Topic 1

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welcome to an introduction to reflective
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practice in these lectures we will look
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at the place of reflective practice in
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teaching for the teacher this hose is a
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very simple question what is reflective
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practice
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to practice ism ongoing and dynamic
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process for the teacher it involves
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thinking critically and deeply about
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what is happening in the classroom
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it occurs spontaneously immediately but
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also occurs in a very planned and
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structured way
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and most importantly reflection leads to
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action
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teachers need to value reflection and
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evaluation of their own practice and
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their own professional role in the
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classroom
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in addition teachers professional
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knowledge and understanding includes
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ways to reflect and ways to evaluate
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what is happening this is part of the
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professional role of the teacher
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there is one quality above all which is
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important for making a teacher a good
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teacher and this is the ability to
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reflect its the ability to reflect on
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what and why and how things are
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happening in the classroom the ability
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to think about how we are working and
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most importantly it is the ability to
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adapt and change teaching in relation to
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what is happening in the classroom
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selection is the key to successful
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teaching
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most teachers will spend time thinking
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about their students and thinking about
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what is happening in the classroom but
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it's true to say that very often as
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teachers we don't take that step further
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we don't reflect on the actions and we
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don't think through the consequences of
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what has been going on in the classroom
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what is the implication then of this
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reflective practice
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teaching is a profession and as such in
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a professional setting reflection is
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very deliberate
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it is also purposeful there is a reason
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for it it is structured and it links our
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understanding theory to practice
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and also includes deep learning not
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superficial learning
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reflective practice is aimed therefore
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at development
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a reflective practitioner is becoming an
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excellent teacher
3:21
let's look at a quote by a researcher
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into teaching
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Jenny moon says
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section is a form of mental processing
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that we use to fulfil a purpose or to
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achieve some anticipated outcome it is
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applied to gain a better understanding
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of relatively complicated or
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unstructured ideas and is largely based
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on a reprocessing of knowledge of
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understanding and possibly emotions that
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we already possess
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what are the key words that we can take
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from this message
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mental processing reflection is
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structured thoughtful it is not
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superficial
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Landing we gain a clearer thoughtful
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understanding of what is happening in
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the classroom and reflection includes
4:29
the teacher in the process of teaching
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it changes words like I don't feel
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confident or i'm bored or I used to have
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lots of ideas but now I don't have any
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ideas at all into questions like now I
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feel confident I tried some new ideas
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and actually they worked better
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at the moment I'm improving my knowledge
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reflection changes the way the teacher
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work
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now we can see why reflective practice
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is important
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and the teacher the reflective
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practitioner is a successful teacher
Topic 2
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so why the interest in reflective
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practice
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reflective practice encourages the
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teacher to understand their learners it
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helps it
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understand the learners needs and their
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abilities
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Stephen brookfield says of all the
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pedagogical tasks teachers face getting
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inside students heads is one of the
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trickiest
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it is also the most crucial
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reflect
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active practice therefore is more likely
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to develop reflective learners
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reflective learners are lifelong
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learners
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finally and most importantly reflective
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practice is the key for the teacher to
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improvement
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reflective practice leads to higher
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quality teaching and therefore better
1:08
outcomes for learners
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leads to an awareness for the teacher of
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the values of teaching and their own
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beliefs about teaching reflective
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practice leads to challenge and to
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change and also reflective practice lead
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to more inclusive environments for
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learners
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reflective practice also leads to a
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seeking of research of knowledge and of
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effective resources and also advise on
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improvement and also reflective practice
1:55
promotes collaboration between teachers
1:59
as professionals
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so why is reflective practice so
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important research shows that reflective
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practice is crucial for teachers
2:15
learning and for extending their skills
2:19
as professionals
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it is a highly personal process for any
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teacher and requires the teacher
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requires the professional to take their
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daily experiences their classroom
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experiences to internalise understand
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them to pull them over in their mind
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in this way it's possible for the
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teacher to filter through what has
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happened to focus on what's most
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important to understand their personal
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values and their biases as teachers
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before deciding how to better move
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forward as a practitioner
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research also shows that teachers who
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regularly reflect on their teaching
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reflect on why they do things and
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reflect on new knowledge which is being
3:26
created use this to achieve the best
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outcomes for their students
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consider this simple task for example
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make a list for yourself
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make a list of the teaching strategies
3:44
that you've used to say in the last two
3:46
weeks for the last three weeks for
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example small group activities may be
3:52
given some lectures or some
3:54
presentations demonstrated something
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analyze each strategy
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what was your role in that what is the
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role of the learner in that strategy
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what tasks did you actually use
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examine each a
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approach what went badly list the
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unexpected factors that made it go badly
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and maybe discuss these with a colleague
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in school
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further research shows that reflective
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practice leads to a commitment to
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ongoing development to ongoing learning
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and therefore ongoing excellence
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this is not necessarily tied to specific
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training or courses and you might do but
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is actually about what goes on in the
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classroom day today
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what has gone well and why might that be
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reflective practice is a process by
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which you stop and think
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and you consciously analyze the
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decisions you make
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critical analysis and evaluation for the
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teacher refocuses the thinking of the
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teacher and helps to generate the
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knowledge needed for good quality
5:22
teaching
5:25
we can represent this visually you can
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see the reflective practitioner in the
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center of a whole range of different
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skills and understandings subject
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knowledge teaching skills interpersonal
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relationships in the school as well as
5:44
their own personality with a focus on
5:47
research and teaching
Topic 3
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so what is to be gained from reflective practice clearly reflective practice
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means best practice
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it provides a real shift in focus for the teacher away from deterministic use
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of teaching a shift in the power of teaching and creates a general dialogue
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at thanked what is teaching and learning
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consider this story for example
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this story's take
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him david halberstam's novel The Reckoning house Berlocq an executive of
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food motors on one of his visits to Japan in the early nineteen seventies
0:47
noticed that there were no repair bays the defective cars
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we do you repair your car's speak as the engineer
1:00
we don't have to repair a car's the engineer and said Wow then asked where
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are your inspectors
1:09
the workers the inspectors this guide and said
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what we can see from this story is the shift in power in terms of what is
1:21
quality and way from
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mystic views to the teacher as the focus
1:30
during the last few decades the slogan every effective practice has been
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embraced by many
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by teachers by teacher researchers and by institutions and even governments
1:46
move towards seeing teaches as reflective practitioners is also a
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rejection of a top-down view of what teaching and learning is all about
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where teachers are simply conduits of knowledge from the government to
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students from organizations to learners
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on the surface the reflective practice movement involves a recognition that
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learners should be more active in formulating the purposes and also the
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outcomes of the work in the classroom
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on the surface the reflective practice movement also needs to a change in
2:35
leadership roles in terms of curriculum curriculum development and also school
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reform
2:44
most importantly
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and helps us as teachers to develop our own learning and provides a teaching
2:53
framework this is perhaps best explained by Stephen Brookfield
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that's reflective practice allows us to consciously develop our own repertoire
3:07
of strategies and techniques in the classroom we can draw upon and teaching
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and uses in the context and discipline of teaching
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he also says that reflective practice helps us to take informed decisions in
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the classroom to take actions which are meaningful and justified and be able to
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explain these two others
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reflective practice helps us a just a teaching respond to problems and issues
3:45
which were faced with that teachers in the classroom so for example rather than
3:51
just reacting to a pool evaluation we consider we investigate and try to
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understand the underlying reasons for a poor evaluation and use this to take
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appropriate action
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steven brill
4:10
says that reflective practice helps us become aware of the underlying beliefs
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and assumptions that we have as teachers about teaching and learning and as a
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consequence we can try to understand what we do and why we do what we do
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reflective practice helps to promote a positive learning environment through
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reflection our teaching becomes much more responsive to students and student
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feedback and through this we get good quality learning
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practice helps us to locate our teaching in the broader the big institutional and
4:59
even social context in which teaching and learning take place
Topic 4
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done all shown in 1983 coin the term
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reflective practice in his book the
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reflective practitioner
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and since then reflective practice has
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been adopted in a wide range of
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professionals worldwide
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however a number of critiques have also
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developed since then and what we need to
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do is consider the drawbacks of
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reflective practice
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principles in relation to reflective
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practice and the drawbacks associated
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with it are around its lack of
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conceptual clarity that there is too
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much focus on the individual as a
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reflective practitioner that there is a
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failure to acknowledge the discussions
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the dialogues the discourses around
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reflective practice and teaching and
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also that there's a failure to
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understand the complexities involved in
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teaching in the classroom
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let's look at each of these in turn
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lack of conceptual clarity what is
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reflective practice indeed what is
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reflection this is a question that
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everybody would answer differently
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uniquely van Manen for example says the
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notion of reflection is changing and may
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refer to a complex array of cognitively
1:36
and even philosophically distinct
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approaches and attitude bleakley in 1999
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wrote that reflective practice is
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becoming a catch-all phrase used for
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something which is very ill defined
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different authors therefore frame
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reflective practice and its applications
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differently emphasizing one aspect over
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another
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similarly in practice theory is
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interpreted and applied in many
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different ways within different
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institutions and between professionals
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this all leads to a lot of confusion
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consequently
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concept of reflective practice is
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elusive it's ill-defined it's open to
2:34
multiple interpretations and it is
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applied in a wide variety of ways in
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different practice environments
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it's on the individual is another
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critique the theory places too much
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emphasis on the individual teacher for
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example sandy well wrote that reflective
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practice limits what the teacher sees as
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the other in the classroom the wider
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community the student and as such the
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student is excluded from the process the
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action of reflection
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he describes riff
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effective practice as in a contemplation
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conducted in isolation
3:24
in sunday wells you therefore there's an
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emphasis on individual reflection which
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fails to consider the accounts of others
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students in particular within the
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community and within the process the
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flat reflection occurs
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Tyler and white in two thousand note
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that reflective practice opens up
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uncertain and ambiguous and complex
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worlds and tends to close them down
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again obscuring students perspectives
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trying to freeze knowledge in a moment
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in time
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surance theory does not acknowledge the
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problematic nature of language and
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discourse therefore within practice
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environments discourses in practice is
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another critique reflective practice is
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seen as something which ignores
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discussion and theory and is used to
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construct meaning from an
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individualistic perspective
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lay the draws attention to the language
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which we use as teachers and how we
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frame reflective practice when such an
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understanding of language is applied to
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practice this raises the question of who
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frames the questions
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there is a danger therefore of treating
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those with whom we are reflecting our
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students as objects or things rather
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than people
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without a proper consideration of human
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encounters
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we are therefore in a danger of
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confronting over others as things and to
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objectify and manipulate rather than
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accurately reflect
Topic 5
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so why use reflective practice important
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affecting critically analyse us to sympathize different perspectives to
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help explain and justify and challenge what we've been counted in teaching
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reflective practice may provide evidence to support our views or a practices or
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it may even challenged them
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particular reflect
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also allows us to analyze what we've learned and how we've learnt it and it
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enables us to take control of our own development most important they it is in
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light of these two functions of reflective practice but a great deal of
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importance is now placed on critical reflection in the process of
0:59
professional development for teachers
1:03
many teachers already think that thanked their teaching and talk to colleagues
1:08
about it too
1:10
for example and my lesson went very well today is something you'll often hear
1:15
teaches saying or my students don't seem to understand or even my students were
1:20
so badly behaved today this is a full member reflection
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have been without more time spent focusing and discussing what has
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happened we may tend to jump to conclusions and look at things quite
1:38
superficially
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we may only noticed our reactions
1:43
and the reactions of particular students in the classroom
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reflective teaching therefore implies a more systematic and thorough process a
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process of collecting recording and analyzing our thoughts and observations
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as well as those of our students and using these to make changes
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but listen went well for example we can describe it and think about why it was
2:17
successful
2:19
if the students didn't understand are learning point that a teacher introduced
2:25
in the classroom we need to think about what we did and why it may have been
2:30
unclear if students misbehaving what were they doing when were they doing it
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and why most importantly where they doing it
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working in this reflective allows us to take control of our learning and
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development and allows us to make changes in our practice that will
2:54
develop an overall competence as teachers
3:00
this prepared preparation
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be the same for all events and all occurrences in the future
3:11
ok
3:12
practice develop your work further the teacher well
3:17
first of all it can help you address students needs
3:22
can help you think about the way you have responded to your students and
3:27
better develop strategies in the future
3:33
work with colleagues more effectively reflecting on the way you interact with
3:39
colleagues can help you create better relationships in the school this can
3:46
help you enjoy your work
3:47
caramel
3:50
it can help you think about
3:52
you'll roll and your students my thinking about the effectiveness of the
3:57
way you work with the students you can tailor your approach to suit their needs
4:04
and their interests
4:09
planned students learning more effectively by considering the
4:13
effectiveness of your plans and this can help you develop new systems for
4:18
planning and recording information much more in the future
4:24
it can help you work more effectively with parents by thinking through how you
4:30
work with parents and other external agencies you may develop a stronger
4:34
working relationship with them and build better lines of communication
4:41
it's over to you consider how you have used reflective practice up tonight and
4:47
have reflection has changed the outcomes of teaching and think about how you
4:53
practice has improved because of reflection and what the impact of
4:58
reflection has had on those around you
Topic 6
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so we need to consider how reflective practice can be operationalized how can
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reflection be used
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practice
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to do this we need to consider the key principles are reflective practice
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closely
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what we need to understand is that reflective practice is problem oriented
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or in other words it is about problem posing as well as problem solving
0:31
another principle of reflective practice is at TT's based on action research
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action research is a very powerful tool for change and improvement based on a
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cyclical process of thinking planning and doing
0:52
effective practice ensure that teaching and learning research led
1:01
and also
1:02
reflective practice is data driven
1:07
means that there is only ship by the teacher of the diet which is central to
1:13
the teachers professional development
1:18
a free flow
1:20
thinking how was thinking done I is the reflective process engaged with
1:27
it's important to consider how the thinking is done the actual cognitive
1:32
processes involved and also to consider why it has occurred and why it involves
1:39
the stimulus as well as the learning and changes the outcomes that occurred
1:47
say that three specific types of reflection reflection are important for
1:53
the teacher
1:55
plea
1:57
cool rationality this is essentially the practical skills that the teacher brings
2:04
to teaching the students it is the behaviors and attitudes the beliefs that
2:12
the teacher has about learning that impacts on their teaching in the
2:18
classroom
2:20
and then the type of reflection is also a reflection on action this involves
2:27
description and justification it is dialogic in other words a discussion it
2:35
is exploring explorative and also engages multiple perspectives and
2:41
factors reflection on action happens after teaching
2:49
and the type of reflection is also reflection in action this is the
2:55
teachers thinking in the moment thinking which occurs in the second by second the
3:02
minute by minute teaching that occurs between the interactions between the
3:07
teacher and the student in the classroom so there are three types of critical
3:12
thinking three types of reflection rationality reflection on action and
3:19
reflection in action
Topic 70:01

in this lecture i won to introduce you to some definitions are reflective

0:06
practice reflective practice and the reflective practitioner have been spoken
0:12
about for quite a long time in 1910 gee we wrote that reflective practice is the
0:19
active persistent and careful consideration of any belief or supposed
0:25
to form with knowledge in the light of the grounds that supported
0:31
this means as a teacher you will have a questioning approach you will consider
0:36
why things are the way they are and how they may be also
0:44
doing went on
0:46
that being reflective enables us to direct actions with foresight it enables
0:53
us to know what we are about when we act
0:57
this is extremely important for the teacher simply because what you do in
1:04
the classroom and how you behave should have been carefully planned it should be
1:11
informed by theory and your experience and it should also be very purposeful
1:20
shown in 1993 presents a slightly different view a different definition of
1:27
reflective practice he regards reflection as having two key aspects and
1:33
he labels these as reflection in action and reflection on action
1:40
reflection in action refers to the thinking the reflection that the teacher
1:47
does moment to moment while teaching is happening while they're in the classroom
1:53
it is a reflection on what the students doing what the students assigning and
1:58
also what the teacher is doing
2:03
in action and land is the teacher to see clearly what is happening to consider
2:10
why it's happening and then to respond to do things differently in relation to
2:18
that reflection
2:22
in contrast reflection on action because after teaching has taken place after
2:29
learning as happened you may think more deeply at this point about what people's
2:36
didn't understand for example what caused something to happen in the
2:40
classroom and what options were available te voy a teaching
2:48
your responses will depend therefore on the level of knowledge and experience
2:53
and your understanding of theories and the values the beliefs that you have as
3:00
a teacher in relation to this type of reflection
3:04
in reflective practice therefore practitioners engage in a continuous
3:10
cycle of South observation and South evaluation this then leads to a better
3:19
understanding of our actions and our reactions and this prompts learning for
3:26
ourselves and supports learning for our learners
3:31
therefore reflective practice is not necessarily to address a specific
3:37
problem or a question a query that you define as a teacher but to get you to
3:44
think about your practice in general on an on-going continual basis
3:53
legal practitioners frame the problem of the situation they determine the feet as
3:59
to which they will attend the older they will attempt to impose on that situation
4:04
and the directions in which they will try to change what happened this is what
4:10
reflective practice is about
4:14
in this process they identify at the identify both their enemies to be sought
4:19
in reflection and also how reflection will take place the means by which
4:25
reflection will occur
4:29
she did these questions then as a reflective practitioner which definition
4:33
do you prefer and why
4:36
based on these definitions which elements do you think I'm most important
4:42
for reflection and finally think that this question is something missing that
4:48
you think should be included in a definition of reflective practice
Topic 8
0:01
in this module will look at types of reflection
0:05
cotton and Smith identified two types of reflective practice one is dialogic
0:12
reflection and the other is critical reflection each is different and
0:18
represents a different level of engagement in reflective practice
0:25
look at dialogic reflection first vote dialogic reflection refers to a less
0:31
intensive process than critical reflection and involves a South
0:37
discourse with the teacher it's an attempt to explore an event
0:43
internally it involves considering the judgments and the decisions that the
0:49
teacher has made during their teaching
0:54
action is an example of a basic form our reflection proposed initially by
1:01
brockbank and McGill in 2000
1:05
they said that in dialogic reflection the individual thinks about what they're
1:10
going to do in their teaching about the information that like to convey to the
1:15
students and how they would do this the methods they will used to convey that
1:21
information they will also consider the level of engagement the student in the
1:26
class
1:30
they then reflect on learning they think about how far the individual goals for
1:37
the students
1:38
objectives for the lesson of the teacher have actually been met
1:43
this can be represented in the following model we can see the dialogic reflection
1:49
starts with some pre thinking about what is going to be taught a lesson takes
1:56
place and then there's reflection on what happened in that lesson
2:02
dialogic reflection as with all forms of reflection is based in a country
2:08
constructivist approach to teaching and therefore requires the teacher to
2:14
evaluate and reevaluate their personal view and thinking about education
2:21
teaching and learning
2:25
this is an important first step there are some people who say that it is
2:30
essentially purely about awareness raising and although it can improve
2:35
confidence it doesn't necessarily improve the situation it doesn't
2:39
necessarily make a difference to the quality of teaching
2:45
this is in contrast to a critical reflection this refers to efforts from a
2:50
much broader perspective thinking about historical even political perspectives
2:57
on the problems which are being counted and this has been described by boyden
3:03
fails as the core difference between whether a person repeats the same
3:09
experience several times becoming highly proficient in one behavior or learns
3:16
from experience in such a way to be cognitively and effectively changed
3:25
critical reflection facilitates transformational learning in a way that
3:31
dialogic reflection does not and transformational learning can happen
3:37
gradually slowly over a period of time or it can happen quite suddenly based on
3:43
some critical situation in the classroom
3:48
what do these considerations therefore main about reflective practice
3:53
well it suggests that reflective practice is non-judgmental and it is
3:59
also collaborative
4:01
should be
4:03
flexible and based on open mindedness
4:09
both say they
4:10
effective reflective practitioner must recognize that learning from what
4:15
doesn't work is also extremely valuable there must be room for failure in the
4:21
reflective process
4:24
reflective practice is more effective when teachers and students work together
4:30
learning trauma this is also another significant factor in reflective
4:36
practice it is enhanced through collaboration and dialogue with
4:41
colleagues and others
4:45
Steve practice therefore for the teacher means being a lifelong learner
Topic 9
0:01
I want to discuss some critiques reflective practice there are cultural
0:07
and personal risks involved in reflective practice according to Stephen
0:12
Brookfield and therefore not everyone may feel empowered by the process
0:21
over such thinking such a reaction to reflective practice means that it
0:29
becomes quite a time-consuming quite to taxing activity and therefore quite
0:34
difficult to do and what can result quite bland and mechanical processes
0:41
involved in thinking
0:45
in two thousand and two agrees that teachers can choose not to reflect on
0:51
their practice constructively and critically referring to fall back on
0:55
preconceived understandings of how they and their pupils should conduct
1:01
themselves in the classroom
1:06
a similar
1:08
Walker they say that reflective practice can also become like following a recipe
1:14
it's simply a checklist that people go through methodically without thinking
1:23
it therefore raises some ethical concerns that teaching and application
1:29
of reflective practices generated these concerns over a period of time and they
1:34
continue to be discussed these ethical concerns relate to issues of
1:39
confidentiality privacy informed consent and also in relation to the professional
1:47
relationships that teachers have
1:51
practitioners therefore his engaging in reflective practice need to be aware of
1:57
these concerns need to be aware of the risks involved in the process of
2:02
reflective practice
2:05
a further probe
2:07
can be G to the way a reflection takes place it can lead to feelings of
2:15
disapproval South disapproval and South rejection because the process is so
2:21
critical
2:26
eventual understands the word critical to mean negative that can have very
2:32
serious consequences
2:34
long term for the teacher
2:37
there are also a professional concerns that are raised around the process of
2:44
reflective practice if reflective practices done badly in effectively this
2:51
has a consequence in terms of what can be missed by the teacher and the value
2:56
of a day for gets diminished
3:01
if
3:03
reflective
3:04
applied in an uncritical way then reflections can actually reinforce
3:11
prejudices and preconceived ideas about teaching and learning and about practice
3:17
and this can actually lead to continuation of the way certain
3:23
practices used in the classroom
3:27
to practice at the level of the individual practitioner means that
3:32
organizations can actually remove themselves from the responsibility of
3:37
professional development moving it to the individual rather than the
3:42
organization
3:46
Steve teaching
3:48
two main pedagogical concerns also the teachers ready for this sort of
3:55
developmental activity do they have developmental readiness and also the
4:01
extent to which forcing teachers to reflect my be counterproductive
4:07
developmental richness
4:11
defies the difference between the novice teacher and the experienced teacher in
4:16
novice teacher may not be ready to reflect critically
4:23
and mental readiness their food defines the distinction between the novice
4:28
teacher and the expert who has practical mastery
4:35
if reflective
4:37
is forced on the teacher for example as part of a course this can actually
4:42
affect the quality of the reflection and especially where it may be linked to an
4:48
appraisal process for teachers any sort of genuine and honest critical South
4:52
evaluation could actually be diminished
4:57
there are
4:58
concerns about reflective practice
5:01
debate ideas can be transplanted from one place to another is the clarity in
5:07
the understanding of what teaching and learning aids and what reflective
5:11
practice is as a process
5:15
can be understood there for in a multitude of different gangs and
5:20
actually their full the exercise reflective practice can engage in
5:26
different traditions and therefore is not uniform between teachers and between
5:30
organizations
5:33
some may see it as they fought a primarily personal or even confessional
5:39
process that deconstructs socially situated action and therefore does not
5:46
have broader implications for teachers
5:51
and when people talk about reflexivity more reflective practice will being a
5:56
reflective practitioner what exactly are they referring to the term is actually
6:01
two diverse and fully defined
Topic 10
0:01
let's look at formal and informal reflection as part of the reflective
0:05
practice process informal reflection relies on South questioning and also
0:12
develops and awareness for the teacher of their own assumptions for more
0:17
reflection in contrast draws on research and theory and provides guidance and a
0:24
framework for the teacher as part of the reflective process
0:30
informal reflect
0:32
therefore relies on experiential learning
0:37
an approach experiential learning as an approach to inform reflection is often
0:42
quite dysfunctional and is always complete it is a cyclical process one
0:49
thing leading on to another and therefore is never-ending
0:54
this therefore is based in reflection on present experience and this therefore
1:01
can lead to misinterpretations
1:08
such an approach can also be manipulated to fit our own beliefs and therefore can
1:15
be quite biased because we view the world quite to selectively we what we
1:20
see and what we hear we view through our own internal lens
1:29
informal
1:31
then can be both planned and unplanned but will always involve a conscious
1:38
awareness that learning is actually taking place
1:44
by-product some other activity usually unintentional or unexamined can actually
1:53
test believes
1:57
learning from former reflection is a little bit different
2:01
it requires becoming aware of conscious learning in non routines situations
2:11
and learning from formal reflection also requires an awareness of learning just
2:18
surface to not be passage to move from being tested to being more explicit and
2:26
in the literature you'll see this referred to as mindfulness
2:33
for more
2:34
therefore requires models and frameworks for the teacher to use and these provide
2:42
a very specific and structured approach to reflection
2:47
04 move models rely on the following parameters
2:54
1 p.m.
2:55
savior there is visible behaviour and the functions associated with that
3:00
teaching and maintaining professional relationships in the school
3:06
there is also a reasoning and judgment this relates to student oriented
3:11
understanding and also about the function of problem solving and there is
3:18
also a professional thinking the teacher engaging in a critical appraisal of
3:24
literature in relation to their own practice and the function here is to
3:29
optimize the teaching based on their experience
3:34
and
3:35
finally personal reflection this is a mindful awareness of what is happening
3:41
in the classroom the teacher exploring what has been going on and the function
3:47
of this is to balance what is happening to act all the good things and to
3:54
identify the problems which need to be resolved
Topic 11
0:01
what do teachers what do professionals reflect on teachers report reflect on
0:06
the philosophy that provides the foundation for their teaching they also
0:11
reflect on their values and beliefs about teaching and learning and they
0:17
also of course reflect on their practice
0:23
so what does it mean that the teacher reflects on philosophy
0:28
there are different perspectives that we all hold the same individual teacher
0:32
will have about children and about parents and families and also about
0:38
themselves as professional as a teacher
0:43
children's rights for example and the extent to which children's views can be
0:48
taken into account in the classroom these philosophical foundations that the
0:54
reflective practitioner needs to consider
0:58
also in terms of the philosophical foundation the teacher will consider
1:04
their professional roles and influence that they have in children's lives and
1:10
in the lives of their families
1:16
the perceptions that you have children and parents and the families and the
1:20
extent to which these reflect cultural competence are part of the philosophical
1:27
foundation your understanding and respect for families and children
1:32
cultures and communities is part of he was a teacher and part of what will
1:38
influence your teaching
1:42
so reflecting on your philosophy is also
1:48
whether you gave children the opportunity to express their thoughts
1:52
and their feelings and the support you give to that level of independence
1:57
and it's also investigating your own prejudices and your own biases and
2:03
understanding and appreciating your beliefs and values about teaching and
2:08
learning
2:11
reflecting on police well you can reflect your own perspective about
2:16
yourself for example I am student oriented might be something you believe
2:20
or I see myself as providing a service that would be a perfectly good police to
2:26
have or even I have professional expertise if you've been teaching for
2:30
many years these are beliefs about yourself
2:34
they can also be beliefs about families families for example you may see as the
2:40
most important part of children's lives or you may actually see families as part
2:45
of the problem that interferes with your work in the classroom
2:50
you also have beliefs about children you could say for example that children are
2:55
very capable as learners children not interested as learners from birth
3:02
well you may just see children as very vulnerable and needing a lot of support
3:07
and guidance
3:11
and reflecting on values also is significant for the reflective
3:16
practitioner because it informs the decisions that you make in the classroom
3:22
these come from our life experiences especially the early ones from young
3:27
childhood from the family and the community and they come from
3:32
study and from experience
3:36
and interesting these can be shared in every setting in terms of how children
3:42
learn and develop
3:46
nationals
3:48
saying therefore is very significant process part significant part of
3:53
reflective practice it is important for you to become aware of the assumptions
3:58
you hold and the values and beliefs they you have about teaching and learning and
4:04
how all these things come together to create your professional identity
4:11
and making
4:12
debt in the diagram hear your professional identity is a coming
4:16
together of your personal values your attitudes and your beliefs about
4:22
teaching and learning and about adults and children it is also about the rules
4:28
and the principles that society and organizations impose on teachers and
4:34
also about professional ethics and the way we designed for ourselves a
4:41
professional process in the classroom
Topic 12
0:01
there are some assumptions that we need to consider about reflective practice
0:05
the first assumption that reflection takes place in the classroom and is
0:11
conducted by the teacher and for the teacher they full such reflection such a
0:18
process is contextualized and very private to the individual teacher
0:25
the second assumption that teachers reflect and act on what they observed a
0:32
repeat that teachers reflect and act on what they observe this means that
0:38
reflective practice is both the process of research and action
0:46
and the third is some
0:49
people like chemist and target McTaggart invite Gasquet say that
0:54
reflective practice requires dialogue for true understanding and this place is
1:00
reflective practice within the social constructivist model of learning
1:07
consequently such a social constructivist model of learning
1:11
suggests that reflective practice is a process of thinking which is mediated by
1:18
language or in other words potentially influenced by the language that we used
1:23
to describe our understanding
1:26
and potentially understanding can be jointly constructed through dialogue
1:33
with others colleagues in schools for example
1:36
and also that therefore knowledge as socially derived and potentially
1:42
collaborative
1:47
reflective practice
1:49
is there for about becoming aware of our own assumptions and how these
1:53
assumptions govern what we do in the classroom governor practice and how
1:59
these assumptions must shift in order to change and change is necessary in
2:04
teaching
2:08
and there is also an understanding that there can be a resistance to an
2:14
assumption change to a shift in assumptions and finally to changes in
2:18
assumptions to support a better state of affairs in the classroom improved
2:24
teaching and improved learning
2:28
the reflective practitioner
2:30
is there for someone who lives reflection on a day-to-day basis
2:36
becoming a reflective practitioner therefore takes a lot of time and a lot
2:41
of commitment and requires discipline and an understanding of the
2:45
responsibility about being a reflective practitioner
2:52
reflective teaching
2:54
involves discovering and researching therefore your own assumptions
3:00
and their assumptions can be explored through a number of different lenses
3:07
we can explore our assumptions autobiographical writing usually things
3:13
like learning journals
3:16
can also explore our assumptions through feedback from students whether this is
3:22
written or verbal we can also explore assumptions by discussing with
3:28
colleagues regularly and of course we can also explore assumptions by
3:34
reviewing the literature on teaching and learning
3:40
Stephen Brookfield puts it very well he says teaching and a critical reflective
3:46
way involves teachers trying to discover the assumptions that frame how they
3:52
teach
3:54
teachers have full complimentary lenses through which they can view their
3:59
practice
4:02
autobiographies
4:05
the lens of students our eyes the lens of colleagues perceptions and the lens
4:12
of the educational literature
4:17
why are these lenses important well reviewing practice through these lenses
4:23
helps us to admit and surface assumptions we have a banked teaching
4:30
about the methods that we use the techniques which we feel are appropriate
4:33
and in so doing therefore we can ensure the best for student learning
Topic 13
0:00
there's a lot of interest in the teacher
0:04
as the reflective practitioner and
0:06
that's because it's a means of achieving
0:09
best practice so we have to consider why
0:13
best practice what is best practice
0:17
well this practice is important because
0:20
the 21st century is a different century
0:24
in which we ourselves were educated and
0:27
therefore the needs of children in the
0:30
21st century are changing we need to
0:32
constantly think and rethink what we're
0:35
doing in the classroom
0:39
what children need in the 21st century
0:42
is something which is going to help them
0:45
survive better and thrive more in this
0:49
new global technological environment and
0:54
that reflective practitioner as a means
0:57
through achieving best practice to help
1:00
their students help children achieve
1:02
their dreams
1:07
the opportunities there for that can be
1:09
given to children are dependent on the
1:12
reflective practice in achieving the
1:14
best practice the best approaches that
1:17
they can in the classroom
1:21
so
1:22
as best practice look like what do we
1:24
actually talking about what is X best
1:27
practice how would we identify a
1:30
classroom where the best practices is is
1:34
easy to see
1:35
well one thing to consider is that a
1:39
best practice classroom is one where
1:41
students are on task very much of the
1:45
time they are engaged in the process of
1:47
learning
1:48
we can also think of a best practice
1:51
environment as one where teachers are
1:54
collaborating and working together on
1:57
tasks very realistic tasks which place
2:01
students at the center of learning or in
2:04
other words student-centered learning
2:09
and perhaps most importantly is that the
2:13
best practice environment is an
2:16
activity-based classroom and this is a
2:20
phrase which teachers use a great deal
2:22
these things
2:26
and a very important aspect of this new
2:31
21st century learning of the best
2:33
practice environment our classrooms
2:36
which are environmentally and important
2:41
learning spaces in other words conducive
2:43
to learning
2:47
so let's consider some best practices of
2:50
teachers
2:52
one best practice is that the teacher
2:54
will educate the whole child a math
2:57
teacher for example when does teach maps
3:00
but is aware of the child as a whole
3:04
learning individual and their needs for
3:06
learning and their interests for
3:07
learning and so therefore teaching is
3:11
not only based on the knowledge of the
3:13
subject but on the knowledge of how
3:16
children develop and learn
3:20
another core best practice is to think
3:22
of a preparing children for success not
3:26
only in school in terms of academic
3:29
achievement but also in later life and
3:33
we should also consider that best
3:36
practice is about providing an
3:39
environment which is enriched in other
3:41
words one where children can really
3:44
thrive from a mixture of approaches and
3:48
resources
3:51
another call best practice is to think
3:54
of students and as active participants
3:59
in the learning process rather than as
4:02
passive observers and in a learning
4:05
environment which provides challenge but
4:08
also is very rigorous in terms of what
4:12
students are learning
4:17
practices for example worst practices
4:19
teachers who plan and teach in isolation
4:22
without collaboration teachers teaching
4:25
simply so students passed the test and
4:28
teaching one subject in the same way to
4:31
all students
4:33
teachers who assess who teach without
4:36
assessing students needs so that some
4:39
students may get left behind and
4:41
teachers who don't challenge themselves
4:44
and stay within their own comfort zone
4:46
are all is also considered to be not the
4:50
best practice
4:53
teachers who say in label only that they
4:58
are using student centered and activity
5:00
based practices this is another aspect
5:03
of what we would consider not best
5:05
practice
5:08
and we can talk about operationalizing
5:11
these best practices simply by thinking
5:13
of the teacher as a reflective
5:16
practitioner
5:19
the teacher therefore need to be
5:21
concerned really about the consequences
5:25
of teaching the long-term consequences
5:28
on the child not just about passing the
5:31
test or getting through the curriculum
5:36
they need to be prepared to experiment
5:39
and triad unfamiliar things in the
5:41
classroom
5:42
this is another aspect of best practice
5:46
and the reflective practitioner who we
5:50
can see is using best practice as an
5:53
approach which is very open and honest
5:55
and is wholeheartedly about the student
6:01
the best practice practitioner is
6:05
committed to dialogue with others
6:07
talking collaborating with peers and
6:10
sharing understanding and acquired
6:13
knowledge
6:15
and also the best practice practitioner
6:20
is someone who focuses on action and
6:23
evaluating and revising what they're
6:26
doing regularly on an ongoing basis
6:31
and perhaps most importantly the
6:34
reflective practitioner who can be seen
6:36
to be one who is using best practice is
6:39
themselves a lifelong learner
6:43
so reflective practice develops all of
6:47
these skills potentially and so in the
6:50
classroom we can see best practice
Topic 14
0:00
what are the implications for achieving
0:04
best practice what we're looking at our
0:08
egg comes for children and therefore the
0:10
way we achieve best practice is through
0:13
reflecting in practice and reflecting on
0:16
practice
0:18
reflecting in practice is very much
0:20
about thinking on your feet the
0:22
moment-to-moment reflection that happens
0:26
while you're teaching and reflection on
0:29
practice is very much about thinking
0:33
back after the event after the classroom
0:37
teaching has happened
0:41
it is really important in terms of this
0:44
reflecting in practice and reflecting on
0:46
practice is about the teacher reflecting
0:49
also on their own values and their own
0:51
attitudes in relation to what has been
0:54
happening in terms of the teacher child
0:57
interaction
1:01
and in this way very often in the
1:04
literature you'll see that the
1:06
reflective practitioner needs a lot of
1:08
guidance in order to do this in a very
1:11
constructive way and therefore make a
1:13
positive change
1:17
to make changes teachers need to not
1:21
only deepen their understanding of the
1:24
subject that teaching but also an
1:25
understanding that their own values and
1:28
beliefs and assumptions about teaching
1:31
and learning and this is what requires a
1:35
lot of formal practice and some some
1:39
very good quality guidance
1:43
studies show that without effective
1:47
tools without a structure for reflection
1:49
then what can happen is that reflection
1:52
tends to be quite superficial and so
1:55
what you can use reflective practice our
1:59
questionnaires or and other techniques
2:02
structured techniques to guide the
2:04
reflection
2:08
and most
2:09
importantly reflection needs to be
2:11
ongoing it needs to be a normal part of
2:14
the day-to-day routine for the teacher
2:16
not something which is John just once in
2:19
awhile
2:22
and therefore
2:24
you can break the reflective practice
2:26
down the structure into certain
2:28
components and one component is about
2:31
collaborating with other teachers
2:34
and this is very significant because it
2:37
indicates that teachers are part of a
2:40
learning community and if there is
2:43
collaboration then there is a long-term
2:46
commitment to reflective practice
2:51
and more
2:52
and anything else there for reflection
2:55
is not only encouraged but mutually
2:58
supported and that is a very very
3:01
significant process to occur
3:05
another structure
3:08
give to reflective practice are about
3:09
regular Learning Network so in other
3:11
words opportunities for teachers to get
3:14
together this does require an
3:16
organizational perspective on the
3:19
reflective practice process and how the
3:21
school the educational organization can
3:24
support teachers reflections
3:28
the interesting thing debate such
3:31
learning networks is that they don't
3:33
necessarily need to focus on the events
3:36
in the classroom but they can actually
3:38
include wider dialogues around policy
3:42
and curriculum and around other issues
3:45
wider issues in teaching and learning
3:49
and research does show that a
3:53
significant impact on the ability of
3:56
reflective practice to achieve best
3:59
practice is that the organization's give
4:03
time and space for reflection to occur
4:05
in a busy school shedule this can be
4:08
difficult but whereas cool allocates
4:10
five or ten minutes at the end of a day
4:12
this becomes extremely valuable
4:17
networks are significant in this way
4:20
because networks give chance for groups
4:23
to get together and for reflection to
4:25
occur
4:27
and another structure that we can give
4:30
to reflective practice is that it does
4:33
need to be informed by contemporary
4:35
research research tells us that regular
4:38
reflection is not only about what
4:41
happens in the classroom but linking
4:43
theory to practice
4:46
a one-off workshop has been shown to be
4:51
quite ineffective in terms of teacher
4:53
development so any sort of reflection
4:56
which is ongoing and and they're
4:59
actually therefore supports best
5:02
practice through development
5:07
simply because reflective practice in
5:10
this way can become much more strategic
5:11
rather than just a passing on of
5:14
information
5:18
we can contrast this with the
5:20
traditional model of professional
5:23
development which is very much about
5:25
that transition from one person to
5:29
another of accepted knowledge accepted
5:32
experience and the
5:36
memory assumption there is that
5:37
knowledge about teaching needs to be
5:41
passed on is acquired by one person and
5:45
then shared with other people around
5:47
them rather than something which is
5:50
mutually believed and understood by
5:51
everyone
5:53
and therefore theory needs to be
5:58
thoroughly understood in this regard
6:00
because theory then means that the
6:02
reflective practitioner is achieving
6:04
good practice
6:07
and so to the traditional approach to
6:10
professional development reflects a
6:13
basic assumption that information is
6:16
passed on and reflective practice is not
6:18
about that reflective practice is about
6:20
learning from acquired experience
Topic 15
0:01
now let's look at the reflection process
0:04
and there are many models that teachers
0:08
can use to support the reflection
0:10
process and but they all essentially
0:13
followed the same pattern and they are
0:15
always about cycles of action the basic
0:20
cycle is plan do review and because
0:22
their cycles they all are iterative in
0:25
other words they repeat on themselves
0:27
time and time again plan do review plan
0:30
do review so what would be good would be
0:33
for us to look at a cycle a little bit
0:36
more detailed cycle and try to
0:38
understand it in this cycle we can see
0:42
that it is iterative and really the
0:46
starting point can be anywhere and the
0:49
planning phase before teaching takes
0:51
place this is where the teacher is and
0:55
preparing thinking about the content and
0:58
reflecting before teaching terror
1:00
actually happens and this can lead into
1:03
the acting face the doing part in other
1:06
words the actual teaching in the
1:08
classroom and then following the cycle
1:10
Rand and after teaching the teacher
1:14
needs to review what happened to think
1:17
about and why certain things happen in a
1:20
particular way how they happened what
1:22
were the consequences and and most
1:25
importantly how could the insights from
1:28
this sort of experience be used in
1:31
future lessons
1:32
what have they learned what is the
1:34
teacher learned what have what could
1:37
they do now in relation to what happened
1:40
before and then there is a part of the
1:43
cycle which is about collecting
1:45
information that could be about asking
1:48
the students for feedback and it could
1:51
be about asking colleagues to come and
1:54
watch you teaching to give you feedback
1:56
it could even be about you watching over
1:58
teachers in their classrooms so that you
2:01
can consider how they're approaching
2:02
their teaching
2:05
and this leads into a questioning and
2:07
analyzing things and where you're
2:10
actually posing questions for yourself
2:13
for yourself what happened why did that
2:15
happen how did it happen and who was
2:19
left out in the class who succeeded most
2:22
of ordering the class what could be
2:24
improved and this whole process and
2:27
leads back into another planning phase
2:29
ready for teaching so you can see the
2:32
reflective cycle there is iterative and
2:35
it leads into a best practice approach
2:40
so collecting information can be talking
2:43
to children talking to colleagues even
2:45
talking to parents and it can be about
2:48
observing a class students in the
2:53
classic could be observing other
2:55
teachers it can be having teachers
2:57
observing you in giving their feedback
3:00
it could even be about video in your own
3:02
teaching or taking an audio tape and
3:04
listening or watching those things over
3:07
and over again
3:10
certainly can
3:11
acting information could include looking
3:14
over the lesson plans for the lesson and
3:16
looking over other people's lesson plans
3:18
to see how yours relates to theirs and
3:21
certainly looking at your lesson
3:22
evaluations if the students evaluate
3:24
what do they say if you evaluate what
3:28
were you thinking at the time when you
3:29
feel that the evaluation
3:32
and question and analysis is about
3:36
looking for a solution to in order to
3:39
correct a problem which is very often
3:42
considered a single loop learning and if
3:46
it takes a wider perspective looking at
3:48
bigger questions and and looking at how
3:51
theories are being used or applied in
3:53
the classroom
3:54
this is considered as double-loop
3:56
learning and it could be about asking
3:59
questions of changing perspectives and
4:02
asking why things happened
4:06
planning is about developing the
4:08
hypotheses and using the strategies to
4:12
actually apply in the classroom and test
4:17
out the results and it's very much about
4:19
asking will so what if I do this what's
4:22
the result if I don't do this
4:24
what effect will that have
4:28
acting and doing in the classroom is
4:30
testing your assumptions do they work
4:32
don't they work things can go wrong and
4:35
failure is not a failure failure is a
4:37
learning opportunity and it is an
4:40
opportunity for the teacher to say okay
4:42
now what now what is next
4:45
now what can I do reviewing is very much
4:50
about reflecting on practice reflecting
4:53
on what has happened after after the
4:56
event asking the question well what did
4:58
happen and then Maine and proposes in
5:02
terms of hierarchical levels the first
5:05
level he talks about his technical
5:07
reflection this is the actual practice
5:10
the teaching the skills for teaching the
5:13
pedagogical activity that takes place in
5:16
the class
5:18
at this level teachers are concerned
5:20
with purely the technical aspect of
5:22
being in the classroom how they're
5:24
talking how they're presenting how
5:26
they're interacting with the students
5:30
practical reflection is the next level
5:32
it focuses on the learning experience of
5:36
the student
5:38
it goes beyond that that technical that
5:40
technical rationality aspect and start
5:43
to investigate in question what is going
5:47
on in the classroom what learning is
5:48
taking place and how is teaching
5:50
affecting that learning
5:54
and finally there is critical reflection
5:56
this is the highest level of reflection
5:59
that you can achieve and it focuses on
6:01
what knowledge is a value and to whom
6:04
that knowledge is valuable
6:09
at this level teachers not simply
6:10
concerned about the goals and the
6:12
activities and the assumptions that
6:14
underlie those goals and activities but
6:16
the larger context of teaching and
6:19
learning the bigger picture of Education
6:21
and it is very much connected with the
6:25
teachers beliefs values and assumptions
6:27
their ethical and moral issues
6:30
associated with teaching children in
6:32
schools
Topic 16
0:01
there is a term used very often in text
0:04
back reflective practice and that term
0:06
is a reflexivity reflexivity for
0:10
teachers means not only engaging both in
0:15
a personal reflection but also engaging
0:19
with wider discussions about teaching
0:22
and learning and so what's very good for
0:26
us to consider what skills were actually
0:29
talking about when we use this word
0:31
reflexivity
0:35
the first skill we can talk about is
0:37
self-awareness self-awareness is very
0:40
much about and your own thinking and
0:44
your own feeling about how you sense the
0:47
world your how you into it
0:49
what is going on and very much helps to
0:52
develop your understanding of what goes
0:55
on in the classroom and how teaching and
0:58
learning affects the students
1:01
another skill and depending reflectivity
1:05
is of course reflection this is very
1:09
much a process of learning and
1:13
evaluating from what is going on around
1:16
us and this can be dated a it can be
1:19
week-to-week it can even be career-long
1:24
and of course the third component
1:27
underpinning reflexivity is critical
1:31
thinking critical thinking has its roots
1:34
in critical theory and is very much
1:37
about the teacher identifying and
1:40
challenging their assumptions about
1:42
learning challenging the importance of
1:45
the context in which teaching tax place
1:48
and thinking through how they're
1:51
teaching and impacts on learning and the
1:55
alternatives which are open to them in
1:58
terms of how they approach their work in
2:01
the classroom
2:03
so we can put these three things
2:04
together and see reflexivity as being
2:08
made up of self-awareness this
2:11
understanding of self-reflection which
2:14
is ongoing activity career-long
2:17
potentially and critical thinking which
2:20
is very much based in an understanding
2:24
that reef that critical practice is not
2:28
superficial at all
2:31
so we're reflectivity becomes more of an
2:36
introspection we can look at reflexivity
2:40
from some very specific perspectives one
2:43
perspective is in terms of hyper
2:44
reflectivity this is about the teacher
2:48
deconstructing what they're doing
