In this session, I introduce findings from a recent study (in press) and the holistic approach to reflective practice which formed the framework of the study. This framework, (Farrell, 2015) offers teachers of adult beginner refugee-background students a helpful approach to ongoing professional learning. It acknowledges the "complex, challenging but ultimately rewarding field" (Ollerhead, 2012, p. 80) of beginner adult EAL education, and the place of reflective practice and teacher learning in this field.
This slide set provides an overview of reflective practice, geared towards teachers. It describes what it is, how to undertake it, and how it supports teachers' professional development.
Reflective thinking/teaching
An approach that a teacher can employ towards his/her lessons. This approach is not multi-disciplinary thus it is to be carefully analyzed prior to employing this approach in any activity.
This slide set provides an overview of reflective practice, geared towards teachers. It describes what it is, how to undertake it, and how it supports teachers' professional development.
Reflective thinking/teaching
An approach that a teacher can employ towards his/her lessons. This approach is not multi-disciplinary thus it is to be carefully analyzed prior to employing this approach in any activity.
Reflective teaching- its definition, the questions that should be there in the mind of a reflective practioner , the materials that can be used for the success of this practice
This describes about the reflective thinking and the action research, teachers reflection, skill and knowledge,reflective thinking, benefits and limitation of reflective thinking, reflection practices and forms, Integrated action research.
Curriculum Development
- Purita P. Bilbao, Ed.D.
- Paz I. Lucido, Ph.D.
- Tomasa C. Iringan, Ph.D.
- Rodrigo B. Javier, Ph.D.
Module I Lesson 3
Nature, Concepts and Purposes of Curriculum
Development circle professional teaching in higher ed session 4Julia Morinaj
Teaching students is part of academic life. Whether it’s a workshop or a seminar, quality teaching is what matters most in students’ experiences and outcomes. Improve your (online) teaching with just a few tips and tricks. Profit from the opportunity to set and achieve your teaching goal, present your work, and get personal feedback. In this development circle, you will also learn about the principles of efficient and effective communication with students, essential traits of great teachers, resilience and well-being in the workplace, evidence-based teaching practices that work, and a fundamental basis of effective online pedagogy. You can apply the inputs in your own course, developing course content at your own pace. Even if you have a rich teaching experience, you can use this time to reflect on your teaching with close and careful attention and embrace feedback as a learning opportunity (pipes still can become clogged over time and need to be cleaned!). Each of the twelve sessions outlined below will include instructor inputs, reflection on the individual weekly goal, creating and sharing the goal for the next week, and getting feedback from the instructor and other participants of the circle. Participants may volunteer to provide more detailed information about a current challenge; the others contribute their ideas towards a solution. By making contributions that might be helpful to other people (e.g., sharing your work and experiences, offering your attention or feedback), you are making a positive difference and strengthening the meaning of a relationship. With time your contributions build trust and cultivate a greater sense of competence and connection with other people, increasing the chances for information exchange and collaboration. You become more effective at work and feel in control too, because you have access to more people, knowledge, and opportunities. Positive relationships—more opportunities. The Development Circle Workbook will walk you through what to do each week. You will meet your peer support group for 1 hour per week for 12 weeks. The course aims to provide you with the tools to improve your teaching skills as well as offer you the opportunity to develop a meaningful network.
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
Reflective teaching- its definition, the questions that should be there in the mind of a reflective practioner , the materials that can be used for the success of this practice
This describes about the reflective thinking and the action research, teachers reflection, skill and knowledge,reflective thinking, benefits and limitation of reflective thinking, reflection practices and forms, Integrated action research.
Curriculum Development
- Purita P. Bilbao, Ed.D.
- Paz I. Lucido, Ph.D.
- Tomasa C. Iringan, Ph.D.
- Rodrigo B. Javier, Ph.D.
Module I Lesson 3
Nature, Concepts and Purposes of Curriculum
Development circle professional teaching in higher ed session 4Julia Morinaj
Teaching students is part of academic life. Whether it’s a workshop or a seminar, quality teaching is what matters most in students’ experiences and outcomes. Improve your (online) teaching with just a few tips and tricks. Profit from the opportunity to set and achieve your teaching goal, present your work, and get personal feedback. In this development circle, you will also learn about the principles of efficient and effective communication with students, essential traits of great teachers, resilience and well-being in the workplace, evidence-based teaching practices that work, and a fundamental basis of effective online pedagogy. You can apply the inputs in your own course, developing course content at your own pace. Even if you have a rich teaching experience, you can use this time to reflect on your teaching with close and careful attention and embrace feedback as a learning opportunity (pipes still can become clogged over time and need to be cleaned!). Each of the twelve sessions outlined below will include instructor inputs, reflection on the individual weekly goal, creating and sharing the goal for the next week, and getting feedback from the instructor and other participants of the circle. Participants may volunteer to provide more detailed information about a current challenge; the others contribute their ideas towards a solution. By making contributions that might be helpful to other people (e.g., sharing your work and experiences, offering your attention or feedback), you are making a positive difference and strengthening the meaning of a relationship. With time your contributions build trust and cultivate a greater sense of competence and connection with other people, increasing the chances for information exchange and collaboration. You become more effective at work and feel in control too, because you have access to more people, knowledge, and opportunities. Positive relationships—more opportunities. The Development Circle Workbook will walk you through what to do each week. You will meet your peer support group for 1 hour per week for 12 weeks. The course aims to provide you with the tools to improve your teaching skills as well as offer you the opportunity to develop a meaningful network.
