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LEADING REFLECTIVE PRACTICE IN EDUCATION Class 1 Lecturer: Chirangee Tissera First Friends Campus
LEADING REFLECTIVE
PRACTICE IN
EDUCATION
Class 1
Lecturer: Chirangee Tissera
First Friends Campus
IN A NUTSHELL
Founder and CEO of ConsultEd
MA in Educational Leadership Studies and a BA in Psychology
Experience in Education Administration, Media and Marketing
I Enjoy :
Hanging out with family and friends
Watching TV/ Movies
Reading a good book (especially children’s story books)
Traveling
MIRROR, MIRROR
ZOOM ETIQUETTE
Add your name to your square
Mute your mic other than when you are in discussion
Respect and listen to each other
Raise your hand or use the chat feature
Use the ”Ask for Help" feature when in groups and need
assistance
LET’S GET TECHNICAL
Google Drive
Class Assignments and Research (You will need a Gmail account. Instructions -https://support.google.com/drive/answer/2424384?co=GENIE.Platform%3DDesktop&hl=en)
Class group communication (only to be used for academic communication)
Kahoot
In class use (Download App or https://kahoot.it)
To develop learners’
understanding of
reflective practice in
order to apply this to
their and other’s
roles in an
educational context,
leading
planning for personal
development.
Unit Objective
UNIT FRAMEWORK
1
• Introduction: Defining Reflective Practice.
• Understanding the function of reflective practice.
2• Theories and approaches in reflective practice.
3• Developing reflective practice skills in an educational setting.
4• Leading others in reflective practice.
WHAT IS REFLECTION?
"… a conscious activity in which we
engage to explore our experiences
and develop new understandings and
conceptualisations."
(Boud 1987)
WHAT IS REFLECTIVE THINKING?
It is an active, persistent, and careful consideration
of a belief or supposed form of knowledge, of the
grounds that support that knowledge, and the
further conclusions to which that knowledge leads.
- John Dewey
WHO IS JOHN DEWEY ?
He was an American philosopher, psychologist, and educational reformer whose ideas have been influential in education and social reform. He was one of the most prominent American scholars in the first half of the twentieth century.
(1859 – 1952)
“We do not learn from experience. We learn from reflecting on experience.”
https://content.iriss.org.uk/reflectivepractice/what.html
WHAT IS REFLECTIVE PRACTICE?
It is the ability to reflect on one's
actions so as to engage in a process
of continuous learning.
- Donald Schön
SCHÖN’S MODEL
Concept of 'reflection in
action' and 'reflection on
action’.
WHO ISDONALD SCHÖN?
He was a philosopher and
professor in urban planning at
the Massachusetts Institute of
Technology who developed the
concept of reflective practice and
contributed to the theory
of organisational learning.
(1930 -1997)https://content.iriss.org.uk/reflectivepractice/practitioner.html
WHAT IS THE REFLECTIVE MODEL?
The reflective model is referred to as “experiential learning”. The basis for this model is our own experience, which is then reviewed, analysed and evaluated systematically in three stages. Once this process has been undergone completely, the new experiences will form the starting point for another cycle.
- David Kolb
KOLB’S REFLECTIVE
CYCLE
WHO IS DAVID KOLB ?
He is an American educational
theorist whose interests and
publications focus on experiential
learning, the individual and social
change, career development, and
executive and professional
education.
(1939 – Present)
https://www.youtube.com/watch?v=ObQ2DheGOKA
GIBBS REFLECTIVE
CYCLE
Encourages people to think systematically about the experiences they had during a specific situation, event or activity. Using a circle, reflection on those experiences can be structured in phases.
https://www.youtube.com/watch?v=iBmtH0Qx0YU
METHODS
OF
IMPLEMENTATION
Self-questioning
Experimenting with new ideas
Discussing with other colleagues
Discussing with students
Observations and feedback
IMPLEMENTATION
ACTIVITIES
• Learning journal
• Lesson evaluations
• Observations
• Student dialogue
• Shared planning
SOURCES OF
FEEDBACK
“Peer review is most useful as a
formative process: recognizing
strengths and suggesting possible
areas for attention or alternative
approaches, rather than simply
judging”
-Gibbs (1995)
BROOKFIELD'S FOUR LENSES: BECOMING A CRITICALLY REFLECTIVE
TEACHER
1. The autobiographical lens -
Teachers focus on their previous experiences as a
learner, or on their experiences as a teacher by
use of teaching journals, evaluations, student/peer
feedback, personal goals/outcomes, and/or role
model profiles. Teachers can reveal aspects of
their pedagogy that may need adjustment or
strengthening.