2:50
deconstructing their teaching in very
2:54
fine detail hypo reflexivity we can also
2:58
think of system systematic reflexivity
3:01
this is looking at the assumptions and
3:05
beliefs that underpin the teaching
3:07
practice
3:10
and we can also think of epistemic
3:13
reflexivity this is exploring the deeper
3:17
beliefs about teaching that the teacher
3:20
holds and where these three aspects of
3:23
reflexivity come together then we get
3:26
very deep thinking about what is going
3:29
on and therefore good practice from
3:32
extensive and thorough critical
3:34
reflection
3:36
consequently we have to see that
3:39
reflexivity is not a one-time thing
3:43
it's very much based in day-to-day
3:44
experience and practice
Topic 17
0:01
topics critical reflection
0:04
pedagogy and you know the teacher connects with practices in the classroom
0:10
needs to be think thought about in terms of the topics which actually being
0:16
considered and this leads to a number of Christ questions
0:22
what is important is that we're thinking about the autonomy that we're giving two
0:28
children they sense of empowerment that children get from being in the classroom
0:34
and we have to consider also the wider picture because there's also the
0:40
empowerment that we giving whole families in relation to what we do ask
0:45
teachers
0:48
so we go beyond questions like who is not listening or paying attention the
0:54
classroom and and why and we're thinking about what strategies might change that
0:59
perhaps even the physical environment so there are a number of questions that we
1:05
need to consider and I've listed someone I'd like to share them with you
1:11
the questions related to culture and communities as well as the individual
1:16
practitioner and so they banded into certain sections are a number of
1:22
questions I put down
1:26
let's just go through them the first one was this activity successful while why
1:31
not that's a very basic question it's a good starting point for the teacher the
1:37
second question if we do this again what can I do differently to help you learn
1:42
will this phrase is they teachers reflection from the student's
1:47
perspective rather than their own perspective
1:50
if this activity help you learn more than others
1:54
we've done and why this gets you to understand the student's perspective on
2:00
their experience of the methodologies that you use
2:06
the relationship that I have with my students helping or hindering their
2:11
ability to learn this will get you to think that your day-to-day interactions
2:17
with students how you're talking to them and how they're talking to you
2:22
could the problems I have in my classroom be solved by pre teaching my
2:27
expectations or developing rules and procedures this will get you to think
2:34
about the problems the issues that you may be experiencing a very pragmatic
2:38
point of view
2:41
was
2:43
attitude towards the class today effective for student learning this gets
2:48
you to think about how students may receive your emotional state
2:54
I'm excited to get it to work today students will know he feel not happy in
3:00
the classroom and therefore he what you need to do is be sure that you are
3:06
enjoying what you're actually doing my students excited to come to my class
3:11
today this is connected to you attitude and whether you're excited about being
3:17
in the classroom
3:20
choices of a given my students slightly remember students are there to learn but
3:25
that also have a potential to be empowered by what is taking place can I
3:31
explain at least something about each of my students personal lives this gives
3:37
you a focus on the individual student to maybe their interests and needs as
3:41
learners
3:44
does my system
3:45
accurately reflect student learning it's all too easy to use checklists and to
3:51
put tix in boxes without really thinking how much the student has learnt do my
3:56
assessments really reflect learning or merely task completion or even
4:00
memorization skills this so the question will get you thinking about the
4:05
high-order learning of the students
4:08
why did I really choose this particular lesson to cover a certain objective
4:14
there could have been many others this will get you to think about the
4:17
different approaches that you can take what evidence do I have to my students
4:22
are learning there can be more evidence and just assessments there could be a
4:29
feedback or your observation of what teachers and students are doing
4:35
new strategies about tried lately that might benefit a student this is a good
4:40
question because it will get you thinking about expanding your skills and
4:44
trying out new techniques
4:47
in what ways might challenging students who were clearly being successfully my
4:52
classroom very often teachers tend to teach to the middle and the people at
4:58
the extreme ends the lower end of the top and get missed those at the top end
5:03
get missed most of all what are you doing to challenge them what do I do
5:08
when students aren't learning my classroom how do you react to that
5:12
what do you do
5:14
which students benefited from a particular activity it's worth knowing
5:18
what worked well then why it worked well which students did not benefit from an
5:24
activity of course is something goes horribly wrong
5:27
this may be an opportunity to change your approach or maybe just
5:31
understanding that an activity didn't match with those particular students
5:39
areas can i still improve this is a good question
5:43
to think about in terms of your reflection because it will take you into
5:47
that cycle of constant renewal what's stopping me from improving in these
5:52
areas what are the barriers because there will always be things which were
5:56
getting the way
5:59
in what ways can I support my colleagues in my students learning this
6:04
places she was a teacher in a community of practice where there's lots of
6:09
support he might actions of the teachers show my belief that all students could
6:14
learn at a high level heart the students learning is dependent on your approach
6:19
to teaching in your expectations that they can achieve much higher than they
6:25
think they can
6:28
teaches show that I take pride in my work remember teaching as a profession
6:33
and as a teacher you are a professional are you a professional other
6:38
relationships I have with my colleagues conducive to creating collaboration and
6:43
the collaborative culture with collaboration comes really best practice
6:51
the relation
6:51
ships I have been students parents conducive to learning remember teaching
6:56
is not just a bad kids in the classroom it's also about how families
7:01
what new ideas if I tried in the classroom don't stick to our patents if
7:07
you're using this question then it is really challenging you to extend your
7:11
repertoire
7:14
unlikely to relieve stress and to focus on my own health teaching is a very
7:20
stressful profession and what you must do is always check that you are in
7:25
tip-top condition to be able to teach in the classroom
7:30
finally what things might currently doing that you could you know reasonably
7:35
do we give more priority and how much time if you spent with friends and
7:41
family how is important and you must look after your house as a reflective
7:47
practitioner this is how you will stay in the profession for a long time
Topic 18
0:01
to reflection is a learning tool
0:04
reflection ease the process of consciously thinking through what is
0:10
happening and this helps us gain an understanding and to make meaning from
0:16
what is going on in our lives
0:20
for its associated with learning that's occurred through experience and and and
0:26
activity and how we internalized this in terms of our roles as professionals
0:34
is a means to assist the teacher to think and to explore to go beyond what's
0:42
gone in the classroom to understand thoughts and feelings and to work
0:46
through the experience in order to get a new understanding of how things are
0:52
happening and why things are happening in the teaching learning situation
0:59
to its full and active consideration under learning from all the actions that
1:05
are taking place and these thoughts and actions come together to help us develop
1:12
meaning through reflective thinking
1:17
perhaps the most important aspect therefore of engaging in reflection is
1:22
that ongoing personal and professional learning that needs to happen and that
1:28
you're able to demonstrate that to others this is all about achieving good
1:34
standard of proficiency as a teacher a good standard of professionalism
1:42
this process of reflection is very often and attack and three reflective writing
1:47
you'll undoubtedly a reflective journals and reflective writing can lead to a
1:55
greater understanding a better knowledge about why things are happening and it
2:01
should also challenge preconceptions about what is going on and the fear is
2:07
as they are applied in the classroom when you reflect on a situation you not
2:13
only see more of it but you actually start to see it differently
2:20
this different way of viewing things is about situations situating reflecting in
2:28
the process where action is the final stages reflection
2:36
and how confident are you about certain aspects of the reflective practice
2:42
process and learning from reflection well for example what do you know about
2:46
the roles and responsibilities of the teacher this is worth reflecting on what
2:50
you know backed learning styles what do you know about planning a course or
2:55
planning a lesson what do you know about how people learn how children learn
3:02
what do you know about lifelong learning this is something which is talked about
3:06
a lot now what do you know about communication skills
3:10
this is the practical aspect of the teacher in the classroom what you know
3:15
about presentation skills and demonstration skills
3:18
what's the difference between these things
3:22
how confident are you with questioning and explaining things to students how
3:27
confident are you using different teaching methods to teach subjects and
3:33
how comfortable are you using ICT information and communications
3:38
technology in the classroom
3:43
now you are with assessing learning and also the process of reflection itself
3:49
and of course your and subject knowledge and the skills used to teach that
3:53
subject knowledge
3:56
learning from reflection as we can see from those questions is actually very
4:01
holistic it covers a whole range of whole spectrum of professional aspects
4:09
and beginning to develop a reflective behavior is about becoming a
4:16
professional at least you should start with your own cultural and historic
4:21
background as a as a beginning for being a best practice reflective practitioner
4:29
the concept
4:30
of commission is is actually quite narrow gives a narrow focus to what
4:36
we're talking about here but reflective practice enables the individual to think
4:41
beyond that and to create more knowledge based on their experience of actually
4:47
what's going on what they're experiencing died today in the classroom
4:53
this means that reflective practice cannot be an isolated activity it is
4:58
something that has to be cooperative cooperatively generated and therefore
5:04
was like collaboration become interesting for us as reflective
5:09
practitioners collaboration houses extend what we're doing beyond the
5:15
individual and a facilitator contract the relationship into something which is
5:20
more interdependent between those who felt the actors the students and the
5:26
teacher in the classroom
Topic 19
0:00
methods of reflection we have already considered reflecting in practice and
0:05
reflecting on practice Juhi was among the first to identify reflection as a
0:14
specialized form of thinking and he considered their reflection stemmed from
0:21
a confusion about situation about diet and hesitation
0:28
be ok that what we do is we think through a problem in order to formulate
0:35
hypotheses about how to approach the resolution of that problem
0:41
the the the methods that we might actually use
0:46
kiwi's ideas formed the basis for schönes concept of the reflective
0:53
practitioner and he took a lot of pains to explore this in his text the
0:59
reflective practitioner how professionals think in action
1:06
Jones main concern was to facilitate the development of teachers as reflective
1:12
practitioners and this is what he explodes in his book
1:16
one of the most
1:18
long term injuring contributions that comes out of this text is the
1:25
identification of the two types of reflection which we know now well as
1:32
reflecting on practice and reflecting in practice reflecting on practice which is
1:37
after the event and reflecting in practice which is well action is taking
1:42
place
1:45
teachers consciously review and described in reflection on practice it's
1:52
a process of higher-order thinking analysis and evaluation and as well as
1:59
being ongoing it provides insight for the teacher in terms of future practice
2:06
teachers in
2:09
and I'm practice will think about their experiences but most importantly will
2:14
consider their responses to those experiences as well
2:21
both
2:22
reflection reflection in practice and reflection on practice the teacher
2:26
focuses on the connection between their feelings how they're responding to a
2:34
situation and the theory that they understand about what is happening what
2:38
they've been taught about what is happening
2:41
teachers seeking new understanding in this light work their experience means
2:47
for that theory what that ferry means for their experience
2:53
when then reflection in practice was the core component of what he called
3:00
professional artistry he saw teaching as very much an art which was different too
3:07
positivist excuse of teaching we're teaching was very much a science very
3:12
rational and technical
3:17
viewed these technical rationality really sort of failed to pick up the
3:24
idea for teachers in terms of teaching as a very rigorous activity as opposed
3:31
to what it was really doing in terms of children's learning
3:37
can explain this by saying that teachers have to do more than just follow set
3:43
procedures what they're told is the best way to approach but to think about
3:48
drawing on experience and roaring on practice and making experiences
3:53
practical so that they start to grow their own theory in terms of what they
3:59
doing in the classroom
4:02
and in this way the corner of reflection is very much
4:05
intuitive and is really quite creative for teachers both reflection on action
4:12
and reflection in action means for teachers to revise and modify and
4:21
ultimately refined themselves as professionals
Topic 20
0:00
there are different levels reflecting crushed and colleagues identify a
0:07
reflection on action and reflection in action but they linked these two
0:12
reflection for action
0:16
what this does is of both technical and practical considerations of critical
0:22
questions for the teacher to engage with
0:27
and a
0:28
time for action they say that teachers need to consider their resources as well
0:35
as for example how long the lesson to take these are sort of very practical
0:39
technical issues
0:43
they also talked about how to make the sources relevant in different learning
0:49
situations again a very practical perspective on reflection
0:57
in this sense teachers always questioning why they are teaching in a
1:02
particular way why they're using certain resources why they believe what they
1:07
believe
1:10
as i care n listen go on to differentiate between five different
1:15
levels of reflection which take place during the process of teaching for
1:20
example they talk about rapid reflection this is very immediate its ongoing it's
1:27
an automatic reaction to what they're experiencing with the children in the
1:31
classroom
1:34
they also took a baguette level of reflection as repair this is where the
1:40
teacher is making decisions 2012 is there currently experiencing to try and
1:46
change maybe the way children are behaving or to change in activities so
1:51
that students can learn more or to even slow students down so that actually
1:56
thinking more about learning
1:59
another level of reflection they talk about his review this is where the
2:04
teachers thinking about and discussing or writing about some element or some
2:09
key components of their own teaching
2:14
and in the river level of reflection is research this is where the teacher is
2:20
engaging with theory and with the dialogue in text thinking over time
2:27
about collecting data and understanding whole pictures teaching and learning
2:35
another
2:36
every flexion that they talk about is Ricci rising and reformulating this is
2:43
where the teacher is really critically examining their own understanding and
2:48
their own approaches and trying to understand how these linked back to what
2:53
they've been taught to link back to the theories which have been explode for
2:58
years and years in the text
Topic 21
0:00
let's look at guided reflection which is a very specific former reflective
0:05
practice John's developed this concept in 1994 it involves the teacher engaging
0:13
with a series of key questions which help them explore and consider and
0:18
reconsider the experiences that they're having their motivations for what they
0:23
doing in the classroom
0:26
they can be designed by the teacher but they can actually be designed by another
0:31
teacher or the school or even an education authority
0:39
in terms of
0:40
of the
0:41
methods which can be used for example there can be a reflective diary
0:47
a good way to do this is to have an open book two pages one side is that
0:53
descriptive part of the reflection saying what happened in critical
0:59
reflective component why and what were the considerations develop those
1:06
instances
1:09
morning web consider a number of key questions which can help to guide
1:13
reflection for example they say that the teacher can ask what is most important
1:19
or interesting or useful or relevant about what they did or something that
1:24
they use the resources they used they sort of asked the question how can they
1:30
be explained with a real just through experience
1:36
offer the question how is it similar to or different from other experiences that
1:41
the teachers had to make connections between their teaching
1:46
the teacher can ask what have I learned from this and what does this mean for my
1:51
future teaching this is where the teacher is engaging as the learner in
1:56
the teaching process
2:00
nixon Tang also offer some questions for reflection they asked questions like
2:05
what was the problem again a very practical technical type of question to
2:09
ask what went wrong was evidence of that problem what were the causes of that
2:16
particular problem and how did the teacher deal with the problem very
2:20
practical considerations
2:25
what did the solution to the problem really light to theory that the teacher
2:29
understands this is helping the teacher make connections between theory and
2:33
practice
2:37
perhaps
2:39
most
2:41
sent form of guided reflection will be to use Blooms Taxonomy Bloom's taxonomy
2:47
provides a framework where the teacher can ask questions of themselves and of
2:53
their teaching from lower order thinking through to firewater thinking
3:00
let's try to reflect Blooms Taxonomy relation to a taxonomy of reflection in
3:06
terms of lower ordering order thinking we can think of the teacher just
3:10
remembering describing what did I do and this guy street to understanding what
3:16
was important about what I did
3:19
beyond this we move into middle order thinking applying and analyzing where
3:24
could I use its again this particular technique I can be applied elsewhere and
3:29
analyzing did I see any patents which I need to be aware of whether any
3:34
considerations and then through to higher-order thinking evaluating how
3:39
well did i do and then also creating how can I use all this information next time
3:45
what can I do in the future
3:50
blooms level of remembering honor that's what did i do the teacher can reflect by
3:54
asking such questions as what was the lesson did it address all the content
4:00
was it completed on time these again very practical easy questions to ask but
4:05
they're an important starting point for the reflective practitioner
4:10
plumes understanding level what was important to bed what I did or didn't
4:15
meet my goals can be reflected on by the teacher in terms of can explain the
4:21
major components of the lesson and do I understand how they connect one to the
4:26
other
4:29
where does this fit
4:30
tickle him is another question which links into that level of Bloom's
4:34
taxonomy
4:36
blooms
4:38
level which is in relation to questions like when did I do this before
4:43
can be reflected on both the teacher in terms of questions like did I build on
4:48
content and processes which I told him previous lessons this would underpin
4:52
students learning how does this lesson scaffold the learning for the next
4:58
listen how does it provide the foundation for what is to come
5:04
how could I adapt the approach I used the instruction that I use for another
5:09
lesson for a different lesson I could this lesson be modified again this is a
5:14
level of reflection which is in the middle of Bloom's taxonomy
5:18
blooms analysis level this is now getting into higher-order thinking
5:23
blooms analysis do I see any patents or relationships this in terms of the
5:28
reflective practitioner is very much focused on questions like well what
5:33
background knowledge and what skills do I need in order to teach a particular
5:38
lesson effectively and with the instructional strategies right for that
5:42
list and where they effective
5:45
do I say any patents recurring in my teaching which I need to consider other
5:51
good patents or other destructive patterns
5:55
and do I see patents in the style the approach that I have do students react
6:01
to me when I teach in a particular way and do I need to consider how that is
6:06
affecting their learning
6:09
and then blooms evaluation level how well did I T
6:14
what worked what do I need to improve these get to be translated in terms of
6:20
teacher reflection chief questions like did some aspects of what I did need
6:25
improvement could they be better where the needs of the individual learners met
6:31
in the lesson and what levels of mastery of good quality learning took place for
6:38
the students
6:42
learned about my own strength of my own weaknesses my own areas for improvement
6:46
that again is a good level of analysis and AM I put progressing as a teacher
6:52
and my developing myself
6:56
teacher
6:57
can further tank on aspects around the incorporation of lessons for the future
7:04
what can you do in the future in relation to what you learn from this
7:08
what changes would you make and what would you keep the same
7:15
I can you best to use your strengths in the future and what steps should you
7:20
take in terms of using resources or applying new sources resources to
7:26
challenge students learning
7:29
teacher reflect
7:31
is the training that would help me to meet my future intentions the teacher
7:37
needs to look beyond what's happening in the classroom in terms of how to develop
7:42
themselves as professionals and they need to think about their role
7:47
developing over time
Topic 22
0:00
let's talk about action research when you are thinking about eight reflective
0:07
practice it very much resembles action research and action research involves
0:13
systemically changing your teaching in relation to problems or issues you are
0:20
experiencing in the classroom and therefore it's about taking
0:25
responsibility for change
0:30
important to understand that action research is targeted at the teacher and
0:36
it's not about changing anything else
0:42
this is very succinctly by car and chemists who say that action research is
0:49
a form of research carried out by practitioners into their own practices
0:58
in this fight
0:59
action research is participating it's very democratic and involves improvement
1:07
this is because action research must involve the learners in the classroom
1:12
they are part of the change
1:14
action that the teacher is taking
1:18
some research emphasizes teaching it emphasizes practice is committed to
1:25
access action and committed to changing practice
1:30
it is also a way to express a commitment to improvement for the teacher it's
1:38
about not standing still and it's about trying to look at theory and make
1:43
connections with practice
1:48
in this way
1:49
which is seen as a very practical form of inquiry and it's characterized by
1:56
South reflecting through cycles which spiral continually for the teacher plan
2:04
to review
2:09
in this way it info
2:11
number of critiques one is reflexive critic this is about questioning things
2:18
questioning arguments and trying to find new possibilities for actions
2:27
so the idea of dialectic critique this is very much about discussing actions
2:34
and discussing theory from different perspectives that the teacher is aware
2:38
of
2:41
and what we have to consider also that action research really is very much
2:48
dependent on a collaborative resource it's very much about people working
2:53
together whether these are teachers or whether these are teachers and students
2:56
the collaboration is there and it's also true to say that there's an awareness of
3:03
risk in terms of action things may go wrong that's not necessarily a bad thing
3:08
as long as the teacher can learn from what goes wrong
3:13
and
3:15
she research
3:16
which is very much a pluralistic approach to critical thinking it's very
3:21
much about discussing the questions and identifying the problems but it's very
3:25
much about reporting them from very different perspective
3:32
Donald shown States action research is very much a relationship between
3:38
understanding and change action
3:43
he believes that the practitioner has an interest in changing the situation in in
3:50
changing the status quo and this is better than living things the way they
3:55
were and it also develops a better understanding of the situation
4:02
he sees action research as his idea of reflecting in action it's very much a
4:09
packed learning while doing and learning from doing
4:17
research I said there are many themes and aspects to practice that can be
4:22
questioned and there are certainly ways of looking at theories what he talks
4:30
about is that the teacher can look
4:33
action research the point of view a settings where the active activities are
4:39
taking place was the classroom environment actually like
4:43
he also talks about planting was looking at ideas in terms of a game and where
4:49
are the rules of the game the regulations which are applied in the
4:54
classroom and the rules that govern the teacher
5:00
he also talked about the reflection as thinking in terms of scripts with texts
5:07
that identified but don't you know completely explain performance this is
5:14
an approach where the teacher can really monitor using a script whether that's an
5:20
internal dialogue or something written down in order to uncover a problem and
5:26
resolve it
5:29
finally communication there can be different interpretations of meanings
5:35
and said the way the teacher communicates these interpretations
5:39
becomes a very unique perspective
Topic 23
0:00
the critical friend this is a very useful technique to think of as a
0:06
reflective practitioner
0:08
the critical friend is a process which focuses focuses on a professional
0:14
relationship with a colleague
0:17
it's very much built on cooperation and collaboration
0:22
it also addresses a number of situations in which teachers find themselves for
0:27
example working in isolation working as independent units within the school
0:33
the critical friend can actually help addresses
0:37
and it can also address the idea that the teacher is there in the classroom
0:43
considered to be the person that is certified to know everything and
0:48
therefore the critical friend is a way of continually professionally learning
0:53
and not just sticking with what has been taught previously
1:01
to this comes from the Annenberg Institute for school reform at Brown
1:06
University it was the first developed the critical friends model and
1:10
interesting late it's currently used in an estimated 35,000 teachers principals
1:17
and professors across the world in about 1,500 schools and universities so it's a
1:23
very popular approach
1:26
the critical friend is about providing a balance between friendship something
1:34
which is very informal and supportive with something which is very critical
1:39
and analytical
1:44
critical
1:44
is somebody he asks why things are being done in a particular way they're helping
1:51
the teacher it seeks to gain a sense of the context in which things are working
1:56
and the way things are working and also to challenge assumptions and perceptions
2:05
critical
2:06
decree
2:07
therefore is helping the teacher think creatively and to encourage others in
2:14
the environment to do so
2:19
as a friend
2:20
and a colleague in the school becomes very significant day for the critical
2:25
friend is very friendly honest but also critical and analytical and as a
2:33
colleague they can share professional reflections and help teachers look
2:39
beyond the classroom and look more to the horizon the educational arise
2:48
the critical friend
2:50
he's using their skills in a way to ask very superficial even naive questions of
2:57
the teacher this is a way to promote reflection and two ticket the teacher to
3:03
South evaluate what is going on
3:06
simple questions like why did you do that and what happened
3:11
their critical friend is also there to provide advice and some guidance and
3:17
hopefully some very practical suggestions for the teacher
3:23
clearly no way it's it's like keeping a close distance the critical friend is
3:29
supportive is very friendly just like friends are but they hold on to the role
3:35
of an evaluator as a critical friend they're very knowledgeable about
3:40
teaching they understand about the subjects that teachers are working with
3:45
but there are often very supportive as well
3:51
and what the crib
3:52
says he's identified the challenges that the teacher has and the responsibility
3:58
that they have overcoming those challenges and supporting the objective
4:03
of the reflective debate and critical friends of course within this role need
4:10
to make sure that they maintain confidentiality with the teacher whilst
4:15
being frank and at the same time sensitive to the teachers experiences
4:21
the problems that they're facing
4:25
so what do
4:27
actually do and what do they not do well the critical friend does not make
4:35
decisions for the teacher and reporting formally and informally to others is
4:42
something that they don't tend to do unless it's with the agreement of the
4:46
teacher that they're talking to
4:50
there are of course limit
4:51
to this critical role the critical friend role primarily primary limitation
4:59
is in terms of their role as adviser and supporter because they have to provide a
5:05
constructive critique it's not just about friendship and critical friends
5:10
are not responsible for and Dave Costa Rica never contribute to the quality of
5:16
teaching thats for the teachers to do themselves
5:21
in particular critical friends have to take more role in terms of becoming a
5:27
negotiator on behalf of the teacher with the school if there are very significant
5:33
problems to resolve and critical friends of course in this way may add value
5:38
through engagement with a number of teachers and so sharing knowledge around
5:44
the community
Topic 24
0:00
participate three methods for reflection putting aside time in school for a
0:10
focused discussion maybe with a critical friend or with a group is essential in
0:16
order to ensure that reflection becomes irregular fractures regular practice for
0:21
the teacher
0:24
Putin to have a facilitator in this regard somebody who uses critical
0:29
questions to help guide thinking and to ensure that there is deep reflection
0:36
deep thinking about the issues maybe even to record the discussions to pull
0:41
the teacher to reflect on at a later date
0:48
converse
0:49
and Andy paid can occur with colleagues they can occur with other professionals
0:53
in the teaching environment for example school counselors it could be with other
0:59
professionals working in different educational environments it could even
1:04
be of course with families with parents of children
1:10
essentially what the teacher has to consider in this regard as the method
1:16
there needs to be careful description there has to be thoughtful listening and
1:23
there has to be questioning feedback and for me the two most important components
1:29
a thought for listening and questioning feedback it's very difficult sometimes
1:34
to listen to critique from others and that does take a lot of courage from the
1:40
teacher
1:43
there are
1:43
tips of questioning feedback and these can be considered in terms of hot
1:48
feedback warm feedback and cool feedback feedback consists feedback which is very
1:56
supportive and appreciative of what the street and what the teacher is saying
2:01
cool feedback offers very different perspectives questions about teaching
2:08
and raises questions about why the teacher to particular actions
2:16
feedback challenges and extends thinking actually raises the level of concern to
2:22
a very critical and analytical point of view
2:28
so you as a participate to reprocess reflective practice allows colleagues
2:35
and others to share ideas share issues and to seek suggestions and practical
2:43
solutions between the group members in order to overcome the issues and
2:48
problems
2:52
this is the best of all done in small groups not so well in large groups
2:56
because there's too much interaction with smaller groups or so it's easier
3:01
for individual teachers to feel more comfortable sharing issues and problems
3:08
hard feedback challenges and extends thinking and raises concerns in this
3:14
sort of small group environment
3:18
as a participate reprocess then the teacher in a small group can share the
3:23
issue and also provide the context in which the problem of the issue raised
3:29
and themselves can frame key questions which the group can discuss and explore
3:35
in order to try and find a resolution to that particular issue or problem
3:43
say what that really relies on our questions which are very probing
3:47
questions and questions which help to clarify understanding the group can ask
3:53
more questions to learn about the issue that the teacher is raising
3:59
and this leads into then hopefully analytical evaluative discussion the
4:07
Group discusses the issue using all types of feedback both warm and cool
4:14
feedback and the group finds a way to address possible suggestions and
4:20
solutions to the issue using hard the hard feedback approach so using cool
4:26
feedback warm feedback and hard feedback makes truly analytical and evaluative
4:32
thinking about the issues in question
Topic 25
0:00
tell you let's look at some models of reflective practice will introduce some
0:07
different models in this lecture will look at the models in more detail later
0:13
first of all we can consider series model of reflective practice EEE so
0:19
reflective practice or something which is very dynamic and quite spontaneous
0:25
and requires a lot of honesty from the teacher
0:31
he said that reflective practice actually should lead to action it is not
0:38
something just to think about it is an important thing to lead for the teacher
0:42
to do
0:45
julie's model is based on a fundamental difference between the sort of
0:51
traditional approach to teaching which is about instruction and imitation and
0:57
really said that the teacher in terms of reflective action action needs to
1:04
confront perhaps some assumptions or prejudices about teaching
1:12
generally reflective action therefore is very spontaneous its persistent or
1:18
should be persistent very active and needs to be carefully engaged with the
1:23
teacher
1:27
this therefore becomes a focus for the teacher in terms of how they go about
1:33
teaching it affects teaching fundamentally
1:39
and he soon
1:42
live action as more than just thought it that's got a wider dimension to it and
1:48
indeed he actually said that reflective practice can have emotional aspects for
1:54
the teacher as well
1:59
this actually means is that the process of reflective practice is a very complex
2:05
thing to do not straightforward and shouldn't be entered into lightly or
2:10
superficially by the teacher
2:14
it includes a good level of rationality or in other words a lot of clarity of
2:20
thought by the teacher about the reflection process as well as the
2:26
teaching that they're doing
2:30
and interestingly as I said this does actually draw links not just with the
2:37
cognitive aspects of teaching but the way the teacher is responding to what is
2:41
happening in the classroom the emotions which are being created in their
2:46
interactions with students
2:51
so let's look at the
2:52
the five-stage model first of all he says that but the teacher does is to
2:56
identify a problem something which is vexing is perplexing to them which needs
3:02
to be fixed and from then the next step is to observe and to try to clarify the
3:10
understanding about the model
3:13
beyond that the third step up the fight
3:16
five states model is for the teacher to develop haha I thought I passes to
3:22
explain the problem to try and understand it from a technical point of
3:27
view
3:29
this must lead into deeper scrutiny of that problem a deeper understanding
3:34
before leading into some sort of action
3:41
so we
3:42
say that to your place that great deal of emphasis on this reflective thought
3:47
process which is why he was saying that it's not natural to do it is something
3:51
which has to be learned and has to be based on experience
3:57
he believed reflective thought began with ourselves and needs to move beyond
4:04
that through the reflective process
4:08
this experience we actually start to ask questions for example in terms of
4:15
problem the problem stage the question is will what's going on here what's the
4:19
problem
4:19
what's happening
4:24
realizing the problem we might say well how do I fix this what might I do to put
4:30
it right and that leads into experimentation about solving the
4:35
problem
4:38
we in terms of solving the problem we are exploring the avenues that we can
4:44
take to do that
4:48
within their professional development there is some interest in this model
4:53
because it fits into the cycle of teaching and learning
4:59
very much developmental and is grounded in the experience of the teacher not
5:05
focus so much on theoretical applications
5:11
an interesting Lee worked Juhi said is that although it's a cycle it should
5:17
really be viewed as the spiral one cycle leading into another cycle being correct
5:23
connected by experience
5:28
it's this spiral which actually leads to the reflective aspect of the process and
5:34
we can see this in a model
5:36
we can see here that the cycle of reflection and thinking about action and
5:43
then experimenting the action itself through experience goes into another
5:48
cycle thus creating a spiral
Topic 26
0:00
Jones model of reflective practice is based on reflecting in practice and
0:07
reflecting on practice in these terms we've come across before they're very
0:11
popular terms and it's a very popular approach and we can represent these
0:17
ideas have reflecting in practice and reflecting on practice in a very simple
0:22
diagram
0:24
we can see here the starting point is the actual teaching and learning that's
0:29
going on in the classroom and it's the thinking in the moment of reflection in
0:36
practice that occurs at this point
0:39
after the session is when the teacher reflects on practice this is when the
0:46
teacher has more time to think about what happened to think back on what
0:50
happened and this whole process of reflecting in practice and reflecting on
0:56
practice then lead leads into preparing for the next teaching session with the
1:02
students planning getting the resources ready and then this leads into the next
1:08
teaching which again will have reflection in practice so again you
1:13
conceive this repeated cycle being engaged with by the reflective
1:19
practitioner should make the distinction in this model between technical
1:26
rationality or in other words the application of learned teary with what
1:31
he called tacit knowledge or in other words experiential learning gathered
1:37
from the classroom
1:41
believed that this was in a sense a theme re-experience gap because the
1:49
theories that the teacher is trying to apply in the classroom may not generate
1:56
the sort of outcomes that the teacher is expecting the words a different
2:00
experience
2:04
this can actually main is that it changes the way they're thinking about
2:10
teaching and actually may not even define the way they actually think about
2:15
their own practice in the classroom
2:21
in terms of shows model what were actually thinking about is the
2:27
experiences in the classroom and how these combined how these add together to
2:32
generate learned in a quiet area for the teacher
2:41
environment therefore with the place where the teacher is tested and
2:47
evaluated for themselves in terms of what they're actually doing
2:54
theory is therefore not a rigid being here it is something which can change
3:00
can grow with the teachers experience although for a new teacher they would be
3:06
applying theory quite rigidly as their experience develops and as they learn
3:12
more about their own approach to teaching and their own beliefs and
3:16
values about learning then Theory starts to become a little bit less rigid and
3:22
they start to apply things differently
3:28
in action and reflection on action and allows teachers to begin to continually
3:34
improve their own practice to change their teaching adapt learn and evolve
3:43
what we have to remember is that this doesn't make theory invalid at all it's
3:49
simply begins to change the the theory that the teacher is an acting and it's
3:56
serious effort valuable starting point for the teacher and this is what shown
4:02
calls theory in use rather than just theory
4:07
in this model we can see what she is talking about the teacher is attempting
4:14
to make sense of and to use theories in their teaching putting into action what
4:21
the books are saying but the literature is talking about it and this therefore
4:27
leads to some sort of real-world experience so in other words what
4:31
they're learning from what happens in the classroom and so the teacher moves
4:38
from knowing that one of the world's knowing about the 32 knowing how or in
4:43
other words knowing how to put the theory into use
Topic 27
0:00
another very important model of reflective practice is copes reflective
0:06
cycle it's very popular model you probably already know painted what colby
0:13
is talking about is a cycle which is based in experience entirely
0:22
terms of this
0:23
other four main components and there's a diagram to illustrate this the four
0:29
components concrete experience reflective observation abstract concept
0:36
utilization and active experimentation so the experiential learning cycle is
0:43
made up at these four components and we can look at them in a little bit more
0:47
detail to try and understand what each of these four components
0:52
you can see in this diagram concrete experience is about the teacher trying
0:58
to describe and explain what happened and from this list lead him to
1:05
reflective observation this is the first reflection why did that happen and why
1:11
did it happen that way this leads into the idea of abstract conceptual ization
1:17
in other words what can I learn from this what does the theory tell me about
1:23
what happened and how can I mix the two together
1:27
from abstract conceptualization this leads into active experimentation or in
1:34
other words the teacher putting putting into practice something in order to
1:40
change the situation and of course from active experimentation we get more
1:46
concrete experience which again leads into the cycle
1:50
concrete experience is very often seen as the starting point when reviewing the
1:57
cycle though because its cycle the teacher can actually enter any
2:02
particular point for example the reflective practitioner could start with
2:08
abstract conceptualization which would lead into active experimentation and
2:13
then concrete experience but concrete experience gives a very hands-on
2:19
starting point for the teacher very practical
2:24
and although the model as I said can be entered at any point concrete experience
2:31
for the teacher is very convenient place in a very immediate place to start the
2:36
reflective practice process
2:42
is that first level of reflection initially thinking well why did happen
2:47
that happened trying to understand their concrete experience trying to
2:52
rationalize it
2:55
and
2:57
also gives the teacher that point to stop and to think with this model is no
3:03
reflection in action and no reflection on action there is just observation of
3:08
the process that took place
3:11
and then this leads him to abstract conceptualization little bit of a
3:17
difficult word but in principle very simple to understand it's trying to
3:23
understand what has happened in relation to feel real to what the literature is
3:29
telling us should be taking place
3:31
and therefore it's making communities connection with the practical experience
3:41
it is looking for connections between series actions feelings and all the
3:48
experiences that happened in the classroom
3:52
and of course with all of these cycles we see there has to be some action
3:58
involved otherwise reflective practice and has no point and so in this cycle we
4:04
can say that after abstract conceptualization the teachers move into
4:10
a process of experimentation experimentation suggest more than action
4:15
it is about trying something to see if it works it might fail which is why the
4:22
cycle leads then back into concrete experience
4:29
whole process is again more of a spiral rather than just one cycle the spiral
4:37
means that the cycle is continues never-ending
Topic 28
0:00
let's look at greenways three-stage model it's a very popular model simply
0:08
called the plan D review model the starting point I suppose is to talk
0:14
about do have an experience in the classroom and this leads into review of
0:21
that experience and then planning the next steps in teaching planning the
0:28
approach that you will take and we can look at this in terms of a model again
0:33
very simple plan to review doing something reviewing thinking about it
0:39
planning the next action and then doing the next action
0:45
benefits to this of course one benefit is it's very simple easy to apply model
0:51
and because it's focused entirely in action it's grounded in teachers
0:58
everyday experience and that gives it a lot of value gives it a lot of meaning
1:02
for the teacher because it's very simple model is also very quick to do it's not
1:09
at all time consuming and especially for the beginning teacher it has a lot of
1:16
benefits over the more complex models because it's much easier to understand
1:20
and apply
1:22
what we what we're actually looking at but this model therefore we something
1:28
which can be practiced in schools very quickly very easily
1:37
you
1:38
need to do with this model is to think of it in very practical terms it is a
1:43
model for continuous development of course and it's especially useful for
1:50
new teachers or if you're starting with a new class of students beginning a new
1:57
term in school
2:01
it's especially useful also with activities in the classroom which can be
2:07
quite repetitive where you're doing things over and over again because the
2:12
plan to review cycle will help you refine what you're actually doing in
2:17
those lessons
2:20
can be very useful approach if you're collecting any data for further analysis
2:26
if you're doing some action research or if you just want to gather more data
2:32
about your students and of course most importantly it's very useful if you're
2:38
trying to implement sold some sort of change to your teaching it's very quick
2:43
to apply you can monitor the change process very easily
2:51
a plan what you need to do is recognize an opportunity to actually make a change
2:58
or do something in your teaching the reviewing is actually analyzing the
3:04
results of that action that you undertaking
3:09
and what you need to do then is to plant improvements which you will then action
3:15
in the do phase of the cycle
3:20
so some useful questions what we can look at in terms of each of these three
3:24
stages in terms of the planning stage some questions might be well what data
3:30
indicates a change is required
3:33
rather than just initiating some sort of change for any reason there's got to be
3:39
some good foundation for the change to take place what change is to be made
3:47
what are you actually going to do so there are some fundamental questions
3:51
that we can look at who will be responsible for carrying out each step
3:56
it might just be the teacher loan it could be others involved in the school
4:05
pair along with the Chi
4:07
tank is another consideration for the teacher it might be actually just the
4:12
space of half a lesson or one lesson or it could be every page of week or even a
4:16
month
4:20
along with each step I take is it one action in the classroom or is it a whole
4:25
approach to a whole lesson
4:31
I will you money to track the progress that's another question is worth
4:35
considering in the planning phase because you have to be prepared for all
4:39
aspects of the reflective process
4:43
and in terms of acting how will you money to the effectiveness of what you
4:48
doing how you collect the data how will you know the results of what you were
4:52
doing
4:55
course how you record these will use video would you just make notes for
5:00
yourself in a journal could you get another teacher to watch you to observe
5:05
and to give you some feedback
5:09
and of course part of acting is what you know what did you learn from the whole
5:14
process of going through this cycle so checking goes on continually throughout
5:21
a.m. in the planning fangs in the doing phase and in the review style stage will
5:26
continuously checking your not just engaging in either doing or planning
5:34
so what do you do with that learning is significant question to ask with the
5:39
review stage how are you going to use the information
5:45
information collected impact in terms of change what was the effectiveness of
5:51
what you actually did
5:55
to further improve on what you're doing in the classroom and how can you refine
6:03
your own teaching in terms of what will be the subject ago teaching
6:11
what lessons have been learned and how can these lessons be communicated to
6:15
others these are all aspects of this very simple process and there are
6:20
probably many more questions that you can consider for yourself in relation to
6:24
plan do and review
Topic 29
0:00
in rafts model reflective practice he very much sees it as a process of
0:07
questioning asking what why and how as a teacher you're doing something and also
0:14
asking what why and how other teachers are doing what they do
0:22
and
0:23
this light is very much appreciate the teacher keeping an open mind about the
0:29
teaching and also comparing themselves with the teachers comparing and
0:35
contrasting approaches that different teachers have
0:41
in
0:41
this way it's very much about seeking a framework rather than using a framework
0:48
and although there is this model this theoretical basis it is very much a
0:56
process of action and reaction that's taking place
1:02
as a reflective process it's very much then about asking questions like well
1:09
what if I did this thing in my teaching what if that happened and then seeking
1:17
ideas
1:19
looking for ideas seeking opinions and viewpoints from others in order to find
1:24
answers to those questions
1:28
and
1:29
will it's very much using prescriptive model thinking considering the
1:37
consequences of actions hypothesizing and also synthesizing information with
1:45
the theory analyzing and identifying
1:52
and we can see these questions these ideas put into a very very simple model
2:00
the reflective practitioner at the center if you like conducting reflective
2:06
analysis and all these aspects surrounding the teacher everything from
2:11
keeping an open mind looking for alternatives to comparing and
2:16
contrasting and the different questions that all these aspects of reflection
2:21
bring to light
2:22
the founder and I should model rockets and I should model describes 24
2:28
procedures for the reflective practitioner and what this really means
2:34
is the model is quite complex but very thorough and because it's based in
2:41
questions from the actual teaching is quite simple for the teacher to use
2:49
its is very much about hypothesis intense synthesis and quite interesting
2:55
Lee this means that it is always about higher order thinking rather than low
3:02
order is thinking it's not abate identifying and recalling its a very
3:08
much about deep analysis critical thinking
3:15
and this is then ideally a process not only give reflection but also research
3:24
and thinking about teaching review and even repair putting things right which
3:30
have gone wrong
3:33
these labels imply higher reflection occurs for the individual teacher but do
3:39
not occur in isolation they occur within a context with the teachers
3:46
so I hope you can see that this list is reminiscent reminds us of something and
3:52
a very much
3:53
reminds us of the upper levels of Bloom's taxonomy the levels of
3:57
evaluating and analyzing and also creating so the model fits into Blooms
4:05
Taxonomy very very neatly
4:10
this constitutes professional practice according to the labels that he applies
4:17
within the reflective practice process all of these questions related to these
4:22
labels are about the teacher thinking acting and believing themselves to be a
4:28
professional
Topic 30
0:00
Peters described reflective practices
0:05
step model which he called data da ti ti ti stands for would describe analyze the
0:15
arise and act
0:19
in the
0:21
nice he says it's the first step
0:25
reflective practice it needs to be detailed needs to be further and as
0:31
we've seen before the word honest comes up again and it needs to be honest about
0:38
what is actually happening in the description phase it involves paying
0:45
very close attention to what happened what is happening in the classroom and
0:51
does not remove that from the feelings that the teacher is having the way they
0:58
are reacting and thinking about what has happened
1:02
this leads into the analysis step of the model this
1:10
includes the assumptions and beliefs that the teacher has about their
1:16
teaching and the bad teaching and learning and about what happened
1:22
it
1:23
aims to link at this point begins to link the theory with the practice it's
1:30
about the approaches and the underlying beliefs and assumptions that the teacher
1:35
has trying to understand not just what happened but the thinking behind it
1:45
to hear the teacher is very much exploring their practice and why this
1:50
particular practice operates in a particular way this is why it is quite a
1:57
deep critical approach
2:03
in the
2:04
his face
2:06
analyzing the beliefs and assumptions the source of the sources of the
2:10
information that the teacher draws on what really required in order for the
2:16
teacher to make sense of what's going on in the classroom make sense of the
2:20
situation
2:24
and displays into the theorizing step the model this is where their
2:30
practitioner is trying to understand from a cognitive I'm a conceptual point
2:37
of view not only what has happened in the classroom and what is happening in
2:42
the classroom but what they understand from a theoretical point of view
2:50
this week
2:51
think requires teachers to think about the the additional sources of knowledge
2:59
which their control on the literature that they can go to and even colleagues
3:04
in the school that they can talk to about what is happening
3:08
remember sources of theory and understanding are not just what you
3:13
learn on a course but they can be much wider reaching than that
3:19
here the teacher is thinking about the practice from different perspectives
3:23
therefore not just one perspective in the book but a range of books and also
3:30
from other teachers experiences so theory here is very wide very broad and
3:36
the teacher is looking for as many different viewpoints as possible
3:42
and the final step in the process he sacked as in the Greenway model this is
3:48
doing but the teacher is actually going to do in terms of implementing actions
3:54
and theories in the classroom success of the process is therefore through not
4:01
only reflection but thought to it is very clear part of this model
4:08
in the final stages the teacher put their new thinking into practice and
4:13
what this will do as with all the models is leading to another cycle of
4:18
reflection and acting and thinking and doing
4:24
teachers can
4:25
use this model as part of a cycle therefore it's not although it looks
4:30
quite linear dat teacher can always go back and go through another cycle of the
4:37
process
Topic 31
0:00
we looked at some foundation models for reflective practice now we need to look
0:06
at some critical models again will be reviewing these briefly and looking at
0:13
them in more detail in a lighter lecture perhaps the most significant critical
0:19
model is Steven Brookfield's critical lenses he said that teachers look
0:26
through different classes different I glasses in order to reflect
0:32
the identified these four different lenses as view our own autobiography he
0:39
also said that we can look at what happens in the classroom from the
0:44
students point of view and also from our colleagues point of view and we can also
0:50
look at what happens in our teaching from a theoretical standpoint and he
0:57
very conveniently labeled days as the South Glens our own viewpoint the
1:03
student learns the viewpoint from the student the peers in other words the
1:09
viewpoint of a colleagues and the theory lens which is why it's called for lens
1:15
approach
1:18
despite the fact that no teachers professional experience can often be
1:25
considered as a little bit in valuable from a theoretical point of view steven
1:33
Brookfield makes a significant point in saying that the experience of the
1:39
teachers that autobiography of the teachers is really the foundation point
1:45
and the most important aspect of being a teacher
1:50
is that as teachers we must consider this to be more important sometimes in
1:56
the actual theories
1:59
he goes on to say that these four lenses are very important because the most
2:05
important thing that the teacher can do in terms of teaching is trying to get
2:10
inside the students heads what are they thinking about learning what are they
2:16
thinking about being in the classroom trying to understand how their learning
2:24
their food he made a number of significant points in terms of these
2:28
four lenses that he says that reflective practice and teaching actually becomes
2:35
about identifying power and high power can support and also hinder the
2:42
educational process
2:45
he also goes on to say that what the teacher needs to do their forays to
2:51
challenge certain assumptions in order to address that have that power
2:57
imbalance that makes that may be in the classroom
3:04
and in this light he came up with a number of very useful frameworks for the
3:10
reflective practitioner of one is the critical incident questionnaire it's a
3:15
series of questions that the teacher can ask themselves in order to reflect on
3:21
the teaching in the classroom and he also came up with the critical practice
3:27
or did the CPI
3:32
perhaps most significantly he also identified hi there critical incident
3:37
questionnaire can be used as a framework for a teacher's journal writing if
3:42
they're keeping a reflective journal
3:46
so
3:47
they
3:47
incident questionnaire has a number of significant questions for example at
3:53
what moment in class did you feel most engage engage with what was actually
3:59
happening this is a significant question for the teacher to consider at what
4:04
moment in class were you most
4:06
distance most removed from what was happening
4:13
that anyone to weather is a teacher of the student was most helpful most
4:19
productive and worked was most puzzling
4:22
problem at icing
4:27
I was so what surprised you most as a teacher in terms of what you did in the
4:32
classroom
4:33
what were you not expecting
4:38
so the critical practice order it takes a number of critical incidents you say
4:45
two or three in a week and uses the questionnaire to reflect on those
4:49
incidences
4:52
the idea is that as it takes you right to brief description about what happened
4:58
in a particular incident and users questions to reflect on the incident in
5:03
detail
5:06
part of the oddities also to reflect on your own assumptions as the teacher
5:12
about what happened to think about what were the interactions that generated a
5:17
particular incident
5:21
you as a teacher challenged what was happening both with yourself and with
5:27
the students
5:31
part of the critical practice order it is also to think about the information
5:38
that evidence that you've got to the teacher and to check its accuracy are
5:42
you really seeing what really happened or are you looking through your lens the
5:47
South lens that autobiographical lens which is perhaps skewing the reality
5:55
what different perspectives therefore can you look at this is where the other
5:59
lenses become important the student lands and the colleagues lens the piers
6:05
lens and also we must not neglect the theoretical the theory lens that the
6:10
teacher can use to get a different perspective on things
6:15
so therefore what we see through these four lenses is a very critical approach
6:22
self-critical by the teacher and critical of the processes which are
6:27
taking place looking not only within but also without the school
Topic 32
0:00
Jones model structured reflection is another critical model that we can
0:06
consider for the reflective practitioner it's quite a simple model it has two
0:12
phases to it the first phase is looking in on the situation this involves the
0:19
teacher focusing on particular aspects of themselves and paying attention to
0:25
really what was happening in the classroom
0:28
looking in on the situation is the first part of this process the second part is
0:34
quite simply looking out of the situation and trying to describe it so
0:40
that others might actually understand it from your perspective and even from a
0:45
theoretical perspective and as such it's situated then in in five sources of
0:51
knowledge which Jones describes
0:57
these sources of knowledge have very particular cues that we can use his
1:02
teachers to guide our thinking and reflection
1:06
for example looking in he said very importantly that you need to find a
1:13
place where you can actually focus on yourself he saw this is a very solitary
1:18
activity in the initial stages because you need to concentrate and have space
1:23
and time for reflection pay attention to not only your thoughts but the feelings
1:29
emotions which have been generated by the experience and then of course you
1:34
need to record the experiences that you've had writing them down or maybe
1:40
even using an audiotape
1:44
out then requires writing that description within the sort of
1:51
situational surrounding of the thoughts and emotions and then trying to find
1:57
what is significant in that this is called looking ahead because in a way
2:02
it's like trying to describe it for somebody else to understand and in this
2:07
way you get a clearer understanding yourself this particular description
2:13
that looking act process can be focused in the following wings
2:20
we can
2:21
get it from an aesthetic point of view in other words the teacher can reflect
2:25
on what they were trying to do what they were trying to achieve in their teaching
2:30
and why did they react the way they did to sign some poor behavior or some
2:37
extremely good behavior in the classroom
2:42
was also a personal perspective to this in other words the teachers reaction to
2:48
the experience in the classroom a good reaction a bad reaction how do they feel
2:53
what are the emotions associated with that
2:58
we can also look at it from an ethical perspective or in other words the
3:04
teacher should think well if I did something was it in the best interests
3:09
of the students are the best interest of the school and what were the the
3:14
influencing factors on the teacher in terms of their own reaction
3:21
another perspective identified in this model is the EMP reeks perspective this
3:27
is very much starting to relax the experience we've what the literature
3:33
says or in other words is the information or is there some knowledge
3:37
which could have actually helped me deal with the situation in the classroom
3:43
and a very significant part of this model this particular perspective is
3:51
about reflexivity and this is a term which will come across in future
3:55
lectures reflexivity is about making connections with our understanding does
4:01
it reflect two previous experiences that we've had in the classroom and therefore
4:07
can be handled the situation better
4:10
and what's very good a banked these perspectives is that we can represent in
4:16
model which is very easy to understand and one component we have looking in
4:23
finding the space describing what happened that's very solitary component
4:30
but then looking at describing it for somebody else
4:34
barone purposes and within the looking ahead we get those different
4:39
perspectives the aesthetics perspective what was the teacher trying to achieve
4:44
the personal perspective how do they feel the ethics what factors influencing
4:51
them the amp eric's the knowledge that they're drawing on and then reflecting
4:56
back on previous experiences I'm making cognitive connections
Topic 33
0:00
another critical to model to look at is simply called the what model it's called
0:08
what model because it uses three very simple questions the first question is
0:13
what the second question is so hot and the third question is now what
0:20
let's see what these questions actually refer to in the first level what it's
0:27
very much about reflecting on the situation what happened what was going
0:32
on
0:32
describing as we've seen in other models the next level so what is reflecting on
0:40
what that really means in terms of the literature that we've read a theoretical
0:47
understanding the concepts that we understand and finally that leads into
0:53
now water in other words action step of the process of the reflective cycle so
1:00
we have what so what
1:03
and now what
1:07
we can very easily think of these terms of very specific questions and for
1:17
example in the first level though what level is what is the problem
1:22
what reason is there for us being stuck at this particular point and what was my
1:28
role in the situation what action did I take it was always using that keyword
1:33
what to describe what actually happened
1:40
currencies for me what were the consequences for the students these are
1:43
just simple questions
1:45
the idea is that the teacher him or herself will use the key q What in order
1:51
to frame the questions as part of the reflective process
1:58
level so what arising the knowledge building component so what does this
2:04
tell me is a good question to ask so what did I base my actions on one of the
2:09
ways you know why did I do that so what should should have done in a particular
2:14
situation you can start to see how you can frame particular questions using
2:20
that Q so what
2:23
other questions is my understanding so what is my understanding of the incident
2:28
say these questions the first level second level and third-level questions
2:34
you can raise them in any way you choose and you can ask any questions to help
2:41
you think the way you want to think about your teaching
2:47
should face now what question now what do I need to do not want to the broad
2:54
issues at stake here now what the consequences for me or for the students
3:02
now what can I do to transfer this learning to my next teaching session
3:07
again the questions questions that you can ask here
3:11
personal you can identify your own they're not fixed as in the other models
3:15
we've seen this caused a lot of freedom to the teacher and these very useful
3:21
framework the what so what to know what gives you the starting point for the
3:27
questions you can ask
3:30
and what's important with all reflective practice is that whatever process you
3:37
take whatever model you choose to use that it is actually part of the cycle
3:41
and say these questions these what questions what now what
3:48
so what are now what need to be iterated a number of times not just once but
3:55
again in the game in the game and we can look at these in terms of again a nice
4:00
straightforward model the what so what can I what components going through
4:08
repeatedly and number of iterations and whatever questions you ask those
4:14
particular levels is up to you as a practitioner but at the what level it's
4:20
very much a bad description whatever viewpoint you take is entirely up to you
4:26
but what question will help you describe things happening in the classroom the so
4:34
what is where you will take that description and start to link it to your
4:41
own understandings and theories and this then will lead into the night watching
4:47
other words the action-oriented component of the model
Topic 34
0:00
russia's model of critical reflection very much income foresees Juiz idea of
0:09
reflective thought and in this model the reflective process is broken down into
0:14
four phases and the first phase is described as presence in experience this
0:22
is different to any other models we've seen presence in experience is about the
0:28
teacher learning to see really what is happening
0:32
seeing clearly and seeing honestly the second phase is describing that
0:40
experience describing what has been seen and trying to understanding
0:46
differentiate the different components
0:50
third aspect is analysis of that experience trying to link to deconstruct
0:57
it to link it to theory and to literature and then the coast the final
1:02
stages experimentation on in the woods learning to take action from the
1:08
analysis of the experience
1:12
according to roaches interestingly in this model the idea is that the teacher
1:18
or they're going through a cycle can actually move backwards and forwards in
1:23
the cycle at any particular point so it's not necessarily a smooth process
1:28
but something which can go backwards and forwards
1:35
this is
1:36
the first element their teacher being present in the experience how they
1:41
perceive it because in the model the idea is that the more the teacher can
1:47
actually see them or the teacher can perceive that will affect the rest of
1:52
the reflective practice process so therefore the teacher may need to move
1:58
backwards through the model in order to keep perceiving clearly what is really
2:03
happening to question their version of reality
2:09
so it's very much about learning to see and differentiating the different parts
2:15
of what happens in the classroom
2:19
describing the experience then is therefore quite complex in this model
2:26
because you weren't just described the experience once you would describe it
2:32
potentially a number of times because you'd be moving backwards and forwards
2:37
to the model there are a number of descriptions that you could make and you
2:42
would be constantly trying to refine the description and refine your perception
2:47
of what's happening
2:51
and what this is very much about is the teacher being very clear about
2:59
perception their own apprehension of the way they see this is the cornerstone of
3:06
this model and as I said it's quite different
3:09
the models this being present in the description
3:16
the analysis involves generating a number of different explanations
3:21
therefore could be explanations from previous descriptions as well as later
3:26
descriptions in order to get that very critical in depth and honest perspective
3:32
of what's been going on in the classroom
3:36
and although the analysis comes from the description the model says that the
3:44
teacher can move backwards and their full the analysis and the description
3:49
can become very very closely linked each depending on the other the description
3:54
can become a reaction to the analysis as much as the analysis can be a reaction
4:00
to the description
4:05
the final phase of reflective practice the bank action in this model action is
4:12
not the word which is used but clearly experimentation it is very much focused
4:18
on the teacher trying things like testing things in the classroom and not
4:24
being afraid of the consequences but learning from the consequences in order
4:29
ultimately to improve their teaching
4:34
and therefore what this clearly says that back this model is that knowledge
4:41
is knowledge from experience acquired knowledge is not something which is
4:47
constructed in isolation but is very much linked to the students and the
4:53
teacher is working with colleagues that the teacher interacts with in the school
Topic 35
0:00
the goal and psych model reflective practices and other critical Model T
0:08
just briefly consider what they suggest is that there there are four major
0:15
aspects of the work of the teacher of professional work and what they say is
0:22
therefore that the teacher needs to ask and reflect on particular questions in
0:28
relation to these four aspects
0:30
what the purpose of this is to put its for the teacher to gain a whole and
0:40
holistic understanding their teaching and their role in teaching and their
0:46
role in the classroom
0:49
and the four components are very clear the first component is an academic
0:55
reflection and there are certain questions that the teacher can ask
0:59
themselves in relation in relation to academic reflection do I know my content
1:05
really well for example am I using the right strategies for teaching and my
1:11
organized for my lessons
1:13
these are focusing on the professional role from a very technical and very
1:17
practical point of view other questions can be asked about the sequencing of the
1:25
content was the lesson at the right sort of pace for the students was it too fast
1:32
or was it too slow
1:37
and also it's useful to think of this aspect model in terms of a creative
1:45
innovative you're being in the classroom are you trying out a new approach he's
1:51
not only to excite your students but to excite yourself or are you just going
1:57
through a routine so it's good to reflect on their academic aspect
2:06
they also talked about
2:07
developmental reflection and my providing teaching and learning context
2:13
which gave students a chance to develop their own perspectives on their learning
2:19
I'd like to think this part of the model in terms of how well the teachers
2:26
helping the students learn how to learn and for me that's a very significant
2:31
part of being a teacher in the classroom
2:36
some more questions to ask in terms of the developmental reflection and have
2:40
only evaluated the students skills and and they're thinking sufficiently so
2:46
that you can actually determine how much they are learning
2:53
my changes to the instructional approaches you can reflect on that try
3:00
things out can you extend the use of a particular approach
3:10
activities to individuals as well as groups and if for example you're using
