Reflecting on my

Learning amp Teaching

Who am I- TEACHER B A ndash English Literature ndash Albania

B ED- Secondary ESL ndash Albania

1994- Fullbright Scholar World Fellowship

M EDndashLeadership amp DiversityndashUSA

ED D ndash Educational Contexts amp Brain-Based Learning Canada

The Highest Degree of ALL

DKG Degree

Who are we -DKGWho are we -DKG

Διδασκοτικι (dĭ des kō tee ki) = teacher Κλειδουχι (klĭ doo kī) = key Γυναικεσ (gee nī kāys) = women World Fellowship Scholarship

1946-2012 = 555 graduate degrees from over 100 countries

ldquoAll change begins with the notion of selfrdquo

Think what is a good lesson teacher Sharethoughts about teaching Understand the need to ldquothink about our

teaching and reflect ldquo Expand our understanding of the

teachinglearning process Enlarge our repertoire of options as

effective teachers Enhance learning opportunities for our

students KEEP LEARNING

Let us reflect What do you see here

Reflection Reflection

There is an art of which every (wo)man should be a master-the art of reflection If you are not a thinking (wo)man to what purpose are you a (wo)man at all

William Hart Coleridge

Reflection on my presentationReflection on my presentation

1 What areas of change have I identified

(What is the problem)

Poor pacing in my presentations

Action PlanAction Plan

2 What do I need to know

(what necessary information is needed)

Follow and time presentations

Action PlanAction Plan

3 How will I know I am making improvements

(What change should happen)

I will finish the presentation on time

Action PlanAction Plan

4 When will I know I have improved

(What is the goal)When I consistently finish my

presentation on time

Action PlanAction Plan

5 What difference did I make(What changed in the classroomaudience)

Participants got more work done and LEARNED

Confucius on Wisdom

By three methods we may learn wisdom

by reflection- the noblest by imitation- the easiest by experience- the bitterest

Reflectionbull Think about a lesson I taught

bull Describe a part of a lesson that went well Why

bull Describe a part of a lesson that didnrsquot go well Why

bull What might I do differently to make that part go better

A Great

Lesson

Students

Content

Classroom

Teachers

Other Delivery

2008Cohort 1- 72 ELLs 28 dropout

Success Rate 61Cohort 2- 46 ELLs 8 dropout

Success Rate 83

2009Cohort 1-100 ELLs 32 dropout

Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout

Success Rate 87

Overall Cohort 1 vs Cohort 2

Cohort 1- 386 ELLs 185 dropout

Success Rate 4792

Cohort 2 ndash 112 ELLs 27 dropout

Success Rate 7589

Success Rate Cohort 1 vs CSSD amp Alberta

Success Rate Cohort 2 vs CSSD amp Alberta

Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)

2006 604 51 71

2007 589 47 67

2008 554 61 83

2009 595 68 86 Fraser Institute Data

4-Year Average 58 4792 7589

What is Reflective TeachingThree attitudes are necessary for us

to become reflective teachers Open-mindedness Responsibility Wholeheartedness

(J Dewey A Handbook for Reflective Teaching)

Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting

information-- our own behaviors-- those of others

bull A means to institute meaningful changes and improvements in our teaching

bull A beneficial form of professional development

Effectivereflective teachers

ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work

JWebb 1996

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Who am I- TEACHER B A ndash English Literature ndash Albania

B ED- Secondary ESL ndash Albania

1994- Fullbright Scholar World Fellowship

M EDndashLeadership amp DiversityndashUSA

ED D ndash Educational Contexts amp Brain-Based Learning Canada

The Highest Degree of ALL

DKG Degree

Who are we -DKGWho are we -DKG

Διδασκοτικι (dĭ des kō tee ki) = teacher Κλειδουχι (klĭ doo kī) = key Γυναικεσ (gee nī kāys) = women World Fellowship Scholarship

1946-2012 = 555 graduate degrees from over 100 countries

ldquoAll change begins with the notion of selfrdquo

Think what is a good lesson teacher Sharethoughts about teaching Understand the need to ldquothink about our

teaching and reflect ldquo Expand our understanding of the

teachinglearning process Enlarge our repertoire of options as

effective teachers Enhance learning opportunities for our

students KEEP LEARNING

Let us reflect What do you see here

Reflection Reflection

There is an art of which every (wo)man should be a master-the art of reflection If you are not a thinking (wo)man to what purpose are you a (wo)man at all

William Hart Coleridge

Reflection on my presentationReflection on my presentation

1 What areas of change have I identified

(What is the problem)

Poor pacing in my presentations

Action PlanAction Plan

2 What do I need to know

(what necessary information is needed)

