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Reflective Practice The Aga Khan Academy Professional Development August 2008
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Reflective Practice
The Aga Khan AcademyProfessional Development
August 2008
Reflection
Reflection
‘The unexamined life isn’t worth living.’
Socrates, 450 BC (approx.)
Reflection
‘The unexamined life isn’t worth living.’
Socrates, 450 BC (approx.)
“Reflective practice is as much a state of mind as it is a set of activities”
Joseph Vaughan, 1990
What is reflective practice?
Individual Reflection
Think-Reflect-Pair-Share
What is reflective practice?
• Individual ReflectionWhat does this mean to you?
Think-Reflect-Pair-Share
What is reflective practice?
• Individual ReflectionWhat does this mean to you? What does a reflective educator look like?
Think-Reflect-Pair-Share
What is reflective practice?
• Individual ReflectionWhat does this mean to you?
What does a reflective educator look like?
How do they behave?
Think-Reflect-Pair-Share
What is reflective practice?
• Individual ReflectionWhat does this mean to you?
What does a reflective educator look like?
How do they behave?
How would you know if you met one?
Think-Reflect-Pair-Share
How to we reflect?
How to we reflect?
• Journaling
How to we reflect?
• Journaling• Visual diaries
How to we reflect?
• Journaling• Visual diaries• Discussing with a partner/colleague
How to we reflect?
• Journaling• Visual diaries• Discussing with a partner/colleague• Peer group observations
How to we reflect?
• Journaling• Visual diaries• Discussing with a partner/colleague• Peer group observations• Within departments/grade groups
How to we reflect?
• Journaling• Visual diaries• Discussing with a partner/colleague• Peer group observations• Within departments/grade groups• Portfolios
How to we reflect?
• Journaling• Visual diaries• Discussing with a partner/colleague• Peer group observations• Within departments/grade groups• Portfolios• While reading professional material
How to we reflect?• Journaling• Visual diaries• Discussing with a partner/colleague• Peer group observations• Within departments/grade groups• Portfolios• While reading professional material• When exercising
How to we reflect?• Journaling• Visual diaries• Discussing with a partner/colleague• Peer group observations• Within departments/grade groups• Portfolios• While reading professional material• When exercising• While in the car/shower/in bed…
Why reflect?
Why reflect?
• Education is about learning – not only student learning, but also staff learning.
Why reflect?
• Education is about learning – not only student learning, but also staff learning.
• Learning is a function of reflection.
Theory of Action for Reflective Practice
Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
Theory of Action for Reflective Practice
Pause
Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
Theory of Action for Reflective Practice
Pause
Openness
Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
Theory of Action for Reflective Practice
Pause
Openness
Inquiry
Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
Theory of Action for Reflective Practice
Pause
Openness
InquiryThinking
Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
Theory of Action for Reflective Practice
Pause
Openness
InquiryThinking
LearningDiagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
Theory of Action for Reflective Practice
Pause
Openness
InquiryThinking
Learning Actio
n
Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
Theory of Action for Reflective Practice
Pause
Openness
InquiryThinking
Learning
Enhanced
Student Learning
Actio
n
Diagram from Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition, J. York-Barr, et. al., Corwin Press © 2006.
Reflective Practice is anActive Process
“Rather than reflective practice being seen as impractical, passive, or irrelevant to action, it can be regarded as centrally important and relevant to the understanding of ongoing action.”
~ B. Bright, 1996
Representing Reflections
Representing Reflections
• Y-Charts
Representing Reflections
• Y-Charts• Quadrants
Representing Reflections
• Y-Charts• Quadrants• Diagrams
Representing Reflections
• Y-Charts• Quadrants• Diagrams• Scaffolds
Representing Reflections
• Y-Charts• Quadrants• Diagrams• Scaffolds• Quotes
Representing Reflections
• Y-Charts• Quadrants• Diagrams• Scaffolds• Quotes• Photographs
Representing Reflections
• Y-Charts• Quadrants• Diagrams• Scaffolds• Quotes• Photographs• Questions
Representing Reflections
• Y-Charts• Quadrants• Diagrams• Scaffolds• Quotes• Photographs• Questions• Student/Parent comments
Representing Reflections
• Y-Charts• Quadrants• Diagrams• Scaffolds• Quotes• Photographs• Questions• Student/Parent comments• Other Processes or frameworks
Y-Chart ReflectionLooks like…
Sounds like…Feels like…
Question
If you were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert?
Obstacles to reflective practice
• Building Solutions Activity– On the A5 paper provided, write down one obstacle to
making reflective practice a part of your professional growth.
– When given the signal, pass your paper to the person on your right.
– Read the obstacle, think of a possible solution and write it down.
– When given the signal pass it to the person on your right.
– Continue until you receive your original obstacle.
Solutions?
Solutions?
• If solutions exist, why have we not implemented them?
Solutions?
• If solutions exist, why have we not implemented them?
• What can you do?
Solutions?
• If solutions exist, why have we not implemented them?
• What can you do?
• What can your team do?
Solutions?
• If solutions exist, why have we not implemented them?
• What can you do?
• What can your team do?
• How can we support you?
When & Where do we reflect?
Insert reflective practices everywhere!
When & Where do we reflect?
• Insert reflective practices everywhere!– Staff meetings
When & Where do we reflect?
• Insert reflective practices everywhere!– Staff meetings– After lessons
• With students!
When & Where do we reflect?
• Insert reflective practices everywhere!– Staff meetings– After lessons
• With students!
– Department meetings
When & Where do we reflect?
• Insert reflective practices everywhere!– Staff meetings– After lessons
• With students!
– Department meetings– Lunch
When & Where do we reflect?
• Insert reflective practices everywhere!– Staff meetings– After lessons
• With students!
– Department meetings– Lunch – Tea break
When & Where do we reflect?
• Insert reflective practices everywhere!– Staff meetings– After lessons
• With students!
– Department meetings– Lunch – Tea break– ? – what works for you?
Reflective Process Framework
• What?
• So what?
• Now what?
Reflective Process Framework
• What?– Descriptive, facts– What happened?
• So what?
• Now what?
Reflective Process Framework
• What?– Descriptive, facts– What happened?
• So what?– Interpretive, meaning of experience– Feelings, what was learned– Why is it so?
• Now what?
Reflective Process Framework
• What?– Descriptive, facts– What happened?
• So what?– Interpretive, meaning of experience– Feelings, what was learned– Why is it so?
• Now what?– Seeing the big picture– Applying the lessons learned/insights gained– Planning future action
Reflective Process Framework
• What?
• So what?
• Now what?
Reflective Process Framework
• What?– What have you done during this presentation?
• So what?
• Now what?
Reflective Process Framework
• What?– What have you done during this presentation?
• So what?– What have you learned about reflective
practice and your feelings about it?
• Now what?
Reflective Process Framework
• What?– What have you done during this presentation?
• So what?– What have you learned about reflective
practice and your feelings about it?
• Now what?– How will you make reflective practice an
ongoing part of your professional development?
Thank you!
This presentation was based largely on:
Reflective Practice to Improve Schools: An Action Guide for Educators, 2nd Edition. Jennifer York-Barr, William A. Sommers, Gail S. Ghere, Jo Montie. Corwin Press: California, 2006.
