Reflective teaching

Reflective teaching

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  Reflective PracticeAn introductionto Reflective TeachingPrepared by Benedict Cruz & Mark John Sernicula
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  What is Reflection?Reflectionis a METACOGNITIVE strategy that helps teachers/students think critically upon their experiences, actions and decisions.
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  Why do weneed to reflect?Reflective practice helps teachers/students to have a deeper understanding of their own styles, beliefs and identities.As you reflect, you will better understand your roles as teachers and students!
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  Reflective LearningProcess ofinternally examining and exploring ideas or issues which are triggered by an experience.Creates and clarifies meaning and leads o a change of perspective.Central to experiential learning.
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  Models of ReflectionLearningthrough reflection is more powerful if there is a structured process to guide the learners.
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  Gibbs Reflective Cycle
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  Recommendations Journals Self-analysisPortfolio Systematic Observations
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  Reflective Practicefor Teachers
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  Some technology-integrated waysfor reflectionSelf-observationTeaching JournalActionResearch
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  Self-observationThis is atechnique where you observe and evaluate yourself under the guidance of an observation checklist or some questions you decide on before the observation.Of course, to be able to observe yourself, first you need to videotape your lesson!
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  Tips for videotapingyour lessonGet someone experienced with the equipment to help you.Tell him/her what aspects of the lesson to focus on during the filming session.If you will videotape yourself, place the video-camera so that the whole class can be viewed.
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  GuideQuestions in Self-ObservationYouwant to get information about :Class participation and student responsesPacing of the class and amount of student engagementOn-task behaviour of specific studentsWhether or not your lesson was a successful one
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  Procedure for classparticipationRecord students’ verbal participation by using symbols on a seating chart to indicate who responds and how. Use a symbol each time a student recite.
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  ProcedureforclasspacingandstudentengagementobservationRecord the timefor each activity and any observations about student engagement for that activity.
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  Procedure for on-taskbehavior observationWrite the time and the activity on the chart at the top of the form. Scan the room every now and thenand record the appropriate symbol for each student on the seating chart next to the number corresponding to the activity.
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  Procedure for self-evaluationRateyourself on teaching behaviors that are conducive to a successful lesson.
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  Teaching JournalThis isa place where you write about your experiences or record some specific teaching events, and your feelings about them on a periodical basis. As you go through the reflective cycle, you can write down your experiences on your journal.Still we have a technology-integrated way that can be used as a teaching journal; BLOGS!
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  Action researchis areflective process of progressive problem solving.
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  is the systematic,reflective study of a teacher's actions and the effects of these actions in a school or classroom context.
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  includes data collectionand data analysis