Follow and time presentations

Action PlanAction Plan

3 How will I know I am making improvements

(What change should happen)

I will finish the presentation on time

Action PlanAction Plan

4 When will I know I have improved

(What is the goal)When I consistently finish my

presentation on time

Action PlanAction Plan

5 What difference did I make(What changed in the classroomaudience)

Participants got more work done and LEARNED

Confucius on Wisdom

By three methods we may learn wisdom

by reflection- the noblest by imitation- the easiest by experience- the bitterest

Reflectionbull Think about a lesson I taught

bull Describe a part of a lesson that went well Why

bull Describe a part of a lesson that didnrsquot go well Why

bull What might I do differently to make that part go better

A Great

Lesson

Students

Content

Classroom

Teachers

Other Delivery

2008Cohort 1- 72 ELLs 28 dropout

Success Rate 61Cohort 2- 46 ELLs 8 dropout

Success Rate 83

2009Cohort 1-100 ELLs 32 dropout

Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout

Success Rate 87

Overall Cohort 1 vs Cohort 2

Cohort 1- 386 ELLs 185 dropout

Success Rate 4792

Cohort 2 ndash 112 ELLs 27 dropout

Success Rate 7589

Success Rate Cohort 1 vs CSSD amp Alberta

Success Rate Cohort 2 vs CSSD amp Alberta

Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)

2006 604 51 71

2007 589 47 67

2008 554 61 83

2009 595 68 86 Fraser Institute Data

4-Year Average 58 4792 7589

What is Reflective TeachingThree attitudes are necessary for us

to become reflective teachers Open-mindedness Responsibility Wholeheartedness

(J Dewey A Handbook for Reflective Teaching)

Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting

information-- our own behaviors-- those of others

bull A means to institute meaningful changes and improvements in our teaching

bull A beneficial form of professional development

Effectivereflective teachers

ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work

JWebb 1996

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Who are we -DKGWho are we -DKG

Διδασκοτικι (dĭ des kō tee ki) = teacher Κλειδουχι (klĭ doo kī) = key Γυναικεσ (gee nī kāys) = women World Fellowship Scholarship

1946-2012 = 555 graduate degrees from over 100 countries

ldquoAll change begins with the notion of selfrdquo

Think what is a good lesson teacher Sharethoughts about teaching Understand the need to ldquothink about our

teaching and reflect ldquo Expand our understanding of the

teachinglearning process Enlarge our repertoire of options as

effective teachers Enhance learning opportunities for our

students KEEP LEARNING

Let us reflect What do you see here

Reflection Reflection

There is an art of which every (wo)man should be a master-the art of reflection If you are not a thinking (wo)man to what purpose are you a (wo)man at all

William Hart Coleridge

Reflection on my presentationReflection on my presentation

1 What areas of change have I identified

(What is the problem)

Poor pacing in my presentations

Action PlanAction Plan

2 What do I need to know

(what necessary information is needed)

Follow and time presentations

Action PlanAction Plan

3 How will I know I am making improvements

(What change should happen)

I will finish the presentation on time

Action PlanAction Plan

4 When will I know I have improved

(What is the goal)When I consistently finish my

presentation on time

Action PlanAction Plan

5 What difference did I make(What changed in the classroomaudience)

Participants got more work done and LEARNED

Confucius on Wisdom

By three methods we may learn wisdom

by reflection- the noblest by imitation- the easiest by experience- the bitterest

Reflectionbull Think about a lesson I taught

bull Describe a part of a lesson that went well Why

bull Describe a part of a lesson that didnrsquot go well Why

bull What might I do differently to make that part go better

A Great

Lesson

Students

Content

Classroom

Teachers

Other Delivery

2008Cohort 1- 72 ELLs 28 dropout

Success Rate 61Cohort 2- 46 ELLs 8 dropout

Success Rate 83

2009Cohort 1-100 ELLs 32 dropout

Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout

Success Rate 87

Overall Cohort 1 vs Cohort 2

Cohort 1- 386 ELLs 185 dropout

Success Rate 4792

Cohort 2 ndash 112 ELLs 27 dropout

Success Rate 7589

Success Rate Cohort 1 vs CSSD amp Alberta

Success Rate Cohort 2 vs CSSD amp Alberta

Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)

2006 604 51 71

2007 589 47 67

2008 554 61 83

2009 595 68 86 Fraser Institute Data

4-Year Average 58 4792 7589

What is Reflective TeachingThree attitudes are necessary for us

to become reflective teachers Open-mindedness Responsibility Wholeheartedness

(J Dewey A Handbook for Reflective Teaching)

Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting

information-- our own behaviors-- those of others

bull A means to institute meaningful changes and improvements in our teaching

bull A beneficial form of professional development

Effectivereflective teachers

ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work

JWebb 1996

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

ldquoAll change begins with the notion of selfrdquo

Think what is a good lesson teacher Sharethoughts about teaching Understand the need to ldquothink about our

teaching and reflect ldquo Expand our understanding of the

teachinglearning process Enlarge our repertoire of options as

effective teachers Enhance learning opportunities for our

students KEEP LEARNING

Let us reflect What do you see here

Reflection Reflection

There is an art of which every (wo)man should be a master-the art of reflection If you are not a thinking (wo)man to what purpose are you a (wo)man at all

William Hart Coleridge

Reflection on my presentationReflection on my presentation

1 What areas of change have I identified

(What is the problem)

Poor pacing in my presentations

Action PlanAction Plan

2 What do I need to know

(what necessary information is needed)

Follow and time presentations

Action PlanAction Plan

3 How will I know I am making improvements

(What change should happen)

I will finish the presentation on time

Action PlanAction Plan

4 When will I know I have improved

(What is the goal)When I consistently finish my

presentation on time

Action PlanAction Plan

5 What difference did I make(What changed in the classroomaudience)

Participants got more work done and LEARNED

Confucius on Wisdom

By three methods we may learn wisdom

by reflection- the noblest by imitation- the easiest by experience- the bitterest

Reflectionbull Think about a lesson I taught

bull Describe a part of a lesson that went well Why

bull Describe a part of a lesson that didnrsquot go well Why

bull What might I do differently to make that part go better

A Great

Lesson

Students

Content

Classroom

Teachers

Other Delivery

2008Cohort 1- 72 ELLs 28 dropout

Success Rate 61Cohort 2- 46 ELLs 8 dropout

Success Rate 83

2009Cohort 1-100 ELLs 32 dropout

Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout

Success Rate 87

Overall Cohort 1 vs Cohort 2

Cohort 1- 386 ELLs 185 dropout

Success Rate 4792

Cohort 2 ndash 112 ELLs 27 dropout

Success Rate 7589

Success Rate Cohort 1 vs CSSD amp Alberta

Success Rate Cohort 2 vs CSSD amp Alberta

Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)

2006 604 51 71

2007 589 47 67

2008 554 61 83

2009 595 68 86 Fraser Institute Data

4-Year Average 58 4792 7589

What is Reflective TeachingThree attitudes are necessary for us

to become reflective teachers Open-mindedness Responsibility Wholeheartedness

(J Dewey A Handbook for Reflective Teaching)

Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting

information-- our own behaviors-- those of others

bull A means to institute meaningful changes and improvements in our teaching

bull A beneficial form of professional development

Effectivereflective teachers

ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work

JWebb 1996

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Let us reflect What do you see here

Reflection Reflection

There is an art of which every (wo)man should be a master-the art of reflection If you are not a thinking (wo)man to what purpose are you a (wo)man at all

William Hart Coleridge

Reflection on my presentationReflection on my presentation

1 What areas of change have I identified

(What is the problem)

Poor pacing in my presentations

Action PlanAction Plan

2 What do I need to know

(what necessary information is needed)

Follow and time presentations

Action PlanAction Plan

3 How will I know I am making improvements

(What change should happen)

I will finish the presentation on time

Action PlanAction Plan

4 When will I know I have improved

(What is the goal)When I consistently finish my

presentation on time

Action PlanAction Plan

5 What difference did I make(What changed in the classroomaudience)

Participants got more work done and LEARNED

Confucius on Wisdom

By three methods we may learn wisdom

by reflection- the noblest by imitation- the easiest by experience- the bitterest

Reflectionbull Think about a lesson I taught

bull Describe a part of a lesson that went well Why

bull Describe a part of a lesson that didnrsquot go well Why

bull What might I do differently to make that part go better

A Great

Lesson

Students

Content

Classroom

Teachers

Other Delivery

2008Cohort 1- 72 ELLs 28 dropout

Success Rate 61Cohort 2- 46 ELLs 8 dropout

Success Rate 83

2009Cohort 1-100 ELLs 32 dropout

Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout

Success Rate 87

Overall Cohort 1 vs Cohort 2

Cohort 1- 386 ELLs 185 dropout

Success Rate 4792

Cohort 2 ndash 112 ELLs 27 dropout

Success Rate 7589

Success Rate Cohort 1 vs CSSD amp Alberta

Success Rate Cohort 2 vs CSSD amp Alberta

Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)

