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Reflective Practice Presentation

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This was a presentation used to start off the academic year. Each teacher received a new journal at the beginning of the presentation.
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  • 1.Reflective Practice The Aga Khan Academy Professional Development August 2008

2. Reflection 3. Reflection

  • The unexamined life isnt worth living.
  • Socrates, 450 BC (approx.)

4. Reflection

  • The unexamined life isnt 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

5. What is reflective practice?

  • Individual Reflection
  • Think-Reflect-Pair-Share

6. What is reflective practice?

  • Individual Reflection
  • What does this mean to you?
  • Think-Reflect-Pair-Share

7. What is reflective practice?

  • Individual Reflection
  • What does this mean to you?
  • What does a reflective educator look like?
  • Think-Reflect-Pair-Share

8. What is reflective practice?

  • Individual Reflection
  • What does this mean to you?
  • What does a reflective educator look like?
  • How do they behave?
  • Think-Reflect-Pair-Share

9. What is reflective practice?

  • Individual Reflection
  • What 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

10. How to we reflect? 11. How to we reflect?

  • Journaling

12. How to we reflect?

  • Journaling
  • Visual diaries

13. How to we reflect?

  • Journaling
  • Visual diaries
  • Discussing with a partner/colleague

14. How to we reflect?

  • Journaling
  • Visual diaries
  • Discussing with a partner/colleague
  • Peer group observations

15. How to we reflect?

  • Journaling
  • Visual diaries
  • Discussing with a partner/colleague
  • Peer group observations
  • Within departments/grade groups

16. How to we reflect?

  • Journaling
  • Visual diaries
  • Discussing with a partner/colleague
  • Peer group observations
  • Within departments/grade groups
  • Portfolios

17. How to we reflect?

  • Journaling
  • Visual diaries
  • Discussing with a partner/colleague
  • Peer group observations
  • Within departments/grade groups
  • Portfolios
  • While reading professional material

18. 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

19. 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

20. Why reflect? 21. Why reflect?

  • Education is about learning not only student learning, but also staff learning.

22. Why reflect?

  • Education is about learning not only student learning, but also staff learning.
  • Learning is a function of reflection.

23. Theory of Actionfor Reflective Practice Diagram fromReflective Practice to Improve Schools: An Action Guide for Educators , 2 ndEdition, J. York-Barr, et. al., Corwin Press 2006. 24. Theory of Actionfor Reflective Practice Pause Diagram fromReflective Practice to Improve Schools: An Action Guide for Educators , 2 ndEdition, J. York-Barr, et. al., Corwin Press 2006. 25. Theory of Actionfor Reflective Practice Pause Openness Diagram fromReflective Practice to Improve Schools: An Action Guide for Educators , 2 ndEdition, J. York-Barr, et. al., Corwin Press 2006. 26. Theory of Actionfor Reflective Practice Pause Openness Inquiry Diagram fromReflective Practice to Improve Schools: An Action Guide for Educators , 2 ndEdition, J. York-Barr, et. al., Corwin Press 2006. 27. Theory of Actionfor Reflective Practice Pause Openness Inquiry Thinking Diagram fromReflective Practice to Improve Schools: An Action Guide for Educators , 2 ndEdition, J. York-Barr, et. al., Corwin Press 2006. 28. Theory of Actionfor Reflective Practice Pause Openness Inquiry Thinking Learning Diagram fromReflective Practice to Improve Schools: An Action Guide for Educators , 2 ndEdition, J. York-Barr, et. al., Corwin Press 2006. 29. Theory of Actionfor Reflective Practice Pause Openness Inquiry Thinking Learning Diagram fromReflective Practice to Improve Schools: An Action Guide for Educators , 2 ndEdition, J. York-Barr, et. al., Corwin Press 2006. Action 30. Theory of Actionfor Reflective Practice Pause Openness Inquiry Thinking Learning Enhanced Student Learning Diagram fromReflective Practice to Improve Schools: An Action Guide for Educators , 2 ndEdition, J. York-Barr, et. al., Corwin Press 2006. Action 31. Reflective Practice is an Active 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

32. Representing Reflections 33. Representing Reflections

  • Y-Charts

34. Representing Reflections

  • Y-Charts
  • Quadrants

35. Representing Reflections

  • Y-Charts
  • Quadrants
  • Diagrams

36. Representing Reflections

  • Y-Charts
  • Quadrants
  • Diagrams
  • Scaffolds

37. Representing Reflections

  • Y-Charts
  • Quadrants
  • Diagrams
  • Scaffolds
  • Quotes

38. Representing Reflections

  • Y-Charts
  • Quadrants
  • Diagrams
  • Scaffolds
  • Quotes
  • Photographs

39. Representing Reflections

  • Y-Charts
  • Quadrants
  • Diagrams
  • Scaffolds
  • Quotes
  • Photographs
  • Questions

40. Representing Reflections

  • Y-Charts
  • Quadrants
  • Diagrams
  • Scaffolds
  • Quotes
  • Photographs
  • Questions
  • Student/Parent comments

41. Representing Reflections

  • Y-Charts
  • Quadrants
  • Diagrams
  • Scaffolds
  • Quotes
  • Photographs
  • Questions
  • Student/Parent comments
  • Other Processes or frameworks

42. Y-Chart Reflection Looks like Sounds like Feels like 43. 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?

44. 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.

45. Solutions? 46. Solutions?

  • If solutions exist, why have we not implemented them?

47. Solutions?

  • If solutions exist, why have we not implemented them?
  • What can you do?

48. Solutions?

  • If solutions exist, why have we not implemented them?
  • What can you do?
  • What can your team do?

49. Solutions?

  • If solutions exist, why have we not implemented them?
  • What can you do?
  • What can your team do?
  • How can we support you?

50. When & Where do we reflect?

  • Insert reflective practices everywhere!

51. When & Where do we reflect?

  • Insert reflective practices everywhere!
    • Staff meetings

52. When & Where do we reflect?

  • Insert reflective practices everywhere!
    • Staff meetings
    • After lessons
      • With students!

53. When & Where do we reflect?

  • Insert reflective practices everywhere!
    • Staff meetings
    • After lessons
      • With students!
    • Department meetings

54. When & Where do we reflect?

  • Insert reflective practices everywhere!
    • Staff meetings
    • After lessons
      • With students!
    • Department meetings
    • Lunch

55. When & Where do we reflect?

  • Insert reflective practices everywhere!
    • Staff meetings
    • After lessons
      • With students!
    • Department meetings
    • Lunch
    • Tea break

56. When & Where do we reflect?

  • Insert reflective practices everywhere!
    • Staff meetings
    • After lessons
      • With students!
    • Department meetings
    • Lunch
    • Tea break
    • ? what works for you?

57. Reflective Process Framework

  • What?
  • So what?
  • Now what?

58. Reflective Process Framework

  • What?
    • Descriptive, facts
    • What happened?
  • So what?
  • Now what?

59. Reflective Process Framework

  • What?
    • Descriptive, facts
    • What happened?
  • So what?
    • Interpretive, meaning of experience
    • Feelings, what was learned
    • Why is it so?
  • Now what?

60. 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

61. Reflective Process Framework

  • What?
  • So what?
  • Now what?

62. Reflective Process Framework

  • What?
    • What have you done during this presentation?
  • So what?
  • Now what?

63. 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?

64. 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?

65. Thank you!

  • This presentation was based largely on:
  • Reflective Practice to Improve Schools: An Action Guide for Educators , 2 ndEdition. Jennifer York-Barr, William A. Sommers, Gail S. Ghere, Jo Montie. Corwin Press: California, 2006.
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