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Reflective teaching
The document discusses the importance of reflection in teaching to enhance lesson quality and empower educators. It outlines a reflective cycle and provides an action plan for teachers to identify areas for improvement, gather necessary information, and assess their progress. Practical strategies are suggested for ongoing reflection, including peer evaluations, teaching logs, and soliciting student feedback.
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Reflective teaching
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- 2. WHO ARE YOU? âAllchange begins with the notion of selfâ Today we willâŚ.. Think about what is a good lesson / teacher. Share our own thoughts about teaching. Watch videos and analyze lessons. Understand the need to âthink about our teaching and reflect.
- 3. WHO ARE YOU? âHenot busy being born is busy dyingâ More control and we become empowered. Why âthink aboutâ your lesson? Bob Dylan We gain âvoiceâ. Classrooms become more democratic We see the âideologyâ behind teaching. Teaching becomes connective. We see ourselves as âgrowingâ
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- 13. Some Questions If so âyou have already started!
- 14. Some More Questions If so,you are ready to change!
- 15. An Action Plan: 1.What areas of change have I identified? (What is the problem?) Poor pacing in my lessons Pacing KWL
- 16. An Action Plan 2.What do I need to know? (what necessary information is needed?) Follow and time the lesson plan
- 17. An Action Plan 3.How will I know I am making improvements? (What change should happen?) I will finish the lesson on time â every stage finished.
- 18. An Action Plan 4.When will I finish the process? (What is the goal?) When I consistently finish my lessons on time.
- 19. An Action Plan 5.What difference did I make? (What changed in the classroom/students?) The students got more work done and in a timely manner.
- 20. Practical âTo Dosâ Makecomments in your teaching log! Keep a teaching portfolio. Peer evaluation â get your staff onboard Get feedback from students. Record yourself! + Action Research! Social Network! + Teaching Talk! Ask yourself at the end of the day â âHow could I have done this better?
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- 23. References Kameen, Paul. EssaysTowards a Rhetoric of Pedagogy. Pittsburgh, PA: U of Pittsburgh P, 2000. Schon, Donald, The Reflective Practitioner, United States, Basic Books, 1983 Schon, Donald, Educating The Reflective Practitioner, New York, U.S.A., Jossey-Bass, 1987 Rogers, Carl. On Becoming A Person, N.Y. , N.Y, Houghton Mifflin, 1995 Taggart, Germaine, Promoting Reflective Teaching in Teachers, Thousand Oaks, CA, Corwin Press, 2005 Wright, T. (1987) Understanding Classroom Role Relationships, Roles of Teachers and Learners, Oxford, Oxford Univ. Press.
Editor's Notes
- #2Â Speech Notes - Slide 1 1. [Title] Becoming A Reflective Teacher Becoming A Reflective Teacher
- #3Â Speech Notes - Slide 2 1. [Title] WHO ARE YOU? WHO ARE YOU? 2. [Body] All change begins with the notion of self All change begins with the notion of self 3. [Text Box 5] Text Box 5 Clip Today we will.. 4. [Text Box 6] Text Box 6 Clip Think about what is a good lesson / teacher. 5. [Text Box 7] Text Box 7 Clip Share our own thoughts about teaching. 6. [Text Box 8] Text Box 8 Clip Watch videos and analyze lessons. 7. [Text Box 9] Text Box 9 Clip Understand the need to think about our teaching and reflect.
- #4Â Speech Notes - Slide 3 1. [Text Box 6] Text Box 6 Clip Why think about your lesson? 2. [Text Box 5 Par: 1] More control and we become empowered. More control and we become empowered. 3. [Text Box 16] Text Box 16 Clip We see ourselves as growing 4. [Text Box 15 Par: 1] Teaching becomes connective. Teaching becomes connective. 5. [Text Box 14] Text Box 14 Clip We see the ideology behind teaching. 6. [Text Box 13 Par: 1] Classrooms become more democratic Classrooms become more democratic 7. [Text Box 12] Text Box 12 Clip We gain voice.
- #9Â Speech Notes - Slide 5