3:16
group work how the students learning in the group and how they supporting each
3:21
other will ever they contradicting each other
3:26
and
3:29
complex aspect to this model is the critical reflection or the social
3:35
reconstruction approach this takes a very much more holistic view reflective
3:43
practice actually looking to what the teacher believes about teaching and what
3:49
the purpose of education is what the value of education is in society
3:56
answer questions you can ask things like do I have particular beliefs and values
4:02
about teaching which will affect the technical approach that I take in the
4:08
class
4:12
fully evaluated certain aspects of teaching from the school perspective and
4:18
and how to articulate those and who helps you articulate those
4:25
who determines our curriculum and what does that mean in terms of how you teach
4:30
and how the students are learning and indeed what they're learning
4:36
if I considered
4:38
curriculum supposed only collects individuals and individual learning
4:44
needs this is taking you beyond just pure description and is being very
4:49
critical about the imposing factors that can affect you as a teacher and affect
4:56
the students as learners
5:00
their ways in which I can implement components of the curriculum or
5:06
different curricular in the school in a more unique and innovative way so you're
5:12
actually meeting the needs of both worlds both the school the education
5:16
system but also the individual learning needs
5:21
overcome shortcomings shortcomings or problems with particular systems in
5:28
schools or particular issues incorrectly and therefore make teaching and learning
5:35
a much more interesting and creative process
5:40
have
5:41
analyzed the assessment processes may be no compulsory tests are they really
5:48
testing learning or is it just about testing memory there are some
5:53
fundamental questions for the teacher to ask here from this broader critical
5:58
perspective about their role as a teacher
Topic 36
0:00
and a very popular critical model is gives reflective cycle this is a way for
0:09
the teacher to think about the different aspects of something which has happened
0:13
in the classroom again it's in the form of a cycle and is very much about
0:18
understanding something an event or situation describing it evaluating and
0:25
establishing a course of action in relation to that reflection
0:32
this model therefore is very much about helping the teacher understand that
0:37
particular situation from a very detailed point of view because there are
0:43
quite a few steps in this cycle and we can see this in the diagram
0:48
I suppose the starting point here is the description what actually happened and
0:53
in the model this leads into feelings and evaluation it's important to
0:59
consider the aspects of the teachers feelings he knows what were you thinking
1:02
and feeling about that particular incident and then to evaluate what was
1:08
good about it what was bad about it after the evaluation comes the analysis
1:14
what sense can you make this particular model what sense can you make from what
1:21
happened again
1:22
linking it to the real concept and from this the teacher can make some
1:28
conclusions come to some sort of decisions which will lead into action
1:32
and of course them from action there will be another chance for description
1:37
so again we get that spiral and thinking
1:41
say gives reflective cycle has a lot of components to it but again it's all
1:48
focused on asking particular questions a particular point in the cycle so for
1:54
example in the description things what happened it is very much about the
1:59
teacher describing in detail the event that took place
2:04
and including particular focus points in other words where were you
2:12
who else was there what were the students doing why were you there why
2:17
the people they're asking very simple questions but quite probing questions
2:25
terms of what happened what was your part in any particular incident that
2:30
happened in the classroom and what was the result again with previous models
2:36
the questions here enough fixed they're very much for the teacher do you think
2:41
about and designed for themselves
2:43
it's the individual components which add up to make the reflective process
2:50
feelings component is very much about the teacher trying to recall their
2:56
reaction to incidents in the classroom and with a feeling about it with the
3:01
emotions that were involved and how does this feeling make you feel about the
3:10
event when he started and jeering and then also even after the event you know
3:15
this is very much a bad linking the teacher to the activity in the classroom
3:22
the actions which are taking place
3:25
how do you feel about to act commit the event so in terms of failings you're
3:30
thinking before during and after what happens in the classroom
3:37
the next phase of the cycle is evaluation got was good what was bad
3:43
about the experience this is true the teacher to make a judgment for
3:49
themselves
3:51
banked teaching in the classroom actual incident and from this this late in to
3:58
further questions about what went well what didn't go well and perhaps to start
4:04
to consider why because from this phase the teacher moves into analysis after
4:11
the evaluation what went well but didn't go well the good experience a bad
4:16
experience how does this link to what we know about education about teaching and
4:21
learning from all the theories which were exposed to so it's very much about
4:27
breaking down the analysis into component parts and could include
4:32
questions like well what did you do what did others do that was good and how does
4:38
this actually really light to what we know about Siri in what way did others
4:45
contribute to what happened in the classroom and this ultimately leads on
4:53
to the point where some judgment is made by the teacher some conclusion what
4:59
house could you have done for example this is quite different from the
5:04
evaluation and the analysis stage because it is very much about putting a
5:09
stop to the reflection that's taking place it has to end at some point and
5:14
there has to be some decisions
5:18
say it forms part of the reflective cycle even though it does actually stop
5:25
thinking because after the conclusion conclusion phrase when you're thinking
5:31
about how things could be done differently what results and how this
5:39
will impact on the future comes the next action phase and in the gives psycho day
5:47
action plan that the teacher comes up with is the result of all that previous
5:51
thinking including the conclusion that judgments that were made about what was
5:57
happening in the classroom with the action plan you have to consider how you
6:03
would do things I would do things differently based on the reflection and
6:08
perhaps most important to remember is that again from action comes another
6:15
cycle of reflection and say again it is continuous even though there is that
6:21
point of stopping conclusion built into the cycle
Topic 37
0:00
so we've been introduced to some models ever reflective practice and the value
0:08
of these models is in helping the reflective practitioner the teacher
0:13
begin to deconstruct their experiences and in sewing develop a deeper
0:20
understanding of the questions and the issues involved in the work that they do
0:28
we need to do now he's think about how these models applied to practice and a
0:34
classic model we can talk about is booths triangular representation
0:39
it's a very simple straightforward model to start with
0:45
boots definition of reflective practice is very much based on the exploration of
0:51
experiences and have these help the teacher lead to a deeper and more
0:58
fundamental understanding of what learning is
1:03
think about
1:04
models of reflection is that there are cyclical and lot booed as to this
1:09
discussion is something quite significant and that's the idea that
1:13
reflection needs to happen in different context without any reflection on
1:21
application of learning in one context in relation to another means that
1:26
actually reflection is a waste of time
1:30
and so this model is an attempt to actually start to address that
1:36
imperfection and we can seat in the diagram here it's a very simple
1:41
representation experience reflection and learning boots boots idea is that the
1:50
reflective cycle is there and it can be clockwise or counterclockwise as a
1:57
reflective process but clearly we can see that expression experience and
2:02
reflection are part of the cycle and what he's added he is learning by the
2:08
teacher learning which can be taken to other context so this model attempts to
2:14
capture the the essentials the the essence of what reflection is really
2:20
about and what it is aimed at doing is making a clear connection a proper
2:28
translation in terms of experience and learning
2:34
let's think a little bit more about these triangular representation what the
2:39
reflective practitioner needs to do is return to the incident the event upon
2:46
which their reflecting and to not only try to describe it for themselves but
2:52
also to understand their emotional response to it the feelings that they
2:57
have in relation to their teaching
3:00
from this very personal reflection comes an evaluation revaluation of the
3:08
teaching in light of experience and trying to seek a deeper understanding
3:12
for it and from this reflection comes some sort of thinking about action in
3:21
relation to change so there is a planning phase to the cycle
3:27
paid recognizes that this is a very individualistic process and this can be
3:34
criticized because reflective practice is very often seen as collaborative
3:39
activity
3:43
boot paces 30 tended tapes and says well should we reject models reflection
3:51
altogether this is just adding to the discussion about reflection and
3:56
reflective practice and perhaps he also says that maybe we should try to think
4:02
differently about what reflection really is for the teacher and what reflective
4:07
practice really is
4:10
finally he starts talking about whether the reflection can actually be applied
4:17
in new contexts and what does the context at to the process of reflection
Topic 38
0:00
another model of reflective practice which is aiming to move reflective
0:07
practice from theory into action is the Atkins and Murphy model and this model
0:13
attempts to try to address some of the criticisms of Abu triangular
0:19
representation
0:21
now we can see the model here it has five components awareness
0:26
script describing the situation analyzing the feelings and the knowledge
0:32
associated with that situation
0:34
evaluating the relevance of the knowledge within that situation and then
0:40
identifying the learning which comes from that and we will look at these in
0:44
some detail I can model you can see therefore has five stages to it and the
0:52
stages linked together in a cycle stage one is very much about the teacher
0:57
becoming aware of some need for change because of some uncomfortable feelings
1:03
due to the situation that they're confronted by two then comes from stage
1:10
1 and stage two is too bad the teacher examining those feelings in the
1:15
components in the situation which generate those feelings
1:20
stage three leads then into analysis of the situation based on the evaluation
1:27
and then into stage full there are some sort of conclusion a summary of what all
1:34
those feelings and all that thinking generate and then finally into a stage
1:40
five which is the learning stage what the teacher has actually gathered from
1:44
that experience
1:48
these models attempts to provide a deep level of support for the reflective
1:54
practitioner more so than other models tried to do
2:00
we must
2:02
that this is not to say that the other models that exists about reflective
2:07
practices are redundant or a waste of time
2:10
this is just another way for the teacher to think about their role in the
2:16
classroom
2:19
what is important is to realize that as a reflective practitioner part of your
2:25
roll out of your duty is to critique not only yourself and what is happening in
2:31
the classroom but also to add to the critique on the models which can be used
2:36
for reflective practice
2:40
cancer
2:40
be suggest then that any sort of reflection is not useful unless the
2:47
teacher has a real commitment to action action is what reflective practice is
2:52
all about and they make an interesting connection in relation to action here
2:59
which is action can happen after the event but it can also happen before the
3:05
event as well
3:06
in in terms of planning and preparation
3:11
say we must remember in this model that it is actually trying to make a
3:16
connection not only with the reflective reflective process that the actions that
3:21
the teacher needs to take in the classroom
3:25
looking
3:26
and little bit more detail self-awareness they also liable as being
3:31
mindful the teacher being mindful of what is taking place in the classroom
3:36
and their own role in that and it is very much a paid linking personal
3:43
reflections and sensations to what is taking place
3:51
and in this sensor is a real commitment by the teacher to ownership of those
3:56
feelings and sensations what is happening in the classroom is not
4:00
happening outside of themselves they are part of what is taking place
4:06
there
4:08
this recognition that there is a connection not only between the students
4:13
in the classroom the actions but also the teacher's role in that
4:21
this clearly involves in on the teacher's perspective it is the need for
4:27
honesty and truthfulness in relation to what is happening in the classroom
4:33
there's no point in this model in superficially looking at what is taking
4:39
place it does need a very critical honest and truthful reflection
4:46
description fav this this needs to be very comprehensive very sorry very
4:51
thoughtful
4:53
not only a particular incident but the context of situation in which the
4:58
incident occurs
5:00
and the events therefore are seen as part of a greater whole something which
5:08
is much bigger not an isolated incident but part of a bigger picture for the
5:13
teacher
5:16
thanks
5:16
us into critical analysis as a reflective practitioner and perhaps in
5:22
this model this is the most significant component because it does recognize that
5:28
the teacher as an individual is identifying a very personal cognitive
5:33
and affective feelings scheme within what is happening there is a connection
5:41
between the intellectual and the emotional
5:46
and therefore there has to be for the teacher has some sort of recognition of
5:53
the values and beliefs and assumptions they have about teaching and about
5:57
learning about education as a whole and how these can impact on what is
6:04
happening in the classroom
6:07
from the crew
6:09
analysis there has to be some sort of action and and learning and in terms of
6:14
learning for the teacher this means says the synthesis of the experience what
6:19
they've picked up and the actual theories and the literature that they've
6:23
been exposed to during training
6:27
from this learning finally there comes evaluation what is the outcome and
6:33
devaluation is very much a bad confirming validating what the teacher
6:39
thought whether this thinking was directed by something or incorrect about
6:44
something so that the cycle actually continues
Topic 39
0:00
Jones Smith's framework reflection on action is another model that we can look
0:06
at about operationalizing reflective practice and in this particular model
0:11
there are three prizes to have we are very common to us a descriptive phase
0:17
and the reflective phase in this particular model there's a third facie
0:22
emancipator phase this is very much a bagged the teacher developing more
0:28
clarity bad their own assumptions and values in teaching and starting to
0:34
change and develop these
0:38
to face is very much about examining and developing a genuine understanding a
0:46
real honest understanding of teaching that they're engaged
0:51
it interesting me leads the teacher to a particular process in terms of
0:59
reflective cycle what this model suggests is that the description is done
1:07
through the teachers narrative of the events in the classroom then the idea of
1:14
a narrative is something which will look at in future lectures the idea of a
1:21
narrative therefore leads to teach it to producing things like reflective
1:26
journals
1:29
to reflect
1:29
phase is again the analysis of what's taking place
1:34
analysis not only of events but also the situations in which they occur the
1:39
context in which they occur and trying to understand the intentions behind them
1:48
and the
1:50
this model does not removed a teacher from this there is a sense that part of
1:56
the process is the teacher developing a much stronger self-awareness of
2:01
themselves as practitioners
2:06
now the interesting part of this model EC emancipator phase this is where the
2:10
teacher is very much critiquing their own practice and looking at
2:17
inconsistencies in terms of what they're doing in relation to what they know they
2:22
should be doing ought to be doing
2:26
and this is not to say that therefore the teacher is behaving incorrectly it
2:33
is very much about liberation it's about the teacher beginning to realize that
2:39
things can change that things are not static and that they self critique is an
2:45
opportunity for growth and development
2:50
m Smith
2:52
analyzes these phases through a number of queues and we'll look at the queues
2:57
for example the the description phrase could be cuter a question like well what
3:06
did I do it's a very simple question of course you could come up with any number
3:10
of questions as part of the description
3:13
another question could be well what does this actually mean in terms of me as a
3:19
teacher or the 1 I'm trying to do within the school
3:24
smith also proposes to questions for the other components of the phases and there
3:31
are only suggestions we can all come up with their own questions in relation to
3:36
these phases
3:38
say for example in terms of developing a self-awareness that needs needs some
3:46
sort of confrontation personal confrontation by the practitioner and AQ
3:50
could be added I come to be like this in the classroom and should I come to feel
3:55
these things
3:59
say you can see that the teacher is not extracted from this process at all and
4:04
very much is within the action and the ques help the teacher to focus on this
4:11
aspect of their practice
4:14
so in terms of the teachers starting to sympathize and learn from what is taking
4:20
place there is a sort of reconstruction process and there are particular cues
4:26
which their reflective practitioner can use for example what do my practices say
4:33
about my assumptions of my beliefs about teaching so again this is very much
4:39
internalizing the process of reflection and having the teacher think more deeply
4:44
about their own role as a practitioner
4:50
its
4:52
important to think as a reflective practitioner that these Q's cues and
4:58
then not fixed questions as a reflective practitioner you can add more keys and
5:05
develop your own set of guidelines to help you reflect using this model
Topic 40
0:00
perhaps the most well-known model of reflective practice which attempts to
0:06
link theory to practice is the model by recent showing they talk about two types
0:14
of learning from reflection and thats single loop learning and double loop
0:21
learning
0:24
single loop learning is about the practitioner reflecting and then acting
0:31
in relation to something which they experience in the classroom it relies on
0:37
standardized techniques practices in order to solve a problem and does not
0:44
change those techniques or practices at any particular point
0:50
is in contrast to double loop learning where the learning can in in fact impact
0:58
on the practices all the approaches which the teacher uses in order to
1:04
change them so therefore a reaction to an event can actually change with time
1:10
we've single loop learning their reaction would not change
1:16
and it's possible for us to look at this in in a very simple diagram
1:23
we can see here that single loop learning just text one step back from
1:28
the results the event the experience of the teacher has 32 strategizing
1:36
approaches to deal with that event in the future they can be very standardized
1:41
approaches
1:43
with the double loop lending it is a little bit deeper in the sense that the
1:47
teacher is thinking about their assumptions about the event why things
1:52
happen their beliefs around why things happened which then can inform the
1:57
strategies and therefore can possibly change their strategies and then these
2:01
strategies are used to deal with the event in future so singularly planning
2:06
and W planning two approaches within this model to change practice but one is
2:14
quite strictest the other is very flexible
2:19
single loop learning then does rely on fixed practices single I tears and rip
2:28
it repetition of approaches rather than trying to extend practice
2:37
and therefore there's a certain amount of Ottoman automaticity a tight how the
2:43
teacher approaches they work in the classroom there's less thinking trying
2:50
out new ideas rather than just relying on old practices
2:57
learning is then much more creative as a process in a way somewhat experimental
3:04
for the teacher changing assumptions means that the approaches will change
3:11
the approaches may work the approaches may not work and therefore this will
3:16
lead to a new X periods and therefore a new double loop
3:23
and the key point
3:25
double loop learning is a banked the teacher re-evaluating their own
3:33
perceptions of what they're doing looking at the coast trying to reframe
3:38
their assumptions and beliefs about teaching
3:44
and this is the key aspect of double loop learning it is very much about the
3:50
teacher getting a much bigger perspective on their role single loop
3:55
learning focus is very much on a much smaller and much more
4:00
mechanistic perspective
4:04
seeing a double loop learning is very much about the teacher looking much more
4:14
deeply at their own role where a single loop learning actually is becoming quite
4:19
instrumental in terms of how the teacher is approaching teaching
4:26
and both can
4:28
attractive outcome but in this model W planning is constructed considered to be
4:33
much more constructive potentially because of the opportunity for change
4:38
and the opportunity for growth
Topic 41
0:00
miss 0 argues that learning only really takes place where there's a process of
0:08
transformation by the teacher and in this particular model the model of
0:14
transformative learning 20 points out that transformation actually begins with
0:21
a dilemma a problem for the teacher problem which needs to be resolved in
0:27
some way which the teacher needs to find some sort of solution to its only
0:32
through having this problem that the teacher has the potential to transform
0:35
their practice to transform themselves as a teacher
0:41
this rather a number of phases for the teacher to go through what miss 0 talks
0:47
about is a disorientating phase there's some something which causes some issues
0:54
some problem for the teacher and because of that issue because of that problem
1:00
that teacher needs to go through a process of self examination what are
1:07
their feelings in relation to the experience how are they thinking about
1:12
it I were they trying to rationalize what happened
1:18
this then leads into an exploration of the assumptions that the teacher has and
1:25
the value of those assumptions about their own role as a practitioner and
1:29
from this then there can only be a process of transformation taking place
1:40
explore
1:41
the South that 0 is talking about here is very much a process of transformation
1:50
in the sense that it's about exploring and planning and developing new
1:56
knowledge new understanding about the role that's what transformation is about
2:02
in this model it's about the teacher developing a much clearer perception a
2:08
much deeper understanding more clarity in the knowledge about what they're
2:14
doing
2:17
say
2:18
transformational learning needs to be about testing out the different roles
2:24
that the teacher can take on and within those roles building up a level of
2:29
confidence in relation to the role in the classroom with time and we've
2:36
transformation to teaching him to become more confident as a practitioner
2:42
and order
2:44
confidence to occur that self-confidence to develop feelings and emotions along
2:52
with the assumptions and beliefs have to be integrated into the teachers
2:56
perception of themselves and this starts to develop different perspectives for
3:03
the teacher on their role in the classroom
3:07
what is particularly striking about the transformation model is that it is about
3:15
learning but it is very much about managed learning it's about the teacher
3:19
taking responsibility and taking control of learning from experience
3:27
and therefore it might not be direct experience it could be lit is learned
3:33
experience it's acquired experience in the classroom and it's about linking
3:37
knowledge that is acquired from training or from literature or from research with
3:44
the experience is in the classroom
3:50
so we can look at a particular sequence which helps us understand with zeros
3:56
model and this is very much starting with this disorienting phase this
4:03
confusing problematic stage and what the teacher at this point is to try to get a
4:09
clear picture of what is happening what do we know what he's actually taking
4:13
place and from this picture than the reflective practitioner it moves on to
4:21
critically reflect on their own assumptions in relation to what's going
4:26
on in the classroom
4:27
trying to understand the role and trying to be very critical about that role
4:38
terms of the critical critical reflection it's very important here for
4:43
the teacher to think about what they were actually trying to do rather than
4:48
external izing the process of teaching it's about internalizing teaching and
4:54
understanding what their purposes were
4:59
the expert
5:00
have roles and becomes part of this cycle part of transform a transformative
5:07
learning and really is the underpinning concern in relation to this model
5:17
how does the teacher interpret what is the teacher interpreting how critical is
5:23
the teacher being it's only with questions like these that the level of
5:28
reflection developed transformation if the reflection is quite superficial then
5:35
learning is actually not going to be transformational changes not going to
5:40
happen so it does require a certain level of criticality
5:46
and as with all models racine of course their transformation model has to lead
5:51
to some sort of action it's not just about thinking it's also about doing and
5:57
really then the teacher needs to think about that action in terms of change as
6:03
a change process and what are the consequences of that change could there
6:08
be some dangers involved in it and how will it affect students learning what
6:13
are the negative effects as well as the positive
6:18
and
6:18
and
6:20
is very much then as a transformational process something which through a cycle
6:26
is repeated
6:30
the interesting thing
6:32
speakers it's focused on learning it's very much about acquiring knowledge
6:36
knowledge from experience rather than knowledge from texts and a lot of people
6:42
say that this is perhaps the most valuable knowledge for the reflective
6:47
practitioner to acquire
6:50
it is
6:53
new roles experimenting and acquiring knowledge through that experimentation
6:59
to become a better teacher
Topic 42
0:00
you can see by now that there are many models of reflective practice and really
0:07
what we should also do is look at some criticisms of reflective practice and
0:13
perhaps the most significant figure to look at in terms of a critique of
0:20
reflective practice is Steven Brookfield he actually identifies that or the
0:28
reflective practitioner there can be a significant number of risk as a personal
0:33
risks involved both in terms of their confidence and also in terms of
0:38
reflecting critically on their role
0:41
fashion more actually say that there are certain preconceived ideas preconceived
0:50
understandings about reflective practice which can interfere and in a way
0:57
deconstruct the actual process
1:03
criticisms we look at they tend to fall into four categories and we can see that
1:09
catch agrees relate to the the ethical considerations around reflective
1:14
practice as well as professional considerations there is a there there
1:19
are of course the the the the considerations around teaching the
1:23
pedagogical
1:24
considerations and of course there is the conceptualization of reflective
1:30
practice itself
1:34
in terms of the the ethical dilemmas associated with critical critical
1:39
practice these very much focused on the teachers interaction with the students
1:45
and issues around things like confidentiality and privacy and about
1:51
their professional relationship that the teacher has with the students
1:58
is therefore a potential risk in terms of the teacher reflecting on what is
2:04
happening especially if the teacher is keeping a diary or some sort of log
2:09
about incidents in the classroom if somebody else was to have access to this
2:15
logged in there would be an issue of confidentiality
2:22
the the the ethical considerations and Stephen Brookfield talks about this
2:27
particularly that there can be issues for the teacher in terms of their their
2:33
own feelings which developing from the process of reflection especially where
2:41
the idea reflection is seen as quite negative was like critical in terms of
2:47
critical reflection and not about being negative but if the teacher perceive
2:53
them as being negative they can actually creates unwelcome feelings and some lack
2:57
of confidence
3:02
this is perhaps the the strongest argument from the ethical perspective
3:08
against reflective practice
3:13
concerns for reflective practice
3:18
very often reflective practice has seen as something which just needs to be done
3:24
and therefore in a way it can become quite uncritical
3:28
its becomes a mechanistic process that the teacher especially a new teacher go
3:33
through because they have to they're told to as part of their program of
3:37
learning
3:40
in this regard therefore profession the professional concerns a very much hate
3:48
the teacher not really engaging with the process of reflection critically enough
3:55
it becomes quite a superficial activity
4:00
where
4:01
this happens then the actual quality of the reflection go staying and therefore
4:08
the value actually reflecting is made redundant and again this can be seen as
4:16
quite a powerful argument against reflective practice process
4:21
at the level of the individual teacher of course there are responsibilities
4:25
about you know fostering good practice and where the teacher is not engaging
4:32
with this critically enough then they just raised questions about the quality
4:37
that they bringing to the teaching-learning transaction and there
4:42
are two key concerns here one is about the teachers readiness to actually
4:50
engage with reflection and certainly their key concern this professional
4:56
concern is aimed at new teachers who are just entering the profession because the
5:01
idea is that they are simply not experienced enough to be able to reflect
5:06
on practice they are not developmentally ready to reflect
5:14
and a really good reflection to be transformative 22 change teaching it
5:20
does need a level of criticality from the teacher and awareness of themselves
5:25
and awareness of theories about teaching and learning
5:29
synthesized together in order to reflection to take place
5:35
they had to go
5:37
concerns come into play here
5:42
the XP expert teacher the experienced practitioner is somebody who can engage
5:49
with reflective practice very easily
5:52
the new teacher somebody just starting reflective practice is actually quite a
5:57
difficult thing to do and they're full they are not actually going through the
6:03
process of reflection accurately or stringently enough
6:10
and especially wear reflective practice is a compulsory part of training courses
6:17
for new teachers the pedagogical concern is very clearly they're asking new
6:23
teachers to reflect as part of their learning is perhaps a very superficial
6:28
thing to do
6:31
say
6:34
reflection for the new teacher would actually be quite incomplete and could
6:40
actually be damaging in terms of their development as a teacher and the
6:45
learning that they're requiring from the process of teaching
6:52
conceptual concerns very much related to the idea of trying to deconstruct
7:00
teaching to the point where it is easy to categorize it into very simple
7:07
categories and their treaty key is based on the idea that teaching as some very
7:16
profound philosophical and disciplinary underpinnings which are not so easy to
7:23
break into simple categories
7:27
and this particular concern leads to the idea of how reflexive the process of
7:38
reflective practice really is
7:40
since teaching does require a very deep understanding of South in relation to
7:49
teaching and relation to certain philosophies the level of reflexivity
7:54
therefore it needs to be deep and if the teacher actually can't engage with that
7:59
level every reflexivity then reflective practice becomes superficial again
8:07
so they the issues here tend to lack an understanding of the complexity of
8:15
reflective practice and then the teacher is not able to problem at eyes their own
8:22
teaching sufficiently in order for reflective practice to pay something
8:27
which is useful and for the teacher to learn from
8:32
you can see the ethical and the pedagogical and the conceptual and the
8:38
professional concerns come together to give us something to think about in
8:44
terms of all these different models because we should not just simply say
8:49
that reflective practice is entirely a good thing but we should be critical of
8:55
the process itself we should not only think about undertaking reflective
9:01
practice but we should be concerned about how we are undertaking that
9:06
reflective practice and nurse practitioners however we applying this
9:12
tool that we have in order to improve a teaching
Topic 43
0:00
when we think about it reflective practice when we talk about reflective
0:05
practice the word critical comes up very often and so what we need to do is think
0:12
about the role of critical thinking within the reflective practice process
0:20
and what we need to do therefore is considered a number of questions in
0:25
relation to critical thinking and critical reflection is critical
0:31
reflection we can consider from a very fundamental point of view what is
0:38
critical thinking and we can also then think what we do how do we know when we
0:47
are thinking critically that's a very fundamental question and finally what
0:52
are the characteristics of teachers who are good at critical thinking because
0:58
these are all models will reflective practice
1:04
so in terms
1:05
understand what is critical thinking we can break it down into a number of
1:11
components anticipate the teacher analyzing being able to analyze what is
1:16
happening it's very clearly about the teacher conceptualising what they are
1:23
experiencing conceptualising moves thought from facts to schemers
1:29
understandings critical thinking is very much about defining and examining the
1:37
process of teaching and learning and for the teacher there is an idea that
1:45
critical thinking is about making inferences from what they're
1:50
experiencing and because there are inferences there also needs to be the
1:56
communicative aspect of critical thinking or in other words there has to
2:01
be listening to other peoples points of view and questioning yourself and others
2:08
and from this communicative aspect there has to be the cognitive understanding
2:16
the development of reasoning and therefore synthesizing on other words
2:22
changing practice so there are some key aspects of critical thinking which can
2:29
help the reflective practice process
2:33
the whole
2:34
purpose of this of course of critical thinking is to evaluate ourselves to
2:39
understand our role in events which occurred to us and how we can change or
2:47
accept those
2:51
we can look at this for a very simple point of view that they take the
2:57
reflective practitioner has a set of core beliefs which guide their actions
3:04
in the classroom and three reflection they can decide whether these beliefs
3:09
improve support what is taking place or indeed can actually detract can can
3:16
cancel aight the effectiveness of what is happening and it's this process in
3:22
which leads into some sort of change in understanding some sort of change in
3:27
position for the teacher in relation to the way they're teaching
3:33
critical thinking then it's very much a paid the teacher reasoning about what's
3:38
happening
3:39
reasoning through the experiences that they have the approaches the choices
3:45
they make the decisions involved in teaching and therefore there needs to be
3:50
a very strong foundation in logic for the teacher merit a great deal of
3:56
clarity and of course from this perspective therefore emotions and
4:03
feelings can actually interfere with the clarity of thinking
4:09
we can consider a very simple diagram in relation to this perspective where the
4:17
reflective practitioner is not being critical enough and not being logical
4:25
enough where the teacher is not willing to investigate themselves there are
4:32
roles in the classroom this can actually get in the way of critical thought you
4:37
can actually prevent critical third thought from happening and so the
4:41
teacher's role here is not too bad
4:44
dismissing reason but really about looking honestly at themselves and
4:50
perhaps having to be honest about the floors that they have as teachers and so
4:57
it is very clearly based in black and white
5:02
thinking right and wrong thinking about what is taking place and where the flaws
5:10
and not accepted this can actually move the teacher to a point of comfort which
5:18
is not good
5:21
necessarily if bad practices are being continued rather than accepting truth
5:27
and then becoming curious about what is actually happening the difference
5:34
between truth and curiosity and comfort ear is quite significant because with
5:39
comfort there can be complacency and with complacency people can get into bad
5:46
habits in the classroom and where there is an honest reflection and a critical
5:51
thinking approach to reflective practice then there is truth and with truth comes
5:58
the opportunity for change so critical thinking then is moving away from the
6:05
emotionality the role of teaching and becoming much more rational abated and
6:13
it's moving away from making quick decisions and it's moving away from
6:17
superficial understandings and believes and it's moving away
6:22
from being scared of criticism
6:26
and is actually moving towards a much more intellectual perspective in terms
6:32
of the discipline of teaching and an acceptance therefore that the teacher
6:40
has a particular responsibility in terms of what is happening in the classroom
Topic 44
0:00
so looking at critical thinking as part of the reflective practice process we
0:05
need to consider some of the mechanisms involved in critical thinking and they
0:12
biological processes psychological processes cognitive processes and also
0:18
communicative processes and we can consider these in turn one by one they
0:26
defeat in one to the other
0:29
what they really reefer T types of thinking that we have as critical
0:36
thinkers and is reflective practitioners there are there is habitual thinking the
0:41
ways that we regularly think brainstorming creative thinking there's
0:47
also prejudicial thinking and emotive thinking and let's look at these each in
0:53
turn
0:54
I bet you are thinking is what we will do regularly in a way sort of thing and
1:01
thinking and we will rely very much on that in everyday practice brainstorming
1:09
is very much about making judgments and evaluating thinking creatively and
1:17
innovatively about a situation
1:22
thinking is making links between facts and concepts looking at the principles
1:29
of what we know and questioning those principles
1:34
then emotive thinking with any experience that we have there is always
1:39
an emotional response and part of critical thinking is to understand that
1:47
aspect of the process
1:49
so when we're thinking critically as reflective practitioners we are relying
1:57
on reason rather than emotion as we saw in the previous section we require
2:04
evidence in order to be rational about the experience and we always looking to
2:13
find what's right and what's wrong with the situation
2:19
part of being critical thinking is then about looking at contradictions in a
2:28
teaching and confusions and asking questions about those things critical
2:32
questions
2:36
thinking critically then when we are actually self-aware we need to consider
2:44
the habitual processes as well as the more creative any motive processes in
2:49
critical thinking and therefore our own awareness becomes a significant part of
2:55
thinking
2:58
we also of course need to be honest because critical thinking the word
3:06
critical in critical thinking assumes for us that there will be no cover-up of
3:13
reality
3:15
we also as critical thinkers need to be open minded because without that
3:24
mindfulness it would be very difficult to evaluate things clearly and then
3:30
couldn't be reasonable about what we're actually seeing and what we're saying
3:36
we have to also of course consider different viewpoints different
3:41
perspectives so part of critical thinking is is not about critical
3:47
thinking in isolation but a collaborative process maybe with
3:52
colleagues in the school asking questions of them about yourself
3:59
as a way of thinking critically when we're being open minded so that you know
4:05
we can explain or attempt to explain what is happening and try to model new
4:11
approaches to experiences in the classroom
4:15
and by being open minded then we're accepting new visions new versions new
4:22
priorities that bad teaching and learning
4:26
and what we clearly doing is not necessarily rejecting particular views
4:33
but trying to understand all the different views which we're being
4:37
confronted with
4:40
we need to be very disciplined critical thinking is not something which can
4:46
happen
4:46
superficially it is very meticulous very comprehensive very thorough
4:54
therefore what teacher cannot do is just jump to conclusions
4:59
very quickly conclusions need to be arrived at overtime
5:04
very carefully
5:08
because of this then the critical thinking needs to be able to make good
5:12
judgments in relation to their role as teachers
5:18
worked this requires then is a look at the evidence the value of the evidence
5:25
the weight of that evidence if we react to strongly to something which is
5:31
perhaps inconsequential not so important then that's actually not a good judgment
5:36
we need to be able to understand the weight of the evidence
5:43
we can control we can look at the opposite side of this will what is a non
5:47
critical thinker and non-critical think it is see somebody who sees something
5:52
very very plainly that there are there's no subtlety to situations for example
5:58
they see questions is yes or no not as a maybe or it could be and of course
6:04
somebody who's a non-critical think is not able to see the connections and the
6:08
linkages between things which they're experiencing
6:13
a non-critical think of fails to recognize all the many elements involved
6:20
in teaching
6:22
and there are there for some key attributes some key attitude that we can
6:29
look at the critical thinkers about being open minded and about separating
6:35
the emotional aspect from the logical rational aspect about being able to
6:40
question roles and responsibilities in the classroom about avoiding common
6:48
mistakes and not allowing mistakes to recur but being responsible about them
6:53
it's also about communication about building a strong vocabulary to describe
6:58
what we're seeing in to describe ourselves and what this relates to then
7:05
it's about knowing making decisions about our role in the classroom and
7:09
coming to conclusions
Topic 48
0:01
the reflective practitioner can also use Venn diagrams to help support the
0:08
process of thinking then diagrams can be a useful tool for thinking of giving an
0:15
example here where there are two circles which represent a structured process of
0:22
professional learning for a teacher in the classroom one circle in the Venn
0:27
diagram represents a concrete experience in the classroom the other circle
0:32
represents how the teacher is thinking about that experience conceptualising
0:38
that experience and we can see in the diagram here on the left hand side they
0:44
their concrete experience and they can be a number of elements that the teacher
0:49
could include in this part of the Venn diagram the circle is labeled as South
0:56
structure in other words how the teacher is understanding the experience and and
1:01
beginning the process of learning from it
1:04
this area represents the teachers and tire perception of that experience as a
1:11
teacher and how they include their self concept within that experience
1:19
therefore it could include individual characteristics from the teacher as well
1:22
as the relationships that the teacher has with the student
1:28
you know say of course represents that their values and beliefs and assumptions
1:32
that the teacher has about teaching and their role as a teacher
1:39
in this field there were elements labeled one two and three and these are
1:44
just elements that the teacher in this example would be reflecting on of course
1:50
a reflect a certain level of reality and there could therefore be many more than
1:57
just three elements within the field there could be right there could be ten
2:01
there could be fifteen the more elements the more complex the level of thinking
2:10
the teacher for example if they were teaching elementary elementary level
2:15
mathematics should be reflecting on elements of their own competence in
2:22
terms of the subject that they're teaching I was considering algebra at
2:27
this level and maybe the teacher needs to think about themselves and their own
2:32
knowledge about algebra and the men to could be the teacher's own feelings of
2:37
confidence in relation to that subject area and then element 3 would refer to
2:43
the teachers feelings and ability about communicating that knowledge to the
2:48
student
2:49
very much based in the concrete experience
2:53
and on the right hand side we can actually see a number of elements and
2:59
these reefer two aspects of how the teacher is conceptualising the process
3:07
rolling on action in the classroom
3:09
it could be about the teacher trying out new things just doing something for the
3:18
first time
3:20
represents a lot of immediacy and and therefore generates a lot of feelings
3:27
associated with that
3:29
and as such it can be very fluid once again he can of course contain many more
3:36
element
3:38
in this field there were there could be for example elements fed the student's
3:43
behavior or about the teacher is using materials resources to teach the
3:52
concepts in algebra
3:55
or it could be a bad the students inability to understand the technical
4:00
language which is included in this subject
4:05
of course where the two circles intersect where the concrete experience
4:10
in the conceptualization come together is another failed for the teacher to
4:13
explore in this area this is where the conceptualize icing conceptualization
4:20
that teachers thinking about themselves how they working comes together with the
4:25
experience that they have in the classroom
4:29
and so it's where the teachers values and beliefs about what they're doing and
4:35
about their own role as a teacher links to the concrete experience of the
4:41
student
4:44
number of elements in this part of the diagram and these can relate to an
4:50
increased lack of confidence from the experience to their own feelings and
4:58
Amanda element id could be about an increased understanding of how to use
5:04
resources to teach subjects so there's a positive attribute and there could be
5:09
another element that bad communication is improving in relation to teaching
5:17
subjects in mathematics
5:19
so the elements within the Venn diagrams can be positive as well as negative
5:25
so we can see that the Venn diagram is a way for the teacher to deconstruct what
5:31
is happening in the classroom and can be used to identify the key elements and
5:38
compare and contrast the element of the experience works useful tonight is that
5:46
invent diagrams there are always intersecting circles and there could be
5:51
more than two there could be three four or even more when there are more circles
5:57
it becomes much more complex in this example a third circle could we like to
6:04
reflect a practice itself the strategy is that the teacher is using to gather
6:10
evidence and information in relation to the experience of teaching algebra
6:17
and their full the teacher could be looking at a reflective practice journal
6:24
that would be one way to do it or it could be about having an observer in the
6:28
classroom to give them feedback or it could even be a bad asking the students
6:33
for feedback on their teaching
6:39
Venn diagrams give a very individual approach to the teacher to think about
6:45
their practice of teaching and 2d constructed in a very clinical and
6:50
scientific way and Venn diagrams can be a very useful graphic organizer not only
6:58
to reflect but also over time to reflect back on changes in practice
Topic 49
0:01
Bloom's taxonomy and critical thinking
0:05
we've been looking at critical thinking and useful framework to help us with
0:11
that processes Blooms Taxonomy Bloom's taxonomy of learning takes us through
0:17
six levels from lower order skills through to higher order skills and we
0:23
can see here
0:24
lower-order skills are things like knowledge and comprehension through to
0:28
higher-order skills which are application of learning synthesis and
0:34
evaluation let's look at each of these in turn the knowledge level according to
0:42
blame included things like knowledge of specific facts knowledge methods and
0:49
approaches ways of doing things
0:53
included and an understanding and knowledge of the sequence in which
0:58
activities happen
1:01
looking at a very basic facts and principles
1:07
with knowledge we're also looking at things like how we might classify or
1:15
categorize things in teaching
1:20
if the particular structures that we using to think about what we're actually
1:26
working on
1:30
at the next level
1:32
it moves beyond just looking at facts and principles but in trying to
1:38
understand those facts and principles and in order to do this critical think
1:43
it needs to translate those facts into something meaningful and also how to
1:50
interpret those facts from different points of view different perspectives
1:55
and also to extract polite or in other words how to look beyond the facts to
2:02
further facts to the horizon
2:07
education level the critical think it is very much looking at how knowledge have
2:14
facts and had the understanding effects can be applied in real concrete
2:20
situations so how to take that abstract and make it real
2:26
and this can not only include facts but can include ideas and approaches methods
2:33
that might be used in teaching
2:37
analysis takes their critical thinker another step further closer to the goal
2:44
of higher-order thinking we analysis the reflective practitioner the critical
2:50
thinking is looking at relationships are being built between facts and have the
2:59
principles are being organised between those facts
3:07
the next level since
3:08
the critical thinking is really starting to move into a production phase of
3:15
knowledge this is where the linkages are not only understood and being applied
3:20
but actually used to derive new understandings and to create additional
3:27
meanings for the reflective practitioner
3:33
what we can see using Bloom's taxonomy is that the cognitive processes involved
3:41
from Harlow hoarded lower-order thinking to firewood thinking very much focused
3:47
at the higher end for the critical thinker towards application and
3:53
synthesis and evaluation
3:57
and their particular aspects associated with Bloom's taxonomy which the critical
4:03
can critical thinker can consider for example there are the ideas of facts and
4:10
particular values but the critical thinker can also think of assumptions
4:16
and evidences which can be used with those facts and through to higher order
4:22
thinking where there is a consideration of opinions and even buyers in what is
4:28
being considered so there a particular skills throughout Blooms Taxonomy that
4:35
their critical thinker the reflective practitioner can bring to their role
Topic 50
0:01
there are a number of techniques that we can use for critical thinking and what I
0:06
want to do is quickly just run through some ideas
0:11
a critical thinking the first point is for the critical thinking to clarify in
0:17
other words to to elaborate understanding
0:23
it's not just about simple recognition effects but actually beginning to
0:29
address what they really mean
0:33
an unclear clarification would be helping me fix education very broad more
0:39
clarity would be how can teachers better prepare students for the future
0:44
much more clear and precise
0:48
put in for the
0:49
to be accurate for example an inaccurate statement most students don't know how
0:54
to learn whereas an accurate statement would be most students in Pakistan need
1:00
to develop thinking skills much more clarity much more accuracy about the
1:05
statement
1:08
the critical thinking also needs to be very precise in the techniques are using
1:14
for critical thinking for example that would be about not being ambiguous and
1:20
avoiding generalizations
1:23
for example in precise statement might be Millie her is a problem student and
1:30
more precise statement would be million has an attention deficit problem
1:38
needs to be relevant in their thinking sticks to the main point pay attention
1:43
to the facts the details in question
1:46
for example is an example every relevance now why do I like teaching
1:51
maths well I was good at Mass that's why
1:55
there is much more relevant would be just say that I like teaching maths
1:59
because it's an important skill for students to learn
2:05
it's important for the critic
2:08
the purpose of what they're thinking about what does it accomplish what the
2:13
most important thing to focus on
2:17
Doce to identify assumptions in relation to those purposes or thinking is based
2:23
on assumptions after all an assumption could be the girls are no good at
2:28
science that is an assumption that some people may have but a correct assumption
2:33
that better assumption would be sciences only as is only a subject like any other
2:41
students are not succeeding therefore perhaps it's not the fact that they're
2:46
not good at science but maybe something to do with the teacher or the way the
2:50
subject is being taught
2:54
it's important for
2:55
check their emotions it's very easy for emotions to confuse the process of
3:00
critical thinking
3:03
and it's also important for the critical thinker to empathize with others who may
3:11
be looking at the same situation
3:13
try to see it from other people's perspectives because that can give a lot
3:17
of clarity
3:21
this includes things like logic as well as emotion and also an understanding of
3:28
how experienced feeds into our understanding
3:33
important
3:35
the tune know what they don't know to know their own ignorance I put a
3:40
statistic on their almost 1 10000 percent of all knowledge in the world is
3:47
what each individual might know
3:52
by knowing your own ignorance by knowing that you don't know everything means
3:57
that you're open to more information from outside
4:04
you still might get the information wrong but at least you have an
4:08
opportunity to educate yourself about what you don't know and to begin to grow
4:13
and develop
4:17
it's important for
4:19
be independent in their thinking because it can be very easy to let people
4:25
influence your thinking to much try to be strong believe in your own skills as
4:31
a reflective practitioner
4:36
it's good not to break the boundaries it's also good to test the boundaries to
4:42
understand your particular priorities and values and see where they fit into
4:47
the system
4:49
it's important for the critical thinker to think through the implications of
4:54
what they're doing in the classroom because all thinking leads to action and
4:59
therefore action can have a consequence
5:04
for example could lead to not planning lessons in a particularly good fashion
5:12
if the lessons
5:15
then there are implications to that the implication is that the lesson won't go
5:19
very well and perhaps the students won't learned that lesson and therefore not
5:24
achieve the outcomes in the curriculum
5:29
another thing for the critical thinking to consider is the particular policies
5:33
that they have about education and about teaching and learning
5:41
an example of bias my paid that you believe that students should place boot
5:47
whereas it would be much better from an unbiased point of view to consider how
5:53
sports activities may in fact have some influence of academic achievement
6:02
aspect for the critical thinking to consider is not to make judgments about
6:07
what their experience in the classroom but to think critically around what is
6:13
actually happening
6:16
an immediate judgment might be that the school needs to improve its curriculum
6:20
by suspending judgement you can consider how critical thinking can be used to
6:27
enhance and improve the curriculum
6:32
consideration is over of course to consider the people's points of view
6:37
listening to other viewpoints helps us see reality much more than if we're
6:44
looking at things in isolation
6:47
by being narrow minded for example we don't look beyond what we're doing in
6:53
the classroom being much more open minded may be reading research and
6:57
teaching and learning can help us improve what we're doing
7:04
another
7:06
duration of cultural assumptions around learning and teaching and maybe there
7:13
could be an impact in relation to teaching that you're doing
7:21
consider the diff
7:23
perspectives might culture impact on what you're doing
7:28
how the students are learning and how are you thinking about that
7:33
and it's important to be fair and also not too selfish in your critical
7:39
thinking each person has a bias and what we need to do is actually consider
7:45
things from a very open minded unbiased point of view for example I can't know
7:50
everything it's not my fault I made a mistake would be an example of
7:54
selfishness a fair point of view would be I can't know everything but I can
7:59
easily through some self study start to improve things
Topic 51
0:01
the five step model of critical thinking let's look at each of these steps into
0:08
the first step for critical thinking the reflective practitioner is to think
0:14
about the goals and objectives of critical thinking and trying to also
0:22
consider the particular behaviors and the skills which are being used in the
0:29
particular incident and then to focus attention on those goals objectives
0:35
behaviors and skills
0:40
the second step is to look for answers
0:45
in order to consider the situation from as many different viewpoints as possible
0:53
and looking for answers means asking questions and the important thing for
0:58
the critical thinking is to produce the right sort of questions you only gave
1:04
good answers from good questions so it's important to develop appropriate
1:10
questions and it can be very useful for the critical thinker too became engaged
1:16
in discussion with colleagues around these questions
1:23
step three is to practice before you start any process of thinking through
1:30
assessing the situation
1:33
choose what sort of activities you may want to use which may actually promote
1:40
active learning and start to think how you might utilize different components
1:46
of active learning within the classroom setting
1:51
is to reflect back any sort of actions on questioning an unthinking and to
2:01
begin to review and then to refine and improve your thinking based on that
2:07
review so it's very much about monitoring your activities in the
2:12
classroom and thinking through why you are doing things in particular ways
2:17
collecting information collecting feedback from others it could be
2:22
collecting feedback from students
2:26
and then step 5 this is using the feedback in order to assess the quality
2:33
of learning in a particular site situation reviewing feedback will help
2:40
the critical thinker really think about the whole process from beginning to end
2:46
the questions that were asked and the process of action and the important
2:52
thing is that this feedback is used to improve future action
3:00
important that the teacher the critical thinking realizes that realizes that
3:07
this point that the instructional methods which they using in the
3:12
classroom
3:14
always driven by their own beliefs and values about how people learn
3:22
and it's through implementing a critical thinking process that the teacher the
3:30
critical thinker the reflective practitioner can begin to address these
3:36
particular beliefs and values and start to think about active learning in the
3:42
classroom as a process that they can take control of and facilitate
3:50
and we can look at this five-step model from a diagrammatic point of view and
3:56
here we can see the five steps clearly one after the other step one determining
4:03
the learning objectives clarifying that behaviour and the skills that the
4:09
critical thinking brings to the classroom step through going through the
4:14
questioning process in order to get good answers to those questions
4:20
step 3 practicing before any assessment process any sort of action process and
4:26
then into step for which is reviewing and refining and improving the processes
4:33
in the classroom leading to step 5 gathering data gathering information and
4:39
now I'm providing and being provided feedback which then leads into a new
4:45
cycle of critical thinking step 1
Topic 52
0:01
how pens framework for critical thinking how Penn defined particular categories
0:09
that the critical thinking can use in terms of the process of critical
0:15
thinking these are thinking and language this is one category that happened
0:21
defined for defective critical thinking and other categories argument analysis
0:29
being a booty pic aspects of an argument and understand the components another
0:36
skill for their critical thinking is hypothesis testing looking at particular
0:44
theories around why things happen and finding ways to test them out and see
0:50
whether they are true
0:55
also has skills in dealing with the probability of particular things
1:01
happening assessing whether something is more likely or less likely to occur
1:05
there also skills around decision-making and problem-solving that the critical
1:12
thinking brings to the process of teaching in the classroom and as long
1:19
with memory skills
1:21
there's also an aspect of creative thinking that the critical thinking
1:26
needs to engage engage with creative thinking encourages the critical thing
1:32
to think outside of the box to think a little bit differently in order to find
1:36
solutions
1:40
so let's look
1:41
intern thinking and language is very much a bad recognizing understanding
1:47
particular languages particular vocabulary which is used in the
1:51
classroom and how these can be used and misused in order to fund in order to
2:00
facilitate what is happening to use definitions and meanings in order to
2:07
think through a process there are also things like leading questions as well as
2:14
open-ended questions that critical thinker can use paraphrasing is another
2:22
aspect of the language and thinking process which can help the critical
2:27
thinker consider things from different points of view
2:35
comment
2:36
disease is very much about identifying the premises and the conclusions being
2:41
drawn from statements looking at counter arguments also is another skill of the
2:49
critical thinking perhaps most significant is the ability to consider
2:57
the credibility of the evidences being presented for example the critical
3:04
thinker might discount some evidence because it contains some bias for
3:09
example
3:13
creative think
3:14
said is very much thinking outside the box thinking differently this could be a
3:20
baguette redefining problems from a different perspective generating other
3:27
possibilities from that redefinition which perhaps not normally considered
3:32
and this in turn leads to a particular risk taking
3:38
perspective by the critical thinking because it does rely on doing things a
3:43
little bit differently
3:47
test testing is looking at the reason seeing if we can test them out as
3:53
critical thinkers and see if they still hold true for us it's very much about
3:57
not only predicting but also confirming those predictions and looking at the
4:04
variables at play in the classroom and how those variables can impact on one
4:09
another
4:13
dealing with probability Indians and certainty heart of taking risk is
4:18
assuming that there will be some results which are not what we anticipate and
4:25
therefore we need to deal with those unanticipated results so there is a
4:30
certain degree of probably dealing with uncertainty that the critical thinking
4:35
needs to be able two day
4:38
making obviously the critical thinking will need to make decisions about where
4:44
things are what is actually done who does those particular things and looking
4:50
at the benefits and the the the other side of the coin in relation to actions
4:58
in the classroom
5:01
it can also be a bad looking at information from a particular point of
5:10
view in order to be able to make decisions
5:14
and problem solving is a key skill here what the critical thinker is always
5:22
doing is looking at a situation and see how we can be improved and therefore in
5:28
terms of this aspect of their role there is a certain understanding that goals
5:34
need to be reviewed and reset issues need to be addressed and improved
5:43
therefore there needs to be some sort of evaluation also the problems which are
5:51
being addressed to actually review the quality of the improvement and say
5:57
further changes can be made
6:01
creative
6:02
and memory skills come together in a way because in order to be creative we also
6:08
need to monitor and evaluate our own creative skills and there is then a
6:15
certain level of open mindedness and flexibility which is needed in order to
6:21
be confident about how we're being created and this relies on the
6:28
reflective practitioner
6:30
remembering previous experiences in order to draw on those for new
6:35
experiences
6:38
means being explicit rather than implicit so that it's clear what is
6:44
truth and what we're actually building up as we move directory is
6:51
we can represent this framework again within a diagram and here we can see in
7:00
the center of the diagram is the critical thinking the reflective
7:05
practitioner surrounded by these aspects of the critical thinking thinking
7:10
framework which includes all these roles and responsibilities that the teacher
7:16
takes on from problem solving and using language as practical skills through two
7:24
more emotional skills like confidence and open mindedness all within a
7:29
framework operating in the school for example curriculum and disciplinary
7:34
traditions
Topic 53
0:01
critical incident analysis critical incident analysis is term which the
0:08
critical thinking will use in order to analyze situations and reflect on those
0:17
and on past experiences in order to create a process of judgment making and
0:26
decision tanking around the actions in the classroom and then to understand the
0:32
benefits that these create further teacher
0:41
the steps that the reflective practitioner the critical thinking can
0:46
use in terms of critical incident analysis so let's take a look at some of
0:52
these particular steps really the reflective practitioner should be
1:01
undertaking a critical incident analysis
1:05
on a on a weekly basis anything more than that might be too much less than
1:10
that might not be enough
1:12
weekly is a random act ok and in particular this will help that a
1:18
critical thinker start to understand not only their own assumptions around
1:24
teaching but also to get a better understanding of the situations which
1:30
are being created in the classroom to analyze them to make decisions in
1:35
relation to those situations and had to take action in relation to those
1:39
decisions
1:42
say for example you could think back over the last week
1:47
identify some critical incidence which have occurred now critical incidents a
1:57
sort of things which stain your mind because they're very vivid they stand
2:03
out in terms of everything else which is going on in the week and it's important
2:08
to remember that critical critical incidents not necessarily bad things we
2:16
do tend to use the word critical in a very negative sense critical incident
2:21
analysis can be very positive they can be very good experiences which stand out
2:28
which a very vivid in terms of your experience as well as those things which
2:33
we would consider as pleasant difficult
2:40
so you think back over the last week to choose maybe two or three critical
2:46
incidents and I would say get a mix of good incidents and difficult incidence
2:51
and for each try doing the following write a brief description of the
2:58
incident try to put details in there are bad what happened who was involved why
3:05
were they involved where the incident took place when he took place
3:09
try to get the facts describe each incident
3:15
and then when you have the descriptions then begin to list the assumptions that
3:21
you have as a practitioner in relation to those incidents and most importantly
3:28
pick the assumptions that confirmed by this incident so if there was something
3:35
that was difficult for you to deal with think about the assumptions assumptions
3:40
that you have in relation to the people and the situation and think about which
3:46
ones are actually confirmed by what you experienced and know disdain
3:54
and similarly think about the assumptions which are challenged by the
4:00
people all their situation because they skipped a counterpoint to the
4:06
assumptions which are being confirmed its almost looking at black and white
4:10
all right and wrong
4:15
and then tried to see how high you check the accuracy of those assumptions how do
4:22
you know that your assumptions are right in this particular point you perceiving
4:27
them accurately enough there can be different ways of doing this might be
4:32
asking colleagues to give you their opinions or it might also be a bad
4:39
talking to students or having some sort of recording system of yourself in the
4:43
classroom
4:47
then think what different perspectives you can draw from these this process
4:53
thinking you'll percent of your perspectives change your perceptions of
5:01
things change in relation to the assumptions which are challenged to
5:06
confirmed in the critical incident analysis
5:11
and then take some time to retrospect to think back to think about how you
5:18
responded to the situation and T
5:21
to look at those responses and to think about how you could have responded
5:24
differently
5:28
incident analysis then can be translated into a quite simple process of practice
5:36
for the teacher through this recording system and the easiest way of doing this
5:43
is through a reflective journal or diary where you can write your descriptions
5:48
your assumptions and your reflections
Topic 54
0:01
part of critical thinking framework is to realize that we filter out
0:07
information which is presented to us on a daily minute-by-minute basis this
0:15
filtering is screening certain pieces of information in relation to other pieces
0:23
of information and it's this screening process which leads to differing
0:30
perceptions about things that we see for example one person can see an incident
0:38
in one particular way another person can see exactly the same incident but have a
0:44
different perception of what actually happened
0:49
what this means is that we become aware of things in very different ways very
0:56
unique ways to us because we are filtering with screening out some pieces
1:03
of information in favor of other pieces of information
1:09
because of this screening process our actions will be unique to the way I will
1:17
act in a classroom situation is different to the way somebody else will
1:22
act in the classroom situation because of the way we're perceiving what is
1:26
happening because of the way we are filtering screening out certain pieces
1:31
of information in favor of others and we can represent this screen filtering in a
1:39
diagram and we can see how any situation can be filtered through different
1:45
screens relating to for example our past experiences and I beliefs about the work
1:51
that we do three the assumptions and the expectations that we have from ourselves
1:58
as teachers and students as learners and defend the feelings and moods and even
2:04
our own agenda that we might have as teachers in the classroom if information
2:09
manages to pass through all these screens that leads to a particular
2:14
response to certain pieces of information may get blocked by any
2:19
particular screen and these screens then will affect response to any situation
Topic 55
0:01
critical thinking relies on conceptual learning and what we need to do is think
0:08
it bad as a reflective practitioner we can learn through conceptual innovation
0:16
conceptual learning relies on a number of key attributes it relies on the
0:25
reflective practitioner being able to see farther ahead than what immediately
0:31
in front it requires a deeper understanding of events and situations
0:38
and also requires the reflective practitioner to make some good decisions
0:44
in relation to seeing father and understanding deeper
0:52
not about working and it's not about having access to more and plenty
1:00
resources and it's not about the particular methods that are being used
1:05
therefore it's very much higher order activity
1:13
fine for the reflective practitioner conceptual learning is a process of
1:19
rethinking or in other words looking beyond what is already known and then
1:26
renewing concepts in relation to that thinking and we use concepts in order to
1:33
understand situations with greater clarity and reflective practitioner this
1:41
is very much then about becoming why is in relation to the job role
1:51
so
1:52
we can do is think about the benefits of conceptual learning learning based on a
1:59
concept based model it very much
2:03
facilitates thinking which is synergistic synergistic thinking is
2:08
about linking facts with concepts rather than keeping them isolated
2:16
requires intellectualizing situations thinking much more deeply about
2:24
processes that students are going through in terms of learning facts
2:29
relating facts and key concepts and principles
2:34
it's very much a bad developing structures for thinking conceptual
2:40
frameworks in order to explore and understand what we're actually see
2:49
and is biased an approach which attempt to eliminate or in other words give us
2:56
much more clarity and to understand the patents and the connections between
