Reflective Teaching Ppt (1) (1)

7/24/2019 Reflective Teaching Ppt (1) (1)

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WELCOME


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REFLECTIVE TEACHING

Reflective teaching is aprocess where teachers

think over their teaching

practices, analyzing howsomething was taught

and how the practice

might be improved orchanged for better

learning outcomes.


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Pollard has stated , reflective teaching implies

an active concern with aims and consequencesas well as means and technical competence.

According to Dewey a reflective practitionershould have :

1. Open- mindedness

2. Responsibility

3. Whole heartedness


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STEPS TO A REFLECTIVE

PRACTITIONER

1. Observation

The skills of observation take account of noticing

your own feelings and behaviours and include

noticing, marking and recording in order to

distinguish something from its surroundings.

Noticing involves recording brief but vivid details

which allow you to recognize the situation for

itself.

In learning how to teach the noticing and

recording of critical moments can be helpful in

relation to developing the skills of reflective

practice.


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2. COMMUNICATION Your communication skills in relation to reflective

practice can be developed in a variety of ways:

through the keeping of a personal learning journal or

diary, or through a more professional portfolio,

supported by a system of formal tutorials with a

mentor.

Teacher diary

This is the easiest way to begin a process of

reflection since it is purely personal. After

each lesson you write in a notebook aboutwhat happened. You may also describe your

own reactions and feelings and those you

observed on the part of the students.


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3. Skill of decision making

It is important to think about how you make sense ofyour learners and classroom events.

From a constructivist point of view Uhelenbeck et al.

described teacher learning as Organizing and

reorganizing, structuring and restructuring a teacher

sunderstanding of practice.

Teachers are viewed as learners who actively construct

knowledge by integrating events on the basis of

existing knowledge, beliefs and dispositions


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4. Judgement

In order to analyze a classroom event or situation, we

should try to be absolutely clear what that event or

situation consists of. If we too, are involved in that

event then an objective view of the event needs to be

imparted.

5. Team working

It is now recognized that professional expertise has to

be networked, integrated or joined up.

The following subsections introduce you briefly somecollaborative ways of working in schools.


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a)Co- teaching

Co- teaching provides a vehicle for becoming more

aware of ones thoughts and actions that influence the

development of understanding of a situation.This way of working provides experiences which

revolve around collaboration and the sharing of ideas

and perspectives on practice to help in the reframing of

earlier ideas.b)Collaborative practitioner enquiry

Enquiry is the response we make to a desire to find

something out.


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Teachers with more reflective and discursive identities

may, through an ongoing conversation with their

practice ,adopt stances which respond to their learners

difficultiesc)Action research

This way of working tends to face between academic

researcher researching other people and teacher

practitioner , researching their own actions.Action research is an approach that has become widely

used in research into education and schooling.


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It takes several different forms, one of which is

systematic enquiry .Often beginning teachers, regular teachers and

support staff working together and the enquiry

designed to produce practical results which can

improve an aspect of say, learning and teaching.


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CONCLUSION

Reflective teaching is a cyclical process, because once you

start to implement changes, then the reflective and

evaluative cycle begins again. As a result of your

reflection you may decide to do something in a different

way, or you may just decide that what you are doing is

the best way. And that is what professional

development is all about.


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REFERENCE

1.Reflective teaching and learning- A guide to professionalissues for beginning secondary teachers

Edited by Sue Dymoke and Jennifer Harrison

2. www.csun.edu/sites/default/files/Holle-Reflective-

Teaching.pdf2


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THANKYOU

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Reflective Teaching Ppt (1) (1)