Reflective Practice in education imp.pptx

education

1. What is Reflection?

2. • Reflection is a metacogniti v e strategy that helps teachers think critically upon their experiences, actions and decisions during their teaching practices. Reflection

3. What is Reflective teaching?

4. Why do we need to reflect?

5. • Reflective practice helps teachers to have a deeper understanding of their own teaching styles , teaching beliefs and teaching identities . As you reflect, you will better understand your roles as teacher! Reflective Practice Relevance

6. Certainly, there are various definitions of reflective teaching, “ however, most of the definitions can be contained within two main stances to reflective teaching, one that emphasizes reflection only on classroom action, while the other also includes reflections on matters outside the classroom ”

7. Reflection on teaching can be carried out on three levels : r efection-in-action reflection-on-action r eflection-for-action

8. Reflection-in-action • It o cc u rs in the classro o m when e ver a problem arises that requires immediate action or on-the-spot experimentation on the part of the teacher.

9. Reflectio n- o n- action: • It entails reflection outside of the classroom though the retrospective analysis of events that occurred during the lesson.

10. Reflection-for-action: • it is “proactive in nature” in that it occurs after the first two phases of reflection, with the teacher deciding what action to take in the classroom.

11. What about Self-reflection?

12. A crucial step in reflective teaching, namely, self-reflection. successful and constructive reflective teaching must begin with a thorough process of self-reflection: the discovery and understanding of who instructors are, what their experiences as teachers have been so far, where they would like to go professionally, and what their priorities are and so on. Self-reflection

13. What is a Portfolio? • A useful tool in this initial step of self-reflection is the creation of a teaching portfolio, which records instructors’ teaching experiences and accomplishments, including critical periods and i n cident s . A tea c h i ng p o rt f o l io fav o rs sel f -assess m ent and development and promotes collaboration with colleagues.

14. Narrative R eflection • Di f fi cult and cr i t i c a l inc i dent s inev i tably occur in cl a ss , invo l ving both s tuden t s ’ a n d / o r teachers’ practices . For example, a student may be totally demotivated and may not contribute to classwork, and/or the teacher may feel uncertain as to when a grammar topic should be in t roduced in a l e sson and ho w . Through te a che r s ’ narra t ive refle c t i on, the s e incidents can be closely examined and resolved , and teachers can then “ consolidate their theoretical understanding of their practices ” leading to the adoption of alternative teaching methods and outlooks.

15. Farrell ’ s two different talk modes:  Exploratory talk  Draft talk

16. • exploratory talk : By adopting exploratory talk, teachers are hesitant to provide a definite answer on a given topic, thus leaving m o r e r o o m f o r d i scu s si o n and st u den t s ’ part i cipati o n. • draft talk : In contrast, teachers tend to affirm their authority as experts on the topic at hand through final draft talk. By means of careful reflection on these two modes of talk, teachers could choose that which best suits a particular group of students. Exploratory and draft talk

17. Sel f -obse r v a ti o n • This is a techn i que w here you observe and evaluate yourself under the guidance of an observation checklist or some questions you decide on before the observation.

18. 1. Recording lesson For being able to observe yourself, first you need to videotape your lesson!

19. 2. Teaching Journal • In order to document their teaching results, it is highly advisable for instructors to keep teaching journal. Teaching journals provide teachers which a written record of various aspects of their practice such as classroom events and enable them to step back for a moment to reflect on their work. Still we have a technology-integrated way that can be used as a teaching journal or blog T

20. 3 . Action Research • It involves observation in the classroom by other teachers and/or by means of i nform ation collected on teaching. The notable advantage of action research is that i t can lead to practical results and improvements in teaching and class management .  It is a reflective process of progressive problem solving.  It is the systematic, reflective study of a teacher's actions and the effects of these actions in a school or classroom context.  It includes data collection and data analysis

21. 4. P eer classroom observation • It could help teachers to get an overall picture of what is going on in class and change less successful teaching practices . Moreover , classroom observation should not be viewed as an evaluation tool . R ather , it should be considered an instrument for professional development, which helps teachers to consider what works and what does not for a given class.

22. Secondary Reflective P ractices 1. Teacher development groups 2. C ritical friendships 3. C oncept mapping

23. 1. Teacher development groups • I t is a t ool for the discussion of classroom practices . Such a group does not need to be large, and can include both teachers and other members of the school, or even teachers from different schools. Working together with other teachers promotes empowerment and confidence while at the same time provid es invaluable opportunities and outcomes that teachers could not achieve by working alone.

24. 2. Critical F riendships • Estab l ishing criti c al friendships with co l leagu e s helps teachers monitor each other’s work in the classroom, obtain advice, and engage in peer coaching. Critical friendships enhance teamwork while helping to reduce the sense of isolation that teachers often feel.

25. 3. C oncept M apping • It originated in the field of cognitive psychology . Drawing a concept map before and after a course could effectively convey a picture of the learning process and facilitate the assessment of students’ acquisition of new knowledge.

26. Advantages of reflection : 1. Reflective teaching helps free the teachers from impulse and routine behavior. 2. Reflective teaching allows the teacher to act in a deliberate, intentional manner and avoid the “I don’t know what will I do today” syndrome. 3. Reflective teaching distinguishes teachers as educated human beings.

27. Disad v antages: 1. That unless given clear pointers, the reflection can be formulaic with a tendency for “boast statements”. 2. S ome staff may not be comfortable with assigning marks to a reflective process.

28. • Generally speaking, teachers are the best judges when it comes to establishing what they need to improve and adjust, a bottom-up approach seems to best promote reflections on language teaching. Conclus i o n

29. References Farrell, T.S.C. & Baecher, L (2017). Reflecting on Critical Incidents in Language Ed ucation . London: Bloomsbury. Reflective Practice Conversation Thomas Farrell Reflective Practice

30. Thank You !