3:02
pieces of knowledge
3:06
to a concept based approach concept learning how the reflective practitioner
3:12
to facilitate the transfer of knowledge that they're requiring into their
3:20
contexts and other situations in which they work
3:25
and this provides opportunities for the reflective practitioner to create
3:32
meaning to develop a personal understanding of their experiences in
3:39
relation to mysterious if we understand and the practices that we employee
Topic 56
0:01
in terms of conceptual learning as practitioners we tend to be more focused
0:09
on the technical aspects the the techniques the methods that we use
0:14
rather than acquiring and understanding new concepts
0:22
this is primarily because teachers if we're focused on the technical aspect of
0:31
our role as teachers then we can see the immediate impact of what we're doing
0:37
there's a sort of productivity in relation to the actions that we take
0:46
what this means then is that the critical thinking point of view are
0:53
actually limiting ability to act in very flexible adaptable and highly productive
1:02
ways because we're focused on techniques or methods rather than whether those
1:08
techniques and methods are actually productive
1:14
we therefore in terms of the techniques we can as teachers become quite outdated
1:21
stuck in the ways of teaching year after year without change and what this
1:29
actually means is that the quality of the teaching actually begins to reduce
1:35
in a way the techniques the approaches over learned and become in a sense
1:43
meaning less
1:47
thing to some of the serious the theorists we've looked at around
1:52
reflective practice they actually talk about conceptual learning from a very
2:00
broad point of you saying that conceptual learning provide certain
2:06
tools for the reflective practitioner in order to solve problems and to look at
2:12
the world in a very unique and flexible way
2:19
if
2:21
being conceptual and focusing on the technical then we're not being flexible
2:27
enough in order to look a complex situations and then to actually address
2:34
experiences within those complex situations
2:42
because of this potential for over learning and not therefore continuing
2:52
learning from being very technical rather than conceptual what happens is
2:57
for the teacher that curiosity starts to diminish and with full curiosity we
3:04
actually find that the quality of teaching begins to reduce
3:12
we can consider
3:13
some examples of this for example a very young child's notion of its mother is an
3:22
example of conceptual learning as much as something very high-powered for
3:28
example the Newtonian theory of light both are based in conceptual learning
3:35
in this week in this way we can see that what we mean by concept is actually
3:42
learning is just another word another way of learning another way to think
3:46
about learning
3:51
because of this the reflective practitioner needs to learn how to
3:56
organize thinking and organize knowledge rather than just a quiet and still
4:03
knowledge
4:07
learning therefore focuses on organizing that knowledge organizing principles
4:13
into meaningful holes and it therefore is very much a way that the reflective
4:21
practitioner can challenge their assumptions and find ways to change in
4:27
innovate
4:30
conceptual learning then can move in two directions it can be inductive or it can
4:35
be deductive inductive learning is the process of learning and reasoning from
4:41
detail fracs to general principles whereas detective learning is a process
4:50
of learning and reasoning general principles to votes detailed fact
Topic 57
0:01
conceptual learning relies on concepts and frames and frames and framing is
0:09
something we'll look at it like light Elekta we are more trained in learning
0:15
new methods and techniques rather than learning new concepts and this is
0:22
essentially about productivity rather than immediacy in learning
0:31
determine the way we perceive something and the way
0:39
situation is framed rather than just the facts of what we're actually seen
0:45
this is exemplified by sure who says while the given situation can be
0:50
conceived in a variety of ways it is always concept structured situation what
0:57
he's saying is that although we can see facts we can observe the world what we
1:04
actually perceive is based on the concept that we hold
1:11
so concepts and liable perception and understanding it moves beyond
1:17
observations and facts
1:22
day for you can see with a small number of concepts the role the ability of the
1:29
reflective practitioner is actually quite limited and what is actually
1:35
happening then is that only a small part of realities being perceived in the
1:42
diagram here we can see that the concept that an individual holds will filter add
1:50
certain aspects of reality they they bounced away and only certain aspects of
1:59
what is being observed what is perceived will be allowed inside in order for the
2:05
reflective practitioner to make sense
2:09
so the process of concept formation then has three significant phases the first
2:16
phase is about perception the experience of learning that we have and in terms in
2:25
terms of the concepts that we hold what are we actually seeing how do we see the
2:30
world and how is that information
2:33
going to be viewed by us
2:38
beyond perception is abstraction they mind our minds attempt to analyze their
2:48
message that is perceived and tried two tries to make sense in relation to the
2:54
experience and knowledge that we already have it attempts to synthesize the
2:59
information coming in with the old information that we already have
3:05
and then the next step is about generalization or in other words after
3:10
perception observation and that synthesis process what we have to do is
3:17
reflective practitioner as is make sense of that information in terms of what we
3:22
already know and what we have to do is to make generalizations of the
3:29
information we have because what that will do is develop a new concept
3:33
developed the concept that we already hold
Topic 58
0:01
new realities from conceptual learning every time we're confronted by new
0:08
situations we have to deal with new experiences this is an opportunity for
0:15
us to make sense of them and we make sense of them based on old concepts that
0:22
we hold
0:24
whence
0:26
we detect something new some new information what we try to do is make
0:30
sense of it in relation to the concepts concepts that we already have what we do
0:37
is remind analogies with other things that we already know and we do this by
0:45
thinking back through the experiences we have and finding oneself comparison
0:52
points of contrast
0:57
means is that gradually as a reflective practitioner we go through a process of
1:03
extending and a changing the concept that we have they sought to evolve with
1:10
the experiences that we have
1:15
what this means is that new concepts begin to emerge and new concepts and can
1:22
actually trigger new learning processes
1:26
for example the assimilation or the incorporation of new concepts will begin
1:33
to transform the way we think and the way we behave in any situation and what
1:42
this means is that that will begin to have an impact on us and our roles in
1:49
the people around us the whole world around us
1:56
with these new learning processes then what emerges new concepts concepts which
2:05
have changed and therefore we begin to perceive and understand things very very
2:11
differently
2:15
and new concepts also begin to emerge as we start to question differently
2:21
the experiences that we have and what this relates to most importantly is
2:28
what's called a conceptual reframing of a situation in which we start to look at
2:36
a situation from a very very different perspective
2:42
and this reframing is part of the new reality what we do then is improve our
2:51
understanding of the situation we see things more deeply more clearly and it
2:56
is also then an opportunity to solve the conflicts that we had previously and
3:04
maybe to begin find to find new strategies in order to dealing with
3:09
situations that we face
3:14
and consent conceptual innovations and these changes
3:19
gave a chance to rethink the whole approach that we have and also a values
3:25
beliefs and assumptions as teachers and worked this actually does for us is lead
3:32
us to a point where there are many new opportunities many new possibilities
3:37
that we can begin to engage with as reflective practitioners because what
3:44
this new reality will provide for us is an opportunity for a paradigm shift the
3:51
paradigm shift is complete change in perspective on how the world is viewed
3:58
on how situations are perceived and our roles and actions within those
4:04
situations as they occur and after
Topic 59
0:01
the paradigm shift in conceptual learning paradigm shift brings about a
0:10
new set of concepts for concepts from things to people and concepts room
0:18
products to process a paradigm shift is a way to view things differently from
0:26
one point of view it to a different point of view from one perspective to
0:30
another perspective and therefore leads to a very different frame of perception
0:41
could be from teacher to student or from standardized approaches to managing
0:47
diversity in the classroom rather than for example looking at a situation from
0:54
your own point of view as a teacher a paradigm shift would be looking at a
0:59
situation from the student's perspective or it could be he said looking from
1:05
school
1:07
point of view at what's happening in the classroom to a very unique
1:11
individualists perspective from yourself and your students in the classroom in
1:16
terms of what's learning
1:20
could be moving from replication or in other words just repeating strategies
1:26
which you've been taught in which everybody else is using to some sort of
1:31
different approach perhaps inspirational testing different different ways of
1:39
doing things in the classroom
1:40
it could be about moving from controlling the students in the
1:46
classroom to actually managing change and managing uncertainty which is a diff
1:53
very different way of working with things
1:57
we can represent the paradigm shift for the reflective practitioner in a diagram
2:05
and it's a very simple diagram to review it has three components
2:10
there's not necessarily a starting point but we can think the paradigm shift the
2:19
change in perspective the different point of view as leading to new
2:26
understanding for the reflective practitioner a new way of doing things
2:30
in a new way of looking at things and this new understanding this new way of
2:36
seeing and doing can actually lead to a different way of knowing what things are
2:43
bad or in other words emergent knowing and because this is conceptual learning
2:50
what that can do as it builds up over time is created to create lead to
2:55
another paradigm shift which can then of course lead to new perspectives new ways
3:03
of seeing and doing in the classroom so it becomes a cycle
3:07
the paradigm shift really then leads to different kinds of learning and we can
3:16
think of three different kinds of learning one kind kind of learning is
3:20
called single loop learning and this is very much about following the rules or
3:26
in other words the teacher applying strategies in the classroom which
3:31
they've been taught and which they repeat with a replicate they don't try
3:37
to move outside of those rules and regulations instead repeating strategies
3:45
even though there may be failing simply because this is what has been taught
3:51
the other type of learning is double loop learning this actually goes beyond
3:58
the straightforward strict strategies and gets the teacher to reflect on
4:04
whether the rules themselves need to actually changed rather than the the
4:09
people that the rules are acting on this for the reflective practitioner requires
4:15
some sort of outside thinking thinking outside the box in order for learning W
4:22
planning to actually occurred and of course we have single planning and
4:27
double explaining so we also have triple loop learning and this is where we are
4:34
learning how to learn learning how to make meaning and to derive understanding
4:41
from our experiences a very personal point of view I think learning how to
4:47
learn is one of the most powerful tools that the teacher can acquire and indeed
4:52
it's one of the most powerful skills that the teacher can pass on to students
Topic 60
0:01
and conceptual learning can be considered from some different
0:06
viewpoints conceptual learning can be theories based in practice based in use
0:13
and they can also be espoused theories let's look at these two terms action is
0:20
not always consistent with what we believe sometimes what we do is not what
0:26
we say
0:28
theory in use therefore is embedded in the logic of action
0:34
it may not be what we believe but it is the way we act what we actually do in
0:40
the classroom and therefore it is very much around thinking in action thinking
0:48
of that action that's taking place
0:52
since it's not always consistent with formal beliefs it is in the way in
0:59
contrast to espoused theory which is the theory used for arguing about the
1:06
actions theory in use is the actions taking place what we're actually doing a
1:13
space theory is how we actually discussed and described the theories
1:19
that were applying its very much about therefore I'm how action is conducted
1:29
frequent
1:30
both both both ideas of conceptual learning theory in use and dispose
1:37
theories have important differences between them
1:42
one is that espouse theory is very explicit it's very based in absolute
1:51
ideas and concepts whereas theory in use tends to be much more learned much more
1:58
tacit much more difficult to grasp
2:03
how can we therefore combine as exposed theories and experience in creating the
2:13
solutions from experience
2:17
chief practice helps us Davis and reflective practice is very much about
2:22
ownership of the knowledge that we generate
2:27
theory and use in a space theory and it's about awareness of that knowledge
2:32
and how we use it in order to improve what we're doing in the classroom and to
2:38
improve on the actions which were using in order to take
2:45
like to practice in this context and he's also banked I wish thinking about
2:52
their experiences and their approach to teaching in the classroom and what we're
2:58
trying to do is create an understanding of what this means in a way this is like
3:05
creating theories in order to explain what we're doing
3:13
and in these face these theories and use space we are both invisible and visible
3:20
tacit and explicit and in a way moving from blindness to cited Ennis and
3:28
because of that reflective practice is very flexible it's based in flexibility
3:34
adaptation to situations and is focused on trying to be effective as a
3:42
practitioner
3:44
quite simply reflect a practice is about brain evolution as teachers theories in
3:54
use and a spouse theories about not having a stagnant brain but about having
4:05
a perception of the world which is low with flexible and adaptable not always
4:11
able to change
4:15
and if we reduce our learning their food too simple methods and text techniques
4:21
and knowledge will get out of date very quickly so theory in use send espoused
4:27
theories how purse move away from that short-term thinking too much longer
4:35
perspective horizon searching perspective on what we're actually doing
4:41
as teachers
4:44
what this means is that we can always Renu the theories in you saw the
4:49
espoused theories based on a changing conceptual frameworks because as we
4:55
acquire new experiences as we begin to understand situations we will develop
5:00
new concepts and those new concepts will help us see things from different
5:05
perspectives and those perspectives will help us start to develop different
5:10
theories and ideas about how things are and what this means is that we can leave
5:18
behind old perceptions and begin to see changes something which although
5:24
initially disruptive we can embrace and benefit from as practitioners
Topic 61
0:01
so we're looking at frameworks for reflection and very important tool that
0:08
we can use is reflective writing so the question is what he's reflective writing
0:12
reflective writing is very much about looking back at things which have
0:20
happened to us in the classroom looking back at the events the behaviors that
0:26
we've noticed
0:29
also a bad helping the reflective practitioner analyzed to think about
0:36
what has happened to analyze and begin to understand those occurrences in the
0:42
classroom
0:46
therefore an aide to the teacher for the reflective practitioner to think it's a
0:53
thinking too and this is very much about helping the reflective practitioner
1:00
developer professional stance as a teacher in the classroom now
1:07
reflective writing is different to ordinary writing it's much more it helps
1:14
the teacher think carefully about every day of currencies from a very critical
1:20
detailed point of view
1:26
can say is that reflective writing is descriptive it describes occurrences
1:34
which are happening it also links theory to practice and also questions
1:40
experience and these two things together helped the reflective practitioner
1:46
interpret occurrences in the classroom so one part of reflective writing is
1:53
description the other part is interpretation and then finally the
1:58
reflective writing has a focus on improvement or in other words looking at
2:05
outcomes said there are three components to reflective writing that the
2:10
reflective practitioner needs to think about so let's look at an example of
2:16
reflective writing
2:19
here we can see a teacher has made some from a classroom experience the first
2:29
part we can see there the teacher has written specifically tasks were shared
2:34
out amongst members of my team initially however the tests were not seen as
2:38
equally difficult by all team members
2:41
at this point you can see in the reflective writing the description of
2:46
the occurrence the reflective practitioner is taking time to write a
2:51
description of what was experienced
2:55
then reflective writing goes on to talk
3:00
thanked the occurrence from a different point of view for example social
3:06
interdependence theory recognizes that type of brief interaction called
3:10
positive interdependence
3:13
and it's at this point you can see the reflective practitioner is beginning to
3:18
analyze and to think deeply about the occurrence this is the interpretation
3:24
aspect of reflective writing
3:28
and the writing goes on at the end
3:32
ultimately our group achieved a successful outcome but to improve the
3:35
process we perhaps need to attach a person to help encourage cooperation and
3:41
so at this point in the reflective writing you can see where the teacher is
3:46
actually looking at outcomes from the reflection so in this example you can
3:51
see the three components of the reflective writing process
3:56
and these components very important to consider when you're actually using
4:03
writing as a tool for reflective practice
4:07
so there must be description there must be interpretation and then must be
4:13
outcome in order for the writing to be cooled reflective and it's only through
4:19
this to this reflective writing that the reflective practitioner in this way
4:25
using description interpretation and outcome can actually start
4:30
analyzed in depth occurrences in the classroom
Topic 62
0:01
so let's look at a structure reflective writing a good starting point is to
0:09
consider reflective thinking we always engage in reflective thinking and
0:15
actually when we doing this particularly when discussing with others
0:22
thinking tends to be quite unstructured and indeed reflective writing can be
0:29
unstructured for example if you keep a personal diary that can just be a
0:37
collection of experiences and ideas thoughts feelings and this can actually
0:43
be quite unstructured but for reflective writing we tend to consider it as having
0:49
a very careful structure because this helps a reflective thinking occurrences
0:56
in the classroom
0:59
and as we saw before there are three stages in the first stage of reflective
1:04
writing we have description what happened what is being examined simple
1:11
questions to answer for the reflective practitioner the important thing to
1:17
remember at this point especially a teacher for a teacher in the Business
1:23
School the description needs to be quite sure you don't want to spend all of your
1:29
time and effort simply describing occurrences which happen and the
1:35
interpretation and consideration of outcomes which are much more significant
1:40
so it's best to keep it as short as possible
1:46
tension for example what was most important what was most interesting what
1:52
was most useful from this experience what relevant information can I take
1:58
from this and use it in future sessions the interpretation is perhaps the most
2:05
complex part of reflective writing but the most significant
2:14
52 linking theory to practice
2:16
and so so bad analyzing what happens so further questions you can ask can you
2:23
explain the occurrence from a theoretical or an academic standpoint
2:28
and how is this
2:31
similar or different to other occurrences that you've experienced as a
2:36
teacher how can you make connections and find common strands through your
2:41
experiences
2:44
and then of course you have the outcomes what are you going to do with this
2:49
reflection how are you going to use the information what have you learned as a
2:55
teacher as a professional about this experience
3:02
there
3:04
in relation to these three stages for key points
3:08
forestry member as reflective practitioners the first point is that
3:12
reflection is very much and exploration and an explanation of your experiences
3:20
in the classroom
3:21
not just a description but very much exploring and explaining
3:29
genuinely reflective writing can often reveal your own insecurities your
3:36
anxieties about your experiences
3:40
there's nothing wrong with that and it can very often how the reflective
3:45
process remember part of being a reflective practitioner is about being
3:50
honest and truthful to yourself
3:55
so you could be picking up on weaknesses but you also want to be looking at
3:59
strengths and I'm balancing these two viewpoints through the reflective
4:05
writing
4:08
and it's also in terms of the interpretation important to focus on the
4:15
ferry significant parts of the occurrences not looking at the whole
4:21
experience experience but focusing on key points key issues which for some
4:27
reason are important to you
4:32
because
4:33
the description component needs to be sure to not too long you don't want to
4:38
tell the whole story tell part of the story in detail
4:42
get the information they which is useful
4:47
and then the final two hearts of reflection about reflecting forwards as
4:55
well as reflecting backwards reflecting back on what has happened
5:00
your experiences how you feel about them but also looking forward to how you can
5:06
actually use these experiences and move beyond these experiences
Topic 63
0:01
now let's look at some vocabulary which is important and useful though their
0:08
reflective practitioner
0:09
employee during the writing in a journal area in the professional development
0:16
journal for example
0:19
this point we can look at some suggestions for what you did actually
0:25
include as part of your reflective writing but we must remember these are
0:32
at this point is there any suggestions
0:34
there are obviously a lot of other types of vocabulary and language structures
0:42
that you could use I like to think of the examples here as a framework of
0:49
starting point for you as a teacher and for you to develop your own style as a
0:55
reflective writer
1:01
useful
1:02
when we're talking about things which have happened to us to the people we
1:07
tend to talk in the past tense and if we are talking about theories then we tend
1:16
to talk in the present tense so it's useful to remember this simple
1:21
distinction between what we're actually talking about
1:24
let's look at some examples if we looking at interpreting what has
1:33
happened in the classroom we could start with sentences for example for me the
1:39
most and then words like meaningful both significant or important such the
1:46
capillary here places the stress they the importance of the particular event
1:53
whether it was useful over whether it was significant whether it was relevant
2:00
to you in some way and then the rest of the sentence can go on to talk about
2:05
whether it was particular experiences or elements of the experience will
2:11
particular issues or ideas that came up during the teaching
2:18
and this then leads to sentence into reflecting on the reason for these
2:25
feelings in other words what actually happened so you can see a useful
2:32
structure there and it gives some keywords which focus on particular
2:37
aspects of the experience
2:40
for example in interpretation we can also place the experience within a
2:46
particular time frame we can say previously for example in the words
2:51
reflecting back on other similar experiences or we can take it to the
2:55
other extreme later or in other words placing the experience at the end of
3:00
some sort of teaching aside and
3:05
finally we can think of the question as going raising of the questions or
3:12
helping us think through all understand the responses that we have the feeling
3:18
that we have in relation to and what has happened in the classroom
3:24
we can as part of the interpretation actually think comparing and contrasting
3:31
experiences and so good language structure here to help us think through
3:38
this would be to start a sentence with the word alternatively or equally and
3:44
then this helps us lead into a modal type of thinking we're we're saying
3:49
words like might or could be and finally then trying to make connections with
3:57
what could be the reasons for those by using words like because all related to
4:03
so you can see there's a connection to flow with thinking through the
4:07
vocabulary that were using
4:11
and in terms of interpretation we can also focus on this comparison and
4:18
contrast thing aspect of the reflection simply by saying this is similar to this
4:25
is not similarity
4:27
very simple language structure to use but it very much helps the reflective
4:31
practitioner focus their thinking on particular aspects of a teaching episode
4:40
like this this is where we're focusing on a particular contrasting point from
4:48
previous experience so this is actually drawing on past experience past events
4:57
and looking at it from the other side of the coin a different viewpoint
5:02
reflective writing can be quite straightforward if you give yourself
5:09
some nice language them my simple language structures to use and not to
5:15
get bogged down too much in the the spelling of the grandma what's important
5:21
is the fact that writing is reflect to and by using particular vocabulary
5:26
particular words that can help your thinking processes much more
5:34
what I would say is that these are just examples and do not just rely on these
5:39
only as I said earlier I used them as a starting point and develop your own
5:45
writing style as a reflective practitioner the important thing is to
5:50
remember that what you will be doing is supporting your thinking and not just
5:57
writing a diary
Topic 64
0:01
so we've looked at some vocabulary to help with describing and interpreting
0:06
events in your reflective writing so let's take a look at some vocabulary
0:13
which is useful in terms of reflecting on the outcomes from your experiences as
0:21
a reflective practitioner and we have to remember that
0:25
reflecting on outcomes is backed reflecting on what you have learned from
0:31
the experience and also how you might use its experience in the future
0:39
say there are two very important considerations here looking at what is
0:46
the result
0:47
what you've learned from the experience and also how you will use its experience
0:51
in future teaching
0:55
here we can see very useful phrases that we can use to help this reflection on
1:02
outcomes starting a sentence with the word having and then using will help you
1:10
focus on what you have learned from the experience and having read having
1:17
analysed having learned having applied these will all help you get a very clear
1:23
picture for yourself on what you got from that experience and then by adding
1:30
and then was like feel all realize question or now is helping you think
1:38
about what you will do next in relation to this learning
1:46
start sentences with words like additionally of the more in terms of
1:52
describing what you've learned additionally I have learned furthermore
1:57
I have learned or most importantly I have learned this actually will help you
2:04
give weight to your thinking in relation to reflecting on the outcomes from an
2:11
experience you have in the classroom
2:14
you can say things like I have significantly or I have slightly again
2:21
this gives a differential in terms of your reflection how much have you learnt
2:27
how much of you kind is it a lot or is it a little I have gained significantly
2:33
I have kind less significantly slightly and you can then focus your thinking on
2:41
what you have actually kinda visiting skills or is it in knowledge is it in
2:47
particular understandings about theories as they're applied in the classroom
2:55
and very simply this means that this makes me feel remember when you're
3:00
looking at what you've learned part of what you've learned is your emotional
3:04
response to occurrences in the classroom especially where you're reflecting on
3:10
things like behavior management and misbehavior of students in class
3:20
numbers you can think of not only knowledge but your interpretation of
3:26
that knowledge or understanding and the skills that you're applying in the
3:30
classroom so in terms of what you've learned you can focus your attention on
3:36
these particular categories and think about again the depth experience that
3:44
you've had is the knowledge that you've gained from this very important very
3:49
useful or not so important not so useful
3:53
when you're focusing on skills and understanding knowledge and ability
4:00
you're thinking of very few reflectively about your process very holistically as
4:09
a reflective practitioner not just in part
4:12
starting a sentence weird because he will
4:17
really focus your attention on yourself in the role as a teacher because I did
4:22
not because I have not yet because I D eight days something this actually links
4:30
the experience you have with your own role within the classroom
4:36
and then looking forward thinking about language structures are sentences that
4:44
you can write in a journal
4:47
reflecting on that comes you can say something as simple as well as a next
4:51
step I need to do X Y and said
4:56
so they're very useful structures we can use in a journal in a piece of
5:04
reflective writing the important thing to remember is that whatever vocabulary
5:11
we use it must help the reflection and therefore reflective writing is very
5:18
structured rather than unstructured think carefully about the particular
5:24
adjectives that you're using for example the difference between important and
5:31
mildly important slightly important and has a big impact on your reflection and
5:39
the meaning that you're giving to the words that you're writing down the
5:45
important thing to remember is that whatever you do and however you do it
5:49
there are three stages to reflective writing the first stage is description
5:55
the second stage is interpretation and then the final stage is reflecting on a
6:02
comes
Topic 65
0:01
so we've looked at some vocabulary for reflective writing and we've identified
0:07
different components at different stages are reflective writing it's very useful
0:13
to consider some limitations of reflective writing and a bomb ass makes
0:23
a very significant contribution to the discussion here because what he talks
0:30
about is the reflective practitioner perhaps entering into some
0:35
self-deception around their reflection that they're undertaking and let's look
0:42
at an example of this to put it into perspective what can happen in terms of
0:52
reflection is that there's a difference between the teachers perception of what
0:58
happened and what really happened in the classroom so we're looking into a
1:03
teacher who is perhaps worried about the pacing of a lesson in the amount of
1:12
material that is being covered in a lesson and may be worried about not
1:17
covering all of the required material within a particular time frame
1:23
identifies as a perception about the problem which is well I have or time
1:30
management which perhaps on the surface seems quite logical what could be the
1:38
real answer to this is that the teacher Mr Brown in this instance is causing a
1:46
problem within the class because of the way the classes being controlled maybe
1:52
there's too much control or maybe not enough control in terms of getting
1:56
through the actual lesson plan so the problem is actually not a bad poor time
2:02
management but a bag to the teachers approach to teaching
2:06
and what Mr Brown in this instance might reflect is that any sort of questioning
2:13
that he would do in the class with the students would reduce the amount of time
2:19
that the students have to cover the material within the lesson that would be
2:26
mister brands perception based on the perception that the problem of poor time
2:32
management if we look at this from a very realistic point of view where
2:36
mister brand is perhaps having some sort of control issue in the classroom then
2:43
there is the real reflection from this would be that time management becomes
2:49
the problem and also the disguise and rather than the ability to actually
2:58
manage the time and then the solution the perception of the solution is well
3:04
we must have at a lesson plans in order to be able to make sure we covered the
3:09
material and perhaps also not to allow questions to take place in the lesson
3:16
whether that's questions between peers or questions from the teacher to the
3:19
student this could actually be quite harmful to the learning that's taking
3:25
place
3:28
to me the solution to the real situation would not be discovered through this
3:34
process they would need to be some other processes to be explode in order to find
3:39
a solution to mister brands ability or inability to control what's happening in
3:45
the classroom so you can see the mass is making a significant point here about
3:52
reflection it is very much a comedy TV internal process and therefore the
4:00
teacher needs to consciously think about what is happening and not enter into any
4:07
sort of potential self-deception about what is happening
4:12
thinking clearly and trying to remain as objective as possible so that elements
4:19
of the experience
4:21
elements of the perception of what happened in the classroom do not remain
4:26
unexplored
4:30
and in particular in relation
4:33
to this critique
4:36
reflective writing is the idea of memory bias the thing about us as humans is
4:45
that we do tend to remember the bad experiences we tend to focus more on the
4:51
things which disturb us and upset us course cause some distress rather than
4:59
all the good experiences that we have and therefore memory bias can be
5:04
something which can interfere with the reflective writing process because as as
5:11
a reflective practitioner we will give too much weight to the bad experiences
5:16
that disturbing experiences rather than giving weight to some of the good
5:21
experiences that we have also
5:25
consequently this affects the quality of what we're perceiving in the classroom
5:34
if we're focusing always on bad experiences and not looking objectively
5:39
across all experiences and trying to perceive everything objectively then the
5:45
reflective writing gets very skewed and not realistic
Topic 66
0:01
so as part of reflective writing wave identify different stages for writing
0:06
and we've looked also looked at some problems around reflective writing and
0:14
was important for the reflective practitioner to consider is how to
0:20
overcome some of the barriers that we might experience when trying to apply
0:26
this to to a practice some of these barriers we bring ourselves as people as
0:35
teachers to reflective writing others are imposed on us from outside so let's
0:41
take a look through some of these barriers I've highlighted some of the
0:48
common barriers there undoubtedly can be others which you will face as the
0:53
teacher the important thing is not to be confused by them but to try to find your
1:00
own strategies for overcoming them
1:05
very off
1:06
ashes talk about not having enough time in order to do their reflective writing
1:14
or not having the right sort of space for example having a very busy family
1:22
life means that they would not be the right sort of space to sit down conduct
1:26
a reflective process and order to fill out a reflective journal
1:34
perhaps one strategy 22 used to overcome this would be to use your journey to and
1:43
from work in order to complete the journal and if you're sitting in the
1:48
back of a car you could quickly make some notes twenty minutes here and there
1:52
10 minutes here and there can actually produce very big dividends for you as a
1:58
reflective practitioner try to find any time that you can in order to do this
2:05
it's also very useful to think about talking to a colleague perhaps during a
2:15
break or over lunch
2:16
somebody you trust and who will be honest with you this can actually help
2:21
you focus your thinking so when you are doing your reflective writing it can
2:28
it'll be much quicker to do you could extend this to a group discussion
2:34
especially maybe in a faculty lander a staff room if there are three or four of
2:40
you sitting there a group discussion around a particular issue can help speed
2:46
up the process even more
2:52
host barrier to reflective practice can be our own negative ideas especially
3:00
when we're experiencing bad situations in a teaching especially around behavior
3:06
it's actually not uncommon for all of us to experience negative ideas and what we
3:14
need to do is not allowed these to consume our thinking to take over and
3:21
was thinking when we're reflecting that we can be difficult it's very important
3:28
to try to push the feelings aside and to look at things very objectively and
3:34
again a very useful strategy to help you do this would be to have a colleague he
3:40
can look much more objectively much more realistically it situations because
3:47
they're not involved in them
3:51
now I can try giving yourself a little bit of extra time before you start
3:59
reflecting to let your feelings cool down and help yourself relax
4:05
organizational culture can actually be a barrier to reflection simply because the
4:12
organisation doesn't have the right structural arrangement give you time
4:19
give you the space or support reflection and an important thing to do here is to
4:27
realize that their reflective practice is good too
4:33
to improve quality so maybe it's worth talking to your organization talking to
4:39
your manager talking to the head of the school at banks having time for
4:44
reflection whether it's individual or grew
4:49
and of course an important consideration in relation to overcoming barriers is
4:54
our own fear of
4:57
the the actual critical processes South this can be very difficult
5:03
the best way to overcome this is to use a critical friend use an honest
5:10
colleague a truthful colleague he can not only help you see things clearly but
5:16
can give you a lot of support and encouragement at the same time
5:22
at lack of knowledge and experiences for new teachers perhaps the most
5:26
significant barrier the important thing I would say here is that what you need
5:32
to do is to give yourself time to develop skills for reflective practice
5:37
and it will become easier as you grow as a professional
5:44
and don't see it as a success or failure process it is very much about thinking
5:54
it's purely a thinking till it's not about being critical being negative it's
5:59
a banked being reflective
6:04
with reflective practice you can see that there are a number of barriers
6:08
which need to be overcome and if you engage in reflective writing you will
6:15
have ample opportunity to overcome these barriers and certainly as your career
6:20
progresses you'll see that happening
6:23
some teachers actually can find the process of reflective writing right
6:30
quite scary
6:32
create some sort of anxiety and this is quite normal as part of the reflective
6:39
process and shouldn't be seen as a barrier but what I would say again is to
6:46
try to be objective about the critical writing about the reflective writing and
6:51
to rely on support within the school and from colleagues and friends in the
6:56
school
6:57
the most significant barrier is that reflective practice can become quite
7:02
routine and therefore it became become uncritical what you need to do is to
7:11
make sure that you are reflecting critically perhaps share your reflective
7:17
writing with others and get their perceptions ideas and feedback about how
7:22
critical and how uncritical your writing is being
Topic 67
0:00
developing competencies for reflective practice there are a number of
0:09
competencies that we can't
0:11
consider and we can break these down into three broad headings one competence
0:19
is about professional values and practice this relates to what we believe
0:28
and how we believe our approach would be to teaching and learning another
0:34
professional competence is about knowledge and understanding professional
0:41
knowledge and understanding and in this competence we're very much focused on
0:46
the quality of the information that we are passing on to others and then the
0:52
the third category the third competence is about skills and application or in
0:58
other words pedagogical ability and the skills that we bring as teachers into
1:06
the classroom
1:10
we need to do is start to unpick these little and start to begin to understand
1:16
what makes up these three categories of professional competence and within
1:25
professional vanities and practice their reflective practitioner is very much
1:31
looking at how to demonstrate a personal as well as a professional commitment to
1:39
their values as the teacher in other words a code of ethics almost
1:49
and so the important question to think about it as a reflective practitioner is
1:54
well what would we consider those values to be which would defiant this
2:00
particular competence
2:02
and quite simply we can identify things like trust and respect as significant
2:12
competencies for the teacher to hold integrity and honesty go hand in hand
2:17
for the reflective practitioner with these particular competencies any
2:26
reflection is not going to be worthwhile valuable for the teacher and there are
2:33
other components as well
2:35
fan and tolerance we can think about what we need to do is to look fairly and
2:43
to be tolerant of what we're experiencing there also needs to be
2:48
commitment and equality and as well as view to service their these significant
2:57
words for all teachers especially important for reflective practitioners
3:03
because they define the role which we aim to take on as teachers which is more
3:11
than just passing information it is very much about nurturing the people
3:23
and what this
3:24
remains is that it defines a particular professional behavior these values
3:32
described not only how we behave but I relationships with others I
3:39
relationships with our colleagues and of course the relationships that we have
3:44
with our students
3:48
and therefore there is a particular commitment that we need to consider here
3:55
there is a commitment to the learners by the reflective practitioner because the
4:01
reflective practitioner must be somebody who can motivate and inspire students
4:08
and these competencies which we've just listed integrity honesty will have
4:15
person with this needs to motivate and inspire the people
4:23
there's also a commitment to colleagues as well as the land as well as students
4:29
and in relation to this commitment to our colleagues worked we need to think
4:35
of in terms of professional competence is our commitment to the educational
4:42
community and the relationships that we have with people within that community
4:49
and this is where the most significant competencies things like trust and
4:58
honesty I think become more important than any others
5:05
and of course we have an overriding commitment to the profession as as a
5:12
whole the teaching profession and in this regard the reflective practitioner
5:17
is as somebody who has competencies enough to look at and contribute to
5:25
policies and procedures within schools and more than that as a teacher
5:32
themselves they have an ongoing commitment to professional development
5:38
so that they are always striving for excellence and quality
Topic 68
0:00
so we've looked at developing professional values as a competent
0:06
another competence we need to look at is that of knowledge and that of
0:13
understanding and in this regard reflective practitioner needs to always
0:20
be enhancing building on their knowledge and understanding of the subjects they
0:26
teach there's a particular commitment here for the teacher and it's important
0:33
also for the reflective practitioner to look at these within the context of the
0:38
school and maybe even the wider context of the community
0:45
so into
0:47
a professional knowledge and understanding the reflective
0:50
practitioner needs to think about the range of strategies that he or she can
0:58
use in terms of affecting those policies and procedures I strategies and thinking
1:06
about how to maintain a particular approaches a positive behaviour within
1:14
the community environment
1:19
about looking at the factors that can prevent the barriers that can be in
1:28
place to affect learning within the school environment and this important
1:36
for the teacher to understand and to know what can become barriers for
1:44
students and what can support learning in order to help overcome the barriers
1:49
ultimately
1:53
into
1:54
of this professional competence of knowledge and understanding the
1:58
reflective practitioner must also be looking at their own communication
2:04
skills and hang with time they will develop their able to develop
2:10
communication skills and not only in terms of explaining concepts series fax
2:18
to students but also in terms of engaging with students and communication
2:26
skills is perhaps one of the key skills for the teacher
2:31
and in this regard especially in the 21st century there is a lot of
2:38
technology available for the teacher to use and this competence of communication
2:46
therefore takes on a much wider impact when we consider media multimedia and of
2:55
course the the internet as vehicles for learning and the communication
3:02
associated with all of these different methodologies
3:07
another competence we can consider within the framework of knowledge and
3:14
understanding the reflective practitioner is that the communication
3:20
that tax basis not just between the teachers and the students but is very
3:25
much within the whole school community and therefore that supports their
3:30
relationships that occurred between the individual teacher and colleagues the
3:36
individual teacher and parents and the individual teachers and the community
3:41
that they serve
3:45
what is important then in terms of developing knowledge and understanding
3:49
is for the reflective practitioner to develop an understanding of the social
3:55
context the community context in which they operate and to not only understand
4:03
the implications of this but also begin to address the issues that arise because
4:10
of this
Topic 69
0:00
and in terms of developing professional competencies the final stage is looking
0:08
at skills and application of knowledge and understanding and this leads us into
0:16
some focus areas one area is in terms of planning and leading and in this regard
0:24
the reflective practitioner obviously needs to set very clear learning
0:31
objectives and identify clear learning outcomes for their lessons and this
0:38
needs to take account of students needs and interests but they can do what they
0:44
can't do and what they understand what they already have difficulties with
0:53
thing and also evaluating lessons what this means for the reflective
0:59
practitioner is reflecting on my father students are able to meet the learning
1:06
objectives and therefore achieve the learning outcomes
1:12
in terms of planning and leading we can also think in terms of the reflective
1:20
practitioner is achieving the curriculum aims any any teaching has a particular
1:28
workload associated with it and therefore they reflective practitioner
1:34
needs to think about how they are managing to get through the curriculum
1:41
and manage all the work at the school the administrative duties and also have
1:47
a personal life at the reflective practitioner is somebody he manages to
1:52
get a good work-life balance
1:59
and
2:00
into
2:01
professional
2:02
events relating to skills and applications we can also look
2:07
specifically at teaching and learning and in this regard their reflective
2:12
practitioner needs to consider very carefully how they are creating an
2:20
environment where students can learn that feels emotionally and
2:26
psychologically save and is also challenging without challenge there is
2:32
no learning so that the reflective practitioner needs to make sure that the
2:37
students have an environment in which these particular aspects of teaching can
2:44
occur
2:48
additional also needs to use a broad range of teaching strategies in their
2:55
teaching
2:56
purely staying with one approach to teaching can become not only boring for
3:04
the students but boring for the teacher and say different strategies and also
3:08
different resources which support those strategies
3:11
well how the reflective practitioner not only main pace might maintain the pace
3:18
of learning but will help to and live and then infused to students in terms of
3:24
the content
3:27
many in terms of teaching and learning the reflective practitioner also needs
3:32
to consider the strategies that they using throughout the course within every
3:38
single lesson to motivate the students in terms of the subject their teaching
3:43
and to motivate in terms of meeting the needs of the individual students
3:52
and what this means is that the reflective practitioner needs to set
3:58
very clear standards of behavior and needs to promote these in the classroom
4:05
in order to make sure that the psychological the emotional space is
4:11
conducive to learning and what that also means is that the reflective
4:19
practitioner needs to understand that they're working within a community
4:23
school where there are policies and projects procedures to support the
4:29
teacher is managing this aspect of their practice
4:35
and in turn
4:38
of professional skills and application this particular competence and in terms
4:45
of teaching and learning we can look very broadly the point of view of the
4:52
whole school in other words how is the reflective practitioner contributing to
4:59
the life of the school and contributing to the school's development and future
5:04
success and what this leads us on to think about is the reflective
5:12
practitioners role analytically in terms of assessment and what the reflective
5:18
practitioner here needs to think about is not only how they are monitoring
5:23
students progress but most significantly how they giving feedback to students on
5:29
that progress in a way which is honest and supportive but motivational and
5:38
gives direction
5:41
and therefore
5:42
what you need to do as a reflective practitioner is consider which
5:48
assessment procedures you will use from a very wide range which is available to
5:56
us if we always using EMC keys or always using short answer
6:04
quizzes and then actually this can prevent effective assessment what we
6:11
need to do is actually use a whole range to get a very detailed picture of each
6:18
individual's students achievement
6:23
and
6:24
only to think of something for us to think about as reflective practitioner
6:30
in terms of this competency area of skills in application and the assessment
6:36
that we need to undertake is how much we are discussing with others within the
6:45
school community about students progress and how much are we
6:50
verbally liaising not only with our colleagues and managers but also with
6:56
parents parents are a significant part of the teaching-learning contract this
7:04
psychological contract that we're all engaged with when we're working in
7:10
Schools
Topic 70
0:00
in terms of developing competencies what their reflective practitioner needs to
0:08
consider our different dimensions of development and we need to think about
0:15
not only what we're doing in the classroom but also the progress of
0:21
careers as professionals and the challenges that that can entail the
0:29
opportunities which can go along with that and our own expectations associated
0:34
with all of this and this means that as we progress through this professional
0:44
life that a confidence as reflective practitioners will grow and we will
0:51
continue to learn from experience and use that experience to help the help us
0:58
develop as quality practitioners
1:04
what we need to do is think about these dimensions will what are these
1:07
particular dimensions of development that we can consider
1:13
what happens with time is that the reflective practitioner becomes much
1:19
more sophisticated at reflective practice initially reflection is a
1:25
difficult thing to do it takes up a lot of time and a lot of effort requires
1:31
some deep intellectual skills and critical analysis but with time this
1:40
becomes much easier to do because you develop strategies for coping with
1:48
barriers and also develop particular ways of thinking very clear crystal
1:54
clear ways of thinking and say well we can do is try to put together a
1:59
framework to describe this developing competence
2:07
these dimensions will actually help you if you're in the early stages of being a
2:14
reflective practitioner they will help you develop much more sophisticated
2:19
approaches much more quickly
2:23
with a greater complexity in teaching comes better reflective practice and
2:32
with using a wider range of teaching strategies these will help us build up
2:40
our experience and actually help us as reflective practitioners so we're using
2:47
the experiences will actually help us reflect better in the future and then
2:54
better reflection will actually help us build better experiences that there is a
2:59
cycle here also of course the reflective practitioner can consider reading around
3:06
the subject looking at research and also looking at the evidences within their
3:11
own teaching and within the teaching of others
3:17
and this leads to then is thinking much more broadly than just being in your
3:26
classroom the reflective practitioner the developed experienced practitioner
3:33
somebody being very sophisticated is somebody who can X expand their learning
3:40
and expand their experiences and therefore expand their impact beyond the
3:45
immediate classroom and this ultimately will lead to much fuller and complex
3:53
participation within the whole school
3:58
and of course we've growing competence then there is increased autonomy as a
4:05
reflective practitioner autonomy means that we're much more self-assured and we
4:11
have a much greater self-esteem as teachers and this then gives us a much
4:18
greater capacity for South criticism and also self-improvement simultaneously
4:28
who say then if we're looking from the whole school protect perspective will
4:33
help us consider the impact that this will have on our colleagues especially
4:41
where we as reflective practitioners can enter into a mentoring situation or
4:48
coaching partnership with others because this is where good practice gets shared
4:54
in the school environment and of course there is also the opportunity for the
5:00
reflective practitioner to model good practice and then this helps to enhance
5:07
the quality of teaching across the whole school
5:13
we need to do is think about well what are the core values which which underpin
5:19
underpin professional practice and encourage attitudes and conduct or so in
5:28
terms of what we're doing in the school
5:32
the competencies that we've been talking about their competencies which have been
5:37
described a bite values and the bait understanding and knowledge all will
5:43
help to build a professional persona professional identity
Topic 71
0:00
developing competencies we can look at a model of competence development and this
0:09
model is called their provisional model the model attempts to combine particular
0:16
strengths as well as approaches for the reflective practitioner and at the heart
0:22
of the provisional model are four key components one component is knowledge
0:29
and cognitive competence or in other words the the work based knowledge and
0:37
experience that we build up the acquired knowledge that we build from Experian
0:43
functional competence this is in relation to the reflective practitioner
0:51
performing specific work-related tasks
0:59
they look at personal and behavioral competence within the provisional model
1:06
this is about how the teacher is adapting to work related situations and
1:15
the behaviors that they bring as a professional into the school environment
1:22
and within the model there's also the the values and ethical competence that
1:28
we need to consider this is about the teacher making appropriate correct
1:34
judgments a banked their role and responsibilities within the school
1:43
these components these four core components
1:49
within the provisional model are brought together under an overriding principle
1:55
or what we can sometimes call as a meta competence
2:01
and the matter competence in the overriding competence to these four key
2:07
areas has particular components to it
2:12
one component of the provisional model is communication a meta competence and
2:19
overriding competence for the reflective practitioner is the ability to
2:24
communicate with others and never overriding competence and meta
2:29
competence is self development reflective practice is all about
2:34
developing as a practitioner another overriding competence is about
2:41
creativity remember reflective practice is looking back at what happened in
2:47
order to understand it and then make a change and therefore the reflective
2:53
practitioner is in a way always experimenting in the classroom
2:58
always trying to find new and productive approaches and therefore creativity
3:05
becomes a meta competence within the provisional model the other two aspects
3:14
of the meta competence our analysis and problem solving the reflective
3:20
practitioner it does need to be able to analyze situations so there is a
3:25
competence about being analytical in terms of reflecting on occurrences and
3:31
because we are looking at situations in the classroom there can be areas which
3:38
need some problem solving skills so we conceive and we we can say five metal
3:45
competencies here five overriding competencies for the full cool
3:50
competencies within the provisional model and we need to think about how all
3:58
of these competencies come together with the meta competence encapsulate the core
4:05
competencies and we can see this in the diagrammatic representation of the model
4:12
the meta competencies of communication self-development creativity analysis and
4:20
problem solving
4:22
competencies which helped the knowledge and cognitive competence our
4:28
understanding and ability to build knowledge through acquisition of
4:36
Experian's these meta competencies also help with the functional competence how
4:42
we actually translate our knowledge into means that students can understand
4:52
we can also see that the meta competencies have a role to play in the
4:57
personal and behavior competence in other words the though roles that we
5:02
take on in the school and how these roles are communicated the problems that
5:07
we face and how we overcome those problems how we understand those
5:10
problems and of course the meta competencies of communication
5:14
self-development creativity analysis and problem solving have a very clear role
5:21
in supporting the core competence of values and ethics because as teachers we
5:29
have a very clear moral duty with students beyond just what we're teaching
5:34
as a subject
Topic 72
0:00
developing competencies we've we've looked at a provisional model the
0:06
provisional model made up of meta competences and core competencies what
0:13
we need to do is consider the components the individual components of these core
0:20
competencies and what we can do is look at each of these in turn the the first
0:27
core competence within the provisional model is about knowledge and cognitive
0:33
understanding
0:36
and within this competence a row clear components the teacher has tacit
0:43
understanding knowledge linked to their reflection tacit means it's not explicit
0:53
but implicit to the individual it's linked closely in a sense to Seans
1:00
reflection in action as part of the reflective process
1:06
another component of this competence is the the technical theoretical aspect of
1:13
reflection or in other words the teacher is looking at their knowledge base and
1:21
seeing how this can be transferred how it's applied how to use this in their
1:28
teaching another component of this particular competence is the procedural
1:35
aspect of teaching and what the teachers actually do in relation to the the
1:43
activities that they engaged within the classroom and of course there is a
1:48
contest contextual component this is the the general background to the teaching
1:56
that the teacher does so in other words the educational environment both within
2:00
the school but also within any particular country the functional
2:05
competence has full key components one we can see is quite as relating to the
2:15
occupation specifically in other words the profession of teaching and all the
2:20
specific tasks and duties that teachers take on within this competence there is
2:27
also a component relating to organizational processes or in other
2:32
words the teacher's role in planning and managing learning organizing resources
2:38
and monitoring processes and procedures
2:42
within this particular competence we are also considering the activities that the
2:50
teacher engages with intellectually or in other words the you know the cerebral
2:55
the mental activities associated with thinking and of course there are the
3:00
psychomotor activities is the physical and practical hands-on skills that the
3:06
teacher has
3:08
within the personal and behavior competence there are two components the
3:14
first component relates to teaching as a social and vocational set of skills and
3:22
this very much relates to things like confidence and their ability that the
3:29
strength that we bring on our ability to to keep going when things can be quite
3:35
difficult and also there's a component which is bad
3:40
roles with the professionals under the West intra professional component of
3:45
reflective practice
3:47
and within the competence of values and ethics there are two components one
3:54
component is our own values and beliefs and assumptions about teaching and about
4:01
our roles as teachers and also there's a professional component which is about
4:07
professional codes of practice and about ideas and approaches for how teachers
4:13
work with students so we can see that the professional competencies have very
4:19
particular components and all of these components along with the meta
4:25
competences lead to particular outcomes and what we need to think about as
4:31
reflective practitioners are the range of these particular outcomes
4:36
well I'm comes coming three forms one form camby macro outcomes or in other
4:44
words these are very broad big outcomes large results in terms of professional
4:52
activity within the classroom we would generally look at these in terms of
4:58
things like student achievements if lots of students get gray days this would be
5:03
a macro outcome
5:07
no safety
5:07
terms of micro outcomes as well these are focused within the group within a
5:15
session and very much related to particular outcomes in terms of
5:21
activities that might be taking place for example as a teacher you might use
5:26
some small group activity with a lesson and therefore a particular Micra outcome
5:36
might be students increasing confidence with discussing and negotiating in
5:44
groups of people
5:46
and of course along with the Macra outcomes and the Micra outcomes there
5:51
can also be partial outcomes these outcomes that the reflective
5:57
practitioner will consider when outcomes are achieved only partially from an
6:03
activity
6:06
and it's the
6:07
outcomes and this framework of competences which leads to reflection
6:15
for the reflective practitioner
Topic 73
0:00
reflecting effectively the reflective practitioner to be effective must have
0:07
the right mental attitude for reflection
0:13
and if we look closely at Julia's paradigm of reflective practice what we
0:21
can do is draw around three key attitudes which make reflective thinking
0:28
effective and these three attitudes open mindedness this is the ability of the
0:37
teacher the reflective practitioner to have an attitude which is questioning
0:44
and not closed there's also the attitude of wholehearted nurse or in other words
0:50
the desire to improve and to change and to manage ongoing professional learning
0:57
and then the other attitude is also responsibility which drives the process
1:05
of reflection for the reflective practitioner
1:10
the most important attitude that we can draw out from these three is open
1:17
mindedness it's only weird very open attitude with a questioning approach
1:23
with an idea that we can always learn and improve and develop our skills as
1:32
practitioners that the reflective process becomes truly effective what
1:39
we're always doing in terms of being open mind did is always questioning and
1:45
looking at what we're doing looking at the retains and I responsibilities and
1:51
seeing how we can make changes and how we can improve these
1:57
mood for these three attitudes to come together and become very powerful to
2:04
improve effectiveness what we need to do is actually look at what we know what
2:12
our values and beliefs as reflective practitioners and once we begin to think
2:19
along these lines it actually starts to underpin particular ways of knowing for
2:25
the reflective practitioner and values and beliefs what directors as teachers
2:33
and actually give us a focus for our approach and the ways of knowing
2:37
actually then how purse bring together all these elements these attitudes and
2:43
values and beliefs to be effective and we can look at different levels of
2:49
having different ways of knowing for example we can talk about absolute
2:54
knowing this is perhaps the most simplistic level where knowing is either
3:01
about right or wrong correct or incorrect we can also talk about
3:05
transitional knowing this is where we know that some knowledge is correct and
3:11
other types of knowledge we need to explore and the types of knowledge need
3:15
to be discovered and this actually comes from the reflective practitioner
3:21
developing in confidence becoming more authoritative as a teacher
3:28
beyond this we can talk about independent knowing this is where the
3:32
reflective practitioner and the authority that they have as a teacher
3:37
start to really take control the become very powerful
3:43
underpinning all of these ways of knowing is something that we call
3:47
contextual knowing this is where the reflective practitioner is bringing
3:53
knowledge together from theory from experience into a particular context
4:00
into a particular setting into their own classroom and therefore synthesizing
4:06
that knowledge this is where reflection becomes extremely effective within ways
4:13
of knowing there are different patents that we can apply in terms of
4:19
independent knowing we can talk about individual patterns of knowing and also
4:25
into individual patterns of knowing this really underpin the idea that the
4:31
reflective practitioner is not only somebody who reflects independently but
4:38
also reflects with others as a community of practice with colleagues to create a
4:44
very powerful understandings and its three of these perspectives that we can
4:51
begin to integrate and also create knowledge as reflective practitioners
Topic 74
0:01
full
0:02
effective reflection we can consider a number of tools perhaps the most
0:08
prominent the most used method of reflecting is three professional
0:14
development journal this is very simply written record of experiences in the
0:22
classroom and the response that the teacher has to those experiences in the
0:28
classroom
0:29
it can take a number of forms but the important thing is that it really takes
0:37
a general account of the learning from the experience and perhaps most
0:45
importantly it identifies critical incidence critical incidents or
0:51
something we'll discuss later but their professional development journal is a
0:58
very good place for the reflective practitioner to identify and then to
1:04
reflect on critical incidents as they occur
1:10
because the
1:13
practitioner is writing in a journal the professional development journal is
1:18
therefore quite subjective it is the individual's response the individual's
1:26
perception of what has actually taken place
1:31
handful it is very important in the professional development journal to take
1:39
time to read laid theory which has been explored in the literature with the
1:45
experience of practice
1:50
perhaps
1:52
most valuable functions of the professional development journal once
1:58
the critical incidents once the experience has been noted and once the
2:04
feelings have been identified is full
2:08
there to be some indication of action in relation to the experience we must not
2:17
just keep a diary a professional development journal is not a diary of
2:23
what happened it does follow a structure in terms of reflection and action
2:34
so what
2:35
you can be doing is to be looking for themes longitudinally through the
2:40
journal deceived things recur and then starting to develop some ideas about
2:46
actions that you can take in terms of your experience and therefore it's very
2:54
important to get into a very good habit of writing in the journal try to do it
3:01
as soon as possible after teaching and as regularly as possible as you go
3:09
through your teaching
3:13
the
3:15
perhaps the
3:16
eat
3:17
difficult thing to consider as a reflective practitioner is writing in a
3:22
journal when do you get the time the important thing to realize is that it is
3:30
a very critical process but try not to think too hard about it that can
3:36
actually stop you from writing in the journal what you want to do is to let
3:42
the writing flow and to get the experience capture the experience on the
3:47
paper
3:50
so a very good and simple rule to follow is little and often in the professional
3:56
development journal you don't need to write pages and pages you simply need to
4:01
note down the key incidences the key approaches
4:07
and a very good thing to do with the journal is to share your reflections
4:13
with your colleagues in school so you can get their perspectives on your
4:19
reflections and of course it doesn't have to be just words you can actually
4:24
put diagrams or drawings in there
4:30
writing in the professional development journal is a very structured process
4:36
it's not reform and what you need to make sure is that you include
4:42
description in other words what happened that you have analysis and evaluation in
4:48
there this is the crux point reflection and also conclusions that you can draw
4:56
the conclusions are important because these will help you identify action
5:01
points
Topic 75
0:01
reflecting effectively using the professional development journal what is
0:08
useful to consider here is a framework that can support the process of writing
0:15
a very simple framework that we can use is the what so what can I what model in
0:25
other words start off writing in the journal by talking about what happened
0:31
in other words a description of the event what was it that occurred in the
0:37
classroom that wanted the reflection
0:40
the next
0:43
frame to write the back tees so water and other words what's your reaction to
0:49
what happened what's the actual analysis of the event that occurred but the
0:56
analysis and evaluation of the experience of teaching on that
1:01
particular occasion
1:03
and then the final part of the framework is nigh walked in other words what's the
1:09
next step what will you do what the actions which will come from your
1:16
reflection so it's a very simple framework to use for writing what
1:21
so and now walked
1:26
what this particular
1:28
model is good for is that it provides some trigger questions to help the
1:35
reflective practitioner use this particular framework so for example in
1:40
describing the occasion describing the event in the classroom their reflective
1:47
practitioner can use what questions in other words what happened what did I see
1:53
what did i do what did my students to
1:57
these are very simple trigger questions to the first part of the frame
2:04
they also provide trigger questions for the other components in the framework as
2:09
well or in other words for so what these are
2:14
part of the analysis and evaluation aspect of the reflection and say the
2:19
trigger questions need to reflect analysis and evaluation or not the words
2:24
how did I feel at the time what with the effects of this particular thing
2:30
happening why did I react to this particular student in this particular
2:37
way this is where the critical reflection has most power
2:48
and then
2:50
things for now what in other words the action planning component of the
2:55
framework what the implications of the analysis and then what are the next
3:02
steps for example it could be how can I modify this aspect of my teaching
3:10
so what
3:11
need to think
3:12
ranked as the reflective practitioner when you're writing in a professional
3:17
development journal is the actual layout that you choose many people will just
3:23
treat it as a diary and write a long narrative if you do this it might be
3:30
good for you but it's very easy to actually lose their description analysis
3:36
and action planning components and so a dude structure to a professional
3:41
development journal can actually how the reflection process and actually make
3:46
reflecting much more effective but you can do is actually despite device
3:53
yourself a particular template and the template needs to cover those components
3:58
the framework in other words what so what are now what
4:06
layout could be for example a split page some practitioners will fold a page in
4:12
half and draw a line down the center and on the left hand side will describe and
4:18
on the right hand side will analyze and evaluate what some people will also do
4:25
is write on two sides on the left hand side on the right hand side of the book
4:31
and so on the left hand side would be descriptive component it could be very
4:39
reflective in terms of feelings on the left hand side as well certainly it
4:45
would include date and time and the context this puts everything into
4:50
perspective on the right hand side the reflective practitioner he's actually
4:55
undergoing the analysis and evaluation component and actually beginning to
