Reflective muzaffer.cetin


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Reflective Teaching presentation for Hülya Hanım's lesson.

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Reflective muzaffer.cetin

  1. 2. If you were to describe teaching with a metaphor, which metaphor would you use?
  2. 4. <ul><li>A real teacher should be open to learn while teaching, and reflection turns experience into learning. </li></ul><ul><li>Constructivist learning incorporates reflection into the learning process, where learners learn by observation , processing , and interpretation , and then personalize the information into personal knowledge (reflection) </li></ul>Why is Reflective Practice Relevant to Modern Teaching?
  3. 5. <ul><li>Reflection is crucial to networked learning, especially where humans are interacting with each others.   </li></ul>
  4. 6. What is Reflection? <ul><li>Reflection is a metacognitive strategy that helps teachers think critically up on their experiences, actions and decisions during their teaching practices. </li></ul>
  5. 7. What is Reflective Teaching? <ul><li>Reflection is thinking about something in a purposeful way </li></ul><ul><li>Dewey (1933) defines reflection as “ …active, persistent, and careful consideration of any belief or practice… ” </li></ul>
  6. 8. <ul><li>As teachers, we can reflect on classroom decisions and events, but reflection also involves the emotional, passionate, and intuitive side of teaching </li></ul><ul><li>So reflective practice in teaching necessarily encompasses critical self evaluation, which can be difficult emotionally </li></ul>
  7. 9. Asking “what and why” questions gives us a certain power over our teaching. We could claim that the degree of autonomy and responsibility we have in our work as teachers is determined by the level of control we can exercise over our actions.
  8. 10. How does reflection take place? <ul><li>In order to become a critically reflective teacher, we should include observation of ourselves and others, team teaching, and exploring our view of teaching through writing. Central to three part process which involves: </li></ul>
  9. 11. <ul><li>Stage 1 The event itself The starting point is an actual teaching episode, such as a lesson or other instructional event. </li></ul><ul><li>While the focus of critical reflection is usually the teacher’s own teaching, self-reflection can also be stimulated by observation of another person’s teaching. </li></ul>
  10. 12. <ul><li>Stage 2 Recollection of the event The next stage in reflective examination of an experience is an account of what happened, without explanation or evaluation. </li></ul><ul><li>Several different procedures are available during the recollection phase, including written descriptions of an event, a video or audio recording of an event, or the use of check lists or coding systems to capture details of the event. </li></ul>
  11. 13. <ul><li>Stage 3 Review and response to the event Following a focus on objective description of the event, the participant returns to the event and reviews it. The event is now processed at a deeper level, and questions are asked about the experience. </li></ul>
  12. 14. <ul><li>AND…I obtain new insights into aspects of my teaching. </li></ul><ul><li>For example: </li></ul><ul><li>“ I got useful information on the group dynamics that occur during group work ” . </li></ul><ul><li>“ It made me more aware of the limited range of teaching strategies that I have been using. ” “ I need to give students more time to complete some of the activities I use. ” </li></ul>
  13. 15. <ul><li>“ I realized that I need to develop better time management strategies.” </li></ul><ul><li>“ It helped me develop a better working relationship with a colleague.” </li></ul><ul><li>“ Some useful broader issues about teaching and the programme came up during the post- observation discussions.” </li></ul>
  14. 16. Using wikis and blogs <ul><li>Keep blogs for reminding yourself what you have done well and open your ideas and experiences to discussions to build better ways to improve your teaching. Self-reporting allows teachers to make a regular assessment of what they are doing in the classroom. </li></ul><ul><li>Autobiographies, Journal Writing, etc.. </li></ul>
  15. 17. <ul><li>Collaborative Diary Keeping: </li></ul><ul><li>A group of teachers may also collaborate in journal writing. Throughout a 10 week teaching term they keep diaries on their teaching, read each other’s diaries, and discuss their teaching and diary keeping experiences on a weekly basis. They also record and later have group discussions and analyze their diary entries, etc.. </li></ul>
  16. 18. <ul><li>Recording Lessons </li></ul><ul><li>For many aspects of teaching, video recording of lessons can also provide a basis for reflection. </li></ul><ul><li>While there are many useful insights to be gained from diaries and self-reports, they cannot capture the moment to moment processes of teaching. Many things happen simultaneously in a classroom, and some aspects of a lesson cannot be recalled. </li></ul>
  17. 19. <ul><li>By recording it is easy to see the proportion of Yes-No Questions to WH-Questions teacher uses during a lesson. </li></ul><ul><li>Many significant classroom events may not have been observed by the teacher. </li></ul>
  18. 20. Online ways for data collection and analysis <ul><li>After you decided on your problem area that you want to study on you can use some free online survey tools to prepare surveys to collect data. They also provide help to analyze the data. </li></ul><ul><li>Here are some of them. . </li></ul>
  19. 21. Ending Thoughts <ul><li>&quot;In the process of the ongoing education of teachers, the essential moment is that of critical reflection on one's practice.&quot; ~ Paulo Freire, Pedagogy of Freedom </li></ul><ul><li>Reflection is what allows us to learn from our experiences: it is an assessment of where we have been and where we </li></ul><ul><li>want to go next. </li></ul><ul><li>~ Kenneth Wolf </li></ul>
  20. 22. <ul><li>Finally, educators should become the source of how to navigate in the ocean of available information and knowledge. We should become coaches and mentors within the knowledge era. </li></ul><ul><li>Additionally, we should become both subject and object of our teaching&learning process by collecting diverse data coming from external sources like friends, colleagues.. </li></ul>
  21. 23. <ul><li>Reflective teaching suggests that experience alone is insufficient for professional growth, but that experience coupled with reflection can be a powerful impetus for teacher de v e lo pme nt . </li></ul>