BROOKFIELD'S FOUR LENSES: BECOMING A CRITICALLY REFLECTIVE
TEACHER
2. The students' eyes (Student
feedback) –
Teachers can reflect upon, student evaluations,
assessment answers and results, student journals,
and/or student focus groups or interview
responses in order to "teach more responsively"
Student lens reveals "those actions and
assumptions that either confirm or challenge
existing power relationships in the classroom"
BROOKFIELD'S FOUR LENSES: BECOMING A CRITICALLY REFLECTIVE
TEACHER
3. Our colleagues' experiences (Peer
mentoring, advice and feedback) -
Teachers gain confidence through exposing
hidden habits and finding innovative solutions to
problems. Informal conversations, teaching
experiences, seminar/workshop participation,
peer review, and/or applying for teaching awards,
can contribute to improved teacher motivation,
increased collegiality and excellent teaching and
learning outcomes.
BROOKFIELD'S FOUR LENSES: BECOMING A CRITICALLY REFLECTIVE
TEACHER
4. Theoretical literature
(Engagements with scholarly literature) –
Teachers who research, present or publish
scholarly literature display an advanced
vocabulary for teaching practice. This supports
teachers to clarify the contexts in which they
teach.
IMPLEMENTING A DIFFERENTIATEDEVALUATION MODEL FOR HIGHLY EFFECTIVE TEACHERS
BY ACHIEVE N J
CRITICAL FRIENDS
H T T P S : / / W W W . Y O U T U B E . C O M / W A T C H ? V = BM T U O U X P L N A
https://www.sophia.org/download/
derivatives/316326/url/ed6177203
702ac31731979874d9dc022.mp4
REFLECTIVE TEACHING EXAMPLES AND RECOMMENDATIONS
Self-Assessment External Assessment Recommendations
Reflection Journals Student Evaluations Use multiple data sources
Video-Recorded Teaching
Practiceshttps://www.youtube.com/watch?v=O1D9BdQKTqE
Peer or Departmental Observation
and Feedback
Take time to write
Teaching Inventories Find a friend
Teaching Portfolio
CPDA S D E F I N E D B Y T H E
C H A RT E R E D I N S T I T U T E O F P E R S O N N E L A N D
D E V E L O P M E N T ( C I P D )
Continuing Professional
Development (CPD) is a
combination of
approaches, ideas and
techniques that will help
you manage your own
learning and growth.
CDP HIGHLIGHTS
LEARNING IS
CONSCIOUS AND
PROACTIVE
COMBINES DIFFERENT
METHODOLOGIES
(TRAINING
WORKSHOPS,
CONFERENCES, E-
LEARNING, BEST
PRACTICE
TECHNIQUES AND
IDEAS SHARING).
FOCUSED ON
INDIVIDUAL
IMPROVEMENTS
PERTAINING TO
EFFECTIVE
PROFESSIONAL
DEVELOPMENT.
ENSURES ACADEMIC
AND PRACTICAL
QUALIFICATIONS
REMAINS RELEVANT.
ACADEMIC
QUALIFICATIONS
OFFER MORE
VOCATIONAL AND
SKILLS-BASED OR
‘PRACTICAL’
LEARNING.
‘UP SKILL’ OR ‘RE-SKILL’
REGARDLESS OF
OCCUPATION, AGE
OR EDUCATIONAL
LEVEL.
STAGES OF THE CPD CYCLE
H T T P S : / / W W W . Y O U T U B E . C O M / W A T C H ? V =A 6 B N G 8 A H S P O & F E A T U R E = E M B _ L O G O
Impact Impact: Measure the overall impact your learning has had on the work you do.
Share Share: Share your learning in communities of practice to generate greater insight and benefit from the support of your community.
