LLQT2503

January 2012

John Keenan j.keenan@worc.ac.uk

Today

1.Reflection2.Progression3.ICT4.Assignment5.Admin inc Portfolio

Critical Dialogic Reflection

WHY WE NEED TO LEARN TO REFLECT

1. We don’t know ourselves fully2. We see only part of the picture3. We blame ourselves for events out of our control

What is in reflection?

Draw a square, a circle, a triangle and a snake anywhere on this page

1. We don’t know ourselves fully

1. Beach

2. Sea

3. What you wore

4. Right

5. Left

6. Box

7. Cup

8. Darkness

1. We don’t know ourselves fully

open blind

hidden unknown

ask

tell

Johari Window

1. We don’t know ourselves fully

2 Gorillas

Not

2. We only see part of the picture

The ChoosingWe were first equal Mary and I with the same coloured ribbons in mouse-coloured hair, and with equal shyness we curtseyed to the lady councillor for copies of Collins’s Children Classics. First equal, equally proud. Best friends too Mary and I a common bond in being cleverest(equal) in our small school’s small class. I remember the competition for top desk or to read aloud the lesson at school service. And my terrible fear of her superiority at sums. I remember the housing scheme Where we both stayed. The same house, different homes, where the choices were made. I don’t know exactly why they moved, but anyway they went. Something about a three-apartment and a cheaper rent. But from the top deck of the high school bus I’d glimpse among the others on the corner Mary’s father, mufflered, contrasting strangely with the elegant greyhounds by his side. He didn’t believe in high school education, especially for girls, or in forking out for uniforms. Ten years later on a Saturday- I am coming home from the library- sitting near me on the bus, Mary with a husband who is tall, curly haired, has eyes for no one else but Mary. Her arms are round the full-shaped vase that is her body. Oh, you can see where the attraction lies in Mary’s life- not that I envy her, really. And I am coming from the library with my arms full of books. I think of the prizes that were ours for the taking and wonder when the choices got made we don’t remember making. Liz Lochhead

3. We blame ourselves for things out of our control

Theory Behind Reflection

•John Dewey – the legitimacy of ‘I’

•Jurgen Habermas – interpretation, acting

•David Kolb – experiential learning

Reflection Theorists

•Jenny Moon

•Hatton and Smith

What is reflection?

What is reflection?

Descriptive writing

Descriptive reflection

Dialogic reflection

Critical dialogic reflection

2. Grading reflection

1. Descriptive writing: what happened

2, Descriptive Reflection: consideration of what happened

3. Dialogic Reflection: self and role, qualities of judgements, alternative explanations of events. Is analytical, integrative, links factors and perspectives Deliberative, cognitive, narrative, weighing competing claims and viewpoints, and then exploring alternative solutions

4. Critical Reflection dialogic plus contextual awareness social reconstructionist,

Hatton and Smith 1995

GP

What is in critical dialogic reflection?

Why is reflection necessary?

considers what happened

analyses the qualities of judgements

gives alternative explanations of

events

weighs competing claims and viewpoints

explores alternative solutions

has contextual awareness

critiques managementjustifies position

shows awareness that others may not

be reflective practitioners

Has a clear purpose of progression

compares strengths and weaknesses of

others to self

accepts dishonestybargains between ideals and realistic

expectation

happens only when the practitioner

enters a ‘personal zone’

analyses events

integrates theory and events

Choose a situation at work which made you feel bad

Put your name on the paper and make a shape or shapes out of clay that describe(s) how you feel about the situation

Shape analysis

Reflexive practice involves thinking Reflexive practice involves thinking more critically about themselves, their more critically about themselves, their assumptions, actions, andassumptions, actions, andsituations they encounter; to see situations they encounter; to see multiple interpretations and multiple interpretations and constructions of realityconstructions of reality

(Cunliffe, 2004 pp 407-426)

http://www.eten-online.org/img/publications/ETEN%2017%20proceedings.pdf#page=135

JourneyJourney

ChangeChange

Thankyou for voting change back in

shark

A belief is an idea you no longer questionA belief is an idea you no longer question

Thomas (2004)Thomas (2004))

The term Belief generally refers to acceptance of a proposition for which there is no conventional knowledge, one that is not demonstrable, and for which there is accepted disagreement(Woods 1996: 195)

Teachers’ beliefs about learning will affect Teachers’ beliefs about learning will affect everything they do in the classroom … everything they do in the classroom … deep-rooted beliefs ... will pervade their deep-rooted beliefs ... will pervade their classroom actions more than a particular classroom actions more than a particular methodology they are told to adopt or methodology they are told to adopt or course-book they follow. course-book they follow. Williams and Burden 1997: 57

http://www.prodait.org/resources/cr_on_teaching.pdf

Belief‘I set homework and the students don’t do it’

QUESTION IT: all pupils? Which ones? Value to some? Feelings of failure if not imposed? Authority challenged?