5:01
think through the actions that need to be taken in order to develop practice
Topic 76
0:01
reflecting effectively in terms of critical incidents we mentioned critical
0:08
incidents recently what we need to do as reflective practitioners is
0:17
be continual in terms of reflection and we can use tools like professional
0:23
development journals to do that and we know that a professional development
0:28
journal can have a useful structure that can help reflection
0:34
however if we just telling a story in the classroom the effectiveness of
0:42
reflection can be reduced
0:44
what many reflective practitioners D is actually just focus on critical
0:50
incidents that occurred in their teaching and only reflect on these in
0:56
their professional development journal critical incidents of those things which
1:01
happen to us well we're teaching which stand out for us which produce some
1:08
reason become very very important they can be positive as well as negative very
1:14
often it's easy for us to focus just on the negative but we must remember that
1:19
critical incidents can also be very positive incidence for us as teachers
1:27
really critical incidents can be considered as a light bulb moments when
1:33
the light goes on the sudden realization that something good has happened or that
1:37
some problem is occurring
1:42
there are some examples for example behavior issues in the classroom can
1:48
certainly come to the fore it could be a student has a particular problem with an
1:54
activity that you want the whole class 2 before it could be something quite
1:59
positive where a student is performing much better than you expected
2:07
election sorry reflecting on critical incidents in is really something which
2:13
helps the reflection process it gives a focus for what you actually reflecting
2:20
on rather than just the day-to-day routine you're picking on particularly
2:24
important components of your work
2:30
and as I just mentioned
2:33
incidents can be focused on negative aspects negative experience and they can
2:39
also be focused on positive experiences that we have and therefore critical
2:44
incidence and critical incident analysis is very much
2:50
something that we can use to affirm what we think we're doing in the classroom to
2:56
actually reflect and know that we're doing the right thing it's a way to sort
3:01
of congratulate ourselves as well as as a means for giving us some immediate
3:09
action points and also looking further beyond what we need to be considering
3:16
immediately
3:20
say
3:21
critical incident
3:22
analysis can be used in a number of different ways it's not just about
3:28
producing a narrative but it's a bird it's a banked focusing that narrative on
3:34
particular aspects of teaching
3:38
sample critical incident analysis could be just one event one thing that
3:45
happened while you were in the classroom while you are taking or it could be
3:49
reflecting on something which is an ongoing phenomenon that you're
3:54
experiencing as a teacher
3:58
and therefore we can diagram this process critical incident analysis
4:05
within the professional development journal and what we can see is that
4:11
there is a critical incident which generates certain artifacts artifacts
4:18
are what we write about in the professional development journal the
4:23
worked so what are now what framework that we use and the most important thing
4:28
that over time that the critical incident leads to some action . time
4:35
here can be sure it can be extended depending on whether the incident is a
4:42
one off or whether the incident is a recurring process that we're
4:46
experiencing
Topic 77
0:01
reflective action planning part of their reflective process perhaps the most
0:07
important part of the reflective process is taking action in response to what we
0:13
reflecting up and therefore the action planning process is very much a bite
0:20
selecting a specific target a specific action to accomplish
0:29
this info
0:30
number of things it's certainly involves planning out a program not only a
0:37
reflection but their actions in relation to that reflection this could include
0:42
discussing with colleagues notes in the reflective journal and your actions
0:49
which are planning it could also be a process of observing at the teachers or
0:55
having other teachers observe you to give you feedback for you to acquire
1:01
more knowledge about eight your approach as a teacher it's very much about not
1:09
only action planning but focusing on the effectiveness of quality of what you
1:14
were doing as a teacher
1:18
the reflective action planning process is about identifying the opportunities
1:24
that you have in discussing these opportunities are they appropriate and
1:29
also using this process to reinforce what you're doing well and to identify
1:35
where you need to make improvements where you need to make changes
1:43
effective action plan then is something that we need to think about it's not
1:47
just about putting action points on paper
1:51
their effective action plan is a very very useful document for the reflective
1:58
practitioner it helps you build up a profile of your work and your
2:03
development over time it's certainly something that is a professional
2:08
document and therefore should not be just for your consumption but also full
2:15
should be shared with your line manager the principal in the school and others
2:20
and of course there for the action plan needs to be very precise in terms of how
2:26
it's written not vague
2:32
answers certain questions for the reflective practitioner for example
2:38
questions like what is my priority here what do I need to focus on what is it
2:44
that needs to change what do I need to achieve with this particular change and
2:51
within that identification of the what they also needs to be an understanding
2:57
of when these things are going to occur and when they will be completed when am
3:03
I going to do this and when will I know that I've completed this
3:11
as well we need to
3:13
an action plan is who can support the reflection process and action process
3:21
you are not operating in isolation in the school you're operating as part of
3:27
the team has said there are those people who can help you how will you get help
3:34
you also collect evidence of what you're doing and how will you collect evidence
3:41
which will help you measure the level of success that you're having having these
3:45
are other aspects which need to be included at the questions which need to
3:51
be included in the action plan for which are seeking answers
3:58
what
4:00
is the action planning process not just as a mains for directing what you're
4:07
doing but as a process which is going to help you develop your confidence because
4:13
through this process he'll become more effective as a reflective practitioner
4:18
more effective as a teacher
4:24
you could ask a question like you're going to discuss the school particular
4:33
school policies or approaches of the school with your head of department this
4:37
is something that you could include in the action plan as something very
4:41
valuable
4:42
and what sort of support arrangements would you need in order to make this
4:47
work
4:50
and really the success criteria what will demonstrate through the evidence
4:57
that you collect that you've been successful with the action planning
5:00
process
Topic 78
0:00
indicators of a reflective practitioner
0:04
there are some key teaching and learning
0:09
practices which contribute to what we do
0:14
as reflective practitioners and what we
0:16
can do is identify particular attributes
0:20
which will indicate when a teacher is
0:23
being a reflective practitioner
0:27
key attribute to really is intellectual
0:31
quality the reflective practitioner is
0:35
somebody who is engaged in higher order
0:39
thinking and rather than common sense
0:42
thinking this is very critical thinking
0:44
in terms of intellectual quality the
0:47
reflective practitioner is somebody who
0:50
has a deep knowledge in a deep
0:53
understanding of the subject their
0:55
teaching and also the pedagogy of the
0:58
subject that they're teaching and the
1:02
intellectual quality of the reflective
1:05
practitioner is exhibited through the
1:07
way they communicate with other
1:10
professionals or in other words how they
1:12
talk about teaching how they talk about
1:14
language in other words the matter
1:17
language that they use to talk about the
1:19
profession
1:23
these particular attributes we can
1:26
identify through some very simple
1:28
questions that we can ask ourselves and
1:31
these are questions that we can reflect
1:33
on as we're writing for example in a
1:35
professional development journal and a
1:39
question a very good question is how do
1:41
i use students prior experiences to
1:44
support their current learning this is a
1:49
matter language approach to teaching in
1:53
the classroom other questions
1:56
how do I encourage my students to be
1:58
agents of their own learning or in other
2:01
words more autonomous and how do I move
2:03
students towards higher order thinking
2:06
these are questions which indicate that
2:10
the reflective practitioner has a
2:13
particular intellectual quality which
2:15
they're bringing to the role
2:19
another indicator of an effective
2:22
reflective practitioner is that the
2:26
classroom environment is supportive of
2:29
teaching and learning for example there
2:32
is very clear student direction in terms
2:35
of activities and learning which is
2:39
taking place there is social support for
2:42
students within the entire room also the
2:46
classroom environment is very active
2:48
rather than passive and therefore
2:51
students engage much more with the
2:55
teaching and learning which is taking
2:56
place and and what is key to identify
3:02
here where you have effective reflective
3:05
practice is that the students are to a
3:10
very great distance to a great degree
3:12
self-regulated or in other words and
3:15
learning happens almost with that
3:17
direction from the teacher
3:20
these can be operationalized through and
3:23
again a number of simple questions that
3:25
we can consider when we're writing in a
3:27
professional development journal and how
3:30
do I provide student responsive lessons
3:32
and engage students with who have
3:35
diverse interests
3:36
this is where the reflective
3:38
practitioner is thinking very critically
3:40
in terms of higher-order cognition of
3:44
what they're doing
3:47
how do I collaboratively plan aspects of
3:51
the curriculum this is another key
3:53
aspect of an effective reflective
3:55
practitioner how do I motivate learning
3:58
this is not just about teaching it's
4:00
actually thinking about how to engage
4:02
students more
4:07
another indicator
4:08
effective practice is how the individual
4:13
teacher is engaging with difference
4:15
whether it's social status or whether
4:18
it's gender or group identity this
4:22
actually means that the teacher is
4:24
operationalizing differentiated learning
4:27
in the classroom and again in terms of
4:30
reflection there are particular
4:31
questions that we can ask how do i
4:33
acknowledge respect and value students
4:37
diverse learning needs is a very good
4:39
question to ask ourselves
4:41
how do i promote student voice is about
4:45
student empowerment and student autonomy
4:47
how do i acknowledge different ways that
4:50
students learn if you can reflect in
4:52
this way you are showing higher order
4:54
skills
4:56
and perhaps importantly is connectedness
5:00
or in other words how the teacher brings
5:02
together knowledge and practice
5:05
background understanding of students and
5:08
of the school and of the families and of
5:11
their own role as a teacher into a
5:13
cohesive and complete approach to
5:16
teaching
Topic 79
0:00
key features of reflection what's
0:05
important to remember is that teaching
0:07
is a very complex activity it requires
0:12
the teacher to make difficult decisions
0:15
in complex situations and therefore a
0:21
key feature of reflection recognizes the
0:25
complexity the difficulty of the
0:28
teachers role
0:29
added to this is the fact that this
0:32
complexity and has to be linked back to
0:37
theoretical underpinnings for the
0:39
teacher these theoretical underpinnings
0:43
guide our approaches and a help us make
0:47
decisions in the classroom
0:51
so there are some key features that we
0:54
can look at in terms of reflection and
0:57
reflective practice and one key aspect
1:00
and perhaps the most important is that
1:03
reflection must lead to learning it must
1:07
lead to change the process of reflection
1:11
is a bait professional development and
1:15
therefore it's an opportunity for the
1:18
teacher to learn for ideas to evolve to
1:22
change and for understanding to become
1:25
much deeper and for us to get a much
1:28
better appreciation of the contexts and
1:31
the situations in which we teach
1:35
another key feature of reflection is
1:38
that it is very much an active process
1:41
it's not passive the reflective
1:45
practitioner is somebody who is
1:47
proactive about changing is focused on
1:53
reflection on review on analysis and of
1:57
course on action and is doing this in a
2:01
very thoughtful and measured way
2:04
another key feature of reflection is
2:08
that it is very much about
2:11
problematizing the teaching that we do
2:15
it's about looking at critically looking
2:20
at what we do
2:22
identifying areas which need to be
2:25
approved or to understand problems that
2:28
we're facing and to come to some
2:30
resolution for these issues and problems
2:33
so reflection is not just thinking about
2:38
teaching it is very much of about
2:40
problematizing what we do and
2:43
identifying action points
2:47
another key feature of reflection of
2:50
course is that it's not a linear process
2:53
reflection does not happen in a straight
2:56
line
2:57
it actually is cyclical it is a cycle
2:59
where there can be any number of
3:03
iterations in other words journeys
3:06
around the cycle of reflection this
3:09
identifies the fact that reflection is
3:14
an ongoing process and not something
3:16
that will just happen one time it is
3:19
actually a continual process
3:24
and another key feature of reflective
3:27
practice is that it is about looking at
3:32
the experience that we have as a teacher
3:34
from different viewpoints from different
3:37
perspectives to get different
3:39
understandings of their own experience
3:43
so what we do is a reflective
3:45
practitioner is not only reflect for
3:47
ourselves but also consider things from
3:51
other people's points of view
3:56
and therefore the term critical
4:00
reflection is used for this process it's
4:03
not just about thinking it is very much
4:06
about combining all aspects of a very
4:09
critical approach to thinking which is
4:12
description analysis evaluation and then
4:17
conclusion this all makes the reflective
4:19
approach
Topic 80
0:01
ensuring reflection leads to landing
0:06
what we have to do is make sure that there's a very clear distinction between
0:11
the level of reflection that were engaged with as reflective practitioners
0:18
if we're not careful reflection can actually become quite routine and
0:24
therefore not very meaningful in a way becomes an unthinking process and what
0:31
we need to ensure is reflective practice is at a much thinking at a much deeper
0:37
level it's about consciously thinking through what has happened
0:44
taking control having some measure of analysis in terms of that experience and
0:52
standing back and reflecting looking at questioning that experience
0:59
in the literature what we can see in terms of reflective practice is that
1:04
there's a distinction between what some people call common sense thinking and
1:10
what others call pedagogical thinking common sense thinking and pedagogical
1:16
thinking in a way to extremes of a straight line continuum
1:23
common-sense thinkers it has been said tend to think in a very unconscious way
1:30
that's not to say that it's about thing common sense thing cuz those people
1:38
us as we think through everyday life it's very normal for its a very normal
1:43
thinking process it therefore can lead to particular process in processes in
1:52
the classroom like trial and error in the words experimenting with something
1:57
to see if it works and if it works good if it doesn't change it
2:01
this is very common sense thinking
2:06
pedagogical fincas very different a common-sense thinkers with a pedagogical
2:13
think we're looking at a much more conscious process in terms of reflecting
2:19
on teaching in the classroom and it's that consciousness in terms of
2:26
reflection that actually and shows that the reflective process relates to
2:31
learning it's a bad the individual taking control and about taking a much
2:38
longer-term view of the professional aspect the Korea aspect that we have as
2:45
teachers it's not just common sense thinking which is in the moment and
2:51
immediate pedagogical thinking is much longer term
2:58
what we can do that
2:59
is look at four key principles
3:03
learning for the pedagogical thinker and these define the process of pedagogical
3:13
thinking we have continuous reflection which is ongoing
3:17
connected reflection challenging reflection and also contextualized or
3:22
situated reflection
3:25
continuous reflection as the word demonstrates is something which is
3:30
ongoing
3:31
thought the reflective practitioner the pedagogical think will continuously
3:37
think on and think about their experiences in the classroom in order to
3:43
help lead the process of professional development
3:49
and this therefore gives the reflective practitioner a lot of material to work
3:55
with
3:58
connected reflects
4:00
usually the component which links experiential learning from the classroom
4:05
acquired knowledge from the classroom with the formal the learning that we
4:09
have on courses or in training
4:13
with a structured reflection teachers may actually failed to bridge the gap
4:18
between their experience and what the literature what theory tells us about
4:22
teaching and learning and their full this is a very important component of
4:28
thinking for this level
4:32
challenging reflection this is where the teacher is prepared to pose questions
4:36
and perhaps very difficult questions for themselves in order to begin the process
4:44
improvement and development
4:49
and of course says contextualized reflection or situated reflection this
4:54
brings all the other levels of reflection together within the context
4:59
of teaching for the teacher
5:02
example reflection could be more formal or informal depending on the context in
5:08
which the teacher is teaching
5:12
reflection takes all of these considerations and actually makes it
5:17
meaningful for the teacher within the context that they teach
Topic 81
0:01
tools for reflection perhaps the most often used tool is the reflective
0:07
journal they professional development journal these very popular they can
0:13
involve teachers in self-assessment collaborative critique and also action
0:21
planning
0:24
reflective journals can also be a means for sharing dialogue with other
0:32
practitioners it's a means for
0:36
putting on paper ideas and being able to share those with others in a very
0:41
concrete when it can be very individual but it also can be very collaborative
0:49
and what we can do is consider questions and checklist which how purse frame
0:58
thinking in the journal
1:01
and there are many many different types of journals that we can use use the
1:07
reading response journal is one the reading response journal is rather
1:11
teacher reads could be some recommended text or has access to texts in the
1:21
school or at home and uses the journal to reflect on the content of what
1:26
they've read
1:29
we also can get something called a double entry journal this is a very
1:33
popular approach for the professional development journal where one side of
1:38
the page the left hand side describes the context and the situation and on the
1:45
right hand side is where the reflection the analysis evaluation takes place
1:52
based on smith's full face model of described in forum confront and
1:58
reconstruct this is where journals become quite powerful
2:05
India interactive journal this is where the teacher writes regularly in a
2:11
professional development journal but these writings are regularly as a matter
2:16
of process shared with an audience that could be one individual or it could be a
2:21
group of individuals
2:23
this is a means for encouragement and support of the teacher
2:30
and you can also get a dialog journal or sometimes called a dialogic journal this
2:37
supports the process for the teacher of deconstructing and reconstructing the
2:44
experience very methodically
2:48
it has
2:50
the teacher makes that make sense of the conceptual and theoretical
2:55
understandings that they have in the classroom by pretty clearly taking them
3:03
apart looking at the components and then reconstructing them in a meaningful way
3:09
there's also something called a narrative journal this is where the
3:15
teacher uses the writing process to reflect on values and beliefs about
3:21
their role as a teacher what is the essence of teaching and this is very
3:26
much here where the teacher can draw on inferences and make inferences about
3:31
their teaching
3:35
there's also the
3:36
journal this is perhaps something that teachers will experience during training
3:42
where there would be a sequence of guiding questions which need to be
3:47
answered by the teacher this gives a very strong structure and helps the
3:53
reflective practitioner critique can modify their teaching in a very process
3:59
and sequential way
4:04
assessment
4:05
24 reflection that we can use and there are many checklists available which we
4:10
can use and of course we can devise our own self-assessment checklist in terms
4:15
of supporting their process of reflection
4:20
and of course there is also the portfolio that the reflective
4:24
practitioner can use the portfolio is a collection of materials some people
4:30
would call artifacts from the process of teaching in the classroom these
4:36
artifacts seized materials could be paper-based or of course they could be
4:41
electronic
4:43
and what this is useful the portfolios years for is demonstrating the teachers
4:51
higher-order thinking and their cognitive thinking
4:55
examples could be things like lesson plans examples of students work
4:59
recordings photographs of students or even appraisals of students which taking
5:05
place
5:07
group reflection this is where the practitioners the teachers the
5:13
colleagues get together to share experiences discussed and described and
5:17
this not only give support but actually supports a much deeper level of
5:22
reflection
5:24
and mentoring is another significant process for the reflective practitioner
5:29
this is a jewel process where the teacher is coached and supported as part
5:36
of reflection
Topic 82
0:01
Sochaux criticality what we have to remember is that reflective practice
0:07
does not happen in isolation and therefore there is an element of looking
0:15
at the reality of the situation in which we're working and deconstructing
0:20
reflecting on that and perhaps overturning what we would normally
0:25
assume in terms of new understandings
0:30
it's only when the teacher takes this reflective stance that we're able to
0:36
really consider our roles as teachers and the type of learning which is taking
0:44
place in the classroom from a social critical standpoint
0:52
and therefore
0:54
active practitioner is somebody who's not only practicing theory but also fear
1:00
rising practice bringing experience together with eerie in order to create
1:06
something very very meaningful for themselves and also for the profession
1:11
as a whole
1:13
and they full for the reflective practitioner self development in terms
1:19
of social criticality is based on a number of premises one premise is that
1:24
received knowledge in other words the intellectual content of the profession
1:32
that were engaged with comes together with the acquired knowledge the
1:37
experiential knowledge that we gain from the classroom along with the reflection
1:43
of that experience
1:48
it is also involved in that is a process of dialogue and discussion
1:53
social criticality recognizes that as reflective practitioners we're working
1:59
within a context where the teachers and therefore development is very much a
2:03
process of shared understanding and dialogue and not an isolated individual
2:09
activity as such and therefore it's very much about articulating our
2:13
understandings and using that language to shape a pedagogical thinking
2:22
and their full
2:24
reflect
2:25
this is a cooperative and collaborative process it involves others we're not
2:31
working individually and in order to develop our styles we are doing that
2:38
development with other people
2:41
and self-development therefore is basting constructivism constructivism is
2:47
a theory of learning which is very much mediated by the language we use to
2:52
describe things and we use that language to construct our understanding
2:59
jointly with others
3:02
and as such teachers are guided then through higher order levels of thinking
3:08
through this social critical process and that this this knowledge is socially
3:17
derived within the group that we work with
3:22
what we
3:24
is that there is a proximal development as a reflective practitioner there are
3:30
those that have a closer to us can have much more impact on cancer portis those
3:35
who are not so close they can offer less support and less criticality in terms of
3:42
a reflection
3:46
reflection then allows reflective practitioners to develop their skills
3:51
for inquiry and to take an inquiring stance in terms of their role in the
3:57
classroom
4:00
it's through this process that teachers advance their skills as teachers advance
4:07
through reflective practice by challenging things which have been
4:13
uncritically thought about before by thinking critically about them
4:19
and therefore
4:22
to criticality reflection is a group process it's a social activity not
4:28
something which is done in isolation and the social component provides multiple
4:34
opportunities for reflection
Topic 83
0:01
equities reflective framework provides a template that the reflective
0:07
practitioner can use to support the reflective process it's essentially
0:13
three simple straightforward steps that encourage the reflective practitioner to
0:19
move beyond simple description and to make sense of the experiences and the
0:27
analysis of those experiences in order to move towards action as a teacher in
0:37
the classroom
0:38
negatives reflective framework is nice and simple to use and therefore very
0:45
effective as a framework for reflection the three steps quite simply about
0:52
describing the experience taking note of what happened
0:58
noticing he was doing what things are happening paying attention to the
1:04
experience in the classroom and recording that experience step two is a
1:10
bad analyzing the experienced one particular decisions made why do you
1:16
think that certain things happened in the classroom what was your reaction
1:20
what was your students reaction when these particular things occurred and
1:26
this is where the reflective practitioner you are becoming very
1:31
active and reflective as a learner and then the final step in the framework
1:37
negatives framework for reflection is about taking action what do you need to
1:43
do next what do you need to learn about now in order to develop and this is
1:50
where you are planning how to deploy what you're learning from the reflection
1:55
process
1:57
the three steps the first step is about taking noticed and describing the
2:03
experience pay attention and recorded
2:06
Journal here is the price where you can use this framework to go through each of
2:14
the three steps the first step is where you're describing what did you do how
2:18
did you feel about it how do you think the students experience that particular
2:24
lesson
2:26
the second step is an analysis of the experience what were the actions and
2:32
decisions and why were these actions and decisions taken what was your reaction
2:37
at this particular point T and teaching or the experience that you had analyzing
2:44
and evaluating is the second step where the reflective practitioner is beginning
2:52
to understand what needs to be learned
2:57
they final step reflect and take action
3:01
what did you learn how will you use this learning and how do you plan to apply
3:07
this learning you can see the three steps take the reflective practitioner
3:12
through a journey of learning from describing understanding what needs to
3:20
be learned and then analyzing the complexity of that learning in order to
3:26
reach at a point where learning can begin to happen through actions
Topic 84
0:01
person no practice theory ppt
0:05
what has been seen in the literature what a lot of researchers write about is
0:11
that teaches begin to build their own series from their values and beliefs
0:20
about education about teaching and the experiences that they have in the
0:26
classroom and these theories for each teacher become very very powerful
0:32
because it links the experiences they have and the values they have together
0:38
into something which they hold very powerfully very strongly
0:46
personal practice theory then is very much about a person or a systematic set
0:54
of beliefs that a teacher has which described theories for the individual
1:01
teacher and the teacher operationalize is these theories or in other words the
1:09
the theories which guide their practice so there is a practical component to
1:14
personal practice theory and then this is all brought together through the
1:21
experiences the work experiences as well as the life experiences that the teacher
1:27
has personal practice theory is something that all teachers will develop
1:32
in time through the experiences that they have and they're evolving values
1:37
and beliefs
1:40
so what does this really mean for the reflective practitioner well what it
1:46
does mean is that the reflective practitioner by bringing a personal
1:52
practical theory to the surface can actually reflect much more deeply much
1:59
more critically and this can help with decision making it can help with
2:07
analysis and evaluation of the activity in the classroom it can help with action
2:14
planning and action in terms of critical incidents and most importantly it's very
2:21
very useful way for the teacher to feel more empowered and more in control of
2:27
their role in the classroom and their role as a professional
2:35
how do we develop a personal practical theory
2:39
well there is there are no there's no one way to do this is no right or wrong
2:44
answers
2:45
we're talking about values and beliefs linking with experience in order to
2:51
generate cleary so these are not fixed attributes but we can consider the
2:56
following chart which can help in terms of understanding personal practice
3:02
theory food the individual practitioner it's very much a bad looking at
3:10
practical experience in the classroom for example thinking believing that
3:16
excellent teachers have high expectations of students this is a value
3:21
that we have and we bring this together with experiences that we have an example
3:27
might be that the teacher in their own school had an English coordinator he had
3:35
very high standards of their students and push them very hard to work and to
3:41
be better writers and it's because of this that the students achieved so in
3:47
terms of personal practical theory the teacher is bringing their own belief
3:52
together with an experience they have and this generates a theory of approach
3:57
for the teacher another example is that class activities and it is believed
4:04
should last no longer than 20 minutes this is what a reflective practitioner
4:08
might believe and an example to support this might be that the teacher sees that
4:15
students get distracted easily distracted or off task after more than a
4:21
certain period of time saying Electra and therefore this generates a theory
4:28
about how the teacher should be teaching and how the students will better learn
Topic 85
0:01
understanding self and others what we need to ask us solve it
0:07
ask ourselves is is what is professional identity well professional identity is
0:14
something that a teacher develops quite consciously over time it's an
0:20
apprehension of what constitutes what makes good teaching and learning
0:28
it
0:30
Phillips through participation in professional networks professional
0:35
collaborations with others it's not an individualistic thing
0:43
and it is based in knowledge and skills which are transmitted by the reflective
0:51
practitioner communicated through the you serve professional language
0:59
say this
1:02
something about professional identity it is very much about the reflective
1:09
practitioner taking theoretical perspectives and the particular happy it
1:16
reflection which then under pins the experience of the teacher and actually
1:23
becomes part of their normal working practice
1:28
so professional identity is handed within certain premises one premise is
1:37
that professional identity is practice oriented or based in practice oriented
1:44
reflection this means that the teacher uses their experience finds out what
1:52
works and what doesn't work and uses this in order to create their own
2:00
identity as a teacher in this sense theory is not important it is the
2:06
experience which has more value
2:09
but there is another premise professional identity which is that it
2:15
is based in professional reflection or in other words practice as education in
2:22
this sense theory is an important component of professional identity and
2:28
actually professional identity is developed through critical reflection
2:33
and self-reflection
2:37
professional refer
2:38
days is necessary to the educator in terms of being authoritative as a
2:47
professional and in terms of being independent and confident as a competent
2:53
teacher
2:59
and also in terms of advanced thinking about teaching in the classroom so
3:06
another premise that we can look at in terms of reflective practitioner
3:12
developing a professional identity is that they are able to reflect in advance
3:18
of any teaching that they do and this becomes essential not only to their
3:23
intellectual growth but also the reflective practitioners professional
3:28
growth
3:31
and hard
3:34
we're looking at here is their professional identities focused in
3:39
technical aspects of the role that the teacher plays that the teacher is
3:46
building identity based in the classroom experiences that they have day-to-day
3:54
week-to-week
Topic 86
0:01
understanding self and others I we've looked at professional identity we need
0:07
to look at how a reflective practitioner can develop a professional identity what
0:14
we know is that meaning is constructed through communication and cooperation
0:21
with others and it is by participating in this communication and cooperation
0:29
that teachers start to develop professional identity
0:38
and what can be very useful in
0:44
developing professional identity for reflective practitioner is to have a
0:49
mental and mentor is another teacher somebody he is experienced highly
0:57
competent and can be a model for the teacher in terms of their role in the
1:05
classroom and they're improving developing professional identity
1:15
in this sense
1:17
grew out of the reflective practitioner
1:22
means that they mentor is working with individual I'm to develop their
1:27
professional device professional practice and to develop the work that
1:32
they do on an ongoing basis in the classroom
1:38
in this sense
1:41
to and the mentee the person being mentored experience and critical
1:47
reflection of the experience is important to the development of
1:53
pedagogical understanding and therefore professional identity and their food
1:59
there is a relationship between the mentor and mentee which is critical and
2:07
detailed it can involve looking at assumptions and making these very very
2:13
clear and maybe even challenging them in order to arrive at more clarity and
2:21
deeper understanding
2:25
appearances with theory based practice can also be looked at
2:32
between the mentors and mentees this is where the teacher is putting into
2:38
practice theory as described in the literature and then with the mental
2:44
reflecting on that application of theory how well it went and how it could be
2:51
improved in the future whether changes need to be made to the approach in
2:57
relation to the experience
3:02
experiences then become expressions of competence and good teaching for both
3:08
the men too and the mint tea it is all a bank then developing that identity as a
3:17
professional highly performing professional
3:22
their full professional identity is constructed developmentally by the
3:29
individual reflective practitioner and also by the men to and therefore we can
3:36
consider it as a maturation process the teacher mature as a professional
3:42
professional identity develops over time and matures also
3:50
and therefore it begins as a process for a novice teacher somebody who's just
3:56
starting the teaching profession and evolves continuously over time the
4:02
mental has a part to play in that professional development and in the
4:07
professional identity maturation
4:14
ultimately what happens is that both the mentor and mentee benefit from the
4:20
process but in particular the mentee
4:24
starts to build their professional identity
4:28
and what we can see then is that all of this comes together into a constructed
4:35
meaningful hole when the identity of the individual teacher the reflective
4:41
practitioner is based in not only food but also an appreciation of that thought
4:47
what it actually means and also the language that they use to express that
4:53
understanding and the mentor's role in this is to provide a social and personal
5:01
narrative for the reflective practitioner along with the situational
5:08
context which helps to teacher develop their professional identity
Topic 87
0:01
understanding south and others there are a number of benefits to the reflective
0:08
practitioner of using multiple intelligences theory am i theory there
0:15
are many benefits that can be had
0:18
one benefit is that multiple intelligences theory emphasizes the
0:23
process of learning and especially in terms are off the outcomes that learning
0:31
delivers
0:34
intelligences theory also promotes for the reflective practitioner thoughtful
0:41
consideration of learning and the learned experience looked at from a
0:48
variety of different perspectives different modality can give a different
0:54
point of view on what has been experienced
0:59
and my theory also generates a broad experience for the reflective
1:06
practitioner it gives a much wider survey of events that occur in the
1:12
classroom for the teacher and therefore gives a much deeper and more thorough
1:18
appreciation of the occurrence in there for a better reflection
1:26
syria also encourages the development strategies beyond the strengths of the
1:33
teacher because there are a number of different intelligences being brought to
1:39
the reflection
1:40
this uses the individual teachers strength but also house a teacher
1:47
develop more strengths in relation to the different modalities
1:55
theory also provides a way for the reflective practitioner to price to pass
2:02
their development to understand the experience he had their having from a
2:10
much more considered and developmental perspective
2:17
and AM I feare also fosters a real-world appreciation of real-world experiences
2:25
because of the range of different perspectives that the reflective
2:30
practitioner is reflecting from
2:35
and we can represent a my theory of multiple intelligences theory
2:40
diagrammatic early and we can see that there are altogether at nine
2:46
intelligences
2:48
verbal linguistic mathematical logical musical visuospatial body kinesthetic
2:56
intrapersonal and interpersonal naturalistic and existential all of
3:03
these intelligences can be brought together by the reflective practitioner
3:07
to give a very thorough very broad perspective on experiences that they're
3:14
developing
Topic 88
0:00
in terms of understanding self and others we can use multiple intelligences
0:05
theory and there are nine multiple intelligences as we've seen all of these
0:12
come together to help the reflective practitioner reflect and develop their
0:17
reflections skills
0:19
what we need to do is consider each these multiple intelligences in a little
0:27
bit more detail and how they are translated into reflection for the
0:32
reflective practitioner
0:35
so what we can do is actually look at the nine intelligences from the
0:40
reflective practice point of view and we can also diagram this for ourselves as
0:47
well what we can see is that for the reflective practitioner am i scary can
0:54
be broken into three areas the analytic component of reflection the interactive
1:00
component of reflection and the introspective component of reflection in
1:06
terms of analysis there for their reflective practitioner something the
1:11
reflective practitioner engages with all the time then they intelligences which
1:17
are based in logical and rhythmic and naturalistic
1:23
learning to become very very useful where the reflective practitioner is
1:30
being more introspective or in other words thinking about the experience
1:35
reflecting on the experience and the interpersonal existential and visual
1:39
components of my favorite become very very useful and what the reflective
1:45
practitioner can apply from MI theory in terms of how they Action Day reflection
1:52
based on linguistic interpersonal in the knesset kinesthetic modes of learning
1:59
what we need to do is consider have each of these help the reflective
2:05
practitioner develop their professional identity
2:10
spatial component is about learning visually and organizing ideas visually
2:16
specially seeing what concepts come together in action and I we understand
2:23
them
2:24
this might be translated into diagrams for example in learning journal
2:30
it's the ability to to see things very clearly to get a picture of things in
2:35
the mind how are things working out
2:41
the verbal linguistic intelligence is translated for the reflective
2:47
practitioner in beauty perhaps a dialogue with a mental or with a
2:52
colleague it could be a bad gathering feedback from students that you were
2:58
teaching
3:01
mathematical logical learning part of my theory can be used by the reflective
3:10
practitioner in terms of how they think about sequences and the logic of what's
3:17
actually happening in the lesson for example the the pacing of activities
3:22
throughout the lesson is something where the logical and mathematical component
3:28
becomes very very valuable
3:31
body kinesthetic this is very much based in action component of the reflective
3:37
practitioner and this is learning by doing and the actions which are taking
3:45
place it's if we think about Kolb's learning theories very much based in
3:49
concrete experience and this gets reflected on in the descriptive
3:55
components a in a reflective journal
4:00
the musical rhythmic intelligence can be used by the reflective practitioner in
4:05
terms of the teacher is using the information being gained order truly
4:16
it's very much based in patents and rhythms and therefore a bad the
4:21
interactions that the teachers having with the students
4:27
personal this is part of introspection for the reflective practitioner it's
4:32
very much a bad looking at families looking at failings looking at beliefs
4:37
and assumptions about the roles that the individual has in the classroom
4:44
the inter personal multiple intelligence this is not about just talking with
4:52
fellow colleagues it's very much a banked interacting with others on a
4:58
professional level
5:02
naturalistic multiple intelligence
5:06
this is a bad categorizations and classifications of knowledge how we
5:14
package knowledge meaning into meaningful holes for ourselves
5:21
existential intelligence for the reflective practitioner this is very
5:26
important because this really looks at the big picture or in other words he
5:30
brings all of the other learning together from the other intelligences
5:35
that we can bring to bear to the practice and therefore helps us
5:40
understand things much bigger much broader perspective
5:46
multiple intelligence theory is very useful and in particular the existential
5:53
intelligence helps us make connections with the real world of teaching for
5:59
ourselves and helps us develop a professional identity
Topic 89
0:00
understanding self and thus what we have to ask is how multiple intelligence
0:08
theory translates into action for the reflective practitioner
0:16
what we need to understand is that there are a lot of multiple intelligences that
0:22
we can use to build on learning processes practitioners
0:27
say for example the verbal intelligence verbal logical there could be lectures
0:35
that we could attend they could be engaging with reading reading around
0:39
Siri certainly writing in a professional journal would be a component of this
0:46
approach to learning it could also be about discussing or presenting two
0:52
colleagues or maybe even online through blog for example would be a way where
0:59
the reflective practitioner to activate this particular intelligence
1:06
along
1:08
is the logical intelligence this is a very much where the reflective
1:16
practitioner can brainstorm problems so actually begin to hypothesize about
1:25
actions and results of actions in the classroom
1:32
in terms of
1:33
the visual learning this could be a bad the reflective practitioner observing
1:38
another teacher perhaps cement to and learning from that observation it could
1:44
be about drawing or outlining in a professional journal ideas experiences
1:51
may be using symbols
1:53
graphs or charts in order to get more clarity more idea and to learn from the
1:59
experience that they're having
2:03
kinesthetic learning is of course very practical and is therefore for the
2:10
reflective practitioner based in action and activity could be about building
2:17
things constructing things it could be also about imitating a useful activity
2:25
could be to observe a very experienced teacher and then try imitating their
2:30
particular approaching your own teaching
2:36
musical intelligence is not so much about music but more about rhythm and
2:41
patent and so learning for the reflective practitioner here can be
2:47
about listening to others in discussion it can be also a bad repeating what has
2:54
been heard so that you get more clarity a deeper understanding mirroring its
3:01
copying what people are saying can also be actually a very valuable tool to help
3:06
things become internalized
3:11
the interpersonal
3:14
modality of learning is very much a paid introspection and roles that can be
3:23
taken on here for the reflective practitioner are about other people
3:27
advising and supporting providing guidance it could also be a bad the
3:32
reflective practitioner defending their values and ideas about approaches and
3:39
listening to the judgments of those things and also challenging themselves
3:44
on being challenged by others
3:49
interpersonal intelligence promotes learning from sharing and collaborating
3:55
and cooperating with others it's very much part of a team processing can
4:02
actually help team building and therefore is seen as a supportive and
4:09
helping process for the reflective practitioner
4:14
naturalistic intelligence is a way for the reflective practitioner to bring
4:21
order to the experience and to bring order to the reflection of the
4:26
experience
4:28
naturalistic intelligence promotes learning through finding themes and
4:33
categories within the experience so by looking at a professional development
4:38
journal for example a reflective practitioner can begin to find
4:43
commonalities and differences in the experience and start to make meaning
4:47
from that
4:52
full of these intelligences there is a lot that we can use to learn from in
4:57
terms of being a reflective practitioner and building a professional identity the
5:03
important thing to remember is that there are many multiple intelligences
5:06
and really to try and learn from all nine modalities is very very problematic
5:13
it's better to try and focus on a few maybe three four or five would be enough
5:19
for any individual
Topic 90
0:00
understanding south and others we can look at building a professional identity
0:08
through mental finding a mental in your workplaces of course the starting point
0:15
it can be a little bit problematic at first because you're looking for a
0:21
particular type of person and the men to works with the mentee regarding their
0:29
professional identity and also their professional development and it's under
0:35
a formal mentoring process that the mentee the person being mentored can
0:42
actually build their level of competence build their identity as a teacher to
0:50
ever-increasing Heights it's not too bad
0:54
reaching a level and stopping its about continued development and the
0:58
interesting thing is that in a mint to mint tea relationship than men to will
1:05
grow professionally also and we can look at this in terms of diagram which
1:12
represents the relationship very very simply on the left we can see that it's
1:19
not about competence for the mentee developing up to six point that of the
1:27
menthol it is very much as we see on the right
1:32
bagged two people the mentor and mentee coming together and overtime MNT
1:40
develops in competence and confidence and there comes a point where both
1:46
mental and mentee grow professionally and in terms of their identity and it
1:52
becomes a mutually beneficial relationship
1:56
so what is the role of the mental well the men to shares materials but also
2:03
goes beyond the very sort of practical aspect of the relationship the mental
2:09
connection to share their goals and their ideas can also share their values
2:13
and beliefs about teaching and about education and this is about sharing
2:21
understandings and therefore building a collaborative relationship this requires
2:28
reflective practice to develop along with this relationship and it is very
2:37
much there for a a combined journeys not just the journey of the mentee but also
2:44
the journey of the menthol
2:48
through this process this this collaborative process that both the
2:54
mentor and mentee the experienced teacher and the novice perhaps
3:00
reflective practitioner can develop two levels of exceptional practice
3:09
and we can represent this in a cyclical diagram what needs to happen is that
3:16
there is a good degree of trust between the mentor and mentee and this is
3:23
situated within the school within school policies and within school procedures
3:28
and practices this then get reflected into lesson planning and then analysis
3:36
of that lesson planning which can be individual by the reflective
3:40
practitioner but then also part of a collaborative a conference process with
3:44
the menthol
3:46
this with the two people then can be developed into an action plan in the
3:53
formal mentoring process can be referred to as a growth plan and in terms of
3:59
action from the action plan the men to will observe will watch the other
4:08
teacher in terms of their action to support and to guide that process and to
4:15
be critical about that process also this then really moves into another phase of
4:23
discussion and dialogue and analysis and also some coaching from the mental with
4:29
the person being meant to it which leads to another action plan and then builds
4:34
trust for the pay in terms of their collaborative working and this circular
4:41
process bills though both the professional the personal the emotional
4:46
and also the instructional competences of both which is what actually builds
4:51
the professional identity of both
4:55
what do you do when you're seeking comment too well what you want to do is
4:59
actually understand what the functions of the men to all and try to identify
5:03
somebody try to find somebody who can meet those functions you can provide
5:08
that facility for you
5:10
well one function of course is teaching their mental is somebody who you would
5:17
regard as highly experienced and highly proficient at teaching somebody he you
5:23
could watch learn from and experience with
5:29
another function of the mentor is that they is a day or somebody who can
5:34
sponsor another person sponsoring means that they support and they guide the
5:40
growth of that individual they can identify the strengths of the individual
5:46
and how the individual build on their strengths identify weaknesses and build
5:52
their weaknesses
5:53
there somebody who maybe we'll leave an advocate in the school environment for
5:59
somebody else
6:02
and of course another
6:04
have a mentor is to encourage encouraging is very important because
6:09
teaching is a very complex very difficult profession and therefore
6:15
encouragement especially for the reflective practitioner is a vital
6:20
component of building confidence and developing professional identity
6:28
and police say the men to needs to be a good canceller somebody with good
6:36
listening skills somebody with good communication skills
6:40
somebody is non-judgmental perhaps unbiased and somebody who we can confide
6:48
in knowing that anything we say is confidential and will not be judged
6:56
and finally what we need to think about in terms of looking for a mental is
7:03
somebody who in a sense can become a friend
7:07
most importantly a critical friend we are looking for somebody who can
7:11
befriend us as the reflective practitioner end anyway look after and
7:15
guide as teachers as we build our identity
Topic 91
0:00
the importance of self awareness to teacher identity and what we have to ask
0:09
is how reflective practice in this sense supports professional practice
0:15
well what we consider to consider is a model called the conscious competence
0:20
model
0:23
we can see that the conscious competence model has four quadrants first quadrant
0:31
is unconscious incompetent
0:34
this is where the reflective practitioner is unconscious of what they
0:40
don't know
0:42
the second quadrant is conscious incompetence is is the reflective
0:47
practitioner growing awareness of what they don't know the third quadrant ease
0:52
conscious competence this is where the reflective practitioner becomes more
0:59
aware of the skills that they do have and then finally the fourth quadrant
1:04
unconscious competence this is where reflective practice seems very easy
1:09
where the teacher the reflective practitioner is unaware of what they do
1:15
know
1:16
say we can see that this model actually demonstrates have a teacher how
1:23
reflective practitioner millions through different levels of knowing
1:31
the
1:32
'til is very useful for the reflective practitioner to consider because it's
1:38
important it's useful or so to know where we are at any particular point in
1:45
terms of our learning and what we have to remember is that we can be at any
1:51
stage in the model at any time indeed for example if you become a student on a
1:57
new course you could be in the unconscious in competence phase of
2:04
learning rather than any other face
2:10
model highlights two key factors here and these factors are a bad teachers
2:17
awareness of what they know and what they don't know their consciousness
2:22
aspect and also the competence aspect their skill level that the reflective
2:29
practitioner is at any particular point
2:35
and
2:35
according to the model we move through these different levels as we learn and
2:43
we will always start at level one which is unconsciously unskilled or in other
2:50
words we don't know what we don't know this clearly relates to entering into a
2:59
new situation where learning is new for us of course for teachers that could be
3:04
just starting out in teaching
3:09
the next level is consciously unskilled this is where as a teacher we become
3:16
aware of the skills the knowledge and abilities that we don't have and
3:22
therefore what we need to develop
3:25
and the next level then is consciously skilled this is where we realize that
3:32
we've learned the skills and we are aware that we have those skills we are
3:36
actively thinking about using them actively regarding the knowledge that we
3:42
have
3:46
the fourth level is the level that we aspire to this is unconsciously skilled
3:53
this is where teaching seems very easy this is where we have learned
3:59
sufficiently to develop professional identity to appoint the everything seems
4:05
very easy it is
4:07
application of skills in a way that we don't even think about it seems very
4:12
natural
4:15
and
4:18
tricks which we've just looked at we can also consider it therefore in terms of a
4:21
ladder trim level 13 to level four
4:26
and here we can see the learning ladder the conscious competence model applied
4:32
to a ladder of learning level one is unconsciously unskilled through to level
4:38
4 which is unconsciously skilled and we can refer to this model as reflective
4:45
practitioner in a number of different things
Topic 92
0:01
the importance of self-awareness for teacher identity let's look at how we
0:07
might apply their conscious competence model as reflective practitioners and
0:13
first of all we can start a level 1 unconsciously unskilled further
0:19
reflective practitioner this is where we are ignorant of what we don't know what
0:26
we don't know he's invisible to us we haven't yet uncovered what's missing
0:33
from a practice and what we need to develop
0:38
in order to move out of level want to move away from being unconsciously
0:44
unskilled it can be very useful for the reflective practitioner to do a personal
0:50
SWOT analysis looking at strengths weaknesses opportunities and threats
0:55
threats in other words to conduct a personal training needs assessment to
1:01
identify those areas where unskilled and where you need to develop
1:08
part of this it is very useful to ask the people to ask colleagues for their
1:14
input to your training needs assessment and this can help you uncover weaknesses
1:20
that you were not aware off because you're unconsciously unskilled there
1:25
will be areas which you don't know
1:28
lacking and therefore input from outside is incredibly valuable
1:35
also it's important at this point to make sure that you're very clear about
1:40
their learning objectives the you have as a teacher because this will give
1:46
direction to the skills that you need to develop
1:52
at level 2 consciously and skilled or in other words by this stage you've
1:58
discovered those areas which are we in those areas which need to developed to
2:05
be developed and you're aware that you need to learn new skills and acquire new
2:11
practical ways of doing things you also realize that he or perhaps much less
2:18
competent in the role than others that you see around you and it's very
2:24
important at this point to remember that you're in a development process and not
2:32
to lose confidence because it's a very easy when you're at level 2 when you're
2:38
consciously and skilled when you are aware that you have many weaknesses and
2:45
you have a lot of growth to go through it's very easy to become unconfident
2:50
it's very easy to get demoralized by where you think he was within the
2:57
profession that say it's very important to remember that you are developing and
3:02
to try to maintain that level of confidence
3:07
at level 3 you become consciously skilled this is where you realize that
3:14
you have learned and you are able to apply skills in practice it's where you
3:19
are starting to put your learning into practice in the classroom and you can
3:24
see the benefits of it and you also reaping the rewards of that it's at this
3:29
point where you are starting to build your confidence you're becoming more
3:35
confident with the skills even know you're actually applying them in a very
3:39
measured and thought I'd process it's not unconscious it still conscious
3:48
conscious at this point you therefore as a practitioner you're concentrating very
3:55
hard on applying the skills and making sure that you're applying them in the
4:00
right sort of way it's it's very much a bad being more aware of what you're
4:07
doing
4:10
what's important to move from level 3 to level four is to look for opportunities
4:16
where you can practice your skills develop your skills in new ways in order
4:23
to move away from the consciously skilled component to that unconsciously
4:29
skilled aspect of the model
4:33
if you
4:35
enough and build up your confidence then you move to level 4 which is
4:39
unconsciously skilled at this level you're using the skills effortlessly it
4:46
seems very easy there is no hard work you're not having to think too much
4:51
about what you're doing because it seems very natural
4:57
at this point it's important to remember that the learning does not stop what is
5:06
important to remember is that you can continue to learn even know you are
5:10
unconsciously skilled you are at level four
5:15
good way to do this is to work with other people maybe to teach
5:21
practitioners other teachers and so pass on the skills that you've learnt at this
5:28
or to share the skills that you have within the organization
5:35
to do this because this keeps the information
5:38
fresh fully and more than that the best way to get a really deep understanding
5:46
of knowledge and a really well practiced set of skills is to teach other people
5:53
rather than just to learn them yourself
5:58
always remember that without constant practice and constant reflection you can
6:03
always go back down the ladder you can go through the matrix backwards back
6:08
down to level 1 unless your constant reflecting and constantly learning
Topic 93
0:01
the importance of self-awareness to teacher identity we've seen relies on
0:07
two factors the skill level that competence and they reflective
0:14
practitioners awareness of skill level their consciousness and this all comes
0:20
together in terms of the reflective practitioner learning how to learn what
0:26
we need to do is consider what this really means learning how to learn
0:31
learning to learn he's really the ability to be able to pursue learning
0:38
and T
0:39
persist in learning throughout one's career even when learning can be very
0:45
very difficult and in this regard it's very much about the individual knowing
0:52
what works for them as they learn their different approach to learning and also
0:58
being able to organize the way they learned and what they learn
1:02
it's very much also about effective management of time and also things like
1:08
motivation and approaches that you bring as the learner to a learning situation
1:17
Pennington learn then is very much an awareness-raising process it's about the
1:25
reflective practitioner learning the processes and needs that they have in
1:31
terms of being alone and identifying the opportunities associated with the need
1:39
for learning and what we must remember is learning deep learning is actually
1:47
very difficult and therefore part of learning to learn is understanding how
1:53
to deal with and overcome obstacles to learning
1:59
learning to lenny is also about
2:02
emulating acquiring and assimilating knowledge and skills in order to meet
2:09
some specific goal and using these skills productively in terms of
2:17
achieving that goal
2:21
so what you have to do is a reflective practitioner in terms of learning to
2:26
learn is to look at prior learning that you have and to build on that learning
2:33
as a foundation for a very strong set of skills what you also need to learn is
2:42
about motivation and confidence in terms of how you hold onto those skills and
2:49
use my skills productively how you build them into the competence framework that
2:54
we've been talking about
3:00
but we can consider a number of perspectives about learning we can think
3:05
about their orientation that we bring to learning or in other words is learning
3:11
purely an individual approach or is it about learning within a group or
3:16
learning the team within a team and it can also be much wider than that he
3:21
could be learning within and full of the organization meeting the needs of the
3:26
organization as much as meeting the needs of the individual and of course
3:31
another perspective is the actual approach to learning that we take as a
3:35
reflective practitioner are we focusing on the causes of situations or are we
3:42
actually focusing focusing on subjects or the subjects that we're interested in
3:49
not not so important so we reject those and just focus on the situations so the
3:56
perspectives that we have guide the learning process and we can look at
4:01
these prospective perspective diagrammatic Lee
4:06
see here the learning perspectives fall into a very neat categorizations of
4:12
formal learning and informal learning and intentional learning and unexpected
4:19
learning where learning is very formal and intentional we are thinking about
4:26
courses and classes it could be even about meetings attending a meeting can
4:32
be a former professional development where learning is for more and
4:37
unexpected that could be through for example self-study or surfing on the
4:43
internet or talking to others exploring issues with colleagues when his informal
4:50
and unexpected this is where we don't have any intention for learning and
4:56
therefore learning is quite incidentally could be within a community of friends
5:00
or it could be just in terms of you know playing games or sports with others and
5:07
we learned through our interaction and then finally learning can be intentional
5:13
but also in other words we intend to learn but it's very relaxed and not as
5:22
directly as its formal learning so through things like mentoring
5:26
relationships coaching or even just independent reading
Topic 94
0:00
the importance of self-awareness for teacher identity we can look at a model
0:07
for South evaluation called the Johari Window they Johari Window is a
0:13
communication model that is used by people to develop a better understanding
0:19
not only of themselves but also the people that they work with
0:28
Harry comes from the two people who originated the model Joseph left and
0:34
Harry in the model was developed a long time ago but it's a very popular model
0:39
for communication and therefore for learning
0:45
there are two ideas behind this particular approach to developing
0:51
teacher identity and that is that it builds trust between people and
0:57
therefore opens up communication and communication is the key to learning in
1:02
terms of being a reflective practitioner
1:07
the other aspect to the Johari Window is the level of feedback that you get as an
1:14
individual this built on trust and also becomes part of the reflective cycle
1:26
day is a model which is built on four quadrants and we can see in the model
1:35
that the quadrants are not fixed they can actually shift
1:40
in the Johari Window the four quadrants the top left quadrant is called the open
1:46
area quadrant 1 this represents for the reflective practitioner the things that
1:53
you know about your self and the things that other people never paid you as well
1:58
this includes things like your behavior your knowledge skills that you have and
2:04
the attitudes that you have as a professional in a way it's almost like
2:09
you're public history the next quadrant area to is known as The Blind area this
2:18
area represents the things that you aren't aware of but are known by others
2:24
in a way this is like being unconsciously incompetent this can
2:32
involve simple information that you do not know or it could be even deeper
2:36
issues that you don't know about yourself but other people do you know
2:41
the third quadrant is known as the hidden quadrant is hidden because it
2:46
represents the things that you know about yourself but the others don't know
2:50
these this is the the private the closed-off area that you keep secret to
2:57
yourself and others don't know and then there's also Quadrant for the unknown
3:02
area this area represents all those things that are unknown to you and which
3:08
are also unknown to the people so we can see we have these four quadrants in this
3:14
model
3:16
quadrants which relate to how much we know about ourselves and how much other
3:20
people know about us and what we're always trying to do in terms of
3:25
developing a teacher identity is to raise our own awareness about our skills
3:32
and knowledge about ourselves and also helping others to become more aware of
3:38
those things in a stew
3:41
and the ultimate goal of the Johari Window is always to increase the size of
3:47
the open area and reduce the size of the other areas in the model the mall which
3:53
is open that means the more we know about ourselves and the more others know
3:58
about us and them or others now back to us means that they can support and
4:03
guidance much more effectively
4:06
so the open area is the most important Quadrant for the reflective practitioner
4:11
because it is generally where the reflective practitioner will be most
4:16
productive most cooperative and therefore effective in their role as a
4:21
teacher
Topic 95
0:01
the importance of self-awareness first teacher identity we've looked at the
0:06
Johari Window and we've now come to understand the importance of the open
0:11
area in this particular model and what we want to think about as reflective
0:16
practitioners is how we can use this model to help South developed as
0:23
teachers and it therefore is essentially about increasing the size of the open
0:30
area to improve understanding about ourselves for ourselves and also about a
0:38
thousand relation to other people
0:41
so using the Johari Window then use this process of increasing the open area the
0:47
process of enlarging that area is really about more South disclosure simply put
0:54
this is being much more open minded about our thoughts and feelings and our
1:02
goals for education and therefore being becoming much more aware ourselves of
1:08
these things and also then making sure that other people know these things
1:14
about us as well we can do this by sharing what we learn with our
1:20
colleagues and also taking time to making effort to disclose experiences
1:29
and feelings concerns and problems with others and the other thing which will
1:34
widen the open area will be feedback from colleagues on what we disclose and
1:42
what we discover this will shift the boundaries of the open area and thus
1:48
reducing the size of the blind area and the hidden area as well as the unknown
1:54
area
1:55
so we can see how we can use the model through feedback and through disclosure
2:02
and discovery to help us develop a professional identity and it's important
2:10
most important to remember that a key to winning the open area is feedback from
2:15
colleagues this feedback helps us learn things about ourselves in relation to
2:22
the work that we do it helps us see a South in a new professional light this
2:28
is important for professional growth for the reflective practitioner
2:35
self-assessed
2:36
therefore in terms of opening widening the open area is an important part an
2:43
integral part of the teachers professional growth because it
2:48
encourages you as a teacher to identify your strengths and to be honest with
2:54
yourself about weaknesses and to get support guidance feedback from others in
3:00
terms of developing both those strengths and those weaknesses
3:06
therefore the Johari Window as as a as a model for self-evaluation actually helps
3:14
prepare youth full things like professional discussions and full
3:19
improvement opportunities whether those are in school or whether those are in
3:24
part of your study it can also be very productive in terms of helping you
3:31
develop collaborative relationships with colleagues collaborative relationships
3:36
are very important for professional growth but they are also very important
3:41
in terms of team building and team working
3:47
of using something like the Johari Window
3:51
really ultimately about helping you develop a greater sense of satisfaction
3:57
with your role as a teacher which ultimately leads to excellence in
4:03
education
Topic 96
0:00
the importance of self-awareness to teacher identity the Johari Window needs
0:08
to be considered of course in the team context although we're applying it to
0:12
ourselves as reflective practitioners it does rely on interaction with colleagues
0:18
and therefore we have to consider the team aspect to this model
0:26
important to remember any new people and new teachers joining us school for
0:31
example will have a much smaller open area than the existing team the existing
0:40
team will have had time to share ideas to discover and share with others to
0:46
disclose things about themselves to others and to get feedback from others
0:51
and so generally people's open areas in terms of this model in an existing team
0:57
will be much bigger than somebody who's just joined the school and new person
1:02
because a lot of what they know about themselves will be hittin to others
1:10
and we can see this applied to the model here they important thing in terms of a
1:18
new teacher joining a school where they're open areas smaller will be the
1:23
importance of feedback because this will be vital in terms of their reducing the
1:32
size of the blind area and increasing the size of the open area where feedback
1:40
become significant is in terms of helping an individual understand where
1:46
they fit in an organization the spoken and unspoken rules and consequences of
1:52
working there
1:54
feedback for group members is very much then about striving to help the whole
2:01
group
2:02
increase the size of the open area within this model and therefore feedback
2:06
needs to be constructive any feedback which is non constructive will actually
2:12
reduce the size of the open area because the hidden area will start to increase
2:18
people will stop disclosing because of the non constructive feedback that they
2:24
might get feedback should always be constructive
2:28
and therefore the size of the open area can expand vertically downwards reducing
2:36
the hidden area and increasing the size of the open area for the reflective
2:41
practitioner this is due to increased disclosure telling people about their
2:48
feelings and experiences
2:50
the problems that you have the worries and concerns these are all things which
2:54
can help increase open area and therefore get more support and reduce
2:59
the hidden area
3:00
the open area can also be expanded vertically with South disclosure and
3:07
horizontally with feedback by encouraging healthy self disclosure and
3:11
sensitive feedback you actually start to build the team and an individual can
3:17
become a much stronger team member because of it
3:21
and we can see it in the final model here there two key simple processes that
3:28
a teacher a reflective practitioner can engage with in order to increase the
3:34
size of the open area in order to move horizontally to widen the open area it's
3:41
simply enough to ask for feedback to ask for advice and guidance to ask for
3:47
direction this is a very simple way to get feedback and therefore increase the
3:56
size of the open area and reduce the blind area that area which you don't
4:00
know about yourself
4:02
and in order to increase the open area
4:05
vertically you need to Inc you need to decrease the hidden area this is
4:10
therefore due to more self-disclosure simply telling people telling colleagues
4:16
the experiences you've had what's gone well what's gone badly why you think
4:22
it's gone badly letting them know about your experiences in the school this will
4:28
increase the open area vertically downwards so too simple tools there's
4:33
two simple techniques to increasing open area is asking and telling
Topic 97
0:00