2006 604 51 71

2007 589 47 67

2008 554 61 83

2009 595 68 86 Fraser Institute Data

4-Year Average 58 4792 7589

What is Reflective TeachingThree attitudes are necessary for us

to become reflective teachers Open-mindedness Responsibility Wholeheartedness

(J Dewey A Handbook for Reflective Teaching)

Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting

information-- our own behaviors-- those of others

bull A means to institute meaningful changes and improvements in our teaching

bull A beneficial form of professional development

Effectivereflective teachers

ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work

JWebb 1996

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Reflection Reflection

There is an art of which every (wo)man should be a master-the art of reflection If you are not a thinking (wo)man to what purpose are you a (wo)man at all

William Hart Coleridge

Reflection on my presentationReflection on my presentation

1 What areas of change have I identified

(What is the problem)

Poor pacing in my presentations

Action PlanAction Plan

2 What do I need to know

(what necessary information is needed)

Follow and time presentations

Action PlanAction Plan

3 How will I know I am making improvements

(What change should happen)

I will finish the presentation on time

Action PlanAction Plan

4 When will I know I have improved

(What is the goal)When I consistently finish my

presentation on time

Action PlanAction Plan

5 What difference did I make(What changed in the classroomaudience)

Participants got more work done and LEARNED

Confucius on Wisdom

By three methods we may learn wisdom

by reflection- the noblest by imitation- the easiest by experience- the bitterest

Reflectionbull Think about a lesson I taught

bull Describe a part of a lesson that went well Why

bull Describe a part of a lesson that didnrsquot go well Why

bull What might I do differently to make that part go better

A Great

Lesson

Students

Content

Classroom

Teachers

Other Delivery

2008Cohort 1- 72 ELLs 28 dropout

Success Rate 61Cohort 2- 46 ELLs 8 dropout

Success Rate 83

2009Cohort 1-100 ELLs 32 dropout

Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout

Success Rate 87

Overall Cohort 1 vs Cohort 2

Cohort 1- 386 ELLs 185 dropout

Success Rate 4792

Cohort 2 ndash 112 ELLs 27 dropout

Success Rate 7589

Success Rate Cohort 1 vs CSSD amp Alberta

Success Rate Cohort 2 vs CSSD amp Alberta

Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)

2006 604 51 71

2007 589 47 67

2008 554 61 83

2009 595 68 86 Fraser Institute Data

4-Year Average 58 4792 7589

What is Reflective TeachingThree attitudes are necessary for us

to become reflective teachers Open-mindedness Responsibility Wholeheartedness

(J Dewey A Handbook for Reflective Teaching)

Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting

information-- our own behaviors-- those of others

bull A means to institute meaningful changes and improvements in our teaching

bull A beneficial form of professional development

Effectivereflective teachers

ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work

JWebb 1996

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Reflection on my presentationReflection on my presentation

1 What areas of change have I identified

(What is the problem)

Poor pacing in my presentations

Action PlanAction Plan

2 What do I need to know

(what necessary information is needed)

Follow and time presentations

Action PlanAction Plan

3 How will I know I am making improvements

(What change should happen)

I will finish the presentation on time

Action PlanAction Plan

4 When will I know I have improved

(What is the goal)When I consistently finish my

presentation on time

Action PlanAction Plan

5 What difference did I make(What changed in the classroomaudience)

Participants got more work done and LEARNED

Confucius on Wisdom

By three methods we may learn wisdom

by reflection- the noblest by imitation- the easiest by experience- the bitterest

Reflectionbull Think about a lesson I taught

bull Describe a part of a lesson that went well Why

bull Describe a part of a lesson that didnrsquot go well Why

bull What might I do differently to make that part go better

A Great

Lesson

Students

Content

Classroom

Teachers

Other Delivery

2008Cohort 1- 72 ELLs 28 dropout

Success Rate 61Cohort 2- 46 ELLs 8 dropout

Success Rate 83

2009Cohort 1-100 ELLs 32 dropout

Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout

Success Rate 87

Overall Cohort 1 vs Cohort 2

Cohort 1- 386 ELLs 185 dropout

Success Rate 4792

Cohort 2 ndash 112 ELLs 27 dropout

Success Rate 7589

Success Rate Cohort 1 vs CSSD amp Alberta

Success Rate Cohort 2 vs CSSD amp Alberta

Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)

2006 604 51 71

2007 589 47 67

2008 554 61 83

2009 595 68 86 Fraser Institute Data

4-Year Average 58 4792 7589

What is Reflective TeachingThree attitudes are necessary for us

to become reflective teachers Open-mindedness Responsibility Wholeheartedness

(J Dewey A Handbook for Reflective Teaching)

Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting

information-- our own behaviors-- those of others

bull A means to institute meaningful changes and improvements in our teaching

bull A beneficial form of professional development

Effectivereflective teachers

ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work

JWebb 1996

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Action PlanAction Plan

2 What do I need to know

(what necessary information is needed)

Follow and time presentations

Action PlanAction Plan

3 How will I know I am making improvements

(What change should happen)

I will finish the presentation on time

Action PlanAction Plan

4 When will I know I have improved

(What is the goal)When I consistently finish my

presentation on time

Action PlanAction Plan

5 What difference did I make(What changed in the classroomaudience)

Participants got more work done and LEARNED

Confucius on Wisdom

By three methods we may learn wisdom

by reflection- the noblest by imitation- the easiest by experience- the bitterest

Reflectionbull Think about a lesson I taught

bull Describe a part of a lesson that went well Why

bull Describe a part of a lesson that didnrsquot go well Why

bull What might I do differently to make that part go better

A Great

Lesson

Students

Content

Classroom

Teachers

Other Delivery

2008Cohort 1- 72 ELLs 28 dropout

Success Rate 61Cohort 2- 46 ELLs 8 dropout

Success Rate 83

2009Cohort 1-100 ELLs 32 dropout

Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout

Success Rate 87

Overall Cohort 1 vs Cohort 2

Cohort 1- 386 ELLs 185 dropout

Success Rate 4792

Cohort 2 ndash 112 ELLs 27 dropout

Success Rate 7589

Success Rate Cohort 1 vs CSSD amp Alberta

Success Rate Cohort 2 vs CSSD amp Alberta

Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)

2006 604 51 71

2007 589 47 67

2008 554 61 83

2009 595 68 86 Fraser Institute Data

4-Year Average 58 4792 7589

What is Reflective TeachingThree attitudes are necessary for us

to become reflective teachers Open-mindedness Responsibility Wholeheartedness

(J Dewey A Handbook for Reflective Teaching)

Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting

information-- our own behaviors-- those of others

bull A means to institute meaningful changes and improvements in our teaching

bull A beneficial form of professional development

Effectivereflective teachers

ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work

JWebb 1996

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Action PlanAction Plan

3 How will I know I am making improvements

(What change should happen)

I will finish the presentation on time

Action PlanAction Plan

4 When will I know I have improved

(What is the goal)When I consistently finish my

presentation on time

Action PlanAction Plan

5 What difference did I make(What changed in the classroomaudience)

Participants got more work done and LEARNED

Confucius on Wisdom

By three methods we may learn wisdom

by reflection- the noblest by imitation- the easiest by experience- the bitterest

Reflectionbull Think about a lesson I taught

bull Describe a part of a lesson that went well Why

bull Describe a part of a lesson that didnrsquot go well Why

bull What might I do differently to make that part go better

A Great

Lesson

Students

Content

Classroom

Teachers

Other Delivery

2008Cohort 1- 72 ELLs 28 dropout

Success Rate 61Cohort 2- 46 ELLs 8 dropout

Success Rate 83

2009Cohort 1-100 ELLs 32 dropout

Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout

Success Rate 87

Overall Cohort 1 vs Cohort 2

Cohort 1- 386 ELLs 185 dropout

Success Rate 4792

Cohort 2 ndash 112 ELLs 27 dropout

Success Rate 7589

Success Rate Cohort 1 vs CSSD amp Alberta

Success Rate Cohort 2 vs CSSD amp Alberta

Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)

2006 604 51 71

2007 589 47 67

2008 554 61 83

2009 595 68 86 Fraser Institute Data

4-Year Average 58 4792 7589

What is Reflective TeachingThree attitudes are necessary for us

to become reflective teachers Open-mindedness Responsibility Wholeheartedness

(J Dewey A Handbook for Reflective Teaching)

Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting

information-- our own behaviors-- those of others

bull A means to institute meaningful changes and improvements in our teaching

bull A beneficial form of professional development

Effectivereflective teachers

ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work

JWebb 1996

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Action PlanAction Plan

4 When will I know I have improved

(What is the goal)When I consistently finish my

presentation on time

Action PlanAction Plan

5 What difference did I make(What changed in the classroomaudience)

Participants got more work done and LEARNED

Confucius on Wisdom

By three methods we may learn wisdom

by reflection- the noblest by imitation- the easiest by experience- the bitterest

