the mindset of a reflective practitioner and presents the reflective practice cycle. It also shares York-Barr's theory of action for reflective practice, which involves pausing, openness, inquiry, thinking, learning, and action to enhance student learning. Key points are that reflective practice centers around a problem or dilemma and that reflective practice means no class will be the same.

1. Reflective Practice and Self-Assessment

2. ‘The unexamined life isn’t worth living.’ Socrates, 450 BC (approx.)“Reflective practice is as much a state of mind as it is a set of activities” Joseph Vaughan, 1990

3. SelfAssessmentMeasure Oneself against StandardsFlorida Teacher MatrixArozona Teacher MatricSelf-RankingTPACK BubblesMetacognitive ReflectionWhat ? So What? What Now?

4. ReflectivePracticeteacher as "reflective decision makers“reflection begins with the recognition of a dilemma and an affective responseuse intrinsic motivation to analyze situations, set goals, plan and monitor actions, evaluate results, and reflect on their own professional thinking (Colton & Langer, 1993).

5. John DeweyWe begin to reflect on a complex situation when we face that situation and ask ourselves what needs to be done. John Dewey (1933) How

6. Donald SchonAccording to Schon (1983), reflection-in-action is a rigorous professional process involving acknowledgement of and reflection on uncertainty and complexity in one’s practice leading to ‘a legitimate form of professional knowing’ (p.69). The reflective practitioner: How professionals think in action

7. Mindset of Reflective PractitionerSelf AwarenessOpen MindednessChange AcceptingCritical ObserverProblem Solver

8. Cycle of Reflective Practice

9. Theory of Action for Reflective PracticeDiagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.

10. Theory of Action for Reflective PracticeDiagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.Pause

11. Theory of Action for Reflective PracticeDiagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.OpennessPause

12. Theory of Action for Reflective PracticeDiagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.InquiryOpennessPause

13. Theory of Action for Reflective PracticeCan Technology Make it Better?Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.ThinkingInquiryOpennessPause

14. Theory of Action for Reflective PracticeDiagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.ThinkingInquiryOpennessPause

15. Theory of Action for Reflective PracticeLearningDiagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.ThinkingInquiryOpennessPause

16. Theory of Action for Reflective PracticeActionLearningDiagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.ThinkingInquiryOpennessPause

17. Theory of Action for Reflective PracticeActionEnhancedStudent LearningLearningDiagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.ThinkingInquiryOpennessPause

18. KEY POINTReflective Practice centers around a problem or a dilemma.

19. A Problem You See in Kid’s Skillsets

20. Share a Problem You Need to Work on

21. TIMER

22. Potential Tools to SupportUstream.tvBlogsPortfoliosGoogle DocsObserve/AnalyzeAbstractReconceptualizationUstream.tvBlogsPortfolios

23. Active Experimentation

24. http://www.flickr.com/photos/brittanyg/1305797552/sizes/z/in/photostream/

25. A New Culture of Learning: Cultivating the Imagination for a World of Constant Change

26. “What happens to learning when we move from the stable infrastructure of the twentieth century to the fluid infrastructure of the twenty-first century, where technology is constantly creating and responding to change?”

27. “therefore, the primary difference between the teaching-based approach to education and the learning–based approach is that in the first case the culture is the environment, while in the second case, the culture emerges from the environment—and grows along with it.”Can we create a culture of thinking? Of collaboration? Of questioning? Of contemporary learning?

28. “A second difference is that the teaching-based approach focuses on teaching us about the world, while the new culture of learning focuses on learning through engagement within the world. “

29. Meet Rebecca

30. What ‘Rebeccas’ Teach UsHanging Out Messing AroundGeeking OutDouglas Thomas, John Seely Brown

31. Hanging OutRelationships with Others BuzzSkype ChatOnline GamesTwitter/FacebookPersonal Agency

32. Messing AroundWhat Can I Explore? Who Can I Explore It With?Social Agency

33. Geeking OutHow can I utilize these tools for Deep Exploration?Academic Collateral

34. New Culture of Learning is based on three principles:The old ways of learning are unable to keep up with our rapidly changing world. New media forms are making peer-to-peer learning easier and more natural. Peer-to-peer learning is amplified by emerging technologies that shape the collective nature of participation with those new media.

35. MO LAW

36. Not Public and PrivatePersonalCollectiveTeach Skills and Citizenship

37. Collective DefinitionWe call this environment a collective. As the name implies, it is a collection of people, skills, and talent that produces a result greater than the sum of its parts. For our purposes, are not solely defined by shared intention, action, or purpose (though those elements may exist and often do). Rather, they are defined by an active engagement with the process of learning.. In communities, people learn in order to belong. In a collective, people belong in order to learn. Communities derive their strength from creating a sense of belonging, while collectives derive theirs from participation.

38. Authentic, Passion/Interest, Motivated Learning THE COLLECTIVEvsOur Classrooms

39. “wisdom holds that different people learn in different ways. Something is missing from that idea, however, so we offer a corollary: Different people, when presented with exactly the same information in exactly the same way, will learn different things. Most models of education and learning have almost no tolerance for this kind of thing. As a result, teaching tends to focus on eliminating the source of the problem: the student’s imagination. Imagine a situation”Seeley/Brown

40. A Reflective Practice Question for 2011 How can I turn my classroom into a “collective” that ensures my students get the skills to acquire learning capital?

41. “No man ever steps in the same river twice, for it’s not the same river and he’s not the same man.”Heraclitus

42. Reflective Practice means no class will be the same!