Session 15

Session 15

• 1.
  CUR 515 Session15 The Reflective Teacher
• 3.
  There is onequality… …above all that makes a good teacher. It is the ability to reflect on what, why, and how we do things and to adapt and develop our practice throughout our careers.
• 4.
  Professional Reflection Is… • Deliberate • Purposeful • Structured • Focused on linking theory to practice • About learning, change and development
• 5.
  “Reflection is aform of mental processing that we use to fulfill a purpose or to achieve some anticipated outcome. It is applied to gain a better understanding of relatively complicated or unstructured ideas and is largely based on the reprocessing of knowledge, understanding, and emotions that we already possess.” –Jenny Moon, 2005
• 6.
  Reflection is developmental.
• 7.
  HHiitt && MMiissss Second Nature Relative Master Relative Master SStteeaaddyy II’’llll TTrryy HHeellpp!! Second Nature Reynold’s Model of Developing Competence, 1965
• 8.
  UNCONSCIOUS COMPETENCE CONSCIOUS COMPETENCE CONSCIOUS INCOMPETENCE UNCONSCIOUS INCOMPETENCE UNCONSCIOUS INCOMPETENCE Skills have become “second nature” Using new skills and knowledge, carefully self-monitoring Becoming aware of what we don’t know or know how to do We don’t know what We don’t know what we don’t know we don’t know CONSCIOUS INCOMPETENCE Becoming aware of what we don’t know or know how to do CONSCIOUS COMPETENCE Using new skills and knowledge, carefully self-monitoring UNCONSCIOUS COMPETENCE Skills have become “second nature”
• 9.
  “Experts rely ona large repertoire of strategies and skills that they can call on automatically, leaving them free to deal with unique or unexpected events…” “The wealth of knowledge and routines that they employ, in fact, is so automatic that they often do not realize why they preferred a certain plan of action over another. However, when questioned, they are able to reconstruct the reasons for their decisions and behavior.” –Rollett, 2001
• 11.
  Reflection & Theory • Dewey (1933) believed that teachers must move from routine action to reflective action • He believed that reflection begins in a state of doubt or perplexity • Difficulty and uncertainty in practice are key moments for learning—> We can reflect on these problems to solve the perplexity and learn from them
• 12.
  Professional Developmen t Journal
• 13.
  Date Time Context Lesson name Critical incidents Initial feelings Reflection Analysis Evaluation Theory (if appropriate Any other thoughts Take aways, next steps
• 14.
  Critical Incidents
• 16.
  Effective Teaching Behaviors Rosenshine, 1971 1. Introducing topics and activities clearly 2. Explaining clearly with examples, other materials 3. Systematic and serious organization of lessons 4. Variety of teaching materials and methods 5. Use of questions, especially higher order 6. Use of praise and other reinforcement (non/verbal) 7. Encouraging of learner participation 8. Making use of learners’ ideas, clarifying and developing them 9. Warmth, rapport and enthusiasm; mostly shown nonverbally
• 17.
  Top 5 ProfessionalQualities • Understanding and supportive • Committed, dedicated and hardworking • Fair with an inclusive and respectful approach • Warm • Humorous
• 18.
  Top 5 TeachingSkills • Clear instruction and presentation • Strong communication and active listening • Patience • Motivation and encouragement • Organization and classroom management
• 19.
  Top 5 FavoriteTeacher Qualities • Sound subject knowledge • Understanding and gives great advice • Creative, interesting and imaginative • Warm and cheerful • Clear instructions and presentations Mentoring Towards Excellence, 2001