a framework for impairment what we need to look at as reflective practitioners
0:08
is how we translate into practice and how this plays professionally and
0:15
personally impairing for teachers and what research shows us is that
0:23
reflective practitioners are people who regularly evaluate their approaches to
0:29
teaching and the impact that this has on learning
0:37
means is that the reflective practitioner is somebody who understands
0:42
more about the positive impacts that good quality teaching has on learners
0:50
and the quality of education that occurs in schools
0:56
and what we also know
0:58
reflective practitioners is that they are teachers who can draw upon a range
1:05
of strategies approaches to helping students learn
1:14
and also
1:15
perhaps most importantly reflective practitioners and teachers who are able
1:22
to construct learning with students with the people that they are working with in
1:29
a way which is mutually impairing
1:35
and therefore
1:37
me to Deweys think about what this really means for the reflective
1:42
practitioner what does critical reflection actually involve well it
1:50
really means that it involves understanding our own learning and
1:55
understanding ourselves as learners so that we can bring this to the pedagogy
2:02
is that we use the teaching approaches that we apply in the classroom and these
2:08
relevant to a number of areas one particular area is that the reflective
2:17
practitioner actually understands children and understand the needs of
2:22
children as learners the reflective practitioner is also someone who can
2:27
build effective and supportive relationships with colleagues within the
2:33
context that they work the reflective practitioner is also somebody who is
2:39
able to establish learning environments which are flexible and adaptable and a
2:47
much more than that
2:48
the reflective practitioner is somebody who is able to explore what children are
2:57
learning workday interest in learning and also how they are learning
3:04
and this means that teach
3:07
Jerz hold multiple roles and certainly the teacher as a reflective practitioner
3:13
is somebody then he takes on these many roles within the classroom and therefore
3:21
the reflective practitioner is someone whom we need to look at through various
3:26
lenses because of the different roles that they take on and this raises a
3:34
number of questions for us as reflective practitioners questions such as how do
3:41
we build and manage relationships with people relationships with colleagues
3:48
relationships with management and also of course relationships with Newton's
3:54
and we also have to know how we support and guide students learning this is a
4:02
significant question further reflective practitioner because what we're always
4:07
doing is questioning our approaches in order to reinforce and develop them
4:13
another question that the reflective practitioner and needs to ask is how
4:18
well do we plan for learning and how good is a preparation in order to
4:25
maximize the effectiveness of what we do and then a final question is how would
4:30
we describe ourselves as a learner part of being a good teacher is understanding
4:37
what makes us good learners
Topic 98
0:00
framework empowerment we're looking at reflective practice is translated from
0:08
theory into practice and there are certain applications that we can
0:13
consider in relation to operationalizing reflective practice what we have to
0:21
remember is that reflection for the teacher is really about questioning
0:26
questioning the status quo questioning what we already know and this is
0:32
essentially about bringing clarity to unclear situations it's about becoming
0:39
more aware and cognitive understanding of the role that we're taking on in the
0:47
classroom
0:49
what this means for the reflective practitioner of course is that we begin
0:54
to realize that teaching is actually a very difficult process it's not
1:00
simplistic its complex and its multifaceted and therefore what the
1:08
reflective practitioner is always doing is looking for ways to support change
1:15
and to question the need for change and to question approaches that can be used
1:21
in order to facilitate change and what this means is that the reflective
1:29
practitioner is somebody who is always learning always taking opportunity
1:35
through reflection to learn and then develop and then apply that learning in
1:41
the context of the classroom and we looked at a model for professional
1:47
learning previously the conscious incompetents model and in this model we
1:55
remember that there are four quadrants
1:58
quadrants of developing practice quadrants of how the reflective
2:04
practitioner moves from being questioning to being more knowledgeable
2:12
about what is happening in the classroom and what
2:17
is the starting point for learning for the reflective practitioner remember is
2:21
unconscious incompetence or in other ways the reflective practitioner not
2:26
knowing that they don't know and from this we move to conscious incompetent or
2:31
in other words conscious and skilled practice and essentially this is
2:36
recognizing the gap the reflective practitioner recognizing and
2:42
understanding that there is a gap in their knowledge or skills when this
2:47
happens of course through training through reflection three working with
2:53
colleagues the reflective practitioner can move to conscious competence this is
3:00
where the reflective practitioner has developed skills and is applying them in
3:07
in a very focused way and is doing it in a very measured way they know what they
3:12
have to do and they are applying those skills practically and it's only with
3:17
experience and building confidence that the reflective practitioner moved to
3:22
unconscious competence in other words unconscious skilled behavior this is
3:27
where teaching seems very natural very easy and happens almost thought we are
3:34
revisiting this model because it's a very important model for learning for
3:39
the reflective practitioner
3:41
and this model is important because of the complexity of teaching because of
3:48
the nature of the role that the teaching professional the reflective practitioner
3:54
takes on in the classroom it's very specialized very focused and therefore
4:00
requires a body of knowledge that is not only unique to the individual teacher
4:06
but which is something that becomes unique to the profession
4:10
what
4:12
we have to understand is that then this complexity is not a bad the profession
4:19
being static its fixed a set of skills that you learn as a teacher is never
4:25
going to be fixed and therefore the value of being a reflective practitioner
4:31
is in this understanding that the complex nature of teaching is always
4:39
evolving and therefore reflection is the way forward the teacher to evolve along
4:45
with the complex nature of the work
4:51
therefore means that the reflective practitioner in terms of becoming
4:56
professionally and personally empowered is really about becoming very much more
5:02
thoughtful within the work that we do and responding to the experiences that
5:09
we have always questioning the work that we're doing and it's through this that
5:15
not only our teaching improves but also a sense of fulfillment improves and with
5:22
this we become more personally and professionally and powered
Topic 99
0:00
a framework for impairment moving from theory about reflective practice to the
0:08
practice of reflective practice an important question for us at this point
0:14
as reflective practitioners is to consider what we really mean by
0:20
professionalism what do we mean by talking about ourselves as professionals
0:26
what actually constitutes professionalism within teaching
0:34
1
0:35
thing that we can clearly identify as an attribute of being a professional is
0:42
about our autonomy as professionals as learners within the complex environment
0:51
of teaching this illustrates this is important this illustrates the fact that
0:57
there is a conflict for us as reflective practitioners between the work that
1:04
we're doing and the night are working in an environment which tends to be quite a
1:11
rigid and quite strict
1:13
by developing autonomy the reflective practitioner develops becomes more
1:19
empowered as a person and as a professional
1:27
another aspect of professionalism of course is the knowledge that we bring to
1:34
the role of teaching the professional knowledge that we have and perhaps more
1:41
than in any other profession
1:43
this is a complex issue because issue because it has two strands of course a
1:50
teacher has to have subject knowledge for example a math teacher must be very
1:55
very knowledgeable about mathematics but the reflective practitioner is also also
2:02
somebody who has knowledge of how to teach their particular subject the
2:07
pedagogical knowledge so these two things come together to actually make
2:14
professional knowledge and this is an important aspect of professionalism
2:22
will say
2:24
important aspect of professionalism is the accountability that we have asked
2:30
teachers because we are teaching other people we have a responsibility to the
2:36
families and to the children
2:37
the people that we work with in terms of our role and of course there's in this
2:45
respect responsibility to the profession because we all take on a particular
2:52
ethical moral values approach to what we're doing we can't do certain things
2:59
in the classroom certain things we can do and we need to work within certain
3:04
ethical and moral frameworks
3:08
and what all of this means for the reflective practitioner is that we need
3:15
to develop a particular rigor and relevance in terms of our professional
3:22
role and this is something that we bring with us into the classroom we bring with
3:28
us into the school environment it's something which depends they approach to
3:35
reflective practice and they the real issue here is that teaching especially
3:42
in the modern era is very complex it's very messy very very undefined and
3:50
therefore the reflective practitioner as a professional is somebody who is
3:56
working with in this very unstable very messy framework
4:05
well if the reflective practitioner is somebody who is simply remaining fixed
4:14
to theoretical backgrounds then we are not being responsive and losing that
4:21
particular rigor and relevance that we need in order to work effectively with
4:26
the students
4:30
this becomes not only important for us as professionals but actually actually
4:36
becomes a significant component of the work that we do within society within
4:42
the communities particularly that we serve
4:47
to deal with these particular issues the reflective practitioner as a
4:56
professional role and that role is defined by a certain level of artistry
5:02
teaching is not a mechanistic activity it is something which is unique to each
5:11
individual teacher every teacher will over time developed their particular
5:17
style and it's this style that is underpinned through the professional
5:25
aspects of the role
Topic 100
0:00
moving from theory to practice for the reflective practitioner is about
0:06
developing a good professional standing becoming seen as highly performing
0:14
professional and this means that the reflective practitioner has particular
0:21
commitment one particular commitment is to the learner of course perhaps this is
0:28
the starting point for reflective practice petition for reflective
0:33
practice what they teach a mysterious maintain professional relationships and
0:40
take on a professional role at all times with learners and it's a simply because
0:46
the learners their families of learners the people that we're working for
0:53
interest
0:54
learning to us as teachers and therefore there has to be a certain level of
1:00
respect which we pay to the learners as reflective practitioners
1:11
the commitment to learn as we also need to acknowledge be aware of and
1:19
communicate our understanding that all the people we work with unique
1:26
individuals they all have particular learning needs and interests and
1:32
therefore the reflective practitioner has a commitment to recognizing this and
1:37
attending to this in the work that they do
1:43
though in terms of a commitment to learners what we need to be aware of as
1:51
the reflective practitioner is that we have a role in terms of motivating
1:56
students and also encouraging and supporting students in terms of learning
2:03
learning real learning is actually a very difficult thing for anyone to do
2:09
and therefore part of our role is to help support and therefore motivate
2:15
students in terms of their roles as learners
2:19
we also
2:20
have a commitment to the people that we work with we have a commitment to
2:25
colleagues and we have commitments to the organizations that we worked with
2:30
and what this translates into is that the reflective practitioner is somebody
2:38
who works within a community a professional community a community that
2:45
not only supports growth for students but has a place in terms of intellectual
2:53
social and moral and ethical growth everybody working within the community
3:02
we
3:03
both say they need it we also have a commitment to a colleagues in terms of
3:09
promoting professional relationships and the collegiality that we have with
3:15
others sharing knowledge and giving feedback to each other and are now on
3:22
the work that we're doing
3:28
meant to colleagues we need to clearly work as people who will cooperate
3:36
effectively with others spend time supporting sharing resources learning
3:43
from this and through that actually raising the standards of the profession
3:52
and ally
3:54
with
3:55
this particular commitment is that we need to understand that we have a
4:02
professional role with parents of children families who bring their
4:09
children into the school and their full we need to engage them as part of the
4:15
educational process
4:20
commitment to colleagues ease
4:22
say
4:23
in relation to confidential row as teachers will have the opportunity to
4:33
access information we develop information about the people that we
4:40
work with and we should actually see this as confidential and not for the
4:47
public domain
4:51
of course we have a
4:53
equipment to the profession as a whole we need to ensure as reflective
5:00
practitioners that we are contributing to the profession that were contributing
5:05
to policies and understanding of practice in schools and that we're
5:10
always looking to build on this particular commitment
5:16
and of a commitment to the profession we need to hold the profession in very high
5:23
standing we need to maintain its integrity the value of it and assume
5:30
responsibility for looking after the qualities of the profession
Topic 101
0:00
building more empowerment professional and personal and payment for the
0:07
reflective practitioner is about moving from theory to practice and there are
0:13
certain challenges that we can face as reflective practitioners for example we
0:20
can actually have expectations which are unrealistic or or in a way misplaced in
0:29
terms of what we expect from ourselves and from colleagues and from the
0:34
students that we work with another challenge is that early on in our
0:42
training we can actually develop and emotions about what education is about
0:48
about teaching and learning as a whole and these notions can actually begin to
0:56
interfere with work in the classroom if we're not being flexible and adaptable
1:03
enough
1:04
they can be misconceptions miss understandings from what we've learned
1:10
from theory when we're confronted by the reality of work in the classroom there
1:16
can also of course be personal preferences which can become a challenge
1:20
in other words the way we like have a classroom to look the way we like
1:25
students to behave may not be what we experience and of course then there is
1:30
also things like personal egotism and pride which can get in the way of being
1:36
a reflective practitioner these can actually become barriers to development
1:41
and of course we all have we all hold beliefs about education and therefore
1:51
the philosophy that we have about education can be something which can
1:56
become a challenge for us once we confirm confronted by the work that
2:02
we're engaged with and of course not least is life can actually get in the
2:09
way we all have families we all have a home life we have friends and trying to
2:14
balance the demands that education as the work that we have as professionals
2:21
as teachers can be challenged by the commitment the responsibilities that we
2:29
have in our life in general
2:34
say the way to try to overcome these things is very personal to each teacher
2:41
and real-estate trying to find your own strategy for overcoming particular
2:48
barriers in terms of expectations that may not be realized that things really
2:57
to understand is that you need to be honest with yourself about what is
3:04
possible and what is not possible this can be very difficult because it does
3:10
require you to be very open minded perhaps a good approach would be to have
3:17
a colleague as a critical friend here you can discuss particular expectations
3:23
we have and they can give you a different perspective on the reality of
3:27
the work that you're doing
3:31
they can of course be the preconceived ideas about the way we should be
3:37
teaching the way students should be learning and the way to try to overcome
3:42
these is perhaps to refer back to the literature refers to research develop a
3:50
broader understanding of what is possible and again share these ideas and
3:59
explorations with colleagues is a good way to actually develop a better
4:03
understanding of the notions
4:07
misconceptions about teaching and learning a good thing to do is perhaps
4:13
develop for yourself would develop with colleagues a set of checklists that you
4:19
can use to actually guide what you're actually doing
4:26
in terms of personal preferences we all have our own style as a teacher and
4:31
really what you need to do it again is be honest with yourself as a
4:35
practitioner and to realize that what you may need to do is to change your
4:41
approach to change your preferences in order to meet the needs of the learners
4:46
this will require you to be quite flexible and adaptable in your approach
4:54
you have a personal egotism this can get in the way of learning and what you need
5:02
to do is try to move away from that a good thing to do is to observe the
5:08
teachers and to see how they teach and therefore to get a bigger perspective on
5:13
the role that we take on
5:17
and if you
5:18
develop a certain level of pride this can actually become a barrier to
5:24
reflective practice and also to to being empowered as a professional and the key
5:32
to this is to have somebody that you can confide in somebody you can talk to
5:37
about your professional role in order to stay grounded to stay realistic about
5:43
what you're doing
5:46
feel personal educational philosophy is something that can become a hindrance
5:51
and this can be overcome simply by sharing understandings with colleagues
6:00
about philosophies of teaching and learning about personal values and
6:05
beliefs along the lines of education
6:11
life is perhaps the biggest barrier that can get in the way the key thing is not
6:16
to try too hard remember that teaching is something which is ongoing you can't
6:22
do everything in your life and sometimes you need to find a better balance
Topic 102
0:01
developing a framework for personal and professional and payment is about moving
0:08
theory about reflective practice to the practical application of reflective
0:14
practice and a key requisite for doing this is really taking on a questioning
0:23
role for us out as teachers is therefore useful to explore some key questions we
0:32
can rely need to roll out professional role and through these this questioning
0:42
approach we can start to develop a sense of personal empowerment
0:50
21 said
0:52
customers that we can explore our questions which get us to look backwards
0:58
looking to the past look at what has happened in the classroom questions like
1:02
how much did you know about the subject before you started teaching it
1:07
questions like have you done similar kinds of work in the past and also
1:12
questions like what problems did you encounter when you were teaching these
1:17
subjects previously by backward-looking questions these provide a foundation for
1:25
us to explore current experience they provide a foundation from which we can
1:33
build
1:38
we have engaged with some questions which get us to look backwards look
1:45
historically at practice we can consider some questions which help us look inward
1:54
inward-looking questions are those which how person understand I reactions a
2:01
response to experiences that we have in the classroom questions like What did
2:07
you or do you currently find frustrating about work did you meet particular
2:14
standards for teaching when you were working in the classroom and perhaps one
2:22
of the most important is how do you currently feel about the work that you
2:25
are doing by looking inward the reflective practitioner is taking chance
2:31
to contextualize the backward looking responses and thereby understanding with
2:40
them different this particular framework how we're working as reflective
2:46
practitioners
2:50
so we have back
2:51
family and we have inward-looking questions we also have outward looking
2:57
questions this is where we're looking at the context that we working in as
3:04
reflective practitioners and trying to develop an understanding about where we
3:10
fit into the jigsaw picture that is the whole education whether that is just
3:18
within the school the educational environment that we working in or
3:23
whether it's a bigger picture nationally but there are questions that we can ask
3:27
here for example did do we teach in the way that other people are teaching in
3:32
the school how do we how do we compare with others and questions like in what
3:38
way is it approaches to teaching similar to others were they different and what
3:45
grade would you give your self in relation to others if you were going to
3:51
try and measure the work that you're doing
3:57
and say
3:59
we need to think about is how we can put these questions these categories of
4:07
questions into a form that we can operationalize we have a foundation in
4:13
backward-looking questions and we analyze our role with inward-looking
4:20
questions and outward-looking questions and so what we need to do is ask
4:25
questions which are forward-looking in other words what will we do next what
4:30
changes do we need to make sure we operationalized things which we're
4:35
learning and so questions like one thing I would like to improve upon is would be
4:42
a good question to ask ourselves as reflective practitioners another
4:46
question is what will I change for the next lesson is a particular
4:51
forward-looking question which helps us put into action the learning that we
4:56
acquire from the previous types of questioning
Topic 103
0:00
reflective practitioners we need to be concerned about the way we learn as
0:09
teachers and therefore what we need to explore their frames that we use for
0:16
learning we as teachers use as learners as well we use frames and perceptions
0:25
and interpretations of frames and perceptions in order to and what this
0:33
means for the reflective practitioner is that we're always thinking about
0:38
learning but also thinking about the process of learning
0:47
what
0:47
frames frames simply particular ways of making sense of our experience have
0:56
putting into a frame that we can understand which relates to the
1:04
complexity of the work that we do I'm frames essentially constructed from our
1:12
beliefs and values and assumptions as teachers about education and learning
1:20
and we can have a number
1:24
multiple framework to work from as learners
1:34
the process of friendly well the starting point really is what do we call
1:40
a problematic situation the way we actually frame something is based in
1:48
values and beliefs but is actually generated from something we experience
1:55
directly
1:59
the elements
2:01
the frame help us organize the information that we get in the very
2:07
coherent and structured fashion without frames for learning the learning becomes
2:15
very inconsistent and very unstructured and therefore perhaps less effective
2:20
frames provide direction and transform information data learning into coherent
2:31
meaningful holes for US House
2:37
crimes come fully into two categories we can talk about rhetorical frame so we
2:43
can also talk about action framed rhetorical frames
2:48
very much relate to the values and beliefs that we have how we actually
2:55
believe that we operationalize our understandings and a skills in the
3:02
classroom and then of course action frames frames that we used to put into
3:10
practice
3:12
beliefs and values and assumptions
3:17
time frames
3:19
big complex to understand and a good way to begin to unpack what really what we
3:25
mean by friends is to think of them in terms of metaphors or in other words
3:30
particular ways to communicate and to understand what we're talking about a
3:36
metaphor sir are a great way for us to interact with ourselves and to interact
3:44
with others as professionals
3:51
based on
3:52
actions that we take become much more familiar and much more consistent and
3:59
this means sometimes as reflective practitioners that we need to go through
4:04
a process of change
4:08
crimes can be double sided in the sense that we have frames and we have
4:16
particular interest in these two things tend to influence one another it's true
4:21
to say that frames influence the way we perceive the world but our experience
4:29
he's actually influence the construction of the frames that we used to make that
4:35
perception
4:38
and this then leads to the understanding that the frames that we use to
4:44
understand our experience in a sense circular they are not fixed they rely on
4:52
an interaction with the environment the information that we receive we
4:59
understand through the frame actually ultimately influences the frame that we
5:04
using for that perception
5:09
their full what this means is that the frames that we use for learning the
5:15
frames that we use for understanding are actually asset rather than explicit they
5:21
are something that we know but are actually quite difficult to explain
Topic 104
0:01
so we're looking at frames perceptions and interpretations of their experiences
0:07
and we've explored
0:10
frames are asset boxes through which we understand and make meaning of their
0:18
experiences
0:20
the truth is that in most cases what we're doing as reflective practitioners
0:28
is operationalized in terms of problems we're working with problems but actually
0:35
the reality is that we really working with untidy situations complex
0:42
situations and this complexity of these problems that we identify can actually
0:54
be complex things that we need to engage with in terms of framing a problem for
1:00
framing the situation and therefore the language that we use to frame our
1:05
understanding becomes an important part of the framing process of actually being
1:11
able to look at a particular situation
1:16
as we saw the the way we organize situation three frames you through to
1:22
particular types of crimes rhetorical frames and action frames rhetorical
1:27
frames of those ideas that we have and how we think we should be working
1:34
beliefs and assumptions about teaching learning and the course of action
1:39
française how we operationalize those beliefs
1:45
in the way rhetorical frames powerful in the sense that they give us a framework
1:53
for the way we work and I beliefs about the way we work and innocence we hold on
2:00
to these frames very very tightly in a way we can use these frames to question
2:07
and challenge other people's frames and it's free of this process that we
2:14
develop a professional identity and develop our skills for learning
2:21
so frames work with metaphors metaphor said descriptions about how a particular
2:28
understanding is made through the frame and worked as a metaphor does is help us
2:36
move clearly understand the experience that we have in the classroom and how
2:44
we're actually working with that understanding crimes don't just emerge
2:52
spontaneously they are something which we develop as learners through life and
2:58
they evolve and constantly evolve and especially for the reflective
3:04
practitioner frames are something which we're always looking at within ourselves
3:09
in questioning and seeing if we can change them in order to understand their
3:14
experiences in the classroom better
3:20
the way we frame problems actually affects perceptions of those problems
3:26
and affects our interests in terms of how we're dealing with those particular
3:32
problems and in a way it's actually difficult therefore to discover the the
3:39
limits of our thinking in relation to frames simply because of the tasks it's
3:46
nature's the the unspoken no nature of what our beliefs and values can be
3:56
the frame is the way that we digest take in information and the way we process
4:06
the information and essentially frames them away for us to understand and work
4:15
with their assumptions and level of other people's assumptions as well
4:24
so
4:24
frames give meaning to our own understanding and provide logic to the
4:31
way we interact with their experiences and because of the tacit nature what
4:37
we're always doing is working with frames in the way which is very implicit
4:42
and explicit others and the way to solve the difficulty in terms of their own
4:49
learning and developing as learners is to try to make frames more explicit to
4:55
ourselves that explicit to others
5:01
i'm sarah some particular questions that we can ask ourselves as reflective
5:05
practitioners which helped us question the frames that we have for interacting
5:11
with their experiences a simple frame is well let's define the problem is very
5:17
simple question is let's define the problem to understand the frame the next
5:21
question these well why is it a problem why are we perceiving this particular
5:26
thing as a problem as a difficult situation that's affecting us the next
5:32
question is will what factors will contribute to this particular problem
5:37
and a final question would be what do you see as the impact of the particular
5:44
problem and how do we analyze the consistency of a thinking about that
5:49
particular problem these questions how purse challenge the frames that we have
5:55
in terms of our experiences
Topic 105
0:01
so we've looked at it we are looking at frames for learning so let's see if we
0:05
can analyze frames analyzing frames is essentially about trying to discover
0:13
trying to uncover underlying assumptions and values which housed within the
0:23
frames
0:24
let's look at an example an example of the frame could be a bad education
0:31
within a country and the way education is viewed as a problematic situation for
0:39
example part of framing education which is in trouble could be a pact saying
0:46
that there's no system of life Sencha within education or in other words it's
0:54
about recognizing that there are inconsistencies in the way different
0:58
education providers undertaking the work we can actually look at the quality of
1:06
teachers education within that same frame in terms of teachers being
1:14
prepared consistently for work in education and their differences the
1:21
inconsistencies between different training providers for teachers and we
1:26
can also look at this particular frame from the point of view of the quality of
1:34
education that's going on in other words having some framework a common framework
1:40
for how we measure the quality between different education providers between
1:46
different schools
1:50
assumption
1:51
ins and then very powerful in terms of how we frame our learning and how we
1:59
frame our experiences in terms of learning and assumptions just to be
2:06
clear about them are essentially the way is that we view the world and there are
2:12
different ways that we can talk about assumptions an example I have here is to
2:18
say that ninety percent of students are happy in our school that's an assumption
2:23
that we might make as a teacher another assumption is that education improves
2:29
the quality of life again that's another assumption that we might make as a
2:34
teacher and we can look at these two assumptions from two different
2:38
perspectives the assumption that banked
2:42
the first idea that is that it's situational we can have assumptions
2:49
about the situations in which we work and the other assumption there isn't
2:54
quite theoretical it's not from direct experience that we draw but from the
3:01
discussions that dialogues that occur theoretically about the issue
3:11
in a way then assumptions not explicitly not necessarily explicit to other people
3:18
and sometimes not explicit to ourselves quite tacit there perhaps undefined
3:25
although we can hold them quite strongly and if we can't give a name to an
3:32
assumption then it remains the same assumption as soon as we can start to
3:38
qualify it as soon as we consult start to describe our assumptions within the
3:43
frame then they move from assumptions to become hypotheses
3:51
and a long
3:52
assumptions in terms of framing a learning we're also looking at values
3:58
the values that we have underpin our assumptions and values are essentially
4:04
criteria that we use for measuring response to experiences it is a process
4:14
by which we define what's good and what's bad what's right and what's wrong
4:18
and every time we try to evaluate the situation we have assumptions about that
4:25
but we always drawing on the values that we hold in order to interpreted
4:33
so in terms of the example we were looking at the values of the quality of
4:38
teaching education is really an example of what we think should be uniform what
4:46
should be consistent and therefore what is inconsistent and framework sorry the
4:52
value that we can look at in terms of quality education is that the quality
5:00
should be consistent across the whole spectrum of education
5:07
very much then frames for learning rabate boxes in which we place
5:13
information and the reflective practitioner then is always questioning
5:18
these boxes and trying to think outside of the box in order to get wider
5:24
perspectives on a wider clarity of understanding about the experience
Topic 106
0:01
analyzing crimes for learning is very much a case of discovering assumptions
0:08
and in some instances uncovering their assumptions and the reflective
0:14
practitioner is somebody who is always then questioning assumptions in order to
0:20
verify the frame that is being used to understand the experience and to learn
0:28
from experience
0:30
assumptions then a set of beliefs that we have which give a framework for our
0:39
actions and for example if something happens we have an assumption that bad
0:44
something and the result will be another thing we have an assumption that the
0:49
result will occur the possibility for then discovering assumptions by the
0:57
reflective practitioner means going through quite a careful process of
1:01
understanding the components of our assumptions
1:08
and therefore
1:10
is that what we have to do is teachers is being a situation where we're
1:15
comfortable to falsify a resumption so in other words look at our assumptions
1:21
and check that they are correct and to test them to see if they incorrect
1:29
so
1:30
the situation for example is framed in a particular way it generates a set of
1:37
problems within the situation and it's these problems that we look at as
1:44
teachers as reflective practitioners and it's these problems that we're looking
1:49
to explore and understand and change and say the exploration of our assumptions
1:56
goes some way to helping them framed the problems much more realistically and
2:02
therefore deal with much more effectively and we can put this into
2:07
diagrammatic form in a very simple way by looking at how problems and
2:15
situations interact we can identify one particular problem but that might
2:23
actually have a number of causes that could be one cause it could be three
2:29
they could be thirty different causes which will create a problem for us and
2:35
what we're always asking ourselves as reflective practitioners with this
2:40
particular problem that we confronted with this why these particular causes
2:46
are creating the problem and that's part of exploring our assumptions thank the
2:52
situation and beginning to identify whether the problem actually is a
2:56
problem
2:58
and what we're also doing is looking at the context of the situation in which
3:03
the problem occurs and also have the problem might evolve over time if it's
3:08
not addressed and again that is based in the particular number of assumptions
3:13
that we have as reflective practitioners and so we always want to ask the
3:18
question why a particular problem may evolve into something else into the
3:25
future what will it evolved into and how will we deal with that so by simply
3:30
looking at assumptions were actually exploring how we're interacting with
3:36
their experience
3:38
and say
3:40
some options then significant for the reflective practitioner because they are
3:47
essential for us in terms of understanding the frames that we have
3:53
closed understanding our experience and interacting with the experience what is
4:01
the problem how we actually perceive the problem
4:05
this is important because our assumptions may actually identify a
4:10
problem may even create a problem that another teacher may actually not
4:14
perceived as a problem so our assumptions are very very significant
4:20
here because what we want to do is see the real situation and frames for
4:26
learning can actually alter the situation so that we perceive it
4:32
differently
4:35
some questions that we can ask about assumptions and also about the values
4:40
that we have can be useful at this point in terms of uncovering the assumptions
4:47
and values for example why do you think a problem is a problem this will help
4:53
you begin to see the reality of the situation which values do you have might
4:59
be threatened or challenged by an experienced that you're having in the
5:05
classroom and which motivations are there behind the experience of the
5:11
situation by asking simple questions like these we start to discover the
5:18
assumptions that we have and it's free this discovery that we start to become
5:22
better learners as reflective practitioners
Topic 107
0:01
having a consistent time for learning then is a process understanding the
0:10
concepts in the ideas that we bring to the professional role and we can
0:17
translate this clearly in terms of a theory in use the theory in years is
0:24
basically what we bring as professionals to the profession in terms of how we
0:32
explore a concepts and ideas how we develop concepts and ideas
0:40
and this relates to the reflective practitioner in terms of having a scheme
0:47
for the theory and how it's applied in other words the application and the
0:56
applicability of the theory into action
0:59
a feeling in action then is a set of assumptions banked interconnected
1:06
propositions that we have in other words narrates this the the subject in
1:12
relation to the theory for example we can say will in a particular situation
1:17
for example situation as if we want to achieve a certain outcome a consequence
1:24
see and we have certain assumptions assumptions I 182 and i three then we
1:31
need to undertake a particular action action and it's free this framing theory
1:40
in other words theory in use that we use as reflective practitioners and this
1:46
theory in use this schema becomes a way that we can explain and understand
1:54
situations and begin to make predictions about the experiences what we have and
2:01
also that then to begin to take control of the experiences that we're having
2:09
this is described very clearly in the literature theory news by a number of
2:16
writers and it's really about explaining how as people we have existing concepts
2:25
and ideas that banked people and about the world and these determine how we
2:34
interact with the world and certainly in the classroom with the students if we
2:40
work with
2:42
and in a way this is therefore a way for teachers to become more reflective
2:51
practitioners to become much more aware of their role in their professionalism
2:57
and it's very easy to hold on to theories in use and therefore to become
3:04
blind to problems that might exist
3:11
and therefore
3:14
practitioner is Nate's to be looking at the theories in use and the assumptions
3:20
which guide that theory and used in in terms of how we had the reflective
3:26
practitioner is interacting with students in the classroom
3:32
and
3:34
this
3:35
it's not something which is just relevant to the teaching profession or
3:41
professionals will have theories in use for example architects will have a
3:47
particular or any particular architect will have a particular perception about
3:52
how buildings should look at how building should function and doctors
3:57
will have a particular viewpoint a particular theory about how to work with
4:03
patients
4:07
really theories in use a way for us to get what we want as professionals it's a
4:15
way for us to construct reality through a frames of perception and therefore
4:22
frames of learning and this can be described in terms of a number of
4:29
general characteristics for example there are variables that we bring to our
4:36
understanding of the world which will impact on how we perceive variables like
4:41
gender-based social economic status etc and there are strategies that we use in
4:49
terms of interacting with the world and again these will be different for
4:54
different people say these general characteristics have an impacting factor
5:01
on theory in use and
5:04
the important thing to do as a reflective practitioner then is to
5:08
question these theories in use through the why questions we've been exploring a
5:15
chain of why questions will actually lead the reflective practitioner through
5:20
challenging water to the point where we are looking at a friends for learning
5:25
looking at half the reason use and actually testing them to find out how
5:30
effective were actually being with them
5:35
the requirements for this then from the reflective practitioner is a process of
5:42
being very honest and open being committed to the process of discovery
5:48
about the profession and the bat phone role within the profession it's also
5:53
about being very clear and open with other professionals in terms of this
5:59
exploration and also looking at how we giving validity to that exploration and
6:08
that understanding so that we are able to develop an aptitude for reframing a
6:14
perception of experience
Topic 108
0:01
so frames but learning help us develop as reflective practitioner is that part
0:07
of the learning process that we use to developers professionals and one way to
0:16
promote reflective practice through a frame for learning is with inductive
0:22
action planning what 32 saves as a teacher you'll be learning every single
0:30
day during your work and knowing what you have learned or what you want to
0:37
learn is actually heart of the action planning process
0:43
the experience that you having helps you make the decision about what needs to be
0:51
learned and watch you will do to activate that learning and this is quite
0:56
an inductive process it's developed from experience rather than anything else
1:04
if action planning essentially involves certain steps the first thing is to
1:11
identify something to to achieve an objective a target that needs to be
1:20
worked towards it could be anything from routines that you having class 32 hey
1:28
you work with educational technology in the classroom and then the induction of
1:36
an action plan needs to have a plan for meeting that target what sort of things
1:41
would you do in order to move towards the achievement of that target it could
1:48
be things like training or you could be independent study it could be observing
1:52
of the teachers it could be a whole range of different things
1:56
and of course part of an inductive action plan as with any action plan
2:01
would be I will evaluate and measure the success of achievement of that
2:08
particular target simply because there's no point having a target on the list at
2:13
some point we can say we have achieve that target and then of course needs to
2:17
be a process then I've reflection as part of action planning which helps you
2:24
identify future targets that you can work on
2:30
so inductive action planning further reflective practitioner is very much
2:34
about looking at opportunities identifying opportunities and seeing how
2:40
we can work with those to develop a practice inductive action planning is
2:46
then a process that helps you gather information direct your activity and
2:53
then monitor your progress in terms of your development
3:00
and it's a very valuable process because it can help you build a professional
3:06
profile for yourself if you keep a log of the action plans then it shows that
3:14
you are continually involved with professional development and the thing
3:19
about inductive action planning it's also quite a precise thing to do you can
3:24
see on paper the target their actions and outcomes that you're engaging with
3:29
its also identifying how you're interacting with people in the school
3:35
and how people being used as a support mechanism for you as a reflective
3:41
practitioner
3:45
so an
3:46
inspect inductive action planning of course is first of all identifying the
3:53
priority areas that you need to work on this is the foundation work for
3:58
identifying specific targets that you can work on
4:04
and then the next step is to identify how you will actually work to Ward's
4:11
achieving a particular target what will you do how will you do it and of course
4:16
the date by which you will actually achieve that target
4:24
and
4:25
we must remember that as teachers we're working within a community of
4:30
professionals and therefore part of inductive action planning is to identify
4:37
those people who can actually support us in terms of achieving a particular
4:43
target and certain support mechanisms we can include within the action planning
4:50
as part of developing a professional role
4:56
and a very significant part of the inductive action planning process is
5:03
identified the measures that we will bring to looking at the achievement of
5:10
the target what will be the exact success criteria how will we know that
5:16
we have successfully achieve this particular target that we've set for a
5:20
styles
5:24
this is really much very much then debate how we demonstrate to others that
5:31
the action planning process has been successful and let me have actually
5:36
achieve the target and what we're doing then in this sense is looking for
5:41
examples that we can show people that we can show at the Beacon reflect on
5:46
ourselves that demonstrate that we've achieved the target for example it could
5:51
be examples of lesson plans or it could even be videoing ourselves teaching
5:57
using a different approach than we've been using before
6:04
and
6:05
the interesting thing for the reflective practitioner then is that the inductive
6:11
action planning process is very much responsive to your needs a new interest
6:17
as the teacher rather than directing your needs and interests and as such
6:22
then the inductive action plan is directed by you rather than anyone else
Topic 109
0:01
we've been looking at frames for learning for the reflective practitioner
0:06
and what's important for the reflective practitioner today is to be able to
0:13
reframe problems in order to be able to solve them
0:18
reframing is simply a way of looking at a problem from a different perspective
0:25
because by doing that we get to see the problem much more clearly by reframing
0:34
the different perspectives how person to see things much more clearly
0:42
when you're stuck
0:45
particular issue or problem in the classroom for example as the reflective
0:50
practitioner being able to stand back and reframe the problem is a way for you
0:58
to reflect effectively on that particular problem it can be very
1:04
difficult to do because as we've discovered frames very much face based
1:11
in values and assumptions and trying to reframe can be quite difficult thing to
1:18
do because it requires a change in our families and assumptions
1:26
what we can do is use a very simple matrix to help us
1:32
reframe particular problems by using a tool such as it simplifies the situation
1:41
and forces us to look at problems or issues from those different perspectives
1:50
and the simple thing to do is to start with a four square grid in terms of
1:57
looking at perspectives this is a very simple way for us to focus our attention
2:04
on particular aspects of a problem and
2:08
in the Foursquare great we will have four boxes and what we can do is
2:15
actually use the full boxes to focus our attention on particular perspectives so
2:22
when the center of the greed we will identify the particular problem with the
2:27
issue that we're having in the classroom in as much detail as we can actually
2:31
provide and then around the problem we will have those four boxes and a nice
2:37
full books is will identify the four perspectives that we can use to explore
2:42
the problem
2:43
so the question is what do we put into those four boxes
2:47
well what we can do is that we can use what's called the full peace approach
2:53
this is simply looking at the particular issue or problem from four different
3:01
perspectives in relation to our work in the classroom and the first perspective
3:06
is known as the product perspective this is where we're looking at the issue or
3:14
problem from the point of view of the outcome of what's really being achieved
3:21
and a better way to look at this is in terms of some key questions for example
3:27
does the lesson that we're delivering her respond to the needs of the learners
3:33
that would be an example of looking at the problem from a product perspective
3:40
we can also look at it from a planning perspective as well or in other words is
3:47
planning at fault in relation to this particular problem that we're
3:52
experiencing high good other resources that we have prepared and plan to use
3:57
for the lesson
4:00
these in terms of influencing the problem
4:06
also look at it from the potential perspective only the words may could
4:11
things improve what different learning outcomes could be achieved
4:16
others doing the same workers us how is another teacher doing similar teaching
4:21
and were they going about it said looking at the problem from the
4:25
potential perspective is another way to reframe a learning experience
4:33
well as the final P would be the people's perspective it was a people
4:38
that are impacted on by this and what do they think and how are they involved in
4:44
this particular problem
4:48
so these are
4:50
and simple questions to help us focus our attention on particular perspectives
4:55
in relation to a problem or issue that we're faced with in the classroom and by
5:01
noting them time within quadrants of a matrix is forces us it forces us to
5:07
focus our attention on particular aspects of the problem rather than
5:11
looking at looking at the problem from a very holistic point of view
Topic 110
0:00
in terms of reframing problems to resolve them for the reflective
0:06
practitioner we can also use what's called a professions approach the
0:13
professions approach is simply a way to look at a particular issue or a problem
0:19
that you're if you're faced with as a teacher by focusing on the different
0:26
viewpoints different perspectives of other stakeholders who impacted on by
0:32
that particular problem for example the way doctor to see if the problem would
0:39
be different
0:40
a patient receives a problem the way you as a teacher receive a problem would be
0:47
different to the way a student in your class would perceive that same problem
0:55
shouldn't approaches focus them on helping us take a particular and useful
1:03
point of view on a difficulty that we're being confronted by and it really is a
1:09
way of helping you stand back from the problem and look at it much more
1:15
objectively because the problem with being a teacher is that problems can
1:20
very often be viewed very subjectively by us
1:28
and the first thing to do is in order to resolve a problem is to perhaps
1:33
brainstorm the factors and we've looked at the four-piece approach in terms of
1:40
resolving the issue we take different perspectives on the issue
1:44
the product perspective the planning perspective and also the potential
1:50
perspective and the people perspective by looking at these different views we
1:57
can stand back and start to analyze and understand the issues that we are facing
2:03
and we can fill out the full peace matrix in this regard in order to Explo
2:12
the problem from this professions approach this more objective perspective
2:20
rather than a subjective perspective
2:24
in this example we can see a teacher might use the full peace approach and
2:32
the professions perspective in order to reframe the perspective of an issue in
2:40
order to resolve it for example the the issue that you might face or any teacher
2:49
might faces students are not interested in the content of a lesson and say by
2:55
looking at it from a product perspective it we can actually start to deconstruct
3:01
issues which students might be faced with in terms of the particular subject
3:07
for example it might be that aspects of the subject to quite complex and
3:12
difficult to understand
3:14
by looking at it from a planning perspective we can then start to think
3:19
about how we're actually working with students in terms of the subject content
3:25
for example you know are we planning lessons in very rigid and strict fixed
3:32
ways rather than being much more diverse and flexible abated
3:39
by looking at the problem from a people's perspective we can actually
3:45
starts to understand the problem from other people's point of view from a
3:51
student's point of view and for example it might be that the students don't
3:56
actually see the need for certain aspects of the subject in terms of their
4:02
future goals or indeed their their future lies
4:07
cause we can look at a particular problem from a potential perspective it
4:13
could be for example that the students especially nowadays maybe very much
4:23
inclined to the use of technology in terms of learning and this can actually
4:27
help us as teachers to find new ways of working with students and therefore
4:32
helping them become more interested in terms of that learning so we can see the
4:38
full pays approach this professions approach helps the teacher start to
4:46
framed and learning from experiences and use a very structured methodology to
4:55
help them understand difficulties and start to resolve them for peace is very
5:00
simple to use but very effective
Topic 111
0:00
reframing for learning in terms of resolving problems can start with the
0:09
reflective practitioner first identifying a problem statement a
0:13
problem statement needs to be formulated in order to identify explain the problem
0:22
now the key thing to remember here for all reflective practitioners is not to
0:30
identify a problem statement too deeply because through
0:38
providing a very structured and detailed problem statement in the early stages
0:43
and can actually prevent the process of learning from experience and from
0:48
reflection
0:52
the
0:54
thing to do is to select the level at which you want to work with particular
1:00
problems I statement and really the key thing to remember as a reflective
1:07
practitioner is that you want your problem statements to be quite
1:13
unsatisfactory because part of being a reflective practitioner is the constant
1:20
seeking to refine and better define your problem statement as part of the process
1:28
of learning
1:32
so by working with unsatisfactory problem statements we being much more
1:39
critical in terms of thinking bad situations that we're working within the
1:46
classroom and critical thinking and reflective practice to come together in
1:52
terms of framing and reframing problem statements that we're working with and
1:57
what you need to do then is to design and develop your approach to working
2:05
with problem statements the cognitive strategies that you apply in any
2:10
particular case
2:14
and in terms of car
2:16
of strategies the reflective practitioner has two key levels that we
2:22
can work at one is that action level which is very practical and one which is
2:27
the cognitive level where we're thinking and reflecting a bank a particular
2:33
problem and what we need to do is reflective practitioners therefore is to
2:39
find a way with a particular problem statement to combine the action level
2:45
and the cognitive level together so that we have a very full and deepening
2:52
understanding of the problem
2:57
and this leads to ultimately is conceptual innovation for the teacher
3:04
what we're always doing in terms of learning is developing connections in
3:11
our brains about understanding of experience and learning and seeing where
3:19
things fit together and therefore our concepts can change can evolve and also
3:27
can disappear with experience and we're thinking through problems
3:36
conceptual understanding is essentially about how we look at situations and
3:44
abstract understanding in relation to those situations hey we stand back from
3:51
the experience from the reality and begin to theorize and understand the
3:58
experience from a very abstract point of view
4:04
so concept
4:06
evaluation then is very much about working with concepts and their concepts
4:11
in terms of understanding situations how we're perceiving situations hey we're
4:17
monitoring situations and hey we're understanding how others are working and
4:23
experiencing those situations
4:29
if practiced as a process then brings new concepts to the reflective
4:38
practitioner and these concepts are a way for us to develop and grow as high
4:49
quality and highly effective teachers
Topic 112
0:00
so in terms of reframing to deal with difficulties that we experience as
0:08
teachers we can start to begin to think about
0:14
conceptual innovation and what this implies is that as reflective
0:21
practitioners we're working with a concept based approach to teaching and
0:27
also learning
0:29
the thing about a concept based approach to the work that we do is that it very
0:37
much
0:37
enables knowledge transfer and also promotes more engagement and more
0:44
motivation in terms of learning this is very true for the reflective
0:50
practitioner because what we are always seeking to do is continually grow and
0:57
develop as professionals and therefore concept based teaching and learning is
1:03
going to help us continually reframe issues transfer knowledge that we're
1:09
acquiring from their experience and in the same way define a better level of
1:17
engagement and motivation for ourselves with the work that we do
1:25
concept biased teaching and learning is very much a process which is very
1:31
critical but also very creative and helps us reflect and develop a
1:38
conceptual abilities and these things come together in a very powerful way to
1:45
enable reflective practitioners to develop not only teacher identity but
1:52
also to personally and professionally
1:56
empower themselves in terms of their work
2:00
concept based teaching is therefore very synergistic it brings all of these
2:06
aspects together the creative and the critical and reflective components so
2:12
that the reflective practitioner requires a much deeper intellectual
2:18
capacity to work with issues and problems that they face and also to
2:24
develop skills and knowledge about pedagogy
2:31
is
2:33
therefore
2:34
of developing conceptual structures in the brain
2:37
we build new frames for perspectives and how we interpret our experiences and is
2:47
through these frames that we start to make links between new knowledge and all
2:53
knowledge existing knowledge or prior knowledge that we've had and it's this
2:59
ability to build frames upon frames to develop a conceptual understanding that
3:06
the reflective practitioner starts to become a highly effective teaching
3:13
professional
3:15
and concept ice teaching helps us transfer what we're learning they'd
3:22
knowledge from experience the acquired knowledge that we get from teaching with
3:27
the theoretical the academic understanding that we have about
3:32
teaching and concept by concept based teaching and learning facilitates the
3:39
knowledge transfer across boundaries those two demands
3:46
and of course concept based teaching and learning
3:50
promotes engagement and motivation and if we are more engaged in what we're
3:55
doing it if we're very highly motivated then the chances for learning and
4:01
development and becoming highly effective greatly increases because
4:07
through increased motivation we can make better linkages between facts and their
4:13
understanding of facts and how we actually linked learning from experience
4:18
to academic learning that we have
4:23
values
4:26
values and respects the thinking that we have as professionals it actually helps
4:33
us further our professional identity
4:40
therefore
4:41
what we can see is that it's very constructivist from a theoretical point
4:47
of view it's an understanding that teaching and learning is not fixed and
4:53
that ask teachers we will constantly be building new understandings constructing
5:01
our understanding of their experiences and a profession
5:07
and
5:09
this implies as always is that we need to look at this from a very
5:15
collaborative and cooperative point of view from a constructivist perspective
5:21
we're not working in isolation we're working within groups within teams
5:27
within society and their full concept banks to teaching and learning needs to
5:35
be something which is shared with others and happens with the collaboration of
5:43
colleagues
Topic 113
0:01
so reframing for the reflective
0:05
practitioner to resolve difficulties and
0:08
controversies in the classroom is very
0:12
much promoted by concept your innovation
0:16
and concept based teaching and learning
0:18
and their particular benefits that we
0:21
can identify in terms of this conceptual
0:24
approach for the reflective practitioner
0:28
and if we think about the reflective
0:30
practitioner as somebody who inquires
0:34
into teaching and learning then this
0:37
identifies the teacher who is constantly
0:39
questioning and investigating issues and
0:44
problems somebody who is interested to
0:47
explore and to discover new
0:50
understandings about teaching and
0:53
learning from a conceptual point of view
0:56
then the reflective practitioner as an
0:58
Enquirer provides a standpoint which
1:03
directs the reflective practice process
1:09
so think of the reflective practitioner
1:12
as somebody who is very knowledgeable
1:14
somebody who has a very sound graph of
1:20
the subject that they teach and also
1:22
they have a very clear understanding and
1:27
a very precise appreciation of how to
1:30
teach that particular subject in the
1:32
most effective way to students and
1:35
therefore a concept based understanding
1:39
of the reflective practitioner somebody
1:42
who is very knowledgeable again helps us
1:45
understand that the teacher is always
1:50
looking to be the most knowledgeable
1:54
that they can about their subject
1:59
and we can consider the concept of the
2:03
reflective practitioner as a thinker
2:06
this is it really embodies the idea of
2:11
reflection on an in practice and we can
2:15
consider this as the teacher as somebody
2:19
who thinks things through who ponders
2:22
situation who is looking for cause and
2:26
effect
2:28
I'm trying to identify reasons for
2:30
things and looking at the effects of
2:32
actions and the course the final
2:35
outcomes of those actions if we look at
2:38
this particular concept then this really
2:41
under pins the notion of the reflective
2:44
practitioner
2:48
and we can also
2:50
could the concept of the reflective
2:52
practitioner as a communicator for
2:57
effective reflective practice and where
3:00
we need to look beyond the a solitary
3:04
aspect of reflection and look at more
3:07
collaborative and cooperative forms of
3:11
reflection and if we conceptualize the
3:14
reflective practitioner as a
3:16
communicator then this is a teacher who
3:19
is able to express issues problems very
3:24
clearly to others in order to get
3:28
feedback and information to help them
3:32
reframe the problem and maybe find ways
3:35
to resolve those particular problems
3:40
also conceptualize the reflective
3:43
practitioner as somebody who's very
3:45
open-minded
3:47
this means that the teacher is somebody
3:50
who is not biased and doesn't hold any
3:54
judgments about the work that they do
3:56
all the people that they work with and
3:58
it's somebody who will tend not to jump
4:02
to conclusions very quickly but will
4:04
always be looking to explore conclusions
4:07
rather than finalize them
4:12
and of course we can always
4:14
conceptualize the reflective
4:16
practitioner as a person who is
4:18
ultimately reflective somebody who is
4:22
looking at the world and looking at the
4:25
work they do not just in terms of it
4:28
being a mirror but rather than it being
4:30
a window through which to perceive and
4:35
and this gives a very different point of
4:37
view conceptually about the reflective
4:39
practitioner
Topic 114
0:00
reframing for resolving controversies for the reflective practitioner then
0:06
relies on an ability for synergistic thinking synergistic thinking is the
0:14
ability to bring together learning from experience with learning from theory and
0:20
learning from academics synergistic thinking is essential for intellectual
0:29
development and is very much from the conceptual point of view
0:36
determined by the the connection the interplay between the experiences that
0:44
we have the knowledge that we build up through those experiences with the
0:50
ability to abstract and conceptualize thinking and then to rely rely on this
0:59
to a theoretical understanding of a particular point of view
1:06
what this means is that the reflective practitioner needs to develop skills for
1:13
transfer of knowledge transfer of knowledge at the conceptual level simply
1:18
because transfer faxes not possible facts are fixed they're determined
1:24
there's nothing we can do about them but knowledge transfer in order to occur
1:29
needs to happen at the conceptual level we can't transfer facts but we can
1:35
actually transfer concepts and the ability to develop thinking at the
1:41
conceptual level to relight knowledge from experience we've knowledge from
1:47
fear and from academics and from literature becomes the the key
1:54
conceptual approach for the reflective practitioner
2:00
and
2:01
in order for this synergistic thinking to occur what the reflective
2:07
practitioner needs to become skilled in is the ability to construct meaning from
2:14
the experiences that experiences that we have and it's very much within a social
2:20
framework that we working remember say the reflective practitioner needs to
2:27
become skilled in working with us and sharing understandings and experiences
2:33
with others and this implies of course is that they the level of thinking that
2:39
we're doing as reflective practitioners is actually very difficult it's very
2:44
hard to do
2:45
being able to shift
2:49
thinking move our concepts and connect ideas and concepts together is actually
2:56
a very very difficult thing today and what it implies is that we need to work
3:04
at a very intellectual level in order to do this
3:10
there are required a number of pedagogical shifts that we need to
3:17
undertake to be reflective practitioners one of those is how we focus on the
3:24
learner or in other words they strategies that the students themselves
3:29
are using to learn and how we actually work with these
3:34
at a conceptual level for example what are their needs and what are their
3:40
developmental needs and what today interests in terms of the work we're
3:44
doing with them and how we understand that at a conceptual level will impact
3:50
on how we actually approached teaching that to them
3:57
and it also means we have a focus on the teacher as well on on ourselves what are
4:03
the difficulties that we have teaching particular subjects what anxieties that
4:09
we have about being in the classroom with the learners or about teaching
4:14
particular aspects of the subject what we're looking at in terms of framing
4:21
this concept is making a very clear distinction about what is possible and
4:27
what is not possible
4:31
will say the reflective practitioner can focus on very practical aspects of the
4:38
work that we did things like lesson planning but also professional
4:43
development journal writing and using questionnaires in order to gather
4:48
information this leads the reflective practitioner to gather together during
4:55
tighter for synergistic thinking
5:01
and it also requires a focus on the cognitive development of the teacher
5:08
this could be three processes like action research in the classroom some
5:14
small-scale research and investigation into particular use some technology for
5:23
example and this can actually this exploration approach can actually help
5:29
with building our conceptual understanding
5:35
we also need to focus on critical and conceptual aspects of the work that we
5:41
do how do we actually describe intellectualizing our roles as teachers
5:48
how do we describe teachers practice for example this becomes a very
5:54
metacognitive aspect of the conceptual development
6:01
and finally we have to also as reflective practitioners focus on moral
6:08
and ethical and also values parameters in relation to the work that we do this
6:16
focus will help define the extent of a thinking intellectualizing banked the
6:26
work that we do and provide a very strong foundation to the synergistic
6:33
thinking which is required after reflective practitioner
Topic 115
0:01
frames for learning we have been looking at how a reflective practitioner frames
0:09
concepts and understandings in order to produce a framework for professional
0:19
learning and what is important for the reflective practitioner is to be able to
0:26
reframe concepts and ideas in order to benefit to learn from reflective
0:33
practice and reframing is a four-step process and we can look at these four
0:41
steps diagrammatic plea in order to understand them in order to reframe
0:49
concepts and ideas we first of all need to determine the core beliefs that we
0:58
have about a particular topic bad experiences about our approach to
1:05
teaching and their beliefs about learning this is the starting point but
1:12
should not be considered as at all superficial this is perhaps the most
1:20
significant step for the reflective practitioner to take it is significant
1:26
because it is perhaps the most difficult to do to determine your core beliefs
1:33
takes a certain degree of honesty and enlightenment in order to look at your
1:40
beliefs correctly accurately and to be able to understand where those core
1:48
beliefs come from so the first step is to determine what your core beliefs
1:55
about teaching about learning about education about your role your
2:02
professional role within this environment once you've taken that first
2:07
step then next thing to do is to look
2:11
at your supporting believes supporting beliefs of days which underpin your core
2:19
beliefs they are if you like the foundation stones for the core belief
2:24
that you hold there could be two there could be three they could be full there
2:29
could be any number of supporting believes and what you need to do as a
2:35
reflective practitioner is begin to catalog these two lists these to be able
2:42
to map them so that you can clearly see how they support the core belief so the
2:50
first two steps are complementary here we have the core belief and the
2:55
supporting belief
2:57
from this you need to take the third step the third step is where you begin
3:03
to question your core belief and you're supporting beliefs what you want to do
3:09
is quite simply look at the other side of the coin find opposites to your
3:15
beliefs to your supporting police days this process will help you question your
3:23
call police in order to validate them or to begin to reframe them so step three
3:31
is the beginning of reframing the belief system and then you go to Step full step
3:39
four is where you begin to reframe the core belief and this will be based on
3:48
new supporting believes which you developed from the questioning process
3:53
so step four is where the concepts will be looked at differently and understood
4:00
differently by the reflective practitioner so we have a four step
4:05
process step one where you are actually just looking internally to your belief
4:13
system and step to where you're looking at the support system for that and it's
4:20
step three and four where you are beginning the process of reframing step
4:25
three is a questioning process
4:28
and step four is the actual production of the new frame for your reflective
4:35
practice so what this means is that the process of reframing is essentially
4:43
about uncovering and discovering assumptions and beliefs about the
4:49
professional role and what we always doing with reframing
4:57
ideas and a concept is looking to generate new ideas and to stimulate
5:04
creativity as reflective practitioners
Topic 116
0:01
reframing full strategic creativity what the reflective practitioner is aiming to
0:10
do by reframing their conceptual understanding is essentially to achieve
0:18
what is known as three dimensional instruction
0:24
freedom
0:26
instruction is for the reflective practitioner a process of not only
0:34
teaching but learning from teaching and three dimensional instruction therefore
0:41
for the reflective practitioner is about increasing conceptual understanding of
0:49
the processes involved with teaching and learning it's there for a process of
0:58
supporting knowledge acquisition and also knowledge transfer across frames
1:05
for learning
1:10
and in this way
1:12
three-dimensional instruction is for the reflective practitioner a process of
1:19
working collaboratively with students it's about facilitating the student
1:25
inquiry as well as their own inquiry collaboratively in terms of developing
1:32
and improving the instruction that takes place in the classroom
1:38
it therefore requires a range of disciplinary topic understanding as well
1:45
as interdisciplinary topics understanding and it is through this
1:51
disciplinary and interdisciplinary understanding that the reflective
1:56
practitioner is able to begin to question the supporting beliefs of the
2:02
conceptual frames
2:07
it is
2:10
point of view then about looking at the instruction instructional practices and
2:17
the learning experiences so looking not only at the teacher's role but also at
2:23
the student experience
2:25
concepts or ideas and knowledge is transferred by the teacher to the
2:32
students hang concepts and facts and by the students in the classroom
2:41
and in this way therefore the reflective practitioner is working to not only
2:49
develop their skills as a teacher develop their reflective practice but
2:55
working in a way which encourages group interaction and facilitates shared
3:03
inquiry among the students and this shared inquiry becomes a key aspect for
3:11
the reflective practitioner in terms of learning and developing skills
3:20
and what this means then is that the process the three-dimensional
3:26
instruction process is an inductive process of learning rather than a
3:32
deductive process of learning is looking at broader big picture issues larger
3:40
