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Reflective Teaching

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Louise Potter

on 19 May 2015

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Transcript of Reflective Teaching

Brainstorm words related to:

Stage 3 Review and response to the event

Following a focus on objective description of the event, the participant returns to the event and reviews it. The event is now processed at a deeper level, and questions are asked about the experience.
How does reflection take place?

Many different approaches can be employed if one wishes to become a critically reflective teacher, including observation of oneself and others, team teaching, and exploring one’s view of teaching through writing. Central to any approach used however is a three part process which involves:
What is reflective teaching?

Good teachers are always learning from peers, colleagues and academic mentors. Good teachers continue to learn throughout their careers. This is called ongoing professional development. One tool that can help teachers in this development is called reflective teaching. RT means thinking about what happens in the classroom both in terms of teaching itself and in terms of the learners response and then trying to improve it.
Peer observation is important

Not being involved in the process gives us a
different point of view
Do you ask your peers for help?
Watch the part of this film :

The mirror has two faces .
She adapted her knowledge and objective to the context and to the reality of the students

Promoted interaction

Got to know her students better through student – student interaction
Did she change her approach?
Now look at this scene .... How do you feel?
Reflective Teachers

are you one of them?
Stage 2 Recollection of the event

The next stage in reflective examination of an experience is an account of what happened, without explanation or evaluation. Several different procedures are available during the recollection phase, including written descriptions of an event, a video or audio recording of an event, or the use of check lists or coding systems to capture details of the event.
Stage 1 The event itself
The starting point is an actual teaching episode, such as a lesson or other instructional event. While the focus of critical reflection is usually the teacher’s own teaching, self-reflection can also be stimulated by observation of another person’s teaching.
Mona Lisa´s smile : What happened ?

What would you do?
Look at this clip: What comes to your mind when you see it.
Students have learning strategies
Students are not blank pages
Respect their background knowledge
Don’t underestimate your students
Do you take into consideration your student’s previous knowledge?
How can Jamal, an orphan from the slums, know the answer?
Do you know this film?
Lack of respect
Expose students
How can sessions improve to
provide better learning?
Did learners acted as expected or not?
What worked well? What didn’t?
Were the goals of the session met? Why not?
We can ask ourselves:
What do we need to do in order to change?
How can we change?
Do you need to change?
Do you want to change?
How do you see yourself in the classroom. What kind of teacher are you?
Bulk education
No individual recognition
Lack of respect
Teacher centered
looks beyond the class.
promotes interaction.
is student centered.
has good rapport.
has clear objectives.
analyses her students background beforehand.
is flexible.
follows intuition.
What is a good teacher?

A good teacher .........

Now watch this one
She underestimated the students.
She didn’t do a needs analysis beforehand
Lack of planning according to the context
She was stuck to the program and to her past experiences
What other questions did you come up with? Share them with your class
Full transcript