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Chris Farrell: Using Competency Frameworks to Create Reflective Questions

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Using Competency Frameworks to Create Reflective Questions

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Chris Farrell: Using Competency Frameworks to Create Reflective Questions

  1. 1. www.ces-schools.com Using Competency Frameworks to Create Reflective Questions
  2. 2. www.ces-schools.com
  3. 3. www.ces-schools.com
  4. 4. www.ces-schools.com Many approaches detach values from reflection but I believe that values should be interwoven with methods of reflection otherwise it is just following a checklist. In other words, the teacher cannot be separated from the act of teaching. Thomas Farrell 2017
  5. 5. www.ces-schools.com Focus 1. What is Reflective Enquiry and why is it important? a. Creating a reflective question b. Putting your question in context c. Using a TCF to frame a reflective question
  6. 6. www.ces-schools.com Reflection ●Reflection-on-Action: Post event ●Reflection-in-Action: While change can still be made to affect the outcome (Schon) Teacher self evaluation (Bowen and Marks, Inside Teaching, 1994) ●Role based ●Persona based
  7. 7. www.ces-schools.com Tasks ●Ghost Observation ●Audio/Video recording ●Field notes ●Mutually discussed Obs checklist ●Including the learners
  8. 8. www.ces-schools.com What are the benefits to key stakeholders? 1. Teacher 2. Students 3. institution
  9. 9. www.ces-schools.com “We are in need of inquiry into the epistemology of practice. What is the kind of knowing in which competent practitioners engage? How is professional knowing like and unlike the kinds of knowledge presented in academic textbooks, scientific papers, and learned journals? In what sense, if any, is there intellectual rigor in professional practice?” ― Donald A. Schön, The Reflective Practitioner (1983)
  10. 10. Criteria for an effective research question Is your question… 1. Useful/Usable 2. Answerable 3. Practical 4. Specific 5. Appropriate Now it’s your turn! www.ces-schools.com
  11. 11. Next steps ●Timeframe ●Data collection ●Data collation ●Data interpretation ●Sharing? Revisiting question? Reacting? www.ces-schools.com
  12. 12. www.ces-schools.com Eaquals TD Framework
  13. 13. www.ces-schools.com
  14. 14. www.ces-schools.com Where does your question fit? www.eaquals.org
  15. 15. www.ces-schools.com Starting from the TD Framework www.eaquals.org
  16. 16. www.ces-schools.com Case Study Focus: Assessment of Learning Key Area 3: Impact of Assessment on Learning
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  18. 18. www.ces-schools.com Choose Two! ●Delivering feedback to the learner and helping the learner to use this in the further planning and development of their learning ●Developing learners‘ awareness of assessment criteria with a view to engaging them in monitoring their own progress using a range of assessment mechanisms ●Applying a constructive and systematic approach to handling errors ●Providing individualised and relevant feedback to enable the learners to begin to monitor their own progress and achievement
  19. 19. Pass those Questions on! Is This Question… 1. Useful/Usable 2. Answerable 3. Practical 4. Specific 5. Appropriate www.ces-schools.com
  20. 20. www.ces-schools.com Note on expectations
  21. 21. www.ces-schools.com I also believe that uncertainty in the reflective process is OK and should be embraced rather than always trying to reach a specific solution to a perceived problem that many of the other approaches suggest. Sometimes we cannot reach a clear solution and this is OK. Thomas Farrell (2017)
  22. 22. www.ces-schools.com 1. Ask your question in your context: The process is the point 2. Evidence-led focus helps us cut out the noise 3. Reflecting, sharing, and acting helps to make TD sustainable 4. Reciprocal Vulnerability
  23. 23. www.ces-schools.com Questions? Chris Farrell cpd@ces-schools.com

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