questions and through collaboration through shared inquiry through
3:46
exploration and investigation taking those big questions and starting to
3:52
focus on more and more to the point where much more clarity is achieved
4:03
and by this focusing of thinking and an understanding by the teacher and also
4:11
with the students what happens is that their classroom environment becomes a
4:18
synergistic environment or in other words the students are learning but the
4:24
teacher is learning at the same time
Topic 117
0:01
reframing for strategic creativity what we've discovered so far is that
0:09
significant process for the reflective practitioner to engage with is reframing
0:17
of concepts through this reframing it's possible for the reflective practitioner
0:24
to structure and direct learning so the key question in terms of frames for
0:32
learning is what is conceptual learning well conceptual learning for the
0:38
reflective practitioner is a process of learning in terms of organizing facts
0:45
into convenient and specific structures logical mental structures which we then
0:54
control run regularly in the teaching that we do
1:01
and as such conceptual learning focuses on key principles of learning and
1:11
organizing learning rather than just facts and figures in this way it's about
1:18
putting pieces of information into certain areas of our understanding
1:26
making cognitive links between aspects of what we're teaching
1:35
and in this way conceptual learning is very much a catalyst for development
1:42
conceptual learning provides the opportunity for the reflective
1:48
practitioner to challenge core beliefs and understandings to look at supporting
1:55
beliefs and assumptions and through this process begin to challenge those beliefs
2:02
and therefore begin to develop as reflective practitioners
2:11
and because cancer
2:13
learning helps the reflective practitioner move to a place of advanced
2:21
thinking conceptual learning has certain benefits and these benefits are that the
2:30
reflective practitioner is able to solve problems that experience in the
2:38
classroom
2:39
much more readily simply because we have packaged our understanding into
2:46
particular conceptual frames and therefore the information is easier for
2:52
us to draw on and for us to make connections with cognitively from the
2:57
different experiences that we have and the another benefit of conceptual
3:04
learning is that it helps guide the the methods that we employ in order to add
3:14
to the knowledge in our conceptual frames so for example a benefit of
3:20
conceptual learning is that it will provide a much stronger structure for us
3:25
in terms of observations that we may want to conduct in other teachers
3:31
classroom observations which are focused around particular issues that we want to
3:37
address for ourselves for example a particular frame that we're challenging
3:43
could be about how we're managing or not managing student behavior in the
3:49
classroom and their full by questioning belief system we can start to identify
3:58
the key questions which are important to us in terms of resolving that particular
4:03
issue and they once we know these questions we can then go to other
4:09
teachers classrooms observe particular aspects of their approach which will
4:14
help us resolve our issues much more quickly
4:20
and therefore conceptual understanding helps us build relationships in our
4:28
thinking it fosters that understanding of how problems and events and
4:35
conditions are linked together and in the classroom and cognitively and
4:41
therefore it gives a good focus for the reflective practitioner in terms of that
4:48
actions which were taking
4:52
and we can talk about a model to help us work conceptually in terms of a learning
5:01
and the model is called the turner model of reasoning and it looks quite similar
5:06
to models of reflective practice that we've been speaking about so this is a
5:12
very convenient model for us to think of in terms of conceptual learning the
5:18
first step is noticing or in other words describing the experience of having the
5:25
next step would be to interpret analyze that experience and the third step is
5:33
what is our response to the experience the emotions the feelings which it
5:38
developed and then this leads to reflecting or in other words how we're
5:44
going to work to resolve those particular issues
Topic 118
0:01
so frames for learning help us develop
0:03
as reflective practitioners their part
0:07
of the learning process and that we use
0:10
to developers professionals and one way
0:15
to promote reflective practice through a
0:19
frame for learning is with inductive
0:22
action planning and what true today's as
0:26
a teacher and you'll be learning every
0:29
single day during your work and knowing
0:33
what you have learned or what you want
0:36
to learn is actually part of the action
0:40
planning process and the experience that
0:45
you're having help you make the decision
0:48
about what needs to be learned and what
0:51
you will do to activate that learning
0:55
and it is quite an inductive process
0:57
it's developed from experience rather
1:00
than anything else
1:03
inductive action planning essentially
1:06
involve certain step
1:10
the first thing is to identify and
1:13
something to to achieve an objective a
1:18
target and that needs to be worked
1:20
towards and it could be anything from
1:23
routine that you have in class through
1:27
to how you work with a educational
1:32
technology in the classroom and then the
1:35
inductive an action plan needs to have a
1:38
plan for meeting that target what sort
1:40
of things will you do in order to move
1:45
towards the achievement of that target
1:47
it could be things like training or it
1:49
could be independent study it could be
1:51
observing of the teachers it could be a
1:53
whole range of different things and of
1:56
course part of an inductive action plan
1:59
as with any action plan would be how
2:02
would you evaluate and measure the
2:05
success of achievement of that
2:08
particular target simply because there's
2:11
no point having a target unless at some
2:13
point we can say we have achieved that
2:15
target and then of course needs to be a
2:18
process then of reflection as part of
2:22
action planning and which helps you
2:24
identify future targets that you can
2:27
work on
2:30
inductive action planning for the
2:32
reflective practitioner is very much
2:34
about looking at opportunities
2:37
identifying opportunities and seeing how
2:40
we can work with those to develop our
2:42
practice and inductive action planning
2:46
is then a process that helps you gather
2:49
information direct your activity and
2:53
then monitor your progress in terms of
2:56
your development
3:00
and it's a very valuable process because
3:03
it can help you build a professional
3:06
profile for yourself and if you keep a
3:10
log of the action plan then it shows
3:14
that you are continually involved with
3:17
professional development and the thing
3:18
about inductive action planning and it's
3:22
also quite a precise thing to do you can
3:24
see on paper the target their actions
3:27
and the outcomes that you're engaging
3:29
with and it's also identifying how
3:33
you're interacting with people in the
3:35
school and how people are being used as
3:38
a support mechanism for you as a
3:40
reflective practitioner
3:45
an important aspect of inductive action
3:49
planning of course is first of all
3:51
identifying the priority areas that you
3:54
need to work on this is the foundation
3:57
work for identifying specific targets
4:00
that you can work on
4:04
and the
4:05
next step is to identify how you will
4:08
actually work two wards achieving a
4:12
particular target what will you do
4:14
how will you do it and of course the
4:17
date by which you will actually achieve
4:19
that target
4:24
and we must remember
4:26
that as teachers we are working within a
4:30
community of professionals and therefore
4:32
part of inductive action planning is to
4:36
identify those people who can actually
4:40
support us in terms of achieving a
4:43
particular target and certain support
4:46
mechanisms we can include within the
4:50
action planning and as part of
4:52
developing a professional role
4:56
and a very significant part of the
4:59
inductive action planning process is
5:02
identify the measures that we will bring
5:06
to looking at the achievement of the
5:10
target what will be the exact success
5:14
criteria how will we know that we have
5:16
successfully achieved this particular
5:19
target that we've set for ourselves
5:24
and this is really much very much then
5:27
about and how we demonstrate to others
5:31
that the action planning process has
5:33
been successful and that we have
5:35
actually achieve the target and what
5:38
we're doing then in this sense is
5:40
looking for examples that we can show
5:43
people that we can show that we can
5:45
reflect on ourselves that demonstrate
5:48
that we've achieved the target for
5:50
example it could be examples of lesson
5:53
plans or it could even be videoing our
5:56
South teaching using a different
6:00
approach than we've been using before
6:04
and
6:05
[Music]
6:07
and for the reflective practitioner then
6:09
is that in the inductive action planning
6:12
process is very much responsive to your
6:15
needs and your interest as a teacher
6:18
rather than directing your needs and
6:20
interests and as such then the inductive
6:24
action plan is directed by you rather
6:26
than anyone else
Topic 119
0:01
reframing full strategic creativity
0:05
and aspect reflective practice that we can consider at this point he's highway
0:13
look at reflective thought how we define reflective thought and in this way we
0:22
can begin to look at
0:24
taxonomy is of reflective thought
0:29
at
0:29
economy is simply definition it's the study of the system which is used to
0:38
define and describe something and what researchers into teaching and learning
0:47
and into the process of reflection have done is to begin to define taxonomy is
0:54
in order to support the process of reflection and what these texts on the
1:01
Me's will always do is define levels of thinking and knowing levels of
1:09
reflection starting from perhaps basic foundation maybe even simple levels
1:16
through two critical and advanced levels of thinking and reflection
1:25
and what attacks on the meat for the reflective practitioner is provide a
1:32
structured framework to move from absolute knowing through to contextual
1:39
knowing
1:42
sofa teachers critical reflection is the type of reflection which is most closely
1:49
associated with models after teaching and models every flexion which we've
1:56
looked at in the past some of the foundation models we were looking at for
2:01
example julie and shown both define processes for reflection which taxonomy
2:10
tend to reflect quite closely
2:15
and essentially taxonomy is we'll look at aspects of teaching and aspects of
2:24
knowing but within a contextual frame and that contextual frame can be
2:30
tomorrow and the ethical considerations that the teacher has to confront in the
2:37
classroom
2:42
taxonomy therefore categorizes thinking into defined levels so the reflective
2:49
practitioner and these levels identify the quality of thinking that takes place
2:56
the quality of reflection that takes place for the reflective practitioner
3:01
and we can look at a very simple taxonomy where the process is divided
3:09
into three distinct levels
3:13
the first level is non reflective action non reflective action is essentially
3:21
absolute knowing is the point where the reflective practitioner is describing
3:28
noticing experiences events problems and is starting to put these into the
3:38
framework starting to conceptualize them in order to begin to challenge to
3:45
explore investigate these issues and experiences so non-reflective action
3:54
sends unproductive but in reality it's a very significant foundation start of any
4:02
taxonomy although it is considered non-reflective without this process
4:07
reflection can take place the next level of course is reflective action this is
4:14
where the description where the information we have has been challenged
4:20
and we're starting to explore new approaches to think differently about
4:28
the roles that we have to begin to reframe our understanding and knowledge
4:33
once we have engaged with reflective action as a reflective practitioner
4:42
we're able to move to what is known as premise reflection this is where we're
4:48
working at a much more conceptual level in terms of our thinking rather than a
4:53
very practical level in terms of conceptual learning them premise
4:58
reflection is very important because this is where we're able to look at the
5:04
frames that we using and begin to challenge and thinking
Topic 120
0:00
reframing first strategic creativity
0:04
we're exploring exploring taxonomy is that we can use for reflection and
0:10
there's a very useful model that we can use called the ripples model the ripples
0:15
model is used by the reflective practitioner t begin to address certain
0:23
issues in the teaching by raising questions in particular key areas so
0:30
what we can first of all do is begin to consider what some questions might be
0:36
for the reflective practitioner we can actually look at the learners and as
0:44
real as a reflective practitioner begin to try to understand what their
0:49
experience of learning is how are they
0:54
approaching their role as a learner what motivates them what desires did they
1:00
have what interests do they have and from this perspective for the teacher
1:06
for the reflective practitioner we can begin to wonder how the students are
1:14
taking ownership of the process of learning and therefore being empowered
1:18
by the experience in the classroom
1:23
at the
1:24
the ripples model can be useful in terms of the strategies that we're using for
1:33
teaching the learner's learning through practical activities through processes
1:40
where they can directly engage with knowledge and skills development and
1:47
inductively as well as deductive Lee in the classroom
1:56
what is useful question to ask within this model things like the process of
2:04
guiding learning for the students are in other words how are we providing
2:09
feedback which structures learning for the students and how effective how
2:14
critical is that feedback process and through this feedback process we can
2:21
consider the extent to which students are developing are learning and how much
2:27
they are part of that process of learning
2:33
in the ripples model here we can see how these questions can come together within
2:40
a particular taxonomy you can see it's called the ripples model because it's
2:45
like ripples on top of water when you throwing a stone at the center is what
2:50
is known as wanting or needing aspects of the reflective practice process which
2:56
is focused on what the learners want from learning what the students need in
3:01
order to learn and this has a consequence for what we do with how we
3:06
work with the strategies the approaches that we using for teaching from this
3:12
doing in the classroom that the reflective practitioner begins to make
3:17
sense of teaching and learning starts to create frames conceptual frames for the
3:25
approaches which are being employed from making sense of doing in the classroom
3:32
there is this system feedback or in other words they reflective process
3:37
takes place where information is brought back internalized by the teacher and
3:44
therefore used to inform the next level which is teaching the actual process of
3:49
developing approaches and strategies and of course in the ripples model what's
3:55
important to realize is the final stage the final level is assessing the effect
4:00
of our teaching what is actually the benefit was outcome of what we've been
4:06
doing with the students what we can see from this is that the ripples model is
4:13
actually not to cycle it is a progression starting from the center
4:18
point which is wanting and needing and doing or in other words we are learning
4:25
by doing as reflective practitioners and through this progression moving through
4:33
the reflective practice process very systematically by looking at different
4:38
strategies in terms of reflection
4:45
and therefore in terms of the ripples model real thing for the reflective
4:52
practitioner begins at that center point and radiates outward like ripples on
4:59
water through very specific stages of understanding and skills development
Topic 121
0:01
reflective teaching practices need to be very critical if they're going to be
0:08
effective and what we want to do is look at different aspects of criticality in
0:16
terms of reflective practice one critical aspect of reflection of
0:23
reflective practice that we need to be aware of is that reflection does not
0:29
happen in isolation it happens within and external framework within an
0:37
environment and therefore being critical about reflective practice means that we
0:44
need to understand the environment and how those external constraints can
0:51
affect the reflective practitioner and affect the outcomes of reflective
0:58
practice it's important for us always as teachers to be aware of the fact that
1:06
reflection happens within a social setting within a context and doesn't
1:12
happen in isolation inside the person's head inside the teacher's head it's
1:19
always within a school environment or an educational setting and we can look at
1:26
this from the perspective of a model criticality thought the reflective
1:32
practitioner includes a number of key levels that we can think about in terms
1:39
of reflection at the core of reflection is knowing in action knowing that what
1:47
we're doing is correct knowing that we have the skills to apply to teaching and
1:53
learning and radiating from this reflection is in action and on action so
2:00
from knowing in action a quiet knowledge we reflecting both immediately
2:09
experiences in the classroom and
2:12
after experiences in action and on action from this criticality will help
2:19
us begin to look at
2:21
reflection for action and reflection with action reflection full action is
2:27
where reflection is guiding changes to teaching that occur in the classroom and
2:34
reflection with action is very much about the process of reflection and the
2:42
practical aspects of teaching combined synthesized into professional approach
2:50
to the roles that we're taking they come together and define the process of
2:55
teaching and what criticality is telling us is that all of these types of
3:01
reflection occur within a context within a social setting and in order for
3:08
reflective practice to be effective
3:12
we need to reflect on the social context on that social setting to provide a
3:19
background to reflection on our experiences so the teacher plays in
3:25
terms of reflection is always within that social setting within schools
3:31
within departments within communities and therefore there needs to be a level
3:38
of criticality that the reflective practitioner engages with in order to be
3:44
effective
3:47
there will be for example certain rules that we need to be aware of and we need
3:53
to follow and these could be written they could be unwritten they could be
3:58
expectations and therefore these can either support or they can constrain the
4:06
reflective process
4:10
and it's because teachers aren't working in isolation aren't working separately
4:16
that all the experiences that we have come together and create their
4:24
reflective practice environment and it's this understanding which is critical
4:30
about reflective practice
4:35
it's the colleagues that we work with this the biases that we have the
4:40
expectations in the policies that I colleagues have which are all unique to
4:45
us as individuals and which come together in the environment which create
4:51
the reflective practice environment
4:54
days actually become constraints all also they can become em Paris to the
5:02
process of reflection
5:05
and
5:06
and what they're for thirteen reflective practitioner needs to do is to
5:11
understand these contexts very thoroughly in order to ensure that there
5:18
is the correct level of criticality in terms of reflection
Topic 122
0:01
if we are considering therefore that criticality is important to reflective
0:08
practice then worked we begin to understand is that critical reflection
0:14
is actually the same as critical thinking and there are a number of
0:21
models of critical thinking that the reflective practitioner can use in order
0:26
to achieve a good level of criticality in the reflection that they engage with
0:34
and
0:36
what all of the models of critical thinking do is look at particular
0:42
aspects of the experience from different perspectives the first perspective that
0:49
we can consider is what's called retrospect shun or in other words
0:54
looking back on the experience and then reflecting on that experience as a past
1:03
event in a way it's like reflection on action
1:09
and what this actually does for the reflective practitioner this
1:14
retrospection is engaged with the process of description of noticing
1:20
experiences and to begin to frame them conceptually from a distance rather than
1:32
immediately in the classroom
1:36
next level of critical thinking is self evaluation further reflective
1:42
practitioner is important to think analytically and evaluative Lee
1:50
about experiences critical analysis and evaluation of our actions and also of
1:57
the feelings that we have our responses to experiences that we have is important
2:04
because it's at this point we begin to understand all of these from theoretical
2:12
academic perspectives and begin to make cognitive links in the conceptual frames
2:21
and the next step perhaps the most significant step for the reflective
2:28
practitioner in terms of critical thinking is what's known as
2:33
reorientation or in other words using the analysis using the results of
2:40
self-evaluation to generate new action to influence processes procedures are
2:47
approaches to teaching perhaps in order to resolve problems that were
2:53
experiencing or to create new situations and new experiences in a teaching
3:02
so therefore power to of criticality part of critical thinking is essentially
3:09
not seeing problems as problems but trying to transform problems into
3:16
opportunities for learning the critical thinking the reflective practitioner who
3:25
is operating at a critical reflection level does not see problems but actually
3:33
sees an opportunity to construct ways for learning to construct new ideas new
3:40
approaches in order to develop professionally and so what you're always
3:47
trying to do is to challenge yourself as a reflective practitioner not just to
3:54
dwell on the problems but to look at problems from a very constructive
4:00
opportunistic point of view
4:05
so there could be some useful questions that you could ask yourself as a
4:10
reflective practitioner for example when you're analyzing and South evaluating a
4:17
question could be will did you analyze deeply enough did you analyze broadly
4:23
enough in order to see the problem see the situation
4:28
understand the experience properly
4:34
another question that you can ask yourself at this point is although you
4:40
see the problem do other people see the problem did your students experienced
4:46
the problem as you experience did do your colleagues in school
4:51
experienced similar problems if they were to observe your lesson would they
4:56
identify the same problem that you identify so this level of critical
5:01
thinking is important in full day critical reflection that the teacher can
5:07
engage with another question is if you are going to try some improvement in
5:17
your teaching does it really address the problem or are you just trying to
5:23
overcome the hurdle overcome the problem rather than looking at conceptually what
5:31
the problem really entails
5:35
and
5:36
and a final question that you should ask in terms of being a critical thing is
5:41
you know is the analysis specific enough is your thinking around the experiences
5:50
that you're having the problems you're attempting to address is it detailed
5:56
enough are you thinking through all of the issues all of the factors and using
6:02
this thinking in order to develop strong strategies for moving forward
Topic 123
0:01
becoming reflective practitioner is important in terms of the processes that
0:12
you engage with from a sort of research perspective in the classroom and what we
0:19
can consider is critical reflective inquiry in this regard
0:26
and an underpinning idea in relation to the reflective practitioner
0:32
experimenting and investigating and developing from those investigations is
0:40
to understand the philosophical underpinnings to reflection and
0:46
criticality and in this regard we can talk about it
0:50
a critical philosophy or in other words they the perspective of teaching that we
0:58
hold and and view as important and to understand how we as reflective
1:07
practitioners can alter the experience of the classroom alter the perception of
1:16
problems in issues as they arise arise and therefore there are certain
1:21
distortions and effects that the philosophy that we have can have on our
1:28
critical reflection
1:32
and perhaps most important to think in terms of a critical philosophy is that
1:40
they're therefore needs to be a component which is about freedom about
1:46
emancipation about empowerment the reflective practitioner who is engaging
1:53
with critical reflection is somebody who experiences a good deal of freedom in
2:01
terms of applying the skills and knowledge in the classroom they are free
2:07
to explore without hindering their quality of learning
2:16
and what we can
2:18
do then is that critical reflection has a number of key phases one phases
2:25
description of the experience another phase is therefore of course reflection
2:31
analysis and evaluation but in terms of a critical philosophy a significant
2:37
aspect of reflection here is a paid freedom and emancipation about
2:42
developing competence sufficiently to be able to investigate
2:51
and we can look at this diagrammatic Lee from the point of view
2:57
teaching products and teaching processes the descriptive phase will defines
3:05
certain aspects of the reflective process they will be things that we can
3:12
examine and look at a product point of view in other words their reflections
3:18
every right down in a reflective journal we may even look at reflective action
3:24
plans or even just review regularly lesson plans and the processes then our
3:30
interaction with these products of reflection there is then a reflective
3:37
face a product reflection is our growing self awareness and understanding of our
3:46
teaching role and the processes we've discussed many times that we engage with
3:52
in order to do this the reflective cycles the analysis process most
3:56
importantly here in terms of critical philosophy is the Emancipator me the
4:01
freedom phase the products of this being able to be self-critical without
4:08
self-harming and it's this emancipator phase which means that actions in the
4:15
classroom become much more critical and much more free in terms of how we apply
4:20
them with rigor and with confidence so this phrase is really moving reflection
4:28
into something which is much more significant for the reflective
4:33
practitioner much more powerful because it really puts the reflective
4:38
practitioner in charge of teaching of their approaches and strategies
4:45
and
4:46
and this is due to the fact that this process of framing understanding
4:53
actually helps us more easily change and developed to create and innovate in the
5:02
classroom in order to develop the skills that we have to a very high level
5:09
and therefore it involves a number of discourses a number of ways of thinking
5:16
about the roles that we take on the critical philosophy that we hold its
5:22
very much about looking at values and beliefs as well as practices in the
5:29
classroom and it's about looking at the assumptions that we have the intentions
5:34
and actions that take place on a day-to-day basis
5:39
and it's also about looking at the needs and interests both of both of the
5:44
students and the teachers within the reflective practice process
Topic 124
0:00
becoming a reflective practitioner therefore requires a certain level of
0:06
critical analysis and critical analysis is a way of deepening our ability and
0:17
skills that we bring to the process of reflection in order to engage critically
0:23
with the processes involved in reflecting and analyzing situations that
0:31
we experienced situations which are very often very complex in terms of what
0:39
constitutes those experiences and how we understand those experiences
0:44
and critical analysis can occur at a number of different levels
0:52
one level of critical analysis is known as ethnic method of methodological
0:57
analysis this is where the reflective practitioner is examining assumptions
1:06
which are widely accepted in order to understand the governing rules of social
1:15
behavior social experience that we have in in classrooms in schools in
1:22
communities
1:25
another
1:27
of critical analysis is hermeneutic phenomenological analysis this is
1:34
essentially reflecting on interpretations of experiences both our
1:40
own and how we perceive the learners experiences in the classroom and it is a
1:47
way of moving beyond perhaps insufficient understandings too much
1:54
clearer detailed and therefore critical understandings of experiences in the
2:00
classroom
2:04
and another
2:05
level of critical analysis is known as discursive analysis what we have to be
2:13
aware of as teachers is that the process of reflection is constructed in a way by
2:22
the language that we used to describe those experiences or in other words
2:27
there are certain truths social truths that we used to draw on in order to
2:34
understand the experiences that we have
2:40
where where there are a range of different models for reflection and
2:46
there are a large number of models of reflection what this tells us from Lisa
2:52
criticality perspective he is that all the models are there as tools and they
3:00
are only tools to help us in the process of reflection they are not perfect and
3:09
they're never going to be there's never going to be one model that we should or
3:14
could draw on for the whole of the reflective practice process
3:21
essentially therefore worked criticality helps us understand is that reflective
3:29
practice models are there to help us engage with the process of reflection
3:36
and essentially therefore they are just to trigger points there
3:42
opportunities guidelines frameworks that we can use to help reflection and
3:48
therefore they're not just something to be used for the sake of using them they
3:55
are something to be employed as tools by the reflective practitioner
4:03
and
4:04
and therefore we should never be engaging with one model of reflection
4:09
because reflective practice within a social context within constrains will
4:17
vary from day to day and therefore one particular model may not work all the
4:23
time and we need to engage with the range of models as reflective
4:28
practitioners in order to get to the correct level of critical analysis
4:37
and teachers need to understand they need to grasp the different models in
4:41
order to be able to engage with them properly engage with the complexity of
4:47
the models and also the complexity of the experiences that they reflecting on
4:53
and therefore they models need to be used very carefully and very selectively
4:58
by the teacher in order to be critical in the process
5:05
and most importantly we must remember that reflective practice within a
5:12
context means that the students are also end and engaged with this activity and
5:19
what we're always trying to do is help them understand what we're trying to do
5:25
as teachers in order to create that collaboration for learning and
5:30
Development
Topic 125
0:01
becoming reflective practitioner therefore requires critical analysis and
0:08
critical analysis requires the reflective practitioner to be able to
0:15
break Dan elements of thinking and elements of experience into the
0:20
component parts that construct that thinking in that experience
0:27
and it's through this process that the teacher is able to differentiate the
0:35
important aspects of experiences and thinking and also to distinguish the
0:41
different elements of days thai's aspects
0:47
and quite simply then critical analysis for the reflective practitioner can be
0:54
viewed as a process of applying theory in practice but this is for the
1:01
reflective practitioner
1:02
foundation principle of critical analysis how to move theory into the
1:10
practical deming and this is viewed conveniently from a point of view of a
1:19
cycle of critical analysis and we can see here this cycle quite conveniently
1:28
displayed first of all we can talk about a need that arises from an experienced
1:35
from the problem and by critically analyzing what we're doing is trying to
1:42
map trying to look at the components the elements of that problem and I was
1:49
thinking about that problem because it's from these elements that we can
1:53
formulate questions to research for me like questions to challenge a conceptual
1:59
frame
2:00
what's important in terms of critical analysis is to not only for those
2:06
questions but also to understand to look for sources of evidence for those
2:12
questions said that we have some backup some foundation for what we're really
2:19
doing in terms of being critical and from this we're beginning to find to
2:25
experiment with that thinking to begin to reframe the concepts that we have and
2:34
then evaluate the change to evaluate how our thinking is changed before making
2:42
the next application before applying the change action in a teaching and as a
2:48
cycle this brings us back to the action and the experience of that action is the
2:57
problem resolved our new problems arising
3:02
so what we need to do from the critical analysis perspective is look at certain
3:10
questions and try to refine those questions in terms of you know
3:16
determining outcomes and information we could ask a question for example on a
3:22
personal level I need something on smoking some information some evidence
3:28
to work with the students in the classroom about the dangers of smoking
3:35
this could lead to another question on the words I have an assignment which I
3:41
need to complete where's the evidence that I need in order to support they
3:48
suggestions that I'm making
3:53
another
3:54
generated from this could be then that I have an assignment what research do I
3:59
need to engage with what evidence do I need to find
4:05
and in the cycle then this is about mapping the thinking mapping and a
4:11
conceptual understanding the different routes that we can take through
4:16
resolving a particular issue looking a questions to answer
4:22
and therefore the mapping process is really about identifying key words which
4:28
can drive our thinking and support the way we're being creative and innovative
4:35
and the way we using the language around describing issues and the process of
4:41
reflection
4:44
formulating
4:46
is about being very critical in the way the questions are formed we have to look
4:52
at the language for example a question
4:55
generated from bad experiences of managing group work could be about
5:03
looking at the approaches our strategy is that the teacher is using
5:11
which sources of information are you looking at as a reflective practitioner
5:16
in order to support the mapping process are you looking in the correct locations
5:23
for the evidence
5:26
and
5:27
and this search strategy helps you develop a framework for reflection
5:34
becomes much more critical in terms of how you're analyzing situations
5:41
and
5:42
and the final part of the cycle is evaluation and application evaluation is
5:49
does the information does the research I've done that help me solve the problem
5:53
help me answer those questions and then when you're applying what conclusions
5:59
can you draw from that application
Topic 1260:01

becoming a reflective practitioner then

0:04
requires us to engage with critical
0:08
analysis and there are certain
0:12
influences that we can consider in terms
0:15
of engaging with critical analysis and
0:19
essentially the influences on their
0:24
ability to be analytical and critical
0:27
and are about the amount of time that we
0:31
have to dedicate to this process and the
0:36
psychological space that we have the
0:39
work environment that people that we
0:42
interact with the context in which we
0:45
working and will have an impact have an
0:48
influence on the process of critical
0:51
analysis and as we've seen also the
0:54
reflective practice tools that we use
0:57
will also have an influence on the
1:02
critical analysis that we're engaging
1:05
with as reflective practitioners
1:09
and
1:11
are different forms of reflection that
1:14
we can think about in terms of being
1:17
reflective practitioners and we've
1:20
looked at these in previous lectures and
1:24
for example teacher may rely on one
1:29
particular strategy for example like
1:31
reflection in action
1:33
there's nothing wrong with that there
1:37
are different context in which we
1:39
working and therefore different
1:41
influences which impact on the process
1:45
of criticality and another important
1:50
consideration is within the context of
1:52
work that teachers are always in a man
1:56
in a dialogic context and therefore
2:00
there are a range of perspectives and
2:03
beliefs about teaching and about
2:05
learning which are influencing us as
2:09
teachers
2:12
and what we can use in terms of tools
2:17
are things like case studies reflective
2:19
journals observations and looking at
2:24
critical incidents in the classroom and
2:26
these processes which can these
2:30
strategies which can influence the
2:32
process of reflection how we're
2:34
reflecting can actually influence the
2:37
outcomes of reflection
2:40
but what we're always trying to do is be
2:45
critical based on certain competences
2:49
and one competence of critical analysis
2:51
analysis is about gaining clarification
2:55
of the experiences that we have in other
2:58
words trying to understand the
3:00
experience identifying the focus
3:03
analyzing the experience looking at the
3:06
questions that we're raising the
3:08
arguments that were putting forward in
3:11
relation to the experience how we're
3:13
challenging and turning that challenge
3:17
into decisions and judgments because
3:22
it's through this that we begin to not
3:26
only identify your assumptions but we
3:29
gain clarity about the assumptions that
3:31
are perhaps unknown to us or unstated
3:37
another competence of critical analysis
3:41
is the ability to provide a basis for
3:45
thinking or in other words it's a bait
3:48
and being a good judge of evidence of
3:52
sources of information looking at the
3:55
credibility of information how to judge
3:58
observations and the quality of
4:00
information from observations
4:04
another competence for critical analysis
4:07
is inference I know the words the
4:10
ability to deduce and in juice knowledge
4:14
understanding from the experience and to
4:17
make judgments about our deductions and
4:20
to make judgments about our induction in
4:23
relation to the experiences and also the
4:27
the value judgments that we're making
4:30
about the experiences that we're having
4:35
and a final competence of critical
4:39
analysis is metacognition metacognition
4:42
is essentially the ability for the
4:45
teacher to reason about thinking to
4:49
think about thinking to look at our
4:53
assumptions with 8am disturbing the
4:57
value base that we're working from and
5:00
this lack of interference is the
5:04
metacognitive and key point because it's
5:08
very much about developing air abilities
5:11
in terms of judging and making decisions
5:14
and working with experiences in the
5:17
classroom
Topic 127
0:01
becoming a reflective practitioner then requires us to think about ways we're
0:10
generating knowledge as we work in the profession and one way to generate
0:17
knowledge is through experimentation experimentation is essentially bagged
0:25
trying something out
0:28
trial and error in order to generate something positive something
0:34
constructive and therefore it's a process of design abstraction in
0:42
relation to action then action and then evaluation on action
0:50
we can think about experimentation in the classroom as a bad thing we
0:56
shouldn't be trying things I can't we shouldn't be experimenting but for the
1:02
reflective practitioner experimentation is a very useful strategy in order to
1:09
generate understanding and to build knowledge and experimentation is a very
1:17
important process to engage with indeed a lot of technological advancement in
1:25
for example the 17th century and beyond has occurred because of experimentation
1:32
as a procedure
1:35
and experimentation is a cyclical activity where we are designing actions
1:47
in the classroom abstracting our understanding of the concepts in order
1:53
to develop strategies and to try to introduce new procedures we put those
2:01
into practice in the classroom in other words some form of action and it's from
2:06
that action that we evaluate and look at the results see how effective they are
2:13
and based on that evaluation then we think how to change them further if they
2:21
need to be changed at all in other words we engage with another process of
2:25
obstructing the concepts and developing our understanding which leads into
2:30
another action phase of the cycle
2:36
and what is important to consider then is the key component of experimentation
2:45
is actually speculation experimentation is not a bad thing in the classroom it's
2:51
not going to do any harm and the basis for the critical thinking for the
2:57
reflective practitioner is speculation or in other words I did I could change
3:04
my teaching in this way what will be what will be the impact of it if I
3:10
experiment with this new procedure
3:15
this new approach what will the impact be in terms of the students learning and
3:20
the effectiveness of my teaching
3:23
and what this is very much a bad is working with current knowledge and using
3:30
that to build new knowledge and we can talk about this very simply in terms of
3:37
building theory and the theory or the theorem has been around for many many
3:44
years and he's been used to inform our actions and our understanding of what
3:51
we're doing all the time
3:56
has a particular cause the theorem and be a is the actual hypothesis that we
4:04
using and B is the result which needs to be approved if we do a certain thing in
4:12
the classroom hypothesis and the result will be a result be and it's this
4:20
speculation for the reflective practitioner wits which helps us develop
4:25
hypotheses about our teaching and to build our understanding of the processes
4:32
and procedures that we're applying for critical thinking and for teaching
Topic 128
0:01
becoming reflective practitioner requires us to explore ways of
0:08
generating knowledge and one way to do this is through nurturing relationships
0:15
that we have in our professional roles critical reflective learning is actually
0:24
nurtured by such relationships and therefore becomes a much more productive
0:31
process and what we need to consider is the nature of these nurturing
0:40
relationships
0:42
well there are sort of key aspects that we consider first of all and any sort of
0:48
positive constructive relationship is is mutual for everyone involved in other
0:54
words everybody benefits from it
0:57
there is of course openness in relation to the white people interacting with one
1:05
another and with in demand every effective practice they also need to be
1:12
challenging relationships in other words critical but supportive
1:20
the relationships that we have in order to help us generate knowledge also need
1:28
to be represented appropriately within the context that we're working and
1:34
perhaps fundamentally relationships defined most of all by the language that
1:42
we use the dialogue and the context of the dialogue that we have with others
1:49
and we can look at this from the perspective of a simple child where the
1:57
increasing capacity of a reflective practitioner to be more self-directed in
2:04
terms of their reflective practice to develop their knowledge and to generate
2:10
knowledge about their role is in terms of the amount of time that they have
2:16
within their role and also the amount of time that they gave that they're able to
2:22
give to the process of development to the activity of learning and for
2:28
teachers nearly entered into the profession we can see that very much
2:34
knowledge is much lower and therefore needs to be built and therefore the
2:40
activities that we have as reflective practitioners as teachers in the
2:45
classroom is very much focused on developing the skills that we need to
2:50
survive in those environments and therefore it's very much directed by
2:56
this particular need but with time and with experience and with opportunity to
3:04
give to reflection and to learning the teacher become can become much more
3:10
self-directed or in other words learning is moving from being tested too much
3:16
more explicit tipping sort of very vague and unknown to something that we do know
3:21
very clearly and as we mature in our roles we become much more intuitive in
3:29
terms of practice that the teaching that we're doing and this is where we
3:36
experienced the level of emancipation as reflective practitioners
3:41
the amount of knowledge generation that we can engage with and the amount of
3:48
knowledge that we can develop becomes much greater at this level because we're
3:53
not focusing solely on surviving and developing our skills but actually
3:59
broadening and deepening our understanding of teaching and learning
4:02
so nurturing relationships is a very useful strategy for the reflective
4:09
practitioner to engage with in terms of developing and generating knowledge and
4:16
we can see from the chart that it's with time that nurturing relationships can
4:22
actually help us to develop as practitioners and essentially the
4:29
relationship that we have with our students and the relationships that we
4:33
have with colleagues in the work environment are those relationships
4:37
which can help us become much more self-directed as learners and
4:42
self-directed as reflective practitioners and it really as we can
4:47
see from the chart moves us from focusing on things purely like skills
4:53
development to being much more intuitive and much more
4:57
investigators have a much more investigation stands in terms of the
5:02
teaching that we're doing
5:06
and south
5:07
action then is quite powerful we've self-direction self-directed learning we
5:14
generate knowledge in a way which is responding to a learning needs and also
5:24
is part of the responsibility of being a reflective practitioner
5:30
the individual teachers then is when they're being very intuitive very
5:36
self-directed is empowered to select what knowledge is powerful what
5:45
knowledge is useful and to manage that knowledge in terms of application in the
5:51
classroom assessing the quality of that knowledge and how it's used and perhaps
5:57
the key thing to be aware of in terms of south direction as a reflective
6:04
practitioner is that motivation drives this whole process as a teacher as a
6:11
reflective practitioner if you're not motivated to learn not motivated to
6:16
develop then reflection is not going to help that development at all
6:24
and therefore independence is a significant part of self-directed
6:29
learning as well as the ability to set goals and to define what is worthwhile
6:37
to learn to focus on those particular aspects of experiences in the classroom
6:44
and then to look at those people who can support the process whether their
6:51
colleagues or critical friends or others
Topic 129
0:00
a way for their reflective practitioner to generate new knowledge is through the
0:06
scientific method of the scientific method has proved essential in terms of
0:16
innovation and knowledge building through history and essentially it's
0:23
based on identifying certain hypotheses and trying to experiment in order to see
0:32
whether these hypotheses stand up to experiment or fail in terms of the
0:38
experiment and we can look at the scientific method from a nice simple
0:45
cyclical design where the reflective practitioner is abstracting thinking
0:52
designing
0:54
concepts and then experimenting on these concepts for the reflective practitioner
1:02
for the teacher this is looking at issues and then experimenting to
1:08
overcome those issues
1:10
from that experimentation we look at the results and we evaluate the
1:15
effectiveness of the experimentation and then referred the evaluation back to the
1:21
hypothesis is that hypothesis is correct or is it folks if its first then we need
1:27
to read hypothesize others redesign our approach in order to experiment again
1:33
and refine thinking about the issue and it's this cyclical process which is very
1:42
useful for the reflective practitioner although of course it can be argued that
1:48
teaching is not a scientific process but the scientific method is very useful in
1:54
providing a structure for experimentation where experimentation
2:00
can be seen as a trial and error process the scientific method gives
2:06
experimentation and much more scientific structure and much more valued structure
2:12
in terms of the profession as a whole and what plays an important part in the
2:19
scientific method is the evaluation and worked we bring to that is essentially
2:26
sisters statistical analysis of the information that we gathering the the
2:32
analysis phase is very much about looking at the variables which we set in
2:41
the hypothesis and then seeing if we can verify those variables seeing if they
2:47
stand up to scrutiny and looking at this within the whole context of teaching
2:55
and data results that come from this from observation of reality is very much
3:05
not a banked changing our experience but trying to be reflective about the
3:15
experience without any change taking place
3:21
and statistical analysis from this scientific method perspective for the
3:26
reflective practitioner is very much about making it possible to experiment
3:33
in the classroom to to make that experimentation the object of the
3:39
research and what we have to remember that statistical analysis is is quite
3:45
key when we're dealing with human beings simply because we're working wave
3:52
variables constantly rather than fixed items that we can catalog
Topic 130
0:00
in becoming a reflective practitioner we're looking at ways of generating
0:05
knowledge and one way to do this is through the the sec'y cycle the day seki
0:12
cycle was developed by Nonaka and Takeuchi as a way to generate knowledge
0:18
by transforming it from tacit knowledge to explicit knowledge and then back to
0:25
tacit knowledge and this is represented in this diagram where we can see that
0:34
knowledge transfer forms through a number of phases in a never-ending cycle
0:40
looking at this in more detail what we can see in model here is that if we look
0:50
at the bottom left hand corner knowledge is generated and internalized by the
0:58
teacher by the reflective practitioner as an internal process it's quite tacit
1:04
it is perhaps unknown to us it's just acquired experience but three discussion
1:11
with colleagues through further experience within the context of the
1:17
work environment the knowledge through socialization starts to become much
1:23
clearer to us it is still tacit knowledge it still perhaps a little bit
1:29
unknown and vague but we're starting to realize that it's not just our knowledge
1:35
but there are components which are shared by others in the context in which
1:39
we work from this the reflective practitioner through dialogue through
1:45
the process of social up the socialization begins to externalize that
1:51
knowledge in other words it becomes explicit within the context of the work
1:56
and externalizing that knowledge actually begins to make it more clear
2:02
and helps us understand it in greater depth and detail and as we think more
2:11
about it
2:12
and externalize that knowledge through the socialization process we begin to
2:20
find points of comparison and contrast with that knowledge comparison and
2:26
contrast with theory and comparison and contrast with other people's experience
2:31
and so we start to combine pieces of knowledge together in a very explicit
2:36
knowing way in order to rationalize the experiences that we're having and from
2:43
this process of combining components of knowledge we start to internalize it
2:50
into a conceptual frames so that it becomes much more tacit to our
2:56
experience we don't think explicitly about this new knowledge about this new
3:00
learning instead we simply understand and apply what we've learned in a very
3:07
intuitive way and then of course this leads to new experiences new
3:12
internalization which are again
3:14
tacit but through the process of socialization we begin to develop that
3:20
tacit knowledge into much more explicit understandings and from socialization
3:26
again we moved to external ization where we're sharing that knowledge with others
3:30
and others are sharing their knowledge with us and it's through this that new
3:35
knowledge is combined with existing knowledge and so we're constantly as
3:40
reflective practitioners using this cycle to generate new knowledge by
3:46
transforming the nature of it from being tacit to being explicit and then from
3:52
being explicit to being tacit
Topic 131
0:00
another tool for the reflective
0:03
practitioner to generate knowledge is
0:07
through modeling and conceptual
0:10
innovation or concept mapping modeling
0:13
is used essentially for two key purposes
0:17
and that is to confirm theories that
0:21
we're building and also to make
0:24
predictions and abate and the the
0:28
results of actions that were undertaking
0:33
and we can look at modeling and concept
0:37
innovation or concept mapping in the
0:41
literature and there are all sorts of
0:45
different models that we can look at
0:46
four different things from science
0:49
through to nature but for the reflective
0:53
practitioner the the notion of modeling
0:57
and concept mapping is actually very
1:00
very new and essentially modeling is
1:05
something which is going to grow in the
1:08
future as a process of knowledge
1:11
generation for teachers and as a a way
1:18
of generating knowledge the reflective
1:20
practitioner is using models or or using
1:25
concept maps in order to build
1:29
connections and to develop
1:31
understandings between components of
1:34
knowledge in order to make sure that
1:38
knowledge is always being constructed
1:41
and it's through this process that the
1:44
reflective practitioner is looking to
1:47
build theories of practice from theories
1:51
of teaching and learning or in other
1:53
words moving the theory into action
1:58
and concept maps are a very graphic form
2:04
for the reflective practitioner to use
2:06
to represent the knowledge which they
2:09
are acquiring and building over time and
2:13
concept maps provide a number of
2:15
insights for the reflective practitioner
2:17
into not only the concepts that they
2:20
have but the connections between those
2:22
concepts
2:25
and concept maps therefore are comprised
2:29
of two key components the first
2:32
component is the actual concepts that we
2:35
are engaging with and then the other
2:37
component of the links the linkages
2:40
between those particular concepts the
2:44
linkages and can be in the form of
2:47
linking words or linking phrases which
2:51
connect one concept to another and very
2:55
much they are about specifying the
2:59
relationship the type of relation
3:02
relationship between those concepts in
3:04
the knowledge
3:07
and we can see here a model of a concept
3:10
map four seasons and for whether it's a
3:15
very simple model to look at from there
3:19
with the the reflective practice point
3:20
of view because it can help us just
3:22
understand how a concept map can be used
3:25
but essentially a concept map will have
3:29
a number of highlighted features of
3:32
concepts that the reflective
3:34
practitioner is dealing with in this
3:36
example about whether we can talk about
3:39
amount of sunlight temperature
3:41
variations length of day and so on these
3:43
are the individual concepts that the
3:46
individual is looking at within this
3:49
domain and then they the linkages
3:52
between those concepts define the nature
3:54
of the relationship so for example
3:57
amount of sunlight and temperature
3:59
variations the linkage there is about
4:02
the causes temperature variations based
4:04
on the amount of sunlight so for the
4:07
reflective practitioner this means would
4:09
be identifying and noting down
4:12
individual concepts as they become
4:15
explicit to us and then over time
4:19
building up the connections between
4:21
these individual concepts as they become
4:24
clear also and most importantly the
4:28
reflective practitioner in terms of
4:30
generating knowledge will be looking to
4:33
understand the nature of those linkages
4:36
in other words what is the link and how
4:41
do we define that link how do we explain
4:43
that link in terms of the two concepts
4:46
in terms of three or more concepts and
4:50
its concept mapping as a modeling
4:53
process which is quite new for
4:55
reflective practice and is something
4:57
which can be extremely powerful because
5:00
knowledge will build and build over time
5:03
and it is a way of recording that
5:06
knowledge for the reflective
5:07
practitioner
Topic 132
0:01
the reflective practitioner can generate new knowledge through the process of
0:08
design design is a way for the reflective practitioner at to gather
0:19
artifacts which outcomes of experiences and use these over time to build up
0:30
bodies of knowledge these artifacts ultimately part of the design
0:38
then become huge amounts of knowledge which the reflective practitioner is
0:45
holding the process of design then is very much a dialogic process it's about
0:54
perhaps dialoguing with South three were reflective journal but it's also about
1:01
dialoguing with others colleagues or some other stakeholders parents or of
1:08
course students in order to build up the framework that we're using for the
1:16
design which is the basis of knowledge generation
1:22
and the design process is therefore very interactive and as an interaction
1:29
process it's about the ideas that we have and of course the values and
1:35
beliefs embedded within those ideas and also recognition of the context in which
1:42
were working the situation which influences those beliefs and ideas and
1:47
of course the expectations and impositions of others involved in the
1:56
situation in other words the colleagues and other stakeholders so design is a
2:02
means for these three components to come together and to interact and inform one
2:08
another
2:12
and as such the knowledge generation process through design is very much more
2:21
about making visible the process of generating expertise as a reflective
2:30
practitioner and it's a banked therefore experts about experienced practitioners
2:38
sharing knowledge within a particular discipline in order to create that
2:44
design and as such it's although perhaps sometimes complex it is a very thorough
2:51
and detailed activity for the reflective practitioner to engage with to generate
2:59
knowledge and perhaps a key thing to remember here is that design as a way of
3:06
knowledge generation is is a socially constructed process rather than
3:14
individual even tacit process and it's through this explicit social process
3:22
where perhaps the power of design really comes through
3:27
what is important to remember for the reflective practitioner is that the
3:34
process of designed for generating knowledge is or has a very key
3:41
foundation and that key foundation is that the reflective practitioner is able
3:47
to engage with conceptual frames for learning and be able to reframe concepts
3:58
and reframe understanding in order for those for knowledge generation to take
4:05
place without reframing of concepts without reframing of our understandings
4:12
and reframing the way we approach our understanding designed cannot work as a
4:20
means for knowledge generation so the key principle of reframing in terms of
4:25
design is what will generate new knowledge for the reflective
4:30
practitioner
Topic 133
0:01
becoming reflective practitioner is a process of combining theories and
0:08
knowledge and practice into a coherent whole which is meaningful for the
0:15
teacher and this all comes together to generate concept which we can think of
0:24
as teacher professionalism and the fundamental question we have to ask
0:30
ourselves here then is is good teaching direct consequence of reflective
0:38
practice
0:42
as we've seen reflective practice is very much a process of inquiring into a
0:49
problem of investigating and understanding the problem in order to
0:55
come to some sort of solution to do you drive processes to solve that problem
1:05
and what this means is that we need to think of reflective practice from some
1:13
certain viewpoints in terms of professionalism for example we need to
1:19
think about how reflective practice can boost teacher professionalism can
1:26
improve and sustain teacher professionalism and one quality we need
1:32
to look at here is is Khalid the caliber of teaching the quality of teaching and
1:38
the caliber of teaching the caliber reflective practices very much a bad
1:44
challenging the assumptions that we have a bank teaching about the pedagogical
1:50
practices that were in you that way using and using these to establish for
1:57
ourselves
1:58
the principles of good practice or in other words to see teaching as an art
2:04
and the process of reflection is to refine and tune in to improve the
2:12
quality of the art of teaching
2:17
teacher professionalism 3 reflective practice is also about discourse
2:25
discourse and dialogue helps cultivate for ourselves as professional to level
2:33
of confidence in their abilities and discourse also helps us to describe
2:40
those abilities to others to articulate the level of knowledge of the level of
2:47
expertise
2:48
the level of professionalism that we have
2:53
and of
2:55
we also know that teacher professionalism from the reflective
3:00
practice standpoint is also about and knowledge generation knowledge creation
3:06
because what their reflective practitioner is doing is thinking
3:12
critically observing critically and using this criticality to frame
3:18
challenges in terms of a frames of understanding in order to develop for
3:25
ourselves new theories and new models of working
3:30
and what this means for the reflective practitioner is that we can think of
3:37
teaching knowledge and teacher inquiry from three levels we've got the neville
3:44
as the level of knowledge for practice
3:47
acquiring and generating knowledge for improved practice we've also got
3:52
knowledge in practice in other words the knowledge as applied in the classroom
3:57
and also knowledge of practice or in other words aromatic cognitive processes
4:04
in relation to the work that we're doing
4:08
and what we can do with this is begin to think a diagrammatic representation for
4:16
this knowledge and practice generation and in this format we can see that
4:22
knowledge for practice is the foundation stone of teacher professionalism it's
4:30
where the teacher is learning content and learning pedagogical knowledge from
4:37
theory from researchers and beginning to apply this in practice although we can
4:43
consider it as a very basic level of professionalism it is rather a
4:49
foundation level of professionalism equally important to any other level
4:54
without it we cannot call ourselves professionals at the next level we can
4:59
think of knowledge in practice this is where teachers are acquiring practical
5:06
teaching knowledge from the experience that they have the teaching overtime and
5:11
from the reflection of that experience and inquiring into experience on a
5:17
day-to-day basis
5:19
knowledge in practice is ongoing and perhaps forms the most significant part
5:26
of teacher professionalism on top of this we can think of knowledge of
5:31
practice this is where teachers over time developing skills sufficient enough
5:38
to be able to generate knowledge which is coming from their experience coming
5:44
from the classroom coming from the school and where the teacher is seeing
5:49
such contexts as places of learning for themselves as places of inquiry into the
5:56
process of teaching it's a way for the teacher to make cognitive connections
6:02
between theory and practice between the issues that they have personally with
6:07
the bigger issues concerning education as a whole and knowledge of practice
6:13
therefore is very much taking a very critical perspective not only a theory
6:19
but also
6:21
of the experiences of others and their own experiences in order to bring these
6:27
three things together into a new generation of understanding a new
6:33
generation of knowledge and it's from this generation of knowledge that we
6:38
start to develop the profession and also develop our own role as a professional
6:45
within the context that we work so the three levels thinking here and knowledge
6:52
generation fundamental to the process of professionalism the foundation level
6:58
knowledge for practice is not insignificant it is a Fantasia level and
7:03
therefore as important to knowledge of practice which is generating new
7:08
knowledge or time
Topic 134
0:01
the theories and a knowledge and practice which come together to help
0:08
teacher become a reflective practitioner also have a moral and ethical dimension
0:16
to them as teachers working in a social context the moral and ethical dimension
0:24
every effective practice is important to us and should not be overlooked and in
0:31
terms of understanding this particular dimension to reflective practice the
0:37
starting point really our attitudes as teachers to the profession of teaching
0:45
and teaching and learning strategies include things like open mindedness this
0:54
is important for the reflective practitioner because it under pins
0:59
beliefs about the diversity of our students the intellectual the social and
1:10
of course the the the other dimensions of diversity that we can be working with
1:16
the when we're in a classroom with groups of people
1:20
another aspect of open mind in this that we need to embrace as reflective
1:27
practitioners is humility we really must remember that teaching for the
1:35
reflective practitioner is a process which is not one way but to the
1:44
reflective practitioner is learning from and with the learners with the students
1:49
as much as they are learning from the teacher and therefore this does require
1:55
open mindedness and humility in order to be honest with ourselves about the
2:02
mistakes that we're making and a bad direction that we're traveling in
2:07
another attitude which is significant for the ethical and moral moral
2:14
dimension of reflective practice is that we are very caring about our students
2:21
and we have hope for them in terms of their learning in terms of their futures
2:25
what we're doing with them in the classroom every time is preparing them
2:31
for their future for five years for ten years for fifty years hence and
2:36
therefore that's a very great responsibility for us and part of the
2:41
attitude which underpin the process of reflective
2:45
reflective practice
2:48
another attitude which is significant for the reflective practitioner to be
2:56
aware of
2:57
through this moral and ethical dimension is the sense of responsibility that we
3:03
have as reflective practitioners we need to consider the consequences of our
3:10
actions in the classroom
3:12
erections experiments without practice the the approaches the strategies we use
3:21
are always for the good of the students not just for the sake of personal
3:27
development and therefore the responsibility is that we're always
3:33
looking at the consequences of our actions the consequences should always
3:37
be positive and good and there is also a responsibility that we're developing
3:45
from the experiences that we have real having that we're making meaning for
3:50
ourselves as professionals in terms of the teacher learner interaction and how
3:58
this comes together for the reflective practitioner as a professional
4:06
this also an attitude of engagement or in other words the whole business
4:13
reflective practitioner is somebody who is being very critical asking questions
4:21
about their role as a teacher and what this means is that we need a certain
4:28
curiosity about our professional role about the subject that we teach and
4:34
about the pedagogy of that subject and the impact of approaches on teaching and
4:43
learning and on the students and therefore this whole hearted nurses part
4:48
of the underpinning moral and ethical dimension of reflective practice
4:55
and then of course we need to remember that for the reflective practitioner
4:59
that teaching is very much an art its individual to the teacher but is
5:10
far-reaching in terms of its impact and therefore it can be directed and guided
5:18
in any particular way by the reflective practitioner or so therefore it is
5:24
something which is very much developed over time and evolves along with the
5:30
teacher and say this moral and ethical dimension of reflective practice
5:36
realizes that the teacher the reflective practitioner is a growing and evolving
5:44
professional
Topic 135
0:01
becoming a reflective practitioner then is about combining knowledge and
0:07
theories and practice and it's easy to think of this in terms of teacher
0:15
knowledge and teacher inquiry we know that they process for teachers in terms
0:24
of becoming reflective practitioners is very much about thoughtful and
0:29
reflective process and this the purpose of this is for the reflective
0:36
practitioner to be active contributors to their community which they work the
0:44
educational community and what we need to think about is where this all comes
0:51
together in terms of developing as a professional developing as a reflective
0:56
practitioner and we can look at this in terms of a very simple model for
1:03
becoming a reflective practitioner based on knowledge development we as teachers
1:10
are working within a community and we can think of it as an ecosystem and from
1:16
these radii different approaches that we can use in order to build knowledge and
1:23
therefore professionalism for example we can look at research and this defines
1:29
personal research defines the direction of a professional growth we can also
1:35
think of it in terms of training capacity building and this is very often
1:40
the approach which is taken by schools in terms of building professionalism and
1:45
teachers we can also look at it in terms of the tools that teachers can use in
1:50
the infrastructure which schools provide and this can be things like internet
1:54
access or libraries where teachers are able to access information perhaps a new
2:00
idea is thinking of the school ecosystem as a place where people professionals
2:07
working together in order
2:10
to explore define and redefine the components of the teaching profession in
2:17
other words it's like idea incubation where ideas are defined and tested and
2:22
then built on and of course within a collaborative environment we can think
2:27
of the school ecosystem is a place where knowledge creation and sharing occurs
2:32
where colleagues are working together and of course there is just more pure
2:38
forms of knowledge sharing through things like school magazines and
2:42
presentations and so on and so within this this model we have to think for us
2:49
out so where does reflective practice fit in to this knowledge acquisition
2:55
process and again we can look at another models to define this wear reflective
3:01
practice has two key components one component is about inquiry about
3:07
investigation and its inquiry into professionalism in terms of teaching and
3:14
its inquiry into how an individual is not only participating book contributing
3:20
to the educational fraternity to the community as a whole and the other
3:25
component of reflective practice from this knowledge point of view is
3:29
essentially metacognition or in other words how we're thinking thanked the
3:34
processor professionalize the haitian and participation and the questions that
3:39
were asking ourselves and challenging ourselves with in order to move towards
3:44
a professional identity
3:46
and it's these two things which come together within the profession to
3:51
enhance student learning and promote teacher growth so we can see that these
3:58
two come together to what we can call the teacher growth model and the teacher
4:02
growth model is therefore multifaceted it's got many perspectives to it in
4:09
terms of knowledge creation and knowledge generation through the system
4:15
but also in terms of becoming experts in pedagogy and the and the subject
4:23
pedagogy use which will move the profession forward in the 21st century
4:29
and this teacher growth model that we can now talk about therefore is
4:36
significant for teachers name to engage with because it's through this this
4:43
process of this multiple mode of learning that the reflective
4:51
practitioner actually through research through capacity building knowledge
4:57
acquisition becomes a true professional in the 21st century
Topic 136
0:01
becoming a reflective practitioner based in knowledge and practice can benefit
0:10
from the use of communities of practice
0:14
what is therefore a community of practice for the community of practice
0:19
squad simply is a group of people he come together to share information and
0:25
experience to offer insights to one another and uses a to this this group
0:32
process as a tool to develop areas of common interest and common aids
0:41
and at the heart of the community of practice are certain components one
0:45
component is the community its membership who's actually in the
0:50
community
0:51
their relationships and the interactions between the members of the community of
0:55
practice they community here would be the group of teachers within the
1:01
department
1:02
the group of teachers within the school or even in the school system that
1:06
community can vary according to the weight set up by those involved
1:13
another aspect which we need to think about from this point of view the
1:20
community of practice is the context the domain in which the community occurs
1:24
because the context will very much
1:28
provide the identity to the group and actually drive the focus for the sharing
1:35
of experience and insights that group engages with
1:41
and then of course part of a committee of practices the actual notion that
1:47
practice owner was the methods that we're applying the knowledge about those
1:53
methods and the notion that we bring to the community of practice
1:58
expertise and professionalism these all provide the defining criteria in which
2:05
the community of practice operates
2:09
and they can
2:12
a practice is there really in order to bring value to its members value in the
2:19
terms of the quality of learning the extent of learning and the depth of
2:24
learning and therefore all members of a community of practice are willing
2:30
participants in the process of collaboration and working together in
2:36
the process of contributing knowledge and sharing knowledge around those
2:42
within the community
2:45
and so we have to think then we'll why establish a community of practice in the
2:51
school it's a very very good mechanism it's it's a very good means for
2:58
developing rapidly because an individual teacher is not reflecting individually
3:05
what is happening in a community of practice is that all reflective
