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The Power of
 Reflection for Pre-
 service Teachers
(and the rest of us)
  8:30-9:30 am
Dr. Lois Groth
Teacher Educator




     Jennifer Orr
         Teacher
ne ss
             ind ed
    pe n-m
O
     Responsibil
                 it    y
                ted ness
    h olehear
W
                              From the Library of Congress
From ShashiBellamkonda’s flickr stream
…affords teachers conscious,
deliberate insight to bring
about learning and
encourages them to become
students of their own
teaching. (Dewey, 1933)
…helps to focus on the
relationship between
theory and practice.
(Wegner, 2005)
…helps make meaning out of
content applied in a specific
practice situation and better
understand the complexity of
how one acts and might act in
a future situation.   (Stein,
2000)
…facilitates introspective
learning from values, beliefs,
knowledge, and experiences
that contribute to
perspectives of one’s self,
other people, the world.
 (Shandomo, 2010)
Necessary for reflective practice –
rather than rely on the authority of
others, their own impulse, or
unexamined previous practice,
teachers must continually examine
and evaluate their attitudes,
practices, effectiveness, and
accomplishments. (Shandomo, 2010)
From Paul Keller’s flickr stream   From LifeSupercharger’s flickr stream
From JanetR3’s flickr stream
Reflection on action

      Reflection in action

            Reflection for action

                             Schon, 1987
From abardwell’s flickr stream
reflection is an active, persistent,
and careful consideration of any
belief or supposed form of
knowledge in light of the
grounds supporting it and future
conclusions to which it tends
(Dewey, 1933)
reflection blends learning
through experience with
theoretical and technical
learning to form new knowledge
constructions and new behaviors
or insights
(Stein, 2000)
reflection is an educational
imagination that allows candidates to
look at themselves and their situations
with new eyes, and in the process,
become conscious of the multiple ways
they can interpret, critique, challenge,
confront, and reconstruct teaching
(Ajayi, 2011)
From Chris Hertel’s flickr stream
The end result of critical
reflection for the individual is
cognitive change.
(Yost, Sentner, Forlenza-Bailey,
2000)
Technical reflection is
concerned with the technical
application of knowledge to
achieve certain ends which
themselves are not open to
criticism or modification.
Practical reflection allows for
open examination of means and
also goals, the assumptions upon
which these are based, and the
actual outcomes.
Critical reflection includes emphases
from the previous two levels, and calls for
considerations involving moral and ethical
criteria, making judgments about whether
professional activity is equitable, just and
respectful of persons or not. It locates any
analysis of personal action within wider
sociohistorical and politico-cultural
contexts.
Task                  Description                      When                     Technical   Practical   Critical
Vision Statement      Literacy class assignment        Preceding internship


Targeted              Observe mentor teacher           Preceding and start of
Observations          focusing on management,          internship
                      differentiation, assessment
Seminars              Twice a month                    Preceding and start of
                                                       internship

Biweekly Reports      Summarize teaching activities    Throughout internship


Oral Reflections      Conversation with Clinical       Throughout internship
with Observers        Faculty (mentor teacher)
                      and/or University Facilitator
                      (supervisor)
Written Reflections   Reflect after teaching           Throughout program
on Implemented
Lessons
Share seminar         Critical incident presentation   Culmination of
                                                       internship
• Supervised practical experiences to serve
  as a foundation for reflection
• Personally meaningful knowledge base
  in pedagogy, theories of learning, social,
  political, and historical foundations to
  which they can connect their
  experiences.
(Yost, 2000)
Vision



Theory     Critical
          Reflection   Practice
Targeted Observations:     Share Seminar: Peer
How can the prompts be     Video Analysis
modified to foster         What questions are most
increased critical         likely to prompt critical
reflection?                reflection?
Mentoring Styles:         Mentors as Models:
What questions and/or     What are the best ways to
prompts will help         encourage/support
mentors move up the       mentors in modeling their
framework into more       use of these questions for
inquiry and reflecting?   their interns?
introspection that is not
 undertaken in isolation
Constructivist
methods that              Vision
combine theory
with practice and
challenge the               Critical
entering            Theory Reflection Practice
dispositions of
preservice teachers
WORK.
ne ss
             ind ed
    pe n-m
O
     Responsibil
                 it    y
                ted ness
    h olehear
W
                              From the Library of Congress
http://emdffi.blogspot.com/p/
    power-of-reflection.html