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
Reflective teaching is a relatively important issue in the field of teachers’ continue professional development. In this study, the author reviewed previous studies that investigated reflective teaching had positive influence for teachers’ progress in the long run. There were 13 different experiments analyzed in this article. Through a series analysis, five positive impact factors of reflective teaching were extracted: (a) Reflective teaching is correlated with the coefficient of the teacher’s CPD, (b) Teachers using reflective teaching will enhance teaching energy and confidence, (c) Teaching journal writing causes positive effects on the promotion of teaching quality, responsibility and consciousness, (d) Positive reflection attitude, academic qualifications and the overseas study experience promote the efficiency of teacher’s CPD, and (e) Based on group reflective discussions, teachers have more enthusiasm to share their thinking and get some new and creative teaching methods. Whereas, this study also showed that lack of theoretical knowledge restricts the teacher’s autonomous reflection ability. In addition, the researcher pointed three implications are used for teaching in class. Firstly, the reflective consciousness should be cultivated. Secondly, teachers need to focus on the combination of reflection theory and teaching practice. Thirdly, school and society should supply training activities and relax the environment for English teachers to enhance the quality of their reflection.
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Skye Playsted TAFE Qld PD Reflective Practice in beginner adult ESOL
1. Reflective practice to guide
teacher learning
Skye Playsted, M Ed TESOL
TAFE Qld & USQ
Skye.playsted@icloud.com
@skyeplaysted
2. Agenda
§ Reflective practice in TESOL: Theoretical
background
§ A framework for reflecting on practice (Farrell, 2015)
§ Reflecting on TESOL & adult beginner EAL
education (Playsted, 2019, in press)
§ Teacher learning
§ Applying it “in the wild” (Mann & Walsh, 2017, p. 100)
§ Where to from here?
2
3. Really? A whole session on
reflective practice?
§ “Experience…is not what happens to you, it is what you
do with what happens to you” (Dewey as cited in Farrell, 2018, p. 35)
§ "Not...restricted to pre- or in-service teacher education
programmes…goal for teachers and teacher educators is
to integrate and embed reflection in their daily
professional lives" (Mann & Walsh, 2017, p. 100).
§ More than “look[ing] at or for ‘best practices’” (Farrell & Bennis,
2013, p. 175).
§ Not just about “improving the effectiveness of…delivery”
(Richards, 2008, p. 164)
§ More than a "management tool – used to measure
and check teachers' performance" (Mann & Walsh, 2013, p. 292)
3
4. Theory informs our practice (1)
§ John Dewey: how we think
§ some confusion or doubt prompts us to seek
answers (everyone thought the world was flat
before Colombus questioned that and
explored it)
§ open-mindedness, wholeheartedness and
responsibility
§ Reflective thinking
§ Learn from experiences
§ Learn by doing
4
5. Theory informs our practice (2)
§ Donald Schön: solving a problem
§ technical rationality vs. reflection-in-action
§ problem solving
§ experimenting
§ Tom Farrell: a holistic approach to teacher reflection –
thinking + solving problems, but in the context of our own
beliefs about teaching/social justice/ethics/philosophies
§ teachers and students are people first
§ "teachers are whole persons and...teaching is multi-
dimensional and as such includes the moral, ethical
and spiritual aspects of what we do" (Farrell, 2018, p. 7)
5
6. Farrell’s Framework for Reflecting on
Practice (2015)
§ The iceberg: "Teachers’ behaviors are...powerfully
shaped by a complex range of unseen influences” (Borg, 2019,
p. 2).
