Reflective
Practice
Presented by:
Fawzia AlJohani
Presented to:
Dr.Antar Abdellah
What is reflection:
Reflection is a metacognitive strategy
that helps
teacher ( learner)to think critically upon
their
experiences and decisions during their
teaching or learning
practice.
A generic term for those intellectual and affective
activities in which individual engage to explore their
experiences in order to lead to a new understanding
and appreciation.
Historical roots of reflective teaching:
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
HOW
By collecting information about what
happened in the classroom.
and
Analyzing and evaluating this information.
Why it is important:
Reflective teaching implies more
systematic process of collecting ,
recording and analyzing our thoughts
and observations.
then
Going on to making changes and
improvement in our teaching.
When to reflect
Before an •
experience
During an •
experience
Following •
an
experience
Anticipatory
reflection
Reflection –
in -action
Reflection –
on-action
The process of reflecting:
Some different ways of doing this:
-Gathering information about what
happens in the class.
Some ways of
doing it
Teacher diary
It is purely personal and writing it requires
a certain discipline in taking the time to do
it on a regular basis.
-After each lesson teacher writes in a
notebook about what happened.
-Describing his reaction and feeling .
-beginning to pose questions about what he
had observed.
-
Peer observation
Inviting a colleague to come to the class to
collect information about your lesson.
-This may be done with simple observation
task or
note taking.
-Fallow up with discussion about what was
observed
Recording lessons
-Video or audio recordings of lessons can
provide very useful information for reflection.
-Audio recordings can useful for:
Considering teacher talk.
How much time do you allocate to students talk
and how do you respond to students talk?
Are instructions and explanations clear?
Clinical supervision
Is the process wherein the
supervisor
observes and
provides a feed back and
discussion .
Students feed back
You can ask your students what they
think about
What goes on in the classroom.
This can be done with simple
questionnaire .
Teaching Journal
This is a place where you write about
your experiences or record some
specific teaching events
Action research
Involve research initiated by the teacher
himself or herself in the classroom. He/she
identifies an area for investigation ,plans the
research and then implements it .
Why
Is to further an understanding of the
teaching and learning process and to
bring about some change in classroom
practice
Action planning
Is used at the pre-service level in a
number of European countries ,both
as a way of assessing students
progress and to encourage teachers
to reflect
Stages of Action planning
Review
Implement
Reflect
Plan
Portfolios
Portfolios and record of achievements are
providing a rounded picture of the capabilities of
an individual.
After collecting information about
what goes on in the classroom:
What does
the teacher
do?
Think
*You may have noticed patterns
occurring in your teaching through your
observation.
*You may also have noticed things that
previously unaware of .
*You may have been surprised by some
of your students’ feedback.
Talk
Just by talking about what you have
discovered to a supportive colleague or
even a friend .You may be able to come up
with some ideas for how to do things
differently.
Read
You may decide that you need to
find out more about a certain area.
There are a plenty of ;
Websites for English teachers.
Magazines for teachers.
Books for English language teachers.
Ask
*Pose questions to websites or magazines to
get
ideas from other teachers.
*If you have a local teachers association or
other opportunities for in-service training
,ask for a session on an area that interests
you.
Using reflective teaching practice in some
situations
*If a lesson went well .
*If the students didn’t
understand a language
point .
Teacher can describe it and
think about why it was
successful.
The teacher needs to think
about what he did and why
it may have been unclear.
*If the students are
misbehaving
what were they doing
,when and why?
Summary
Reflective teaching is a cyclical process
,because once you start to implement
changes ,then the reflective and
evaluation cycle begins again.
Reflective learning practice
How reflective practice can
support and aid learning
Process of learning
learning is individual.
learning is contextual
learning is developmental.
learning is relational.
Reflection helps learners to:
Understand what they already •
know
individual
Identify what they •
need to know in
order to advance
understanding of
the subject
Contextual
contextual
Make sense of new •
information and
feedback in the
context of their
own experience
Relational
Guide choices for further •
learning
developmental
Reflection
involves a dialogue between
students and their peers, students and teachers
in this point students can make use of feedback
from teacher and peers.
*-Engaging in a dialogue with others helps
students to make sense of what they know.
*-Relating the feedback given by others to their
current understanding helps students to think
about what and how they are learning.
Summary
“The act of reflecting is one
which causes us to make sense
of what we’ve learned, why we
learned it, and how that
particular increment of
learning took place. Moreover,
reflection is about linking one
increment of learning to the
wider perspective of learning
Benefits of Reflective Practice
•
1- Improved teaching practice
2-New learning
3-Enhanced problem solving
skill
4-Becoming a critical thinker
5-Making Decision
6-Improved organizational
skills
7-Managing personal change
8-Taking your own advice
Barriers to reflection
Fear of judgment
•
Fear Of Criticism
Defensiveness
Professional Arrogance
Please rate the following using the
scale .4=excellent ,3=very
good,2=good,1=poor
Statements
Information about the topic ( reflective
practice )
Allowing enough time for discussion
Ensured that everyone can participate
Enjoy the presentation
4
3
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The references
1-Tice, J(2011,jun15)Reflective teaching: exploring our own classroom practice. Retrieved
November 20,2012,from British Council Website:
http://www.teachingenglish.org.uk/articles/reflective-teaching-exploring-our-ownclassroom-practice
2-Hall, S. and Fox, R. (1998). Reflective teaching practice on the web. In Black, B. and Stanley, N.
(Eds), Teaching and Learning in Changing Times, 125-132. Proceedings of the 7th Annual
Teaching Learning Forum, The University of Western Australia, February 1998. Perth: UWA.
http://cea.curtin.edu.au/tlf/tlf1998/hall.html
3-Spoehr,K(2008)Reflective teaching practice ,Students outcomes,and institutional
Effectiveness.The teaching Exchange,12,2-6.Retrived from
http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/jan2008/02_sp
oehr_reflective_teaching_practices_student_outcomes.pdf
4-How can I introduce reflective practice into my teaching?(2010,June4 ) Retrieved October
12,2012,from The UK center for legal Education Website:
http://www.ukcle.ac.uk/resources/personal-development-planning/teaching/
5-Warwick,P( n.d)Reflective practice: some notes on the development of the notion of
professional reflection. Retrieved October 12,2012 from
http://www.cumbria.ac.uk/Public/Education/Documents/Research/EducatorsStorehouse/Sharing
Ideas/ReflectiveTeachingGuide.pdf
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