ReframedIf I set homework I feel like a failure

Underlying fears

What beliefs may underlie your feelings about the situation?

• Roger/HughBelief – fear of older males?

• SophieBelief – nobody likes her

For Brookfield, critical reflection is important for some of the following reasons: 1. to increase the probability that teachers will take informed actions – those that can be explained and justified to self and others; 2. to enable teachers to provide a rationale behind their practice which can be crucial to establishing credibility with student; 3. to avoid self-laceration - believing that the teacher is to blame if students are not learning; 4. to ground teachers emotionally; 5. to enliven the classroom by making it challenging, interesting and stimulating for students; 6. to increase democratic trust as a result of the examples and modeling conveyed by the teacher, thereby allowing students to learn democratic behavior and a moral tone.

US STUDENTSSTUDENTS

COLLEAGUESCOLLEAGUES THEORYTHEORY

Brookfield (1995)

Self talkthe component of emotionalintelligence that frees us from being a prisoner of our own feelings.

Goleman (2002, p.57)

US

COLLEAGUESCOLLEAGUES

STUDENTSSTUDENTS

REFLECTION & UNDERSTANDING

PLAN or INTENTION

ACTION or BEHAVIOUR

Attitude towards

behaviour

Other people’s opinions

Controls on behaviour

(context and personal abilities)

Time to reflect on situation

Talk to other person – context, belief, youThink of theory on it you knowHow did the other person feel/think?

Your shape – can you change it?Your shape – can you change it?

Critical dialogic reflection – what are the 4 stages?

2. Grading reflection

1. Descriptive writing: what happened

2, Descriptive Reflection: consideration of what happened

3. Dialogic Reflection: self and role, qualities of judgements, alternative explanations of events. Is analytical, integrative, links factors and perspectives Deliberative, cognitive, narrative, weighing competing claims and viewpoints, and then exploring alternative solutions

4. Critical Reflection dialogic plus contextual awareness social reconstructionist,

Hatton and Smith 1995

Progression from the courseProgression from the course

1.1.Graduate - alumnusGraduate - alumnus2.2.Become a MIfL Become a MIfL

BA Progression3 – A Level

4 – Yr 1 degree

5 – Yr 2 degree

6 – Yr 3 degree

7- MA/MSc

4 – 120; 5-120; 6-120

1. Cert Ed (120 credits at Level 4)

2. Dip He in Teaching and Learning ESOL/English (60 credits at Level 5) + APEL portfolio (60 credits at Level 5)

3. BA in Education Studies programme (120 credits at Level 6) contact Gareth Dart on g.dart@worc.ac.uk

http://www.worc.ac.uk/courses/697.html

Education MA

3 = PGCert

6 = PGDip

6 + dissertation = MA

Twelve Step ProgrammeTwelve Step Programme

1. 1. Evidence of satisfactory CRB Enhanced Disclosure checkEvidence of satisfactory CRB Enhanced Disclosure check2.2. Evidence of prior achievement at NQF Level 3Evidence of prior achievement at NQF Level 33.3. Evidence of prior achievement at NQF Level 2 in English and mathsEvidence of prior achievement at NQF Level 2 in English and maths4.4. Initial Professional Learning Plan Initial Professional Learning Plan 5.5. Own observations of experienced teacher/tutor/mentor undertaking Own observations of experienced teacher/tutor/mentor undertaking

teachingteaching6.6. Evidence of completion of a professional learning journalEvidence of completion of a professional learning journal7.7. Professional Learning Journal Assessment extractsProfessional Learning Journal Assessment extracts8.8. Evidence of teaching practice - at least two levels from: entry level; levels 1 Evidence of teaching practice - at least two levels from: entry level; levels 1

and 2and 29.9. Module assignmentsModule assignments10.10. Schemes of work and lesson plansSchemes of work and lesson plans11.11. A list of professional development activities in the subject specialism A list of professional development activities in the subject specialism

undertaken during the programmeundertaken during the programme12.12. Confirmation of teaching hoursConfirmation of teaching hours

DEADLINEDecember 1st 2012

Observations

ICT

1.Access the blog2.Print out SOLE assignment page

3.Find e-resources in the library

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Assignments

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