§ Philosophy: whole person, interaction of personal &
professional identity
§ Principles: underlying assumptions, values, beliefs
about learning and teaching English
§ Theory: what guides the planning we engage in and
(official and unofficial theories)
§ Practice: visible aspects of our work, “actual teaching”
(p. 77)
§ Beyond Practice: moral, social and political issues that
impact our teaching practice
6
7. § Cyclical
§ Combinations
§ Begin reflection at any stage
§ Reflection in action: while you’re teaching
§ Reflection on action: after a lesson
§ Reflection for action: before a lesson
§ "Critical incidents” (Farrell, 2015, p. 116)
Framework for Reflecting on
Practice (2015, p. 23)
Philosophy
Principles
TheoryPractice
Beyond
Practice
7
8. Context: Our students
§ Trauma is an ongoing reality for our students
§ Students with limited or interrupted formal
education (DeCapua & Marshall)
§ Age and literacy (L1 or English) can vary greatly
(Bigelow & Vinogradov)
§ L1/2/3/4… backgrounds can be homogenous or vary
greatly (DeCapua)
§ Expectations of a classroom environment can vary
greatly (Newton, DeCapua)
§ Aspirations for future can vary greatly
8
9. Don’t teachers do the teaching
& students do the learning?
§ Kurdish dancing and learning English
§ Time “on the job” (Gatbonton, 2008, p. 178) does not
necessarily translate into increased teaching
expertise
§ Understanding our own “processes of cognitive
change” (Borg, 2009, p. 168) = teacher learning
§ Teacher education equips us initially, teacher
learning is ongoing
9
10. § Reflective writing, PD, blogs,
online reflection, ‘snapshot’
recordings (Mann & Walsh)
§ Reflecting on ‘critical incidents’
(Farrell)
§ Critical reflection (Brookfield)
§ “If it’s difficult for me to show up at
an adult nonswimming class, what
must it be like for a nonreader to
show up at an adult literacy class?
What an act of courage that is!”
(Brookfield, 2017, p. 164)
Reflection “in the wild”
(Mann & Walsh, 2017, p. 100)
§ Teacher reflection
groups, lesson
study, observations
§ Discussion, oral
journaling, dialogic
reflection (Mann & Walsh)
§ Practitioner
research e.g., action
research (Mann & Walsh,
Wallace, Burns)
§ Narrative study
(Barkhuizen)
10
12. § Brookfield, S. D. (2017). Becoming a critically
reflective teacher. San Francisco,CA: Jossey-
Bass.
§ Farrell, T. S. C. (2015). Promoting teacher
reflection in second language education: A
framework for TESOL professionals. New York, NY:
Routledge.
Some light reading
12
13. References
Barkhuizen, G., & Wette, R. (2008). Narrative frames for investigating the experiences of language teachers. System, 36, 372-
387.
Bigelow, M., & Vinogradov, P. (2011). Teaching adult second language learners who are emergent readers. Annual Review of
Applied Linguistics, 31, 120-136.
Brookfield, S. D. (2017). Becoming a critically reflective teacher. San Francisco,CA: Jossey-Bass.
Borg, S. (2009). Language teacher cognition. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher
education (pp. 163-171). New York, NY: Cambridge University Press.
Burns, A. (2009). Doing action research in English language teaching: A guide for practitioners. New York, NY: Routledge.
DeCapua, A., & Marshall, H. W. (2015). Reframing the conversation about students with limited or interrupted formal
education: From achievement gap to cultural dissonance. NASSP Bulletin, 99(4), 356-370.
Dewey, J. (1933). How we think. Madison, WI: University of Wisconsin Press.
Farrell, T. S. C., & Bennis, K. (2013). Reflecting on ESL teacher beliefs and classroom practices: A case study. RELC Journal,
44(2), 163-176. doi: 10.1177/0033688213488463
Farrell, T. S. C. (2014). Reflective practice in ESL teacher development groups: From practices to
principles. Basingstoke, UK: Palgrave Macmillan.
Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals.
New York, NY: Routledge.
Farrell, T. S. C. (2018) Research on reflective practice in TESOL. New York, NY: Routledge.
Gatbonton, E. (2008). Looking beyond teachers’ classroom behaviour: Novice and experienced ESL teachers’ pedagogical
knowledge. Language Teaching Research, 12(2), 161-182.
Levis, J. M., & McCrocklin, S. (2018). Reflective and effective teaching of pronunciation. In M. Zeraatpishe, A. Faravani, H. R.
Kargozari, & M. Azarnoosh, M. (Eds.), Issues in applying SLA: Theories toward reflective and effective teaching (pp. 77-89).
Leiden, Netherlands: Brill Sense.
Mann, S., & Walsh, S. (2013). RP or ‘RIP’: A critical perspective on reflective practice. Applied Linguistics Review, 4(2), 291-
315.
Mann, S., & Walsh, S. (2017). Reflective practice in English language teaching : Research-based principles and practices.
New York: Routledge.
Newton, J. (2009). A place for intercultural communicative language teaching (iCLT) in New Zealand ESOL
classrooms. TESOLANZ Journal, 17, 1-12.
Richards, J. C. (2008). Second language teacher education today. RELC Journal: A Journal of Language Teaching and
Research in Southeast Asia, 39(2), 158-177.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
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