session 15
TRANSCRIPT
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CUR 515Session 15
The Reflective Teacher
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There is one quality……above all that makes a good teacher. It is the
ability to reflect on what, why, and how we do
things and to adapt and develop our practice
throughout our careers.
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Professional Reflection Is… • Deliberate• Purposeful• Structured• Focused on linking theory to
practice• About learning, change and development
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–Jenny Moon, 2005
“Reflection is a form of mental processing that we use to fulfill a purpose or to achieve some anticipated outcome. It is applied to gain a
better understanding of relatively complicated or unstructured ideas and is largely based on
the reprocessing of knowledge, understanding, and emotions that we already possess.”
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Reflection is developmental.
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Hit & MissHit & Miss
Relative Master
Relative Master
SteadySteady
I’ l l TryI ’ l l Try
Help!Help!
Second Nature
Second Nature
Reynold’s Model of Developing Competence, 1965
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UNCONSCIOUSINCOMPETENCEUNCONSCIOUSINCOMPETENCE
We don’t know whatwe don’t know
We don’t know whatwe don’t know
CONSCIOUS INCOMPETENCE
CONSCIOUS INCOMPETENCE
Becoming aware of what we don’t know or
know how to do
Becoming aware of what we don’t know or
know how to do
CONSCIOUS COMPETENCECONSCIOUS
COMPETENCE
Using new skills and knowledge, carefully self-
monitoring
Using new skills and knowledge, carefully self-
monitoring
UNCONSCIOUS COMPETENCE
UNCONSCIOUS COMPETENCE
Skills have become“second nature”
Skills have become“second nature”
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–Rollett, 2001
“Experts rely on a large repertoire of strategies and skills that they can call on automatically,
leaving them free to deal with unique or unexpected events…”
“The wealth of knowledge and routines that they employ, in fact, is so automatic that they often
do not realize why they preferred a certain plan of action over another. However, when
questioned, they are able to reconstruct the reasons for their decisions and behavior.”
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Reflection & Theory• Dewey (1933) believed that
teachers must move from routine action to reflective action
• He believed that reflection begins in a state of doubt or perplexity
• Difficulty and uncertainty in practice are key moments for learning—> We can reflect on these problems to solve the perplexity and learn from them
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ProfessionalDevelopmen
tJournal
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DateTimeContextLesson nameCritical incidentsInitial feelings
ReflectionAnalysisEvaluationTheory (if appropriateAny other thoughts
Take aways, next steps
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Critical Incidents
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Effective Teaching BehaviorsRosenshine, 1971
1. Introducing topics and activities clearly
2. Explaining clearly with examples, other materials
3. Systematic and serious organization of lessons
4. Variety of teaching materials and methods
5. Use of questions, especially higher order
6. Use of praise and other reinforcement (non/verbal)
7. Encouraging of learner participation
8. Making use of learners’ ideas, clarifying and developing them
9. Warmth, rapport and enthusiasm; mostly shown nonverbally
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Top 5 Professional Qualities• Understanding and
supportive
• Committed, dedicated and hardworking
• Fair with an inclusive and respectful approach
• Warm
• Humorous
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Top 5 Teaching Skills• Clear instruction and
presentation
• Strong communication and active listening
• Patience
• Motivation and encouragement
• Organization and classroom management
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Top 5 Favorite Teacher Qualities
• Sound subject knowledge
• Understanding and gives great advice
• Creative, interesting and imaginative
• Warm and cheerful
• Clear instructions and presentations
Mentoring Towards Excellence, 2001