Reflection In Teaching And Learning Pdf
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- Chapter 1 Critical Reflection on Research on Teaching and Learning
- Critical Reflection on Teaching and Learning
- Reflective teaching: Exploring our own classroom practice
- Reflective practice
It is acknowledged that there is no "one size fits all" model of reflection and teachers are encouraged to develop approaches that work best for them, having regard to their individual preferences and school contexts.
Reflective teaching involves using reflection techniques to convey, analyse, and deliver information, in the goal of generating feedback. The reflection process is a part of a cycle that should be continuous if you strive to achieve positive results. Learn more about reflective teaching on our site in this article. What are the benefits of reflective teaching? Reflective teaching has benefits for teachers and students alike.
Chapter 1 Critical Reflection on Research on Teaching and Learning
And how many times have you stopped to reflect upon your teaching practice? Have you ever done it? What was the last time you observed a friend? What about reflecting on our teaching process? Have we reflected on it? Reflective teaching is a personal tool that teachers can use to observe and evaluate the way they behave in their classroom. It can be both a private process as well as one that you discuss with colleagues.
You will be able to look at the underlying principles and beliefs that define the way that you work. This kind of self-awareness is a powerful ally for a teacher, especially when so much of what and how they teach can change in the moment. Reflective teaching is about more than just summarizing what happened in the classroom. Reflective teaching is a quieter and more systemic approach to looking at what happened. It is a response to past experience and involves conscious recall and examination of the experience as a basis for evaluation and decision-making and as a source for planning and action.
Richard 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. In reflecting on the above kind of questions, we begin to exercise control and open up the possibility of transforming our everyday classroom life.
Bartlett, The process of reflective teaching supports the development and maintenance of professional expertise. We can conceptualise successive levels of expertise in teaching — those that student-teachers may attain at the beginning, middle and end of their courses; those of the new teacher after their induction to full-time school life; and those of the experienced, expert teacher. Given the nature of teaching, professional development and learning should never stop.
Some suggestions for peer observation:. The teacher being observed would also assign the observer a goal for the observation and a task to accomplish. The task would involve collecting information about some aspect of the lesson, but would not include any evaluation of the lesson. Observation procedures or instruments to be used would be agreed upon during this session and a schedule for the observations arranged.
Post-observation : The two teachers would meet as soon as possible after the lesson. The observer would report on the information that had been collected and discuss it with the teacher Richards and Lockhart, The teachers identify a variety of different aspects of their lessons for their partners to observe and collect information on.
They may also obtain new insights into aspects of their teaching. Another useful way of engaging in the reflective process is through the use of written accounts of experiences.
Powell and their potential is increasingly being recognized in teacher education. A number of different approaches can be used. Self-Reports — Self-reporting involves completing an inventory or check list in which the teacher indicates which teaching practices were used within a lesson or within a specified time period and how often they were employed Pak, Self-reporting allows teachers to make a regular assessment of what they are doing in the classroom.
They can check to see to what extent their assumptions about their own teaching are reflected in their actual teaching practices. A procedure which is becoming more widely acknowledged as a valuable tool for developing critical reflection is the journal or diary.
The goals of journal writing are:. To help the participant come into touch and keep in touch with the self-development process that is taking place for them.
To provide the participants with an opportunity to express, in a personal and dynamic way, their self-development. For many aspects of teaching, audio or video recording of lessons can also provide a basis for reflection. 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.
It would be of little value for example, to attempt to recall the proportion of Yes-No Questions to WH-Questions a teacher used during a lesson, or to estimate the degree to which teacher time was shared among higher and lower ability students. Many significant classroom events may not have been observed by the teacher, let alone remembered, hence the need to supplement diaries or self-reports with recordings of actual lessons.
A reflective approach to teaching involves changes in the way we usually perceive teaching and our role in the process of teaching. Teachers who explore their own teaching through critical reflection develop changes in attitudes and awareness which they believe can benefit their professional growth as teachers, as well as improve the kind of support they provide their students.
Like other forms of self-inquiry, reflective teaching is not without its risks, since journal writing, self-reporting or making recordings of lessons can be time-consuming. However teachers engaged in reflective analysis of their own teaching report that it is a valuable tool for self-evaluation and professional growth. Reflective teaching suggests that experience alone is insufficient for professional growth, but that experience coupled with reflection can be a powerful impetus for teacher development.
You might find, as you progress, that there is an area of knowledge you need to know more about. So never be afraid to ask for help or advice. Roseli is an enthusiastic educator in Brazil. Graduated in English and Portuguese, she works as an ELT consultant, teacher trainer, materials writer, Cambridge examiner and e-moderator.
She truly believes in life-long learning and teacher development. Roseli Serra of Richmond Share Blog discusses some different ways that teachers can participate in reflective teaching to improve […]. I am grateful that I go through it.. I have been clear n able to summit my own experiences in school in this manner.
Thank you for your vualuable knowledge. Stimulate me to collect more information about reflective teaching. Most interesting topic for my Ph. D study. I am lecturer from Indonesia. Save my name, email, and website in this browser for the next time I comment. Roseli Serra. Tags: critical reflection , reflective teaching. Print page. Nitasha Posted at h, 25 fevereiro Responder I am grateful that I go through it.. Thabsile Mavimbela Posted at h, 04 agosto Responder Can someone make me understand or tell me what being a reflective teacher entails?
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Critical Reflection on Teaching and Learning
And how many times have you stopped to reflect upon your teaching practice? Have you ever done it? What was the last time you observed a friend? What about reflecting on our teaching process? Have we reflected on it? Reflective teaching is a personal tool that teachers can use to observe and evaluate the way they behave in their classroom.
The process of reflection is a cycle which needs to be repeated. Reflection is a systematic reviewing process for all teachers which allows you to make links from one experience to the next, making sure your students make maximum progress. Reflection is a basic part of teaching and learning. The reflective process encourages you to work with others as you can share best practice and draw on others for support. Ultimately, reflection makes sure all students learn more effectively as learning can be tailored to them. In the rest of this unit, we will look at the basics of reflective practice in more detail. We will look at the research behind reflective practice, discuss the benefits and explore some practical examples.
Reflective teaching: Exploring our own classroom practice
Skip to content. Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works - a process of self-observation and self-evaluation. By collecting information about what goes on in our classroom, and by analysing and evaluating this information, we identify and explore our own practices and underlying beliefs. This may then lead to changes and improvements in our teaching.
Reflective practice is the ability to reflect on one's actions so as to engage in a process of continuous learning. This leads to developmental insight". Reflective practice can be an important tool in practice-based professional learning settings where people learn from their own professional experiences, rather than from formal learning or knowledge transfer.
As the Lifelong Learning UK Standards make clear, reflection is a core component of effective continuing professional development CPD and key to becoming a skilled teacher. In this article:. It requires teachers to look at what they do in the classroom, and think about why they do it and if it works - a process of self-observation and self-evaluation. Many teachers already think about their teaching and talk to colleagues about it too. Reflective practice in teaching is arguably one of the most important sources of personal professional development and improvement.
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