Reflectionbull Think about a lesson I taught

bull Describe a part of a lesson that went well Why

bull Describe a part of a lesson that didnrsquot go well Why

bull What might I do differently to make that part go better

A Great

Lesson

Students

Content

Classroom

Teachers

Other Delivery

2008Cohort 1- 72 ELLs 28 dropout

Success Rate 61Cohort 2- 46 ELLs 8 dropout

Success Rate 83

2009Cohort 1-100 ELLs 32 dropout

Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout

Success Rate 87

Overall Cohort 1 vs Cohort 2

Cohort 1- 386 ELLs 185 dropout

Success Rate 4792

Cohort 2 ndash 112 ELLs 27 dropout

Success Rate 7589

Success Rate Cohort 1 vs CSSD amp Alberta

Success Rate Cohort 2 vs CSSD amp Alberta

Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)

2006 604 51 71

2007 589 47 67

2008 554 61 83

2009 595 68 86 Fraser Institute Data

4-Year Average 58 4792 7589

What is Reflective TeachingThree attitudes are necessary for us

to become reflective teachers Open-mindedness Responsibility Wholeheartedness

(J Dewey A Handbook for Reflective Teaching)

Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting

information-- our own behaviors-- those of others

bull A means to institute meaningful changes and improvements in our teaching

bull A beneficial form of professional development

Effectivereflective teachers

ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work

JWebb 1996

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Action PlanAction Plan

5 What difference did I make(What changed in the classroomaudience)

Participants got more work done and LEARNED

Confucius on Wisdom

By three methods we may learn wisdom

by reflection- the noblest by imitation- the easiest by experience- the bitterest

Reflectionbull Think about a lesson I taught

bull Describe a part of a lesson that went well Why

bull Describe a part of a lesson that didnrsquot go well Why

bull What might I do differently to make that part go better

A Great

Lesson

Students

Content

Classroom

Teachers

Other Delivery

2008Cohort 1- 72 ELLs 28 dropout

Success Rate 61Cohort 2- 46 ELLs 8 dropout

Success Rate 83

2009Cohort 1-100 ELLs 32 dropout

Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout

Success Rate 87

Overall Cohort 1 vs Cohort 2

Cohort 1- 386 ELLs 185 dropout

Success Rate 4792

Cohort 2 ndash 112 ELLs 27 dropout

Success Rate 7589

Success Rate Cohort 1 vs CSSD amp Alberta

Success Rate Cohort 2 vs CSSD amp Alberta

Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)

2006 604 51 71

2007 589 47 67

2008 554 61 83

2009 595 68 86 Fraser Institute Data

4-Year Average 58 4792 7589

What is Reflective TeachingThree attitudes are necessary for us

to become reflective teachers Open-mindedness Responsibility Wholeheartedness

(J Dewey A Handbook for Reflective Teaching)

Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting

information-- our own behaviors-- those of others

bull A means to institute meaningful changes and improvements in our teaching

bull A beneficial form of professional development

Effectivereflective teachers

ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work

JWebb 1996

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Confucius on Wisdom

By three methods we may learn wisdom

by reflection- the noblest by imitation- the easiest by experience- the bitterest

Reflectionbull Think about a lesson I taught

bull Describe a part of a lesson that went well Why

bull Describe a part of a lesson that didnrsquot go well Why

bull What might I do differently to make that part go better

A Great

Lesson

Students

Content

Classroom

Teachers

Other Delivery

2008Cohort 1- 72 ELLs 28 dropout

Success Rate 61Cohort 2- 46 ELLs 8 dropout

Success Rate 83

2009Cohort 1-100 ELLs 32 dropout

Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout

Success Rate 87

Overall Cohort 1 vs Cohort 2

Cohort 1- 386 ELLs 185 dropout

Success Rate 4792

Cohort 2 ndash 112 ELLs 27 dropout

Success Rate 7589

Success Rate Cohort 1 vs CSSD amp Alberta

Success Rate Cohort 2 vs CSSD amp Alberta

Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)

2006 604 51 71

2007 589 47 67

2008 554 61 83

2009 595 68 86 Fraser Institute Data

4-Year Average 58 4792 7589

What is Reflective TeachingThree attitudes are necessary for us

to become reflective teachers Open-mindedness Responsibility Wholeheartedness

(J Dewey A Handbook for Reflective Teaching)

Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting

information-- our own behaviors-- those of others

bull A means to institute meaningful changes and improvements in our teaching

bull A beneficial form of professional development

Effectivereflective teachers

ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work

JWebb 1996

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Reflectionbull Think about a lesson I taught

bull Describe a part of a lesson that went well Why

bull Describe a part of a lesson that didnrsquot go well Why

bull What might I do differently to make that part go better

A Great

Lesson

Students

Content

Classroom

Teachers

Other Delivery

2008Cohort 1- 72 ELLs 28 dropout

Success Rate 61Cohort 2- 46 ELLs 8 dropout

Success Rate 83

2009Cohort 1-100 ELLs 32 dropout

Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout

Success Rate 87

Overall Cohort 1 vs Cohort 2

Cohort 1- 386 ELLs 185 dropout

Success Rate 4792

Cohort 2 ndash 112 ELLs 27 dropout

Success Rate 7589

Success Rate Cohort 1 vs CSSD amp Alberta

Success Rate Cohort 2 vs CSSD amp Alberta

Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)

2006 604 51 71

2007 589 47 67

2008 554 61 83

2009 595 68 86 Fraser Institute Data

4-Year Average 58 4792 7589

What is Reflective TeachingThree attitudes are necessary for us

to become reflective teachers Open-mindedness Responsibility Wholeheartedness

(J Dewey A Handbook for Reflective Teaching)

Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting

information-- our own behaviors-- those of others

bull A means to institute meaningful changes and improvements in our teaching

bull A beneficial form of professional development

Effectivereflective teachers

ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work

JWebb 1996

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

A Great

Lesson

Students

Content

Classroom

Teachers

Other Delivery

2008Cohort 1- 72 ELLs 28 dropout

Success Rate 61Cohort 2- 46 ELLs 8 dropout

Success Rate 83

2009Cohort 1-100 ELLs 32 dropout

Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout

Success Rate 87

Overall Cohort 1 vs Cohort 2

Cohort 1- 386 ELLs 185 dropout

Success Rate 4792

Cohort 2 ndash 112 ELLs 27 dropout

Success Rate 7589

Success Rate Cohort 1 vs CSSD amp Alberta

Success Rate Cohort 2 vs CSSD amp Alberta

Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)

2006 604 51 71

2007 589 47 67

2008 554 61 83

2009 595 68 86 Fraser Institute Data

4-Year Average 58 4792 7589

What is Reflective TeachingThree attitudes are necessary for us

to become reflective teachers Open-mindedness Responsibility Wholeheartedness

(J Dewey A Handbook for Reflective Teaching)

Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting

information-- our own behaviors-- those of others

bull A means to institute meaningful changes and improvements in our teaching

bull A beneficial form of professional development

Effectivereflective teachers

ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work

JWebb 1996

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

2008Cohort 1- 72 ELLs 28 dropout

Success Rate 61Cohort 2- 46 ELLs 8 dropout

Success Rate 83

2009Cohort 1-100 ELLs 32 dropout

Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout

Success Rate 87

Overall Cohort 1 vs Cohort 2

Cohort 1- 386 ELLs 185 dropout

Success Rate 4792

Cohort 2 ndash 112 ELLs 27 dropout

Success Rate 7589

Success Rate Cohort 1 vs CSSD amp Alberta

Success Rate Cohort 2 vs CSSD amp Alberta

Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)

2006 604 51 71

2007 589 47 67

2008 554 61 83

2009 595 68 86 Fraser Institute Data

4-Year Average 58 4792 7589

What is Reflective TeachingThree attitudes are necessary for us

to become reflective teachers Open-mindedness Responsibility Wholeheartedness

(J Dewey A Handbook for Reflective Teaching)

Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting

information-- our own behaviors-- those of others

bull A means to institute meaningful changes and improvements in our teaching

bull A beneficial form of professional development

Effectivereflective teachers

ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work

JWebb 1996

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

2009Cohort 1-100 ELLs 32 dropout

Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout

Success Rate 87

Overall Cohort 1 vs Cohort 2

Cohort 1- 386 ELLs 185 dropout

Success Rate 4792

Cohort 2 ndash 112 ELLs 27 dropout

Success Rate 7589

Success Rate Cohort 1 vs CSSD amp Alberta

Success Rate Cohort 2 vs CSSD amp Alberta

Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)

2006 604 51 71

2007 589 47 67

2008 554 61 83

2009 595 68 86 Fraser Institute Data

4-Year Average 58 4792 7589

What is Reflective TeachingThree attitudes are necessary for us

to become reflective teachers Open-mindedness Responsibility Wholeheartedness

(J Dewey A Handbook for Reflective Teaching)

Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting

information-- our own behaviors-- those of others

bull A means to institute meaningful changes and improvements in our teaching

bull A beneficial form of professional development

Effectivereflective teachers

ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work

JWebb 1996

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Overall Cohort 1 vs Cohort 2

Cohort 1- 386 ELLs 185 dropout

Success Rate 4792

Cohort 2 ndash 112 ELLs 27 dropout

Success Rate 7589

Success Rate Cohort 1 vs CSSD amp Alberta

Success Rate Cohort 2 vs CSSD amp Alberta

Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)