From Woodleywonderwork’s flickr stream
The power of reflection for pre service teachers (

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The power of reflection for pre service teachers (

  • 1. The Power of Reflection for Pre- service Teachers (and the rest of us) 8:30-9:30 am
  • 2. Dr. Lois Groth Teacher Educator Jennifer Orr Teacher
  • 3.
  • 4. ne ss ind ed pe n-m O Responsibil it y ted ness h olehear W From the Library of Congress
  • 5.
  • 7. …affords teachers conscious, deliberate insight to bring about learning and encourages them to become students of their own teaching. (Dewey, 1933)
  • 8. …helps to focus on the relationship between theory and practice. (Wegner, 2005)
  • 9. …helps make meaning out of content applied in a specific practice situation and better understand the complexity of how one acts and might act in a future situation. (Stein, 2000)
  • 10. …facilitates introspective learning from values, beliefs, knowledge, and experiences that contribute to perspectives of one’s self, other people, the world. (Shandomo, 2010)
  • 11. Necessary for reflective practice – rather than rely on the authority of others, their own impulse, or unexamined previous practice, teachers must continually examine and evaluate their attitudes, practices, effectiveness, and accomplishments. (Shandomo, 2010)
  • 12. From Paul Keller’s flickr stream From LifeSupercharger’s flickr stream
  • 14. Reflection on action Reflection in action Reflection for action Schon, 1987
  • 16. reflection is an active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds supporting it and future conclusions to which it tends (Dewey, 1933)
  • 17. reflection blends learning through experience with theoretical and technical learning to form new knowledge constructions and new behaviors or insights (Stein, 2000)
  • 18. reflection is an educational imagination that allows candidates to look at themselves and their situations with new eyes, and in the process, become conscious of the multiple ways they can interpret, critique, challenge, confront, and reconstruct teaching (Ajayi, 2011)
  • 19. From Chris Hertel’s flickr stream
  • 20. The end result of critical reflection for the individual is cognitive change. (Yost, Sentner, Forlenza-Bailey, 2000)
  • 21. Technical reflection is concerned with the technical application of knowledge to achieve certain ends which themselves are not open to criticism or modification.
  • 22. Practical reflection allows for open examination of means and also goals, the assumptions upon which these are based, and the actual outcomes.
  • 23. Critical reflection includes emphases from the previous two levels, and calls for considerations involving moral and ethical criteria, making judgments about whether professional activity is equitable, just and respectful of persons or not. It locates any analysis of personal action within wider sociohistorical and politico-cultural contexts.
  • 24. Task Description When Technical Practical Critical Vision Statement Literacy class assignment Preceding internship Targeted Observe mentor teacher Preceding and start of Observations focusing on management, internship differentiation, assessment Seminars Twice a month Preceding and start of internship Biweekly Reports Summarize teaching activities Throughout internship Oral Reflections Conversation with Clinical Throughout internship with Observers Faculty (mentor teacher) and/or University Facilitator (supervisor) Written Reflections Reflect after teaching Throughout program on Implemented Lessons Share seminar Critical incident presentation Culmination of internship
  • 25. • Supervised practical experiences to serve as a foundation for reflection • Personally meaningful knowledge base in pedagogy, theories of learning, social, political, and historical foundations to which they can connect their experiences. (Yost, 2000)
  • 26. Vision Theory Critical Reflection Practice
  • 27. Targeted Observations: Share Seminar: Peer How can the prompts be Video Analysis modified to foster What questions are most increased critical likely to prompt critical reflection? reflection? Mentoring Styles: Mentors as Models: What questions and/or What are the best ways to prompts will help encourage/support mentors move up the mentors in modeling their framework into more use of these questions for inquiry and reflecting? their interns?
  • 28. introspection that is not undertaken in isolation
  • 29. Constructivist methods that Vision combine theory with practice and challenge the Critical entering Theory Reflection Practice dispositions of preservice teachers WORK.
  • 30. ne ss ind ed pe n-m O Responsibil it y ted ness h olehear W From the Library of Congress
  • 31. http://emdffi.blogspot.com/p/ power-of-reflection.html From Woodleywonderwork’s flickr stream

Editor's Notes

  1. Lois
  2. Lois
  3. Lois
  4. Jen
  5. Lois
  6. Jen
  7. Jen
  8. Lois
  9. Lois
  10. Jen
  11. Jen
  12. Jen
  13. Jen
  14. Lois