SORRY! I DON’T REFLECT LİKE THAT

Vildan ÇAL, Sabancı University

http://www.youtube.com/watch?v=9rJoB7y6Ncs

http://www.youtube.com/watch?v=Wz_f9B4pPtg

Outline of the Session

Definition of reflective teaching Types of reflective teaching Tools for reflection

http://www.youtube.com/watch?v=oLV4c-QRKn0

Frayer Model

Why individual definition?

It is necessary for each teacher to define for themselves the concept of reflective teaching (Farrel, 2007) The teacher The students The parents The school culture

Types of reflective teaching

Reflection in-action

Reflection on-action

Reflection for-action

Reflection in-action

Teachers take for granted their tacit knowledge

When a new situation/event occur, routines may not work

Teachers use this type of reflection to cope with such situations

They attempt to adjust their instruction to take into account those “unexpected” reactions

Experience teachers can use their repertoire

Novice teachers?

Reflection on-action

Occurs before a lesson, when teachers plan for or think about their lessons

After the instruction when they consider what occured

Metacognitive action

Reflection for action

Reflection for action Proactive in nature Guide future action Desired outcome of both reflection in-action

and reflection on-action

“There is no system in these courses. It’s all bits and pieces.

Without the grammar you can’t

learn the language. I don’t want to clap and sing. I want to learn English.”

“You need a teacher to learn English properly- so you can’t learn it by yourself because there is no one to correct you.”

Teachers’ Beliefs

Beliefs about English learning teaching the program and the curriculum. language teaching as a profession …………

Teachers’ evidence from their teaching

talking to students about autonomy and its value (‘I mainly focus on explaining and demonstrating to my students why it is important for them to be autonomous learners’).

getting learners to reflect on their learning (I give them assignments that encourage them to reflect on their goals, needs, progress, weaknesses, values’).

using activities in class which promote autonomy (‘I try to give my students frequent opportunities for independent (student-centred) learning in class, usually in small groups or pairs’).

setting activities out of class which promote autonomy (‘I assign students tasks that require them to use internet sources outside the class time’).

Retrieved from “Learner Autonomy: English Language Teachers’ Beliefs and Practices,” Simon Borg, and Saleh Al-Busaidi, ELT Research Paper, 12-07. British Council, Retrieved with permission.

Workshop idea:

Developing a strategy for promoting learner autonomy

To discuss obstacles to learner autonomy in the institution and ways of responding to them productively; to identify strategies for promoting learner autonomy

METAPHORS WE TEACHY BY

METAPHORS WE TEACHY BY

A metaphor is a characterization of a phenomenon in familiar terms

The metaphors that teachers hold can be used as “an introspective and reflective tool” (Farrell,2007)

A large part of self understanding is the “search for appropriate personal metaphors that make sense of our lives. Teacher’s roles (teacher as an octopus, teacher as a

learning partner, teacher as a manufacturer etc. ) Students Teaching context Teaching style Teaching as a profession ………

metaphor

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characteristics of the metaphor

How does it relate to teaching?

http://www.youtube.com/watch?v=oLV4c-QRKn0

“who” is the self that teaches?

When teachers engage in personal self-reflection, they can; Recall previous experiences for self discovery Become more aware of who they are as teachers Become more aware of how they got to where they are at

present Become more aware of what they have accomplished over

their career Decide what is important for them personally and

professionally Become more aware of their thoughts, actions and feelings Deside where they may want to go in the future both

personally and professionally Share with other teachers a strong sense of personal identity

that infuses their work

http://www.epg-project.eu/vildancal epg self-assessment

Reflective teaching entails;

the critical examination of experiences, knowledge and values

understanding of the consequences of one’ teaching

the ability to provide heartfelt justifications for one’s beliefs and actions

a commitment to equality respect for differences

What we did;

Definition of reflective teaching Frayer model (essentials, non-essentials, examples, non-

examples) Types of reflective teaching

Reflection in-action/on-action/for-action Teachers’ beliefs and classroom practices

Belief questionnaire Metaphors we teach by Self-reflection

EPG (European Profiling Grid)

Ticket out the door

Thing/s you liked about the workshop Thing/s you can take home Thing/s that need/s improvement

vildancal@sabanciuniv.edu