Apply Apply: Create opportunities where you can translate theory into practice and put your learning to work.
ReflectReflect: Make the most of your day-to-day learning by routinely reflecting upon experience. https://www.youtube.com/watch?v=M9hyWVEG2x0&feature=emb_logo
Act Act: Act upon your plan and be open to learning experiences.
Plan Plan: Plan how you can get to where you want to be, with clear outcomes and milestone to track progress.
Identify Identify: Understand where you've come from, where you are and where you want to be.
Advantages Disadvantages
Helps create confident
educators
Adds to the workload
Responsibility for yourself
and your students
Takes time to learn and
execute
Encourages innovation Misuse of the practice for
personal gain
Encourages engagement Models may not apply to
every situation
Pros vs. Cons
THE 5 R’S
Five principals that will help you
get the most out of reflection…
5 or 6 R’s?
THE 5 R’S
Hmmm…
HOW IT’S USED TO DEVELOP
YOUR PRACTICE
• Continuously review the learning process.
• Monitor progress of learners.
• Identified a model which appeals to you.
• Carry out reflective activities in addition to the model.
• Increases
• self-awareness
• creative thinking
skills
• active engagement
• A penny for your
thoughts…
Influences &
Importance of Leading
the Engagement
ASSESSMENT
ASSIGNMENT 1
How will using Reflective Practice benefit your organization?
Write a 2 -page paper (double spaced) to answer the question above. You may substitute a fictional setting.
Support your claims with a minimum of 2 citations that are well-integrated and synthesized in text. You may use additional resources other than the readings available on google drive to support your ideas.
Use the list below to guide your thoughts.
• Analyse how educational practitioners use reflective practice.
• Evaluate how reflective practice influences behaviour in educational contexts.
• Explore the potential advantages and disadvantages of using reflective practice.
• Explain the importance of leading the engagement of reflective practice to improve own and others’ skills, practice and subject knowledge.
PRACTICING WHAT WE PREACH
Time for the student class survey.
Thank you for joining… see you next week!
REFERENCES
Brookfield, S. D. (2017). Becoming a critically reflected teacher (2nd ED.). San Francisco, CA: JOSSEY Bass.
Bruce, L., Macmillan, M., Morago, P., & Slesser, S. Reflective practice. https://content.iriss.org.uk/reflectivepractice
CIPD. CPD Cycle Stages. https://www.cipd.co.uk/learn/cpd/cycle#gref
Fair use disclaimers. https://www.termsfeed.com/blog/fair-use-disclaimer/
Ghere, G., Montie, J., Sommers, W., & York-Barr, J. (2019). Reflective practice for renewing schools: an action guide for educators. Corwin. David M. Horton
Google. https://www.google.com/
MQ LearnTV. YouTube. https://www.youtube.com/user/MQLearnTV/videos
REFERENCES CONT.
Malthouse, R., & Roffey-Barentsen, J. (2013). Reflective practice in education and training. Learning Matters. Exeter
New Jersey Department of Education. Reflective Practice Protocol: Implementation Guidebook: An Option for Evaluating Highly Effective Teachers. file:///C:/Users/temp/Documents/LLC/First%20Friends%20Campus/Leading%20Reflective%20Practice%20in%20Education/1.1/reflective%20practice%20NJ.pdf
Reflective Teaching | Poorvu Center for Teaching and Learning. https://poorvucenter.yale.edu/ReflectiveTeaching
REFERENCES CONT.
Tarrant, P,. (2013). Reflective Practice and Professional Development. SAGE Publications, Ltd. 55 City Road
The 3 minute Kolb. https://www.youtube.com/watch?app=desktop&v=ObQ2DheGOKA
Welcome. Getting started with Reflective Practice. https://www.cambridge-community.org.uk/professional-development/gswrp/index.html
Notes and Disclaimers
• The research and design of this presentation is credited to ConsultEd LLC and only intend for the academic use for students of Chirangee Tissera. Written consent is required for use and distribution by any external parties.
• Fair Use Notice – This presentation may contain material which has no specific authorization by the copyrighted owner. This material is made available in efforts to advance the students understanding of Reflective Practice.
