ADDITIONAL READING.pptx
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This document discusses reflective thinking and practices for teachers. It outlines four types of thinking skills: critical thinking, creative thinking, problem solving, and memorization/recall. Critical thinking uses reflection to analyze and evaluate information. Creative thinking uses novel ideas and imagination. Problem solving finds solutions through various methods. Memorization focuses on factual recall. Reflective thinking is similar to critical thinking but makes judgments on past experiences. Reflective practices help teachers systematically revisit experiences to improve decisions. Characteristics include concern for aims/outcomes, an ongoing process, using evidence, and collaborating with colleagues. Tools for reflection include continuous professional development and action research to enhance the teaching profession.
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This document provides an overview of the module "Configuring and Accessing Internet Services" for the Web Development and Database Administration Level II program. The module is 40 hours and aims to teach students how to access the internet, perform basic web searches, and work as a team member. The document covers various topics related to internet services, including identifying information sources and content types, connecting to the internet, using web browsers, searching techniques, and downloading content. It also provides an overview of libraries and their role in collecting and providing access to information resources.
book 11.pptx
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ADDITIONAL READING.pptx
- 1. ADDITIONAL READING Teachers as Reflective Practitioners The Basics of thinking “Thinking about Thinking”
- 2. 1.2. THINKING SKILLS AND ITS LEVELS Thinking skills are broad and complex even than reasoning skills. There is thinking without reasoning There are at least four types of thinking skills. They are critical thinking, creative thinking, thinking for problem solving thinking for simple recalling/memorization/ (Fisher, 190; Bloom, 1956).
- 3. 1. CRITICAL THINKING SKILLS Based on reflective thinking focuses on interpreting, analyzing, and evaluating information, with a set of reflective attitudes, skills, and abilities to guide thoughts, beliefs and actions.
- 4. 2.CREATIVE THINKING Uses unusual ideas and innovative thoughts, puts things together in new and imaginative ways. It is like thinking outside of the box uses the idea of substituting, combining, modifying, synthesizing, eliminating and rearranging
- 5. 3. PROBLEM SOLVING Involves solving, illustrating, collecting, interpreting etc to search solutions of problems. Prefers deductive reasoning skills
- 6. 4. THINKING FOR MEMORIZATION/SIMPLE RECALLING The lowest level of thinking skills Very useful ground for the next three skills pays attention for listing, naming, recalling, etc of factual related data.
- 7. REFLECTIVE THINKING is often used synonymously to Critical thinking . But part of the critical thinking Focus on making judgments about what has happened.
- 8. REFLECTIVE THINKING, CONT’D Starts on hesitation and mental difficulty An act of searching, hunting, inquiring, to resolve the doubt
- 10. To conclude reflection in general it is: •A conscious response •It is not something to be developed but a process to be recognized. •Active and aware process that can occur anytime and anywhere.
- 11. Help us to re-capture, re-live, make sense of, think about, contextualize, and evaluate practices systematically to make decisions and choices from experiences
- 12. CHARACTERISTICS OF REFLECTIVE PRACTICES 1. Active concern with aims, consequences, means and technical efficiency. 2. Cyclical or spiraling process 3. It requires competence in methods of evidence based practices 4. Open-mindedness, responsibility and wholeheartedness 5. Practitioners judgments and research. 6. collaboration and dialogue with colleagues. 7. mediating external frameworks with your practice
- 13. N.B. reflective actions in teaching can be conceptualized as spiral in which we begin with reflection-for-action, move to reflection-in- practice and then to reflection-on-practice
- 14. Teaching is an action, interpersonal and intentional aims about students’ learning. Teaching is an action that moves students from the known to the unknown issues and vise versa just for better understanding .
- 15. The complicated nature of educational issues and the practical demands of classroom teaching ensure that teachers’ work is never finished. When performance standards, practicalities, personal ideals and wider educational concerns are some of the requirements and possible conflicts may seem to be arising.
- 16. Teaching is a very complex and demanding that requires teachers to be: managers of people, analyzers of data, and researchers of best practices and instructional methodologies and these skills are utilized each day.
- 17. TOOLS OF REFLECTION Reflection has two major tools to implement (1) CPD and (2) Action research Continuous Professional Development (CPD) It is any kinds of practices that help to improve once profession. It is different from formal training for a kind of qualification but on job training or any engagement which helps for professional dev’t
- 18. Therefore, CPD extends from simple professional friends’ discussion to lengthy training. Dimensions of CPD They are mainly classified into two (1)Individual-based CPD: is self-initiated, successful, less comprehensive, irregular, less continuous and the like
- 19. (2) Institution-based CPD: is institution (dep’t, school, education office, etc) -initiated, less-successful, comprehensive, regularly done, relatively continuous and the like