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.

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

9. Reflection and Reflective
Practices

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