Reflective practice

5,849 views

Published on

Published in: Education, Technology
0 Comments
7 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
5,849
On SlideShare
0
From Embeds
0
Number of Embeds
17
Actions
Shares
0
Downloads
184
Comments
0
Likes
7
Embeds 0
No embeds

No notes for slide
  • OneNote reflection- Think of one problem/dielmna that you need to work on this year-
  • Reflective practice

    1. 1. Reflective Practice and Self-Assessment<br />
    2. 2. ‘The unexamined life isn’t worth living.’<br /> Socrates, 450 BC (approx.)<br />“Reflective practice is as much a state of mind as it is a set of activities”<br /> Joseph Vaughan, 1990<br />
    3. 3. SelfAssessment<br />Measure Oneself against Standards<br />Florida Teacher Matrix<br />Arozona Teacher Matric<br />Self-Ranking<br />TPACK Bubbles<br />Metacognitive Reflection<br />What ? So What? What Now?<br />
    4. 4. ReflectivePractice<br />teacher as "reflective decision makers“<br />reflection begins with the recognition of a dilemma and an affective response<br />use intrinsic motivation to analyze situations, set goals, plan and monitor actions, evaluate results, and reflect on their own professional thinking (Colton & Langer, 1993).<br />
    5. 5. John Dewey<br />We begin to reflect on a complex situation when we face that situation and ask ourselves what needs to be done. <br /> John Dewey (1933) How<br />
    6. 6. Donald Schon<br />According 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). <br />The reflective practitioner: How professionals think in action <br />
    7. 7. Mindset of Reflective Practitioner<br />Self Awareness<br />Open Mindedness<br />Change Accepting<br />Critical Observer<br />Problem Solver<br />
    8. 8. Cycle of Reflective Practice<br />
    9. 9. Theory of Action for Reflective Practice<br />Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.<br />
    10. 10. Theory of Action for Reflective Practice<br />Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.<br />Pause<br />
    11. 11. Theory of Action for Reflective Practice<br />Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.<br />Openness<br />Pause<br />
    12. 12. Theory of Action for Reflective Practice<br />Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.<br />Inquiry<br />Openness<br />Pause<br />
    13. 13. Theory of Action for Reflective Practice<br />Can Technology Make it Better?<br />Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.<br />Thinking<br />Inquiry<br />Openness<br />Pause<br />
    14. 14. Theory of Action for Reflective Practice<br />Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.<br />Thinking<br />Inquiry<br />Openness<br />Pause<br />
    15. 15. Theory of Action for Reflective Practice<br />Learning<br />Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.<br />Thinking<br />Inquiry<br />Openness<br />Pause<br />
    16. 16. Theory of Action for Reflective Practice<br />Action<br />Learning<br />Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.<br />Thinking<br />Inquiry<br />Openness<br />Pause<br />
    17. 17. Theory of Action for Reflective Practice<br />Action<br />Enhanced<br />Student Learning<br />Learning<br />Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.<br />Thinking<br />Inquiry<br />Openness<br />Pause<br />
    18. 18. KEY POINT<br />Reflective Practice centers around a problem or a dilemma.<br />
    19. 19. A Problem You See in Kid’s Skillsets<br />
    20. 20. Share a Problem You Need to Work on <br />
    21. 21. TIMER<br />
    22. 22. Potential Tools to Support<br />Ustream.tv<br />Blogs<br />Portfolios<br />Google Docs<br />Observe/Analyze<br />Abstract<br />Reconceptualization<br />Ustream.tv<br />Blogs<br />Portfolios<br />
    23. 23. Active Experimentation<br />
    24. 24. http://www.flickr.com/photos/brittanyg/1305797552/sizes/z/in/photostream/<br />
    25. 25. A New Culture of Learning: Cultivating the Imagination for a World of Constant Change<br />
    26. 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?”<br />
    27. 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.”<br />Can we create a culture of thinking? Of collaboration? Of questioning? Of contemporary learning?<br />
    28. 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. “<br />
    29. 29. Meet Rebecca<br />
    30. 30. What ‘Rebeccas’ Teach Us<br />Hanging Out <br />Messing Around<br />Geeking Out<br />Douglas Thomas, John Seely Brown<br />
    31. 31. Hanging Out<br />Relationships with Others <br />Buzz<br />Skype Chat<br />Online Games<br />Twitter/Facebook<br />Personal Agency<br />
    32. 32. Messing Around<br />What Can I Explore? <br />Who Can I Explore It With?<br />Social Agency<br />
    33. 33. Geeking Out<br />How can I utilize these tools for Deep Exploration?<br />Academic Collateral<br />
    34. 34. New Culture of Learning is based on three principles:<br />The old ways of learning are unable to keep up with our rapidly changing world. <br />New media forms are making peer-to-peer learning easier and more natural. <br />Peer-to-peer learning is amplified by emerging technologies that shape the collective nature of participation with those new media.<br />
    35. 35. MO LAW<br />
    36. 36. Not Public and Private<br />Personal<br />Collective<br />Teach Skills and Citizenship <br />
    37. 37. Collective Definition<br />We 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.<br />. <br />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.<br />
    38. 38. Authentic, Passion/Interest, Motivated Learning THE COLLECTIVEvsOur Classrooms<br />
    39. 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”<br />Seeley/Brown<br />
    40. 40. A Reflective Practice Question for 2011 <br />How can I turn my classroom into a “collective” that ensures my students get the skills to acquire learning capital?<br />
    41. 41. “No man ever steps in the same river twice, for it’s not the same river and he’s not the same man.”<br />Heraclitus<br />
    42. 42. Reflective Practice means no class will be the same!<br />

    ×