DEP ARTM ENT OF TE ACHING AND LE ARNING
OFFICE OF CLINIC AL S TUDIES
Reflective Practice
The Reflective Practice Classroom Activity is constructed using guide questions requiring
forethought and examination. The Reflective Practice form is a supportive tool for student
teachers to plan classroom activities in their field placements. The purpose of this planning tool
is: (1) to enable student teachers to take responsibility for using their time in the classroom in a
productive manner, (2) to help student teachers plan thoughtfully and purposefully the classroom
activities their field supervisors will observe, and (3) to enable student teachers to identify their
needs and inform their supervisors and cooperating teachers about them.
Procedure:
1.
The student teacher completes the first page of the Reflective Practice form in
preparation for the supervisor’s visit.
2.
The student teacher submits a copy of the Reflective Practice form to the cooperating
teacher, and to the field supervisor when he/she enters the space (classroom, hallway,
yard, etc.) where the observation is to take place.
3.
The student teacher meets with the field supervisor soon after the observation. The
supervisor responds to the student’s identified concerns, bringing his/her own
reactions to the student’s attention. The form is then returned to the student.
4.
The student teacher writes a response to the second page of the Reflective Practice
form, which again involves reflection and examination of the teaching and learning
process.
5.
The student teacher submits a copy of page two of the Reflective Practice form to the
cooperating teacher and the field supervisor.
239 Greene Street, 2 nd Floor | New York, New York 10003-7599
212 998 5460 | 212 995 4049 fax | www.steinhardt.nyu.edu/teachlearn
Updated: 9-14-11
DEP ARTM ENT OF TE ACHING AND LE ARNING
OFFICE OF CLINIC AL S TUDIES
On the next page, you will be asked to answer some questions about your planning and
observation. Please refer to the cues below to guide your responses.
(1) Describe the experience in which students will be engaged during the observation.
(a) How will this experience be organized? (Motivation/Methods/Materials)
(b) What important questions will you ask to guide students’ learning?
Indicate the sequence of activities involved in this experience. How will you introduce the
experience and motivate the students to participate? How will the learning area be set up
physically? How will you organize your time? What materials are needed? What techniques
will be used to engage pupils and to stimulate their learning? How will you manage transitional
periods? How will you bring the activity to a conclusion?
(2) How does this experience relate to others already provided?
(Scope/Sequence/Prerequisite Behavior)
Indicate how this experience builds on students’ prior learning or understandings. What is the
context of this experience? What experiences are needed as a foundation for this new learning?
How will you help students to connect their prior skills and knowledge to this new experience?
(3) What do you want students to learn from this experience? (Goals and Objectives)
Indicate the overall goals of this experience as well as the immediate purposes. How is this
experience connected to long-term learning? What will the students be expected to know and do
by the end of this experience? Include cognitive, social, affective, motor, and aesthetic outcomes.
(4) How will you know what the students have learned from this experience?
(Assessment/Evaluation)
Indicate how/what strategies will be used to determine whether the objectives of this experience
have been met and what the students have learned. For example: observation, interview, written,
work, journal, project, presentation, and test.
(5) How can the Mentor help you?
Indicate what you want your supervisor or cooperating teacher to focus upon and discuss through
their observation of this experience.
34 Stuyvesant Street | New York, New York 10003-7599
212 998 5700 | 212 995 4320 fax | steinhardt.art@nyu.edu | www.steinhardt.nyu.edu/art
DEP ARTM ENT OF TE ACHING AND LE ARNING
OFFICE OF CLINIC AL S TUDIES
Your Name:
Cooperating Teacher:
School:
Supervisor
Date:
A. Questions to Guide Classroom Planning and Observation
(1) Describe the experience in which students will be engaged during the observation.
(a) How will this experience be organized? (Motivation/Methods/Materials)
(b) What important questions will you ask to guide students’ learning?
(2) How does this experience relate to others already provided?
(Scope/Sequence/Prerequisite Behavior)
(3) What do you want students to learn from this experience? (Goals and Objectives)
(4) How will you know what the students have learned from this experience?
(Assessment/Evaluation)
(5) How can the Mentor help you?
34 Stuyvesant Street | New York, New York 10003-7599
212 998 5700 | 212 995 4320 fax | steinhardt.art@nyu.edu | www.steinhardt.nyu.edu/art
DEP ARTM ENT OF TE ACHING AND LE ARNING
OFFICE OF CLINIC AL S TUDIES
Your Name:
Cooperating Teacher:
School:
Supervisor
Date:
B. Questions to Guide Reflection and Self-Assessment:
(1)
What happened when you put your plans into practice? Were there unanticipated
events that required you to change plans and “think on your feet?” What did you
learn from this experience with your students? How does your learning relate to the
evaluation standards that you selected?
(2)
What did you learn from the Mentor that was helpful to your professional
development? What else could the Mentor have done to assist your learning?
(3)
How will your next experience with the students build upon what you learned today?
34 Stuyvesant Street | New York, New York 10003-7599
212 998 5700 | 212 995 4320 fax | steinhardt.art@nyu.edu | www.steinhardt.nyu.edu/art