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Reflective teaching - nursing education.pptx

Reflective level of teaching tends to develop the classroom atmosphere which is more alive and exciting, more critical and penetrating, and more open than fresh & original thinking. The paradigm of reflective level teaching is given by Hunt. The concept of reflective practice is mainly associated with the idea of reflection (Johns, 1996); however, Watson (2002) believes reflection to be an accurate representation of the students’ practice and that gaps in knowledge and/or skill competence can be identified quickly and rectified. Origin • The concept ‘reflective thought’ was introduced by John Dewey in 1910 in his “How We Think”, a work designed for teachers. • Dewey’s most basic assumption was that learning improves to the degree that it arises out of the process of reflection. • As time went on, terminology concerning reflection proliferated, spawning a host of synonyms, such as “critical thinking”, “problem solving”, and “higher level thought”. Reflective Thought • The processes of analyzing and making judgements about what has happened. • Dewey (1933) suggests that reflective thinking is:  an active, persistent, and careful consideration of a belief or supposed form of knowledge, of the grounds that support that knowledge, and further conclusions to which that knowledge leads Reflective teaching: Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works – a process of self-observation and self-evaluation. Introduction: • Reflective teaching is a process whereby teachers reflect on their teaching practices in order to examine the overall effectiveness of their instructive approaches. • Improvement or change in teaching methods may be required, depending on the outcome of this analytical process, which is based on critical reflection. • As we all know that teaching is highly skilled and complex activity and the teacher should know how to support students in best possible way. • Reflective teaching is the process of mechanism by which teacher see themselves where they are standing and how they can improve their teaching. • This is done by collecting information from their peers, student’s feedback, results, etc. and teacher work on his skills tom improve his/her teaching. • So, Reflective teaching is a mean of professional development for the teacher which happens in class. • It is a valuable tool for self-evaluation for the professional growth. Need and Importance of Reflective Teaching • Helps learners develop higher-order thinking skills by prompting learners to: a. Relate new knowledge to prior understanding, b. Think in both abstract and conceptual terms c. Apply specific strategies in novel tasks, and d. Understand their own thinking and teaching strategies • Teacher gains information about own teaching from the colleagues or peer group. • If children are having problem after a lesson, it means they have not understood and teacher have to figure it out.

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Reflective Teaching Prepared By: Pratiksha Rai
Origin • The concept ‘reflective thought’ was introduced by John Dewey in 1910 in his “How We Think”, a work designed for teachers. • Dewey’s most basic assumption was that learning improves to the degree that it arises out of the process of reflection. • As time went on, terminology concerning reflection proliferated, spawning a host of synonyms, such as “critical thinking”, “problem solving”, and “higher level thought”.
Reflective Thought • The processes of analyzing and making judgements about what has happened. Dewey (1933) suggests that reflective thinking is: an active, persistent, and careful consideration of a belief or supposed form of knowledge, of the grounds that support that knowledge, and further conclusions to which that knowledge leads
Reflective teaching • Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works – a process of self-observation and self-evaluation. • Reflective teaching is a process whereby teachers reflect on their teaching practices in order to examine the overall effectiveness of their instructive approaches. • As we all know that teaching is highly skilled and complex activity and the teacher should know how to support students in best possible way.
Introduction • Reflective teaching is the process of mechanism by which teacher see themselves where they are standing and how they can improve their teaching. • This is done by collecting information from their peers, student’s feedback, results, etc. and teacher work on his skills tom improve his/her teaching. • So, Reflective teaching is a mean of professional development for the teacher which happens in class. • It is a valuable tool for self-evaluation for the professional growth.
Need and Importance Helps learners develop higher-order thinking skills by prompting learners to: • Relate new knowledge to prior understanding, • Think in both abstract and conceptual terms • Apply specific strategies in novel tasks, and • Understand their own thinking and teaching strategies
Need and Importance • Teacher gains information about own teaching from the colleagues or peer group. • If children are having problem after a lesson, it means they have not understood and teacher have to figure it out. • It is helpful in progressive manner of teacher. • It helps teacher to proper plan the lesson and other teaching materials and how should be taught.
Strategies • Self-analysis • Writing journals • Keeping a portfolio • Observation of student’s responses • Questions at the end of every lesson
Approaches to critical reflections It includes: • Pre-observation • Observation • Post observation • Student’s feedback • Teacher’s diary • Recording lessons
Procedure of Reflective Teaching: • Think: What and how to do • Discussion: With peers or colleagues and get them and also help them how to improve • Read: After feedback – read books, search online and read research articles to how to perform well and improve • Ask: Teacher can ask to teachers’ community about his problem and get help and improve.
Some Guide Questions for TEACHERS • Did I motivate students enough to continue on? • Are the students learning from the activity? Why? Why not? • Am I relating the lesson to their knowledge and interests? How can I do better? • How good was my classroom management skills?
Conclusion • It is not sufficient simply to have an experience in order to learn. • Without reflecting upon this experience, it may quickly be forgotten, or its learning potential lost. • It is from the reflection that generalizations or concepts can be generated. • And it is generalizations that allow new situations to be tackled effectively.
References • Basavanthapa BT. Nursing education. 2nd ed. New Delhi: Jaypee Brothers; 2009. • Singh I. Essentials of education. 9th ed. Kathmandu: Singh JB; 2011. • Neeraja KP. Textbook of nursing education. 1st ed. New Delhi: Jaypee Brothers Medical Publishers; 2007.
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