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Our CiPELT forum discussion:

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melissa thomson

on 5 April 2016

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Transcript of Our CiPELT forum discussion:

Our CiPELT forum discussion:
Becoming a more reflective practitioner

Welcome to an
interactive summary of our ideas!

Click the arrows to move

Why do we do it?
To get new perspectives

(about teacher’s meetings) There are always different points of view shared about what motivates students and that certainly is a plus to my own reflections and actions (Cristina)

I sometimes think that an activity is great and then it doesn't work the way I thought it would work. It also works differently depending on the class.(Sandra)

How do we do it?
How do we do it?
Informally working with other teachers

I also discuss lesson ideas and experiences with colleagues as I think it's good to have feedback from a person who might see things differently (Odilia)

I usually get together with colleagues and discuss about our insecurities, successes and failures. New suggestions are usually the result of this "meetings" and it's been really really helpful. (Marisa)

Why do we do it?
To develop as teachers

We may tend to jump to conclusions about why things are happening. We may only notice reactions of the louder students. Reflective teaching therefore implies a more systematic process (Fernanda)
Why do we do it?
To link theory and practice

We all study and come in contact with new theories and approaches to teaching, and we want to put those into practice in our classes, which we do. But the real learning I believe comes after that, after we have taught a lesson and really think about it, what went well, what went wrong, how can we improve the next time we teach... (Odilia)
How do we do it?
Informal paper notes:
When I write my summaries (I have my own summary book) I always write some notes down about students behaviour, achievements, everything I consider important for their evaluation and for my self-evaluation. (Céu)

I use my teaching diary where I write things down throught the whole year, then I self-evaluate at the end of the year and reflect (Catia)

I keep my lesson plans up-to-date and make notes on them after each lesson, which helps me to adapt them (Margarida)

How do we do it?
Talking to our students

I usually leave 2 or 3 minutes at the end of each lesson to engage the whole class in an oral reflection about the lesson and their behaviour. My 4th graders are usually quite honest, I must say! (Maria P)

Students' feedback, even in such a young age, it is also important. Their success is our success, so, if we understand what motivates them, more effective our work will be. (Cristina)

Mental notes:
We all reflect on what we do in class, even if not formally- we sometimes do it right after a class and before we step into another of the same level, adapting and changing activities and steps of our lesson plan that we have just realised need improvement. (Natalia)

While I am in class, I evaluate how the activities are working and when needed I take some notes (Benedita)

Online notes
I used to keep a paper portfolio but I eventually switched to a digital one. As I move around a lot, it became difficult to have things at hand when I needed them. (Margarida)

Formalised meetings

We always have an interview at the end of the year, where we talk to our headteacher about the strongest and weakest parts of our development, and set improvement areas for the next year. (Benedita)

Last year I worked for a school of languages and reflective practice was taken very seriously there. A pedagogical supervisor would observe classes regularly and feedback on the teacher's performance; there were one-to-one meetings at least once a month to discuss strategies, procedures, students' progress and so on; step-by-step lesson plans had to be ready and available for supervision about one week before the class (Margarida)

We have a weekly meeting, on Wednesdays afternoon where we discuss everything related to our practice. (Céu)

How do we do it?
we do it?
Action research (see melissa's post)

I think it could benefit my practice as a teacher, because if I had valid evidence that a strategy helped my students in the process of learning, I would put it in practice, on the other hand if I had evidence that a strategy I was using was negative to my teaching practice I would try to change it immediately. (Catia)

I have only done action research in my training year as a teacher and in my school the children in kindergarten work through this method. I think it would be very interesting to do it as you do in your school, with specific questions related to the learning process, (Benedita)

How do we do it?

In my school, we have something that we call “Interação colaborativa”. We observe each other’s classes and have a small meeting to reflect on the methods used, the activities, what worked and didn’t work. I think that it is important to refer that I can observe all my colleagues, they don’t need to teach the same subject. (Sandra)

I've never asked a colleague to observe one of my lessons, I only had teachers in my classes when I was still at the university and when I was being evaluated (“Avaliação de Desempenho Docente”), but I must say that your strategy is very interesting and I think I'll ask, still this year, one of my colleagues to observe some of my lessons (Catia)

In my school we have done different types of reflection: we had peer observation scheme; we made
of our classes (Benedita)

Some interesting comments to finish with

A reflective practice is demanding and often shakes up our beliefs and our methodologies, but it is crucial to our professional improvement. (Cristina)

Thinking is not reflecting. Reflection imposes an action and takes time and, sometimes we don’t have time to stop and reflect on anything. As some of you, I spend hours driving and that’s when I have time to make a conscious effort to think about the strategies I use with my students (Rute)

I see myself becoming a more and more reflective practitioner. (Silvia)

Thanks for all your work on this!

Why do we do it?
To focus on our students

Our students' profiles are changing and reflecting on our daily practice helps us to reshape our strategies in order to adapt to their needs. (Maria P)

Reflection helps not only to improve our self esteem but it also gives us the tools to help others. If we don't feel confident and happy with what we do, how can we teach something to our students? (Benedita)

Each student is a pandora box. We, as teachers, have to adapt to them in order to find out the best way to teach them. (Raquel)

How do we do it?
How do we do it?
Formalised documents

A teaching portfolio
where I put mid-term and end-of-term results/feedback/strategies of improvement, samples of homework assignments and tests as well as samples of completed students work and also my lesson plans filled with post-its about what worked or didn't work in the classroom! (Sónia)

I have to hand in every year a global report of the school year (Marisa)
Full transcript