2006 604 51 71

2007 589 47 67

2008 554 61 83

2009 595 68 86 Fraser Institute Data

4-Year Average 58 4792 7589

What is Reflective TeachingThree attitudes are necessary for us

to become reflective teachers Open-mindedness Responsibility Wholeheartedness

(J Dewey A Handbook for Reflective Teaching)

Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting

information-- our own behaviors-- those of others

bull A means to institute meaningful changes and improvements in our teaching

bull A beneficial form of professional development

Effectivereflective teachers

ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work

JWebb 1996

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Success Rate Cohort 1 vs CSSD amp Alberta

Success Rate Cohort 2 vs CSSD amp Alberta

Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)

2006 604 51 71

2007 589 47 67

2008 554 61 83

2009 595 68 86 Fraser Institute Data

4-Year Average 58 4792 7589

What is Reflective TeachingThree attitudes are necessary for us

to become reflective teachers Open-mindedness Responsibility Wholeheartedness

(J Dewey A Handbook for Reflective Teaching)

Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting

information-- our own behaviors-- those of others

bull A means to institute meaningful changes and improvements in our teaching

bull A beneficial form of professional development

Effectivereflective teachers

ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work

JWebb 1996

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)

2006 604 51 71

2007 589 47 67

2008 554 61 83

2009 595 68 86 Fraser Institute Data

4-Year Average 58 4792 7589

What is Reflective TeachingThree attitudes are necessary for us

to become reflective teachers Open-mindedness Responsibility Wholeheartedness

(J Dewey A Handbook for Reflective Teaching)

Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting

information-- our own behaviors-- those of others

bull A means to institute meaningful changes and improvements in our teaching

bull A beneficial form of professional development

Effectivereflective teachers

ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work

JWebb 1996

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

What is Reflective TeachingThree attitudes are necessary for us

to become reflective teachers Open-mindedness Responsibility Wholeheartedness

(J Dewey A Handbook for Reflective Teaching)

Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting

information-- our own behaviors-- those of others

bull A means to institute meaningful changes and improvements in our teaching

bull A beneficial form of professional development

Effectivereflective teachers

ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work

JWebb 1996

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting

information-- our own behaviors-- those of others

bull A means to institute meaningful changes and improvements in our teaching

bull A beneficial form of professional development

Effectivereflective teachers

ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work

JWebb 1996

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Effectivereflective teachers

ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work

JWebb 1996

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Reflection Opportunities

Enhance student learning Enhance professional development as

an academician Continuous professional development

as a teacher practitioner

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Reflective practice the capacity to reflect on

action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Importance of Reflection in Teaching

Most important pedagogical goals

1048766 Develop inquiry and metacognitive expertise

Teach intentionally

1048766 Transform our students their learning tools and classroom environment into self improving systems

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Teaching Process

1048766 Exploring Teaching-- Shall I Teach

1048766 Academic Preparation-- What Shall I Teach

1048766 Understanding Learners-- How Do Students

Learn

1048766 Organizing for Teaching --How Shall I Teach

1048766 Schooling and Cultural Context--Why Do We

Teach

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

the Thinking Educator

Decisions

1048766 What decisions should I be making

1048766 How would I make these decisions

1048766 How can I enhance student learning in this process

1048766 What is the thought process that students should understand

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often

done privately

1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues

1048766 Review ndash Less formal done at a particular point in time teacher writes thinks

discusses on some element collegial and interpersonal

1048766 Research ndash More systematic review over a period of time thinking and

observation on a particular issue over time examples include action research

exploratory practice teaching journal

1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic

theories more rigorous examine practice theories and consider in light of

academic theories

Zeichner and Liston 1996

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Starting Point

Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome

REFLECTIVETEACHING

Knowing Your Students

slow learnersover achieversfirst nationsELL

Reflective Teaching

RecognizeExamineRuminate

over your teaching

Action

ReviewRepairResearchReformulate

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR

STUDENT AND REFLECT

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

Watch amp Reflect

httpwwwyoutubecomwatchv=MfJVqCm_shc

References1048766 httpwwwukcleacukresourcesreflectionwhathtml

1048766 httpwwwnclrcorgessentialswhatteachreflecthtm

1048766 httpwwwrtwebinfo

1048766 httpwwwprodaitorgteachingcritical_teachingindexphp

1048766 httpwwwprodaitorgteachingcritical_teachingindexphp

Reflective teaching Exploring our own classroom practice

1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml

1048766 httpwwwericdigestsorg2001-3reflectivehtm