The document discusses reflective practice in teaching, highlighting the importance of examining one's teaching methods and beliefs through self-observation and self-evaluation. It outlines three levels of reflection: reflection-in-action, reflection-on-action, and reflection-for-action, as well as strategies for collecting and analyzing information from various sources like journals, peer observation, and student feedback. Ultimately, the process is cyclical, allowing teachers to continuously improve their practices based on reflective insights.

1. Reflective Practice:
Thinking on your practices
Muhammad Yusuf

2. What do you think…
Should we teach a lesson/concept
in the same way as we have been
doing every year?
“
“

3. Why we do it what we do?
Reflective
Practice
Challenging beliefs and
assumptions
To learn from an experience
or situation

4. Reflective teaching means
looking at what we do in the
classroom, thinking about why
we do it, and thinking about if
it works.
A process of self-observation
and self-evaluation
Reflective
Practice
for
Teachers
Julie Tice

5. Why
We had the experience but missed
the meaning. T. S. Eliot
Reflection is about getting the meaning
from everyday experiences. Jonathan Gasling,
Henary Mintzberg
It helps us to have a deeper understanding
of our teaching styles, teaching beliefs and
teaching identities.

6. Reflection on teaching can be carried out
at three levels
01
02
03
Reflection-in-action
Reflection-for-action
Reflection-on-action

7. 01
Reflection-in-action
It happens within the classroom every
time a problem arises that requires
instant or on-the-spot action on the
part of the teacher.

8. 02
Reflection-on-action
It involves reflection outside of
the classroom although the
reflective analysis of
activities/events that happened
during the lesson

9. 03
Reflection-for-action
It is proactive in nature
Thinking about future actions to
enhance or improve practice.

10. The Process of Reflection
What
So What?
Now What
• What Happened?
• Description, facts
• What did the experience mean?
• Interpretation
• The feeling involved
• What was learned
• What are the next steps?
• Applying the lesson learned
• Planning future action
Gary Rolfe, 2001

11. The Reflective Practitioner
Someone
who
Takes the time to step back and
make sense of what has done and
why.
Is not afraid to challenge
assumptions – both their own and
those of others.

12. How to become a reflective Practitioner
• Set objectives
• Identify existing level of performance
• Plan how to get your objectives
• Use effective time management
• Use feedback and support from your
colleagues or a senior staff
• Monitor and review progress
• Critically reflect on own learning

13. Strategies
Collecting information
Teacher’s Journal
Peer Observation
Recording Lesson
Students’ feedback

14. Strategies
Collecting information
Teacher’s Journal
After each
lesson
Write in a note book what
happened
Describe your reaction and
feelings
Pose question about your
observation

15. Strategies
Collecting information
Peer observation
Invite a colleague to come into your class
Observation through note taking or checklist

16. Strategies
Collecting information
Recording Lesson
Video or audio recordings of lesson can provide useful
information for reflection. We do things in class we
are not aware of. There are many things happening in
the class that as a teacher we do not normally notice.

17. Strategies
Collecting information
Students feedback
• Ask students what they think about the
lesson
• Simple questionnaires or learning diaries
are useful tools
Students opinions and perceptions can give a different
and valuable perspective

18. Strategies
Analyze the information
Think
Talk
Read
Ask

19. Strategies
Analyze the information
Think
 Notice the patterns occurring
 Notice the things that you were previously
unaware of.
 Ideas for changes to implement in next lesson

20. Strategies
Analyze the information
Talk
Discuss with your senior colleague about what you
have found.
We may get some ideas to do things differently.

21. Strategies
Analyze the information
Read
Read to find out more about the identified area.
Visit webpages or a library.

22. Strategies
Analyze the information
Ask
Pose questions to forums to get ideas from other teachers.
Seek in-service training opportunities. There are
many free online short courses available

23. What are we doing?
Why are we doing it?
How effective is it?
How are the students responding?
How can we improve it?
Strategies
Conclusion
It is a cyclical process, because once we start to implement
changes, then the reflective and evaluative cycle starts again