3:10
practitioners are going through the process of reflection and sharing the
3:15
new insights the new experiences the new understandings with others and therefore
3:20
knowledge and expertise grows rapidly in comparison to individual reflection
3:29
and as a forum for exploring and also testing ideas
3:36
the community of practice helps move the profession and the professionalism of
3:41
teachers much more quickly to Ward's good practice
3:51
the community of practice therefore is a place where new knowledge is more easily
3:57
originated where new understandings are created much more readily and explode
4:05
and considered in more detail and therefore can develop much more strongly
4:11
over time
4:15
and perhaps most importantly is that knowledge development for the reflective
4:23
practitioner through a community of practice is very much
4:27
responsive to the context in which teachers are working their context will
4:34
have unique issues associated with it
4:38
new problems arising all the time which are individual to that context and their
4:44
full reflective practitioners within a community of practice
4:48
have the opportunity to respond uniquely to those issues and problems as they
4:54
arrive within the context that they occurred
Topic 137
0:02
and so communities of practice are useful for a teacher becoming a
0:07
reflective practitioner communities communities of practice support the
0:14
individual professionals ability to generate knowledge and to manage
0:19
acquired knowledge from experience
0:23
and communities of practice and knowledge management therefore
0:27
essentially about solving known problems with known solutions and new teacher can
0:36
present a problem to the community which has already been experienced by somebody
0:42
else and therefore the solution to that problem is very readily available it's
0:47
therefore essentially bad sharing about transferring know however what we
0:54
already know about the problems and how to solve them
0:59
it's also very much about applying principles of good practice to what we
1:06
do in key areas of learning the community of practice is a place where
1:12
good practice has been stored and therefore can be transferred to other
1:19
shared around the community and therefore good practice by all members
1:26
of the community is an everyday occurrence and it's very much a process
1:31
of building trust and building relationships with colleagues in order
1:36
for this knowledge sharing and knowledge transfer to occurred
1:42
it's there for a process also making knowledge acquisition much easier and
1:51
this is because it's easier for the reflective practitioner for a teacher to
1:58
find somebody else with knowledge with answers to problems which they're
2:01
experiencing and therefore it's a very easy way to access that knowledge to to
2:10
to key into the organization or group intellect that's available and that is a
2:19
very powerful tool for the reflective practitioner to use
2:24
there there are different types of communities of practice and and these
2:30
are based around strategic intentions of the community of practice one aspect
2:36
here is that the community of practice is a helping community helping in terms
2:41
of its a forum for helping an individual or individuals so problems and work with
2:50
solutions that manage the day-to-day classroom experience
2:58
and it's also very much about making sure that good practice becomes best
3:06
practice where we have a community of practice in school or an edge to some
3:13
other educational environment it is an opportunity to develop and disseminate
3:18
to share of rain and the best approaches the best strategies that are already
3:25
known by others with those particular students with him we are working and
3:31
therefore we can say that this becomes best practice in that context rather
3:35
than just good practice
3:40
aspect of a community of practice is a bad being custodian of knowledge
3:46
knowledge stewardship in a community of practice knowledge is organized and
3:52
managed by the group and held carefully like a repository where knowledge can be
4:01
drawn upon by individual members at any particular point and therefore the
4:07
community of practice becomes a key point of knowledge input for the
4:15
reflective practitioner
4:19
another
4:20
respective community of practice is innovation its way to explore with other
4:27
professionals new ideas breakthrough ideas new innovations to create and
4:34
generate new practices which can actually become highly successful in
4:41
terms of managing student learning
4:45
the critical
4:47
chance for success of a community practice then is that it does actually
4:52
reduce the number of hours that any individual needs to give to solving
4:57
problems or issues that they're experiencing because answers may already
5:02
be within the community
5:05
therefore it decreases the extent of the learning curve learning for a reflective
5:11
practitioner happens much more quickly much more rapidly because of the
5:15
knowledge which is being shared and therefore it cuts the amount of
5:20
experimentation which is needed by the reflective practitioner there is no need
5:25
for reworking in reinventing when somebody is already done that
5:31
it's also about increasing the amount of innovation that can take place because
5:37
the innovation is supported by the community and because the community is
5:42
there to provide support it means that the amount of mistakes or errors that
5:47
can occur will greatly be reduced because people will anticipate them and
5:51
have solutions for them and because the communities they're sooo support
5:57
reflective practice it means that any changes happen very very quickly rather
6:03
than taking a neck and an amount of time because of the reflective process
Topic 138
0:01
practice at besides a useful means for an individual to become a reflective
0:09
practitioner practice episodes made a perv three components antecedents this
0:16
is very much more likely to the context in which the reflective practitioner is
0:20
working theories of practice that we're applying to teaching and something which
0:26
is called practice episodes
0:29
practice episodes comprised of three components
0:36
intentions within a teaching the actions that we take and outcomes of those
0:43
actions the intentions the actions and outcomes form a cycle that we use as a
0:50
reflective practitioner which brings substance which build the quality of the
0:57
experience in the practice episode and we can see the in this diagram the
1:03
intentions that we bring to the practice episode things like our objectives and
1:08
priorities the preferences that we have about the way we teach in the way we
1:13
interact with students the strategies that we employ and the decisions that we
1:18
make in a lesson and debate lesson this interacts with the actions that we take
1:23
and the actions are based on a behaviors and attitudes the strategy is that we
1:28
directly applying and of course their actions interact with the outcomes or in
1:33
other words the consequences on the student's learning their results that
1:38
come out of the interaction and also the feedback that we get and how we use that
1:43
feedback for evaluation and assessment so the interaction between these
1:48
components between the intentions in the actions between the actions and outcomes
1:53
is really what characterizes and a practice episode from this we can say
1:59
that practice episodes are actually very dynamic that's very much about the
2:05
relationship between the intentions and actions and that comes out of the
2:10
actions reflect the intentions and how the realities reflect the actions and of
2:17
course the intentions reflect the Act comes how these three things come
2:23
together and interact with one another and it's within this
2:29
sorry it's it's this interaction which occurs within a specific context
2:36
practice episodes occurred within a particular cultural context with this is
2:42
the antecedents power to the framework the cultural context the the social
2:49
context the pedagogical context that religious context there are so many
2:55
different context which provide the background in which practice episodes
2:59
occurred
3:02
and this this context antecedents component of practice at besides
3:09
therefore influences directly and quite powerfully the practice episodes that
3:18
the reflective practitioner is engaging ways
3:22
and
3:23
and therefore we can understand the dynamism within practice episode is not
3:30
just within the episode but the antecedents which impact on the practice
3:36
episode and therefore these can intrinsically affect the teachers
3:41
theories of practice in relation to the work that they're doing and so practice
3:47
episodes can feed back to a teachers understanding of theories as they
3:53
replied to practice understanding of the theoretical foundations that we're
3:57
applying their practice episodes inform our understanding of theory but this is
4:03
really not enough for the reflective practitioner while integrating fear is a
4:09
practice and practice episodes what we need to do is a reflective practitioner
4:16
is adding the interest in two seasons to this because they powerfully influence
4:22
what we're doing and also incorporate all this into the decisions that we're
4:27
making about practice and actions and therefore we need to build their
4:33
antecedents into this model where the practice episodes and the theories of
4:38
practice that we have interact with one another and the antecedents then
4:43
informed that interaction as the practice episodes very simply a process
4:50
where r incorporating the antecedents within a feedback loop or in other words
4:55
we're getting information which we feeding into the practice episode from
5:00
the antecedent which informs the interaction between the components of
5:06
the practice step aside and therefore this creates an opportunity for the
5:12
development of professional knowledge for the reflective practitioner in the
5:16
way that we are linking facts and their interpretations into a combined hold
5:23
which we can call professional knowledge
Topic 139
0:01
to develop teacher identity the reflective practitioner and needs to
0:07
connect with lifelong learning and it's important for us to consider their
0:13
teacher as a lifelong learner for reflective practitioners they are
0:18
certain areas of learning that we need to engage with as a lifelong learners
0:25
and there are certain proficiencies within these domains that we need to
0:33
develop as reflective practitioners because they really guidance as lifelong
0:39
learners and we can see here that the reflective practitioner is working with
0:45
three domains of learning knowledge skills and dispositions
0:51
in terms of skills the teacher as a lifelong learning is working with
0:57
classroom management and organization management technology integration for
1:03
example interpersonal skills within the context of working in terms of
1:09
dispositions the reflective practitioner is someone who is working to develop a
1:14
certain wisdom in terms of reflective practice and also a cultural awareness
1:20
and acceptance of values within the school environment as well as a
1:25
confidence and competence with inquiry into the process of teaching and
1:31
reflection and of course in terms of knowledge teacher identities developed
1:36
through communication and through critical thinking and say within these
1:41
three demands we can consider particular aspects of the process of reflection
1:47
knowledge include definitely includes courses education in order to help us
1:57
develop intellectually but also developing practical skills whether
2:01
written or oral and it's written and oral communication which is a means for
2:07
developing knowledge quantitative literacy about what we're doing and also
2:14
the ability to think about what we're doing and of course the the the approach
2:21
to managing successfully as teachers
2:27
in terms of the knowledge and demand we must be as as a highly performing
2:34
teacher very well versed in the subject that we're teaching and the pedagogy of
2:39
the subject that we're teaching in a sense we must be experts in the field
2:44
and this is perhaps one of the defining characteristics of this domain of
2:50
teacher identity
2:53
as
2:54
practitioners we must be able to demonstrate the ability to apply that
3:00
knowledge to apply apply content and also to apply the teaching of that
3:06
content to the students and be critical about that within the educational
3:11
setting
3:13
the knowledge domain for the teacher is about cassese's possessing knowledge and
3:21
the materials that we need to acquire materials that we need to find in order
3:27
to access that knowledge especially within the subject that we're teaching
3:35
there is the skills domain also which is very much
3:39
focusing on the practical abilities that we're bringing to the role of teaching
3:46
and it can be very broad and expand across the school environment but can
3:54
also develop from teacher beginning phases teacher preparation through two
4:00
experienced practitioners
4:04
and we've experienced the scales domain becomes very powerful area for teacher
4:12
identity development because it's through this web metacognition becomes
4:16
significant in emancipation processes
4:21
and there are there for example that we can draw run in terms of the skills
4:28
domain and what this means is that we're looking at the skills within the context
4:35
within the climate of the school that micro politics within the school and the
4:41
issues around the politics and how this impacts on a motivation to teach the
4:47
passion that we have as teachers this also generates for us the curiosity that
4:55
we have about our professional identity and how we can grow our professional
5:00
sales
5:03
the school's domain is significant or so for building confidence confidence has
5:09
teachers and confidence as experimenters in reflective practice experimentation
5:15
involves a certain amount of risk and we need to be confident to deal with that
5:19
risk
5:21
there is also an underlying premise here for the teacher as a lifelong learning
5:28
in the skills domain and that is that we believe that all students can learn and
5:36
learn very well and achieve well and disbelief and depends the skills domain
5:42
so that it becomes a key component of our identity
5:48
so the teacher is a lifelong learning is is always extending their knowledge the
5:53
practical knowledge the subject knowledge and the experiential knowledge
5:57
that their acquiring through overtime and its three this that teacher identity
6:04
truly evolved into something quite powerful
6:10
and then of course there's the dispositions and attitudes the values
6:15
the beliefs and assumptions that an individual reflective practitioner has
6:20
about teaching about patents of professional south and professional
6:28
practice
6:31
the teacher therefore within this domain
6:35
the teacher who has a grown identity is somebody who can demonstrate behaviour
6:42
which are consistent with his ideals of best practice and can bring these to the
6:49
classroom in terms of fairness and openness and honesty so that all
6:55
students have the best opportunities to learn
Topic 140
0:01
teachers as lifelong learners we've seen that there are three domains of learning
0:07
and there are certain proficiencies within these demands of learning and we
0:12
need to explore and understand these particular proficiencies within the
0:17
three domains in terms of the knowledge domain there is communication how the
0:22
reflective practitioner use is communication skills effectively in
0:28
their teaching and in terms of their reflective practice the reflective
0:33
practitioner is using appropriate written and verbal communication and
0:39
articulation of ideas in order to develop their practice and develop the
0:45
practice of others and it's not necessarily just a bad communication but
0:53
it's about using language to build an understanding of ideas and to bring
1:01
experience together with eerie
1:05
additionally it's also the reflective practitioner uses different media
1:11
different means to communicate understanding whether it's written to a
1:17
journal or through a magazine a professional magazine or three some
1:21
other media maybe a blog the writing
1:29
communication therefore brings clarity to the reflective process and it
1:35
provides opportunity for feedback and developing ideas and goals for further
1:41
development and this frame which contributes to the individual's ability
1:47
to structure and restructure knowledge and to reinforce their learning
1:53
communication skills also allowed the teacher to achieve the goals that they
1:59
set themselves because it is a means for clarifying those goals and therefore
2:05
motivating towards the goals providing enthusiasm about the subject and the
2:10
banked learning of that subject and the teachers are life-long learning he's
2:15
continually therefore in a process of using and refining communication skills
2:20
with themselves with colleagues and with students in order to develop the teacher
2:27
identity
2:30
another component technologies critical thinking the teacher needs to engage
2:36
specifically with critically thinking because this focuses on understanding on
2:41
key aspects of professional practice and professional identity and informs their
2:47
creation and generation of knowledge and skills for the profession in a very
2:53
reasoned and logical and informed way which can be trusted by teachers and by
3:00
communities of practice
3:03
pretty clear critical thinking is therefore very powerful model for the
3:07
teacher to use in terms of the process of thinking through teaching in the
3:14
classroom and working with students and therefore it does contribute to the
3:19
context of teaching and perhaps even contribute to the wider society
3:27
demands of teaching interpersonal skills become very significant for the lifelong
3:32
learner the capacity to interact with people to empathize with others to
3:37
sympathize to show sensitivity towards other people in the community and to
3:44
work with both adults and children very productively very positively in caring
3:50
and meaningful ways and therefore producing environments which are good
3:56
examples of these qualities
4:01
skills those which we possess therefore in terms of the skills which we need to
4:07
foster for peer collaboration and the teacher therefore must be willing to
4:13
work with others to seek help from others and advice and guidance in order
4:17
to develop themselves as lifelong learners and therefore interpersonal
4:22
skills form a basis for this continuous process
4:26
integration of discipline knowledge is very important
4:32
the discipline the subject that we working in is significant for lifelong
4:38
learning because it's the subject with teaching we need to integrate the
4:42
different perspectives of the discipline into our views of the subject and how we
4:48
intend to teach the subject to the students and hang the teacher brings all
4:54
of these things together actually helps with teacher identity
5:00
technology integration in the classroom or in the school environment is useful
5:07
for constructing knowledge because it's through this process which brings
5:12
reflective practice into the 21st century organization and classroom
5:17
management is another proficiency that teacher is engaging with because
5:23
classrooms are very clump complex environments and teaching engages with
5:27
complex activities and therefore there needs to be very clear support
5:32
mechanisms for the reflective practitioner in this regard in relation
5:37
to reflective practice we need to adopt therefore strategies which are very
5:42
proactive in terms of developing skills for classroom management and
5:47
organization management and which support the organization as well as our
5:53
own positive expectations of teaching and learning
5:57
and of course scholarly inquiry it's a fundamental principle of reflective
6:02
practice teachers need to be well versed with experimentation exploration and
6:08
also be knowledgeable about trends and issues which are emerging in teaching
6:13
and how we can actually bring these to our own teaching through research and
6:18
through experimentation within academic environment and then of course there's
6:23
reflective wisdom through reflection teachers gain much deeper understanding
6:29
of their roles and the knowledge that they bring to teaching and therefore
6:33
this can help the teacher become much more effective as a teacher develop
6:40
their teacher identity and this is very useful for lifelong learning reflective
6:47
wisdom is ongoing it's not something that you acquire it is ever evolving
6:52
changing and it is something that the reflective practitioner withdrawal run
6:58
continuously as a means for ongoing learning and development
7:03
and also cultural awareness and acceptance the context in which the
7:08
teacher is working and the diversity of personalities and experiences that the
7:12
teacher is working with the teacher must provide educational opportunities for
7:19
everyone
7:20
themselves the students a working with and their colleagues because this will
7:24
strengthen everybody's appreciation through through the diversity of what is
7:30
potential what is possible within the school
Topic 141
0:01
to develop teacher identity we can look at competency framework for lifelong
0:08
learning this is a framework which enables the reflective practitioner t
0:13
consider components of their practice which will help them develop their
0:19
identity as a teacher the competency framework which is about lifelong
0:25
learning is a framework which is continuous and supportive and most
0:32
importantly it is also an pairing for the individual the competency framework
0:38
their full evolves over time he can be added to and is used long-term it lasts
0:47
for the lifespan of the teacher and is not theoretical it is very much an
0:53
applied framework for the teacher and is useful in terms that it builds
1:01
confidence with into the teacher identity development process the
1:08
competency framework any competency framework that use is very useful for
1:15
the reflective practitioner because it helps define not only the components of
1:21
teacher identity but also the interaction between those components of
1:26
teacher identity for example in this framework we can see that interpersonal
1:31
and communication skills
1:33
form part of teacher identity as well as the learning from practice and the
1:42
theory based practice how theories being applied in practice these are three
1:47
components of a framework for competence there's also another component which we
1:54
can think of in terms of professionalism as well as pedagogical knowledge their
1:59
knowledge that we have a back teaching the particular subject and then a final
2:03
component of a competency framework could be something like a focus on the
2:08
Lerner said we have two students we working me so we can see a number of
2:13
maintenance of teacher identity and there can be connections between any of
2:19
these components for example hailed as interpersonal communication skills
2:24
interact with professionalism how does interpersonal communication skills
2:30
interact with pedagogical knowledge so we're not only identifying the
2:34
components at the framework but I these components interact with one another
2:40
a competency framework then is very much about active participation in the
2:46
process of teaching and the process of reflection it very much defines helps us
2:52
define the goals set goals and how to accomplish those goals for teaching
2:59
it helps us set goals which are very specific very measurable that we can
3:06
define and realize that outcomes of our actions they can set the time line that
3:14
we working to in terms of development and also help us identify the resources
3:20
that we need to use in order to help us develop ass practitioners
3:27
it's also since it's about defining the goal setting the goals we need to
3:33
consider the particular goals that can be set in terms of teacher identity as a
3:39
reflective practitioner and there can be essential goals those goals that
3:45
dictated perhaps by the school community or by wider society these goals that
3:54
essential for us that we don't have a choice about it we also have problem
4:00
solving goals we experienced issues in the classroom problems in the classroom
4:05
and therefore we have goals which we set to try and overcome those problems and
4:10
then of course we have innovation goals goals which are about change
4:15
development and improvement about professional growth which all come
4:20
together to lead to professionalize teacher identity and we can look at days
4:26
in terms of the smarter framework smarter stands for specific goals need
4:33
to be specific we need to be able to identify what they are so that they
4:37
become measurable for us goals need to be achieved and we need to know that
4:43
we've achieved them so we need to be able to measure that achievement goals
4:46
need to be action oriented or in other words because we're working as
4:51
reflective practitioners we're doing things in the classroom and those
4:55
actions are translated into goals the goals of course need to be realistic we
5:00
need to be able to achieve them and they need to happen within a time frame and
5:06
within the constraints of resources that we have available to us most importantly
5:12
perhaps these goals need to be energizing because they very much how
5:18
person continue the process of development and improvement and of
5:23
course for the individual and it be relevant
5:26
they're not general Colts their specific and a teacher identity and how we can
5:31
build out teacher identity
Topic 142
0:01
a process for connecting with lifelong learning is real work banks learning and
0:09
there's a question we can ask you a simple question which is what is work
0:13
based learning the thing about work based learning is that it incorporates a
0:20
range of words and phrases to describe it
0:24
things like CPD or continuing professional development things like
0:28
vocational learning things like workplace were learning lifelong
0:33
learning work based learning all these are words which are used to try to
0:37
describe what work based learning actually is what we can see then is that
0:42
everybody has a view on what work based learning is an all of these views can
0:49
actually be quite different and I mean different things and so clearly there's
0:54
a spectrum a continuum that exists in terms of work-based learning and this
1:01
continuing can actually define different perspectives on what work based learning
1:07
actually is it can actually be quite a narrow perspective in other words it's
1:12
about learning in the workplace only in the workplace and therefore perhaps it's
1:18
driven by the employers rather than the individual but work based learning could
1:23
also have a very broad perspective which is about learning which relates to a
1:29
professional roles relating to our work and in this regard work based learning
1:34
is very much driven by the individual or by community needs rather than
1:40
organizational or employee needs and there's a spectrum there is a sort of
1:44
middle ground that we can consider the middle ground where work based learning
1:49
is influenced by the needs of the students we working with or perhaps by
1:56
the system within which we working so work based learning is
2:03
very complex to understand and it very much
2:08
extends the skills and knowledge of the reflective practitioner and has the
2:15
potential for extending the abilities of the teacher
2:20
and in terms of this extension we can consider work based learning within a
2:27
matrix components and we can see that work based learning can be individually
2:34
driven or it can be organizationally driven in other words is it the teacher
2:40
learning in the workplace or is it the teacher working from the workplace and
2:46
it can also be informal or formal in terms of its approach and if we look at
2:53
the components of this matrix if workplace learning is individually
2:57
driven and these informal the processes here are very much about improving
3:03
performance from a personal individual perspective and it could be about
3:08
developing skills in a new work setting or within a new framework for an
3:14
individual for more perspective it can be very much about investing in the
3:21
process of learning not only personally but also professionally to extend
3:26
performance within the work environment within the organization from an
3:31
organizational and formal perspective it's very much about investing in
3:36
learning to improve the organization's overall performance and certainly in the
3:43
21st century it can also be about market competitiveness for the organization and
3:50
then from an organization and informal perspective it's very much about
3:55
investing in learning to bring knowledge and to bring skills to the organization
4:02
which are currently missing or deficient in some way so we can see that workplace
4:09
learning this spectrum its complexity when viewed in a matrix form actually
4:15
helps define the type of learning that takes place whether it's from an
4:21
individual or organization perspective or whether it's from an informal or
4:26
formal perspective
Topic 143
0:01
connecting to lifelong learning through work thanks learning we've seen is quite
0:09
complex and there are a number of assumptions we need to consider in terms
0:15
of what makes good work based learning
0:21
we need to
0:22
what works well in terms of practice in work-based learning and what makes it
0:28
work well what makes work based learning work well and we saw a model of a matrix
0:37
previously paid work banks learning and the different dimensions of workplace
0:43
learning and essentially bringing all these things together there are certain
0:49
outcomes that we can begin to appreciate for example outcomes and process driven
0:54
curriculum learner centred approaches to teaching self-directed learning is a
1:01
valuable outcome of work-based learning experiential processes evidence based
1:07
assessment and also work based learning is very flexible in terms of the way
1:13
learning can be managed and say these form the key pedagogical features of
1:19
work-based learning it's very much focused on achieving that outcomes
1:25
identified within the context
1:28
perhaps related to the curriculum the process and objectives of the curriculum
1:32
work based learning tends to be very learner-centered and can also
1:39
incorporate a contract whether formal or hidden contract between the organization
1:48
and the learner
1:51
it's very much
1:53
focused on self-directed learning driven by the individual and perhaps most
1:57
importantly work based learning has a focus on learning how to learn because
2:03
this is a metacognitive aspect of learning for the reflective practitioner
2:07
and of course work based learning because it's in the workplace is
2:12
experiential and therefore relates directly to the practice of the teacher
2:22
the application of learning in the workplace is another key feature of
2:27
work-based learning rather than the teacher learning in the classroom
2:32
outside of the work environment work based learning has immediate
2:38
applications and therefore immediate outcomes immediate benefits for the
2:42
teacher
2:45
within the workplace of course there's opportunity for support from the
2:49
organization whether it's just three colleagues or three were critical friend
2:55
or through a formal process like a mentor or coach within the school
3:01
outcomes for work-based learning also very much evidence based we can look at
3:10
that outcomes as they're applied in the classroom and lends itself work based
3:15
learning lends itself very nicely to reflective practice because its ongoing
3:20
learning in the context of the school in the classroom environment and work-based
3:26
learning of course then has the potential to be very very flexible in
3:31
terms of the way learning is managed and engaged with by teachers in an ongoing
3:38
basis
3:41
so there are certain factors which can affect work based learning and these
3:47
context specific there are some ideas here but there are certainly many other
3:53
ideas which can impact on work based learning perhaps the most significant to
4:00
consider is accreditations and assessment of work-based learning how is
4:05
learning in the work environment assessed and how is that assessment
4:12
verified and most importantly how is it
4:15
accredited hideaway evidence that learning which is taking place so this
4:20
is a key consideration for work-based learning another area to consider in
4:25
terms of influencing and supporting factor is how much support they provide
4:31
that the teacher the school can actually gave to the individual teacher during
4:37
learning in work the idea of work-based learning is that it's flexible and
4:42
because colleagues are available in the environment then there is a lot of
4:46
support for the individual to develop another key area perhaps is the specific
4:52
subject area the occupational area that the teachers working in there is within
4:59
for example a department expertise that an individual teacher control on to
5:04
develop so there are a number of factors there are some here there are
5:08
potentially many more that influencing and supporting factors for work-based
5:14
learning
Topic 144
0:01
for work-based learning what are the the issues and challenges and the operations
0:08
that the reflective practitioner has to deal with
0:14
first and foremost is perhaps overcoming the language barrier the communication
0:19
barrier for work-based learning to be effective there needs to be very clear
0:27
interaction with colleagues and whether the professionals about the experiences
0:32
that we have ring and about their support and their knowledge transfer to
0:37
to the individual the opportunities very much about expanding skills pedagogical
0:46
skills and in particular these skills can be enhanced to a very high quality
0:54
or in other words work based on opportunity web-based learning is to set
0:59
a very high standard of good practice or best practice
1:05
we need to engage very very carefully and very effectively with the work
1:14
environment with the employers in order for work-based learning to be successful
1:18
because it's very much a banked identifying quality and transforming the
1:25
level of quality that we can bring to teaching and therefore workplace
1:32
learning needs to meet certain requirements for teaching and and for
1:38
the designer that whole process in order for it to be successful
1:44
and what we can do is consider three simple guidelines for work-based
1:50
learning to be successful
1:54
work based learning is essentially then to be structured and measurable so that
2:03
it becomes successful work based learning which just happens in a very
2:08
informal way is less successful than that which is supported by the school by
2:15
the or the organization and structured to be incremental overtime and supported
2:23
the support is important because this provides proper planning and proper
2:28
training for work based learning and therefore ensure its level of success
2:35
of course work based learning needs to be supported by other activities for
2:41
learning whether those out of school college or university courses whether
2:49
its independent reading self-study whatever there are other approaches
2:55
which need to be in place to support learning in the workplace
3:01
it's a work based learning through reflection then is where work based
3:08
learning connects with reflective practice and we remember that reflection
3:13
is an active process but also a very detailed and rigorous process for the
3:19
teacher and it's very much about contributing professional knowledge to
3:25
ourselves and to the profession to the practice that we're teaching and
3:30
bringing these two things together work based learning 3 reflection then is a
3:36
very deliberate process where reflection and work learning occur simultaneously
3:42
in a critical process of examining practice
3:50
reflection for work-based learning then is where the teacher sets some cold sets
3:57
a challenge for themselves and undertakes a process of inquiry South
4:03
inquiry to realize certain outcomes in relation to that practice
4:09
and therefore learning for the reflective practitioner who's bringing
4:14
reflection together with work based learning is derived from Experian's it
4:20
doesn't just happen in a very informal ad hoc way it's very much focused in
4:26
place in time and within the experience of work and reflection
4:34
and its by recording that experience recording the reflection and by thinking
4:41
through what we're doing and understanding trying to understand it in
4:45
more detail that we start to bring meaning to our learning which is where
4:51
reflection and work-based learning becomes very powerful for the reflective
4:55
practitioner because it's through this that learning can increase and
5:01
consequently a professional knowledge starts to take a very important part in
5:07
what we play
Topic 145
0:01
useful strategy for developing teacher identity through reflective practice is
0:08
the Socratic method the Socratic method is essentially aimed at developing
0:16
understanding
0:20
Socrates
0:22
an approach to questioning reality based on a thorough understanding of skills
0:31
for questioning and exploring cross examining evidence in order to arrive at
0:39
the truth
0:40
the evidence that the truth of the situation
0:46
and what
0:47
reflective practitioner can do is use the Socratic method and in particular
0:53
use questions within the Socratic method to help the reflective practice process
1:00
it is essentially not focused on developing knowing from not knowing but
1:08
as a process in itself it's about developing thinking skills and
1:13
developing the ability to reason thoroughly and deeply
1:20
and it's through this deep and thorough reasoning that the reflective
1:25
practitioner will be able to explore very deeply the experiences that they
1:32
have and the assumptions and the suppositions that they have a bad those
1:37
experiences
1:41
and in this light the Socratic method is useful for the reflective practice in
1:49
terms of reframing the concepts that they have a reframing thinking about
1:55
experiences it is essentially a thinking too and therefore very helpful in
2:02
developing critical thinking skills for the reflective practitioner
2:09
and what we need to do is considered the questions that are involved in the
2:15
Socratic method there are six questions that we can consider first of all
2:19
question about which topic to actually choose to question and how this is
2:28
useful to explore for the reflective practitioner the next question we will
2:36
be looking at as reflective practitioners using the Socratic method
2:40
is what examples can we find which questions do we ask in order to find the
2:47
right examples to help us explore the experience the next question that the
2:54
reflective practitioner will use using this method questions around trying to
3:00
find the correct examples that fit the topic most appropriately and then the
3:06
next question is looking about looking at the examples and explaining those
3:12
examples it could be explaining verbally could be explaining in written form
3:20
and then the final two questions worked is perhaps significant to realize with
3:26
questions in the Socratic method is that these final two questions are where most
3:33
of the thinking will take place and we're real learning begins to occur the
3:41
fifth question is actually examining the underlying principles and their
3:46
suppositions of the experience that the reflective practitioner is looking at
3:53
and then finally to generalize from all this questioning how to actually make
4:02
broad understanding from specific experiences and this is known as
4:09
regression abstraction
4:14
we can
4:15
look at the same pratik method diagrammatic Lee and it's useful to
4:21
understand for the reflective practitioner to see that the Socratic
4:26
method relies on questioning and answering continually back and forth and
4:32
three questioning and answering the reflective practitioner will begin to
4:37
interpret situations experiences very thoroughly very deeply and so then come
4:44
too much more detailed and useful understanding of those experiences
Topic 146
0:01
using the Socratic method in order to develop teacher identity by the
0:08
reflective practitioner relies on a very systematic by questioning and thinking
0:15
and in the Socratic method there are four steps that the reflective
0:21
practitioner needs to engage with in order to work through that questioning
0:28
and thinking process
0:30
the true cause of the Socratic method is not so much about finding answers but
0:40
the process itself actually engaging in a critical questioning inquiring mode in
0:49
order to move to better understandings about experience
0:56
and therefore what happens when a reflective practitioner engages with the
1:03
Socratic method is that individual teacher becomes much more independent in
1:11
terms of thinking and therefore in terms of professional practice and ultimately
1:16
professionalism and worked that leads to in time is a regular process of thinking
1:27
and learning which is ongoing and very rigorous and very vigorous
1:37
what we can do is look at the steps these four steps of the Socratic method
1:42
I grammatically here we can see that the Socratic method is defined as a sequence
1:50
moving from a situation to a decision let's look at an example the learning
1:57
situation in terms of the Socratic method it might be that your as a
2:03
teacher experiencing some problem behavior in the classroom note and this
2:08
is framed differently not as a problem not as an experienced but as a learning
2:14
situation and this is quite key for the Socratic method the experiences that we
2:19
have the problems that we're experiencing are not spoken of in terms
2:25
of problems but in terms of potential for learning the first step in the
2:29
Socratic method is to elicit meaning and to elicit that detail from the learning
2:36
situation and in the example we're looking at it could be that the teacher
2:41
might propose that the students are misbehaving in all lessons and not just
2:47
in their own lesson and that might be a starting point for further questioning
2:52
and further exploration the second step is for the reflective practitioner to
2:58
clarify the learning situation to get a better appreciation of the components
3:05
which are creating the learning situation so at this point the teacher
3:10
may be asking some questions about their own role in relation to the student's
3:17
behavior and trying to come to some sort of proposition about why the behavior is
3:24
occurring it might be that for example that the students misbehaving in all of
3:31
their lessons and therefore this is some sort of learned behavior which is
3:35
carried through the whole of the school day the third step is about testing the
3:41
propositions it could be speaking with colleagues in this instance it could
3:46
also be about observing behavior in the
3:49
the classes just to see for yourself whether they the proposition bad
3:55
behavior across all of the lessons is actually true and then therefore step is
4:03
making a decision deciding whether the proposition is true and whether the
4:08
experience
4:10
need to be questioned further so at this point you're actually testing whether
4:14
what you believe is true and making a decision to either accept the
4:18
proposition or to decline it and therefore to rethink the initial idea
4:25
about what is the cause of the problem in order to then begin questioning again
4:30
to find a better solution
Topic 147
0:01
we have explored how the reflective practitioner can use the Socratic method
0:08
to develop their identity as a teacher and we've looked at the questions that
0:13
can be applied to the Socratic method what is useful at this point is to
0:20
explore specifically the questions for each step of the method
0:28
step at the Socratic method is called illicit elicitation facts and
0:35
understanding from a situation and a question that the reflective
0:41
practitioner can ask themselves at this point is what they already think about
0:46
the situation what do they already know about the experience the experience what
0:52
other experiences are informing them at this point
0:58
the next step of the Socratic method is clarifying understanding about a
1:04
situation or experience so questions which are useful to ask at this point is
1:10
well what do I mean by X what do I mean when I say this thing what do I really
1:17
understand how bad the situation as I experienced it as I perceive it
1:25
the first step of the Socratic method is testing
1:30
understanding testing the assumptions and the presumptions that we are
1:35
building as reflective practitioners so questions like what how does extra light
1:42
to why how do I know what I'm sayin from this experience can actually be true and
1:50
can you really be true what i'm saying is happening or is there another way of
1:57
saying this is another reason
2:02
and then
2:03
Renault step the Socratic method is decision making for the reflective
2:10
practitioner can the reflective practitioner of Fulham and new
2:15
proposition and new understanding of the situation based on the questioning
2:21
process
2:23
and in this light we can see that the steps the Socratic Method link very
2:30
closely to the levels of Bloom's taxonomy in terms of applying questions
2:37
to the Socratic method we can see that they're following the common preteen
2:44
description interpretation and outcome and we can apply the Socratic method to
2:52
Bloom's levels very very clearly and there are of course different levels of
2:59
reasoning in Bloom's taxonomy moving from lower order thinking through to
3:04
higher order thinking questions relating to remembering and understanding one of
3:10
the words describing the experience this is the elicitation phase of the Socratic
3:16
method
3:17
and then question types relating to the middle levels of Bloom's taxonomy
3:23
applying and analyzing these questions where the reflective practitioner is
3:30
considering the second and third steps of the Socratic method and then relating
3:38
to Bloom's higher order thinking skills evaluating and creating this is where
3:44
the reflective practitioner is using the Socratic method and using questions in
3:50
the Socratic method to begin to make decisions and to find propositions which
3:57
explains the situation a deeper level of understanding so we can see that as the
4:05
tool the Socratic method is extremely powerful for the reflective practitioner
4:10
it provides a very strong structure and it engages the reflective practitioner
4:16
in a process which is both deep and powerful both at the same time
Topic 148
0:01
so there are questions that we can apply to the Socratic method which support the
0:09
process of reflection for the practitioner and this whole process
0:14
helps the reflective practitioner develop their identity as a teacher and
0:19
we've seen how christians can be applied to different levels of cognition
0:25
different levels of thinking from lower order to higher order and in terms of
0:32
these questions there are very different question types at each level that we
0:38
need to be thinking about asking and these question types again provide a
0:46
stronger structure for the reflective practitioner to use when they're
0:50
applying the Socratic Method questions of purpose force the reflective
0:57
practitioner to look at a situation critically and try to define the
1:03
situation as clearly as possible
1:07
questions of information required the reflective practitioner to look for
1:13
evidence PSA's look for data look for information in the situation in order to
1:19
elicit understanding of the experience
1:25
quest
1:26
shins of interpretation force the reflective practitioner to take the
1:31
information and begin to make meaning from that information to interpret
1:36
analyze and understand the situation from different viewpoints
1:45
questions of assumption forces as reflective practitioners to look at the
1:52
information understanding information and then to reflect internally to think
1:57
about ourselves about how we're examining the information and what
2:00
assumptions we have which are affecting our interpretation
2:09
questions of implication mean that reflective practitioner needs to follow
2:16
where the information is leading and begin to predict outcomes predict
2:23
conclusions from the experience
2:29
questions of point of view of the reflective practitioner examining their
2:37
concepts and their own frames for understanding in relation to experiences
2:43
so that the reflective practitioner is not removed from the process of
2:49
reflection or thinking all the experience itself but understand
2:55
connections and the interrelationships
3:00
questions of relevance for service to make decisions are packed our thinking
3:07
and a banked the evidence that way using from situations so that we can make
3:13
better decisions about the questions that we're forming and the way we're
3:18
perceiving a situation
3:22
questions of accuracy focused on helping the reflective practitioner I see
3:30
reality the questions that were asking rabate understanding the truth of the
3:37
situation rather than allowing ourselves to remain blind to a situation
3:45
questions of precision forced the reflective practitioner to be accurate
3:51
about the questions which are being asked the questions giving in sufficient
3:57
detail and other significant enough to gather the information that we need
4:03
questions of consistency
4:07
forcing the reflective practitioner to consider data information over time to
4:15
see if the information is consistent to see if contradictions contradictions can
4:21
help us reframe the questions to look more deeply
4:26
questions of logic helped the reflective practitioner consider the situation as a
4:34
whole and consider how the questions
4:37
connect with one another in a sequential and logical way leading the teacher from
4:44
a starting point to a concluding point in the process of reflection
4:52
all of these questions types all of these question types come together in a
4:58
meaningful hole for the reflective practitioner making sense
5:02
helping the reflective practitioner makes sense of the situation
5:06
moving through levels of thinking from lower order to higher order
Topic 149
0:01
christians perhaps the most useful component applying the Socratic method
0:09
to reflective practice and we've seen how christians can be used
0:14
there's a very simple mnemonic that we can use to help guide the questioning
0:20
process and that the money is paper clip this helps move thinking from low order
0:28
to higher order and used used his questioning to guide that process
0:35
use within this
0:38
framework for questioning we know that questions
0:43
ultimately exploratory and spontaneous and also need to be focused explores
0:51
your questions
0:52
those initial questions helping us to understand the situation and spontaneous
0:57
questions are about our response to a situation and then focus questions help
1:02
us get details from the infant from the situation so exploratory questions are
1:08
very much about the reflective practitioner using the Socratic method
1:14
and using this particular mnemonic paperclip to get a thorough
1:20
understanding gather all the information required to get very much clarity about
1:27
an experience that they're having and from this we moved to spontaneous
1:34
questions questions which are very much related to the immediate response and
1:41
the teachers assumptions in relation to the situation that they're experiencing
1:48
and then from the spontaneous questions we're moving to another level of
1:54
questioning which is focused questioning where we're taking broad ideas and
2:01
starting to get more clarity narrow down the type of question get more focus
2:08
moving from broad ideas to very specific and detailed ideas
2:15
so using the mnemonic paperclip can help guide this questioning process and the
2:25
mnemonic paperclip identifies particular types of words to ask at any particular
2:30
point using paperclip we start off with precision questions or in other words
2:36
questions which are helping the reflective practitioner become more
2:41
aware of the situation and the details in the situation for example as the
2:47
reflective practitioner you might ask yourself can you be more aware of what
2:51
is going on can you be more specific about what is going on
2:55
accuracy questions how could you test that particular assumption how could you
3:01
get a better understanding of whether the assumption is true or false
3:07
the next letter in the mnemonic is about perspective questions is there a
3:14
different way of seeing the situation or the problem is there a different
3:18
perspective that you can use to examine the situation
3:23
e equity questions what other conflicts of interest or what are the biases that
3:30
may exist within the situation which can affect the way it's being perceived the
3:36
are in paper clip stands for relevant questions how does this relate to the
3:43
problem how does extra light to why how is all of this
3:49
understood as a whole as a logical whole this season paperclip stands for
3:54
complexity complexity questions what makes this a difficult question to
4:00
answer for example is useful for the reflective practitioner to engage with
4:04
remember as reflective practitioners we're always working a messy situations
4:11
and always trying to set unsatisfactory questions so that we're always
4:17
questioning rather than just finding solutions
4:20
the alum paperclip stands for logic questions does this all make sense how
4:25
does all this come together how do all the components
4:28
pants fit together into a logical whole the I stands for important questions
4:34
what is the most important issue here what is the most significant component
4:39
to this situation and then the P letter in paper clip stands for person
4:45
perspective unity questions in other words what does this mean to me what
4:50
does this actually mean as a whole this translated and perceived by all the
4:56
actors in the situation so we can see that paper clip this mnemonic provides a
5:03
very sound structure a list of trigger words that we can use to question a
5:10
situation from the perspectives of description through two decision for the
5:18
reflective practitioner
Topic 150
0:01
it's useful for the reflective practitioner t consider how Socratic
0:06
questioning links to critical thinking there's a very simple premise here that
0:13
we need to understand and that is that without questioning there is no
0:18
understanding and therefore Socratic questioning and critical thinking come
0:24
very closely together to enable understanding to develop
0:30
picky
0:32
distinguishing factor of Socratic questioning is that it is quite
0:38
systematic and aimed at developing a deep understanding of issues of concepts
0:44
of experiences situations principles theories and because of this it helps a
0:52
lot of power
0:55
socrates was actually more interested in the process of thinking through a
1:04
problem rather than arriving at a solution to any given problem the key is
1:12
about the quality of the reasoning the quality of the questioning that the
1:18
individual is engaged with rather than simply trying to find a solution
1:25
and therefore the Socratic method is essentially focused on the process of
1:32
learning rather than just simply trying to solve a problem
1:38
and
1:40
its way then we can think about the Socratic method and Socratic questioning
1:46
as a process of trying to frame the issues that we're experiencing and we
1:56
can actually take their process in one of two different directions we can
2:02
either consider the psychiatrist Socratic questioning as destructive
2:08
process so as the constructs a process
2:12
as destructive process what we're doing is looking to see if our questioning if
2:20
our reasoning is illogical or doesn't make sense or is in some way
2:26
unsound and from this perspective trying to identify the flaws within the
2:36
questioning within the reasoning so that we can actually stop that particular
2:41
line of questioning
2:47
that is the constructive process this is where we're looking to find replacements
2:54
for the flaws in our thinking for the floors in logic and constructively
3:01
making a thinking reasoning a christening much more logical much more
3:07
precise and ultimately must be much more justifiable for ourselves and for others
3:15
and in this way both critical thinking and Socratic questioning share some
3:23
common goals they are both focused on the process of questioning and learning
3:30
and the quality of questioning and learning
3:36
critical thinking gives a comprehensive view of the situation by looking at it
3:44
from lots of different perspectives perspectives and understanding how bias
3:50
and prejudice can influence the questioning process and essentially
3:56
there for the ultimate outcome of critical thinking is about quality just
4:02
as with Socratic questioning
4:06
and the goal of critical thinking is essentially to establish levels of
4:12
thinking about our thinking and creating a questioning reflective in a voice for
4:21
ourselves in order to take the situation
4:26
reconstituted in a very meaningful way for us to develop a much deeper
4:31
understanding and understand our responses to that exercise duration
4:39
and in the way Socratic discussion month reflecting that is a process of dialogue
4:47
whether its dialogue with south with dialogue with others in relation to a
4:53
similar explicit and deep appreciation of the experience that we're having
4:59
and the critical thinker is looking a particular elements not only of the
5:05
situation but elements of thought which is also part of the process of Socratic
5:11
questioning and what we can end up with at this point is a sequence of psycho of
5:18
thinking and questioning when we bring these two things together we're looking
5:24
at the goals of the process of thinking we're exploring three questions the
5:30
issue at hand
5:31
gathering information eliciting deeper understanding to make interpretations
5:36
and inferences about the experience and then from this where divining concepts
5:43
bringing clarity for ourselves about theories and principles which lead to
5:48
assumptions for ourselves as reflective practitioners which helped us develop
5:54
new frames for thinking and this ultimately leads to new goals and
5:59
objectives as part of the reflective practice process so we can see that
6:04
critical thinking and Socratic questioning share very common process is
6:11
very common goals
Topic 151
0:00
the practice of reflection how can the busy teacher finally time for being
0:09
reflective well there are a number of tools approaches that the reflective
0:15
practitioner can use and it's useful just to be aware of some of these tools
0:21
which are actually very efficient in terms of the time that we spend on them
0:27
perhaps the most efficient approach to reflection for the reflective
0:33
practitioner is simply to gain feedback on their experiences feedback can be
0:41
both written and verbal
0:46
we receive feedback on their approaches to teaching but also on our values and
0:55
and and beliefs we have about our teaching and the behaviors that we
1:01
engage with in the classroom
1:05
and
1:06
and therefore the key question for the reflective practitioner in terms of
1:10
seeking feedback is how can I see and understand the experiences I'm having
1:19
with more clarity and perhaps not through a conceptual frame which is
1:25
unique
1:28
say by asking others we seek to get more clarity about the experiences that we
1:36
have an errand perceptions of those experiences and the feedback helps us
1:42
very efficiently to reflect practically
1:49
so he should
1:50
ask for feedback well the list is an ending it can be anybody students
1:56
colleagues even line managers but really what you want to find somebody who you
2:05
trust as a professional and somebody who can be aware of your needs you want to
2:13
try and find somebody with sufficient experience to give you the sort of
2:20
feedback that you're looking for and it is also very wise to ask feedback from a
2:26
range of people rather than just one person
2:31
and most importantly you need to be very specific in terms of the feedback you're
2:36
requesting requesting don't be general in what you're asking
2:41
focus on particular aspects of the teaching that you're engaging with so a
2:47
good starting point is just to ask yourself what have you learned today
2:51
what did you learn yesterday what have you learnt recently and use this within
2:57
a very positive frame in terms of being reflective
3:03
and it is therefore a way of valuing the strengths that you have as a teacher
3:08
your personal strengths and how you can build on these regularly reviewing these
3:14
drinks can not only give you more confidence in greater self-esteem as a
3:19
teacher but they provide a very strong framework for development for the future
3:26
and it's important therefore to review experiences from a point of view which
3:35
is objective rather than subjective and for many reflective practitioners this
3:41
is quite a complicated thing to do to remove ourselves from the experience
3:48
perhaps a strategy for this would be first of all to think about the
3:54
experience and then to imagine yourself on a stage and reviewing yourself from
4:01
the audience this simple imaginary technique can give you a strategy for
4:08
separating yourself from the experience to be more objective and by being more
4:14
objective than you can look very carefully at the experience question is
4:20
much more openly and understand what is happening in the people involved in what
4:25
is happening
4:28
the reflective practice point of view this is actually called participant
4:33
observer approach this is where the participant the reflective practitioner
4:38
is actually observing themselves in terms of their teaching
4:46
and the important thing to remember is to have a lot of empathy in terms of the
4:52
experience try to see and hear and feel not your own point of view other peoples
4:58
experiences and feelings about what is taking place
5:03
and of course a strategy which is very useful is to keep a journal this will
5:10
provide written feedback and is a little bit more time consuming than just verbal
5:16
feedback from people but it does provide a useful means for looking back on
5:22
experience and having a record of experience which you can use for the
5:28
present
Topic 152
0:01
the practice of reflection we've looked at how the busy teacher can use
0:08
approaches for aiding reflection and it's important therefore now to consider
0:16
the process of reflection the process of feedback on supporting reflection
0:23
feedback and the personal individual our own reflection but it also can be shared
0:30
with colleagues or even the families of students or the students themselves
0:38
and so let's look at the first type of individual reflection here individual
0:46
feedback and some critical reflection is quite deep and therefore you can
0:54
actually take some time for the individual to process the information
1:01
before taking it further in terms of sharing it with others and so took some
1:08
time is needed for this attack planes
1:11
shared reflection is very valuable especially since it is with other
1:18
professionals colleagues in the school and feedback and reflection to be
1:24
productive can't really be all the time individual it's always good to look for
1:30
other people that you can share and reflect wave
1:36
in order to facilitate this sharing of experience and sharing a feedback and
1:43
reflection there are a number of approaches a very efficient approach
1:49
would be to simply engaging dialogue and conversation in debate with the people
1:55
at the professionals the colleagues that we work within schools
2:01
and
2:01
and this debate that we can engage with whether the professionals is very
2:08
valuable because it is a professional dialogue but a very efficient in terms
2:14
of timing very easy to conduct
2:19
in terms of other people that we can reflect with families of the students
2:26
can be very useful but we reflect in a different way here what we reflecting on
2:31
is the experience that they have in terms of their connection with the
2:37
school the sort of values and the culture that they hold and how this is
2:41
supported by the work in the school
2:45
their understanding of their children their children's interests and needs and
2:51
their expectations and the students abilities
2:55
this is valuable feedback for the reflective practitioner because it
2:59
provides information in terms of what we're trying to do
3:05
and most importantly we can get feedback from the parents and the families in
3:11
terms of the student's progress what their expectations and their interests
3:17
are in this regard
3:22
families and there is an important addition to the process
3:27
feedback but essentially it's looking at their perspectives on things like
3:33
learning rather than the professional approach that we would get from
3:38
colleagues
3:41
how they add to what we did was professionals in terms of children's
3:49
learning is not to be underestimated it is extremely valuable and helps us
3:56
develop experience with the students are experienced in the school
4:03
tease for learning for teachers occur from everyday experiences in the
4:10
classroom within the school environment and what we're always able to do
4:17
therefore is to get feedback from the students that we worked with its
4:22
important if we're gathering feedback from the students is to be very careful
4:27
about the questions that were asking we don't want to be asking too many closed
4:32
questions those which just have yes or no answers we want to try and get
4:37
reflective interpretive information and therefore we need to be using more open
4:44
questions rather than close questions and by doing this this can also motivate
4:50
the students as well as their teacher and it helps develop dialogue and
4:57
communication between the teacher and the students in the classroom
5:03
and therefore it becomes a very useful technique reflecting questions with the
5:09
students in terms of gathering feedback and this doesn't necessarily have to be
5:15
an ongoing dialogue a very good way for the reflective practitioner to get
5:20
feedback could be for example displaying students work on the classroom walls
5:27
this is part of the learning process for the students and becomes quite
5:33
motivational for them but it becomes a means for the reflective practitioner to
5:40
actually see the progress of the work and to understand the impact that
5:44
they're having on the students
Topic 153
0:01
the practice of reflection we've been looking at how to support reflection
0:08
especially when teachers are very busy a useful scaffold for engaging with
0:17
reflection is Blooms Taxonomy Bloom's taxonomy is divided into three domains
0:23
the first to manage the cognitive domain which is knowledge-based the development
0:29
of an acquisition of knowledge for the reflective practitioner the second
0:36
remaining as they psychomotor skills based domain and the third domain is the
0:42
effective date made or in other words their feelings and attitudes and values
0:48
that the reflective practitioner
0:53
the
0:54
to domain is divided into a number of levels at the lowest level we're talking
1:01
about simple recall of information this is an important part of the reflection
1:09
process because the reflective practitioner needs to describe
1:15
experiences and therefore recall very clearly those experiences and link that
1:21
to knowledge that they hold that's at the lowest level at the highest level we
1:27
can talk about synthesis and evaluation of the knowledge that we're acquiring
1:35
synthesis and evaluation provides a high degree of critique and judgment of the
1:44
information that we're gathering at this level we're engaging with ideas and I
1:50
ran values about our experiences from highly interpretive and evaluative
1:58
standpoint so that we're being extremely critical in terms of what we're doing
2:08
and the thing about Blooms Taxonomy providing a structure for reflection the
2:15
important thing to remember is that the reflective practitioner is a
2:21
professional working in highly dynamic environment and the finger bang it
2:29
reflective practice is it can be used as a tool for developing individual careers
2:37
and in people looking at teachers at reflective practitioners are looking for
2:45
a number of things for example they are very interested in teachers with a high
2:53
degree of analytical ability they can analyze skills and experiences very
3:01
precisely and in a lot of depth and detail they're looking for people with a
3:10
good degree of interpersonal skills because teachers do not work in
3:16
isolation they work as part of a group or ideally part as part of a team and
3:22
they're looking for reflective practitioners who can engage in South
3:28
development and reflective practice provides this opportunity for the
3:35
individual to continually develop their skills and knowledge and therefore
3:41
develop their Korea being able to reflect on performance and on
3:46
experiences is an invaluable tool that can be used to show future employees
3:56
that the individual is highly performing and highly skilled
4:04
and therefore in
4:06
of using Bloom's taxonomy to support this the reflective practitioner needs
4:12
to set some objectives and in terms of reflection the objectives are similar to
4:17
the objectives that we come across all the time as teachers objectives for
4:22
reflection need to be very specific we're focusing on key areas problematic
4:29
areas about practice in order to reflect and develop we need to set objectives
4:36
which we can somehow quantify we can measure the progress we're going through
4:45
of course any objectives that we set need to be focused in action a key
4:51
aspect of reflection is always the action component and therefore any
4:56
objectives need to be actionable and of course objectives that we set in terms
5:03
of reflection should be realistic and time back and we should be able to
5:10
develop them rather than just setting ourselves a conundrum which we can't
5:15
fathom
5:18
and so in terms of developing an individual career reflection provides
5:23
the opportunity for this analysis development as well as the interpersonal
5:30
skills development and the opportunity to engage in terms of lifelong learning
Topic 154

0:00
the practice of reflection can be supported with professional development
0:05
plan PDP what is a professional development plan it's very simply just a
0:12
way of recording experiences and then reflecting on those experiences through
0:19
a writing process and the professional development plan is very much focused on
0:26
outcomes learning from those experiences
0:31
it's a very personalized record and one which is very useful for the reflective
0:38
practitioner because it can be used in terms of cataloging the Korea experience
0:46
and the career development
0:50
it therefore prefer
0:52
with a record an ongoing record of your professional experiences and your
0:58
professional development and as the record it's there for a very useful tool
1:05
for you to update your curriculum vitae and as a record you can always check
1:13
back to see what skills you're developing and what knowledge or
1:18
acquiring
1:22
and
1:22
and therefore the PDP is a way of personalizing your learning as a
1:29
reflective practitioner and personalizing it in a way which values
1:35
your experiences and your attitude towards those experiences whilst
1:42
encouraging and motivating your development positive traits and strength
1:52
it enables the individual therefore because of its detail to demonstrate
1:59
what they're learning and to demonstrate that their career is following a very
2:06
definite and thought out progression
2:10
and say a simple format for the professional development journal is to
2:16
use a framework of questions
2:20
an example here of questions in a PDB could be what am I good at that would be
2:26
a good starting point for the reflective practitioner in terms of identifying
2:30
strengths and interests and in connection with this it would also be
2:36
good to ask for what am I not so good at to identify those development needs
2:41
another simple question to adding to a PDP could be able what practices do I
2:48
want to continue what ones do I want to develop in more depth and detail and in
2:57
contrast to that what areas do I wish to improving what weaknesses do I need to
3:03
overcome so we can see that a professional development
3:09
journal can provide a very simple framework for reflection and engages the
3:18
reflective practitioner in a well-defined process which can be very
3:24
efficient and very supportive
3:28
what you want to do is to think about you take the information in the PDP
3:36
further how you move it forward and therefore it is a process that you need
3:41
to engage readers rather than just a matter of filling in the PDP so you want
3:49
to be thinking about what sort of time frames you want for the reflection that
3:56
you're engaging in the development that you're engaging in so that you're
4:00
actually achieving the end of a cycle to start a new cycle and what you want to
4:05
do is also to consider how you will check the information that you're
4:10
writing into the PDP hey would you get feedback in terms of what you're writing
4:16
and in terms of the development of skills the reflection on the development
4:24
it's a very valuable to to help you reflect on how far you've succeeded to
4:32
be able to measure your academic growth in your professional growth as well as
4:38
your pedagogical development and it's because it's written down you're able to
4:45
look at the reasons why you're succeeding but also to look at the
4:49
reasons why he may not be succeeding
4:54
and in this sense because its developmental it gives you an
4:58
opportunity to to look at how you might change your direction in terms of the
5:04
approaches that you're using and to adapt the PDP as as you reflect in an
5:12
ongoing way on your experiences
5:16
and the key thing is to consider what have you actually learned from the
5:21
process of completing the PDP and what other things do you think you could
5:28
learn by maintaining the PDP so see it as a process rather than just a product
5:36
of engaging in reflective practice
Topic 155
0:01
the practice of reflection we're talking about different approaches different
0:07
efficient approaches to reflection and it does beg the question why be
0:12
reflective practitioner at all why engage in all these processes which do
0:18
you take up some time away from a teaching in the classroom
0:25
well quite simply reflective practice enables professional development
0:30
professional development which is meaningful and keyed into a direct
0:37
experiences and in this sense therefore reflective practice helps us develop
0:46
ourselves in terms of and new notion of the 21st century which is about
0:54
professions being part of knowledge economy where the skills and the
1:01
knowledge and the experiences we have a more substantial but at the same time
1:08
less tangible than the extent than the things that we've had in the past
1:18
and therefore undertaking professional development has become and is
1:24
increasingly becoming prime requisite for teachers as professionals because we
1:32
need to show as teachers that we are highly skilled and highly proficient
1:41
and it's important to be reflective practitioner because as a very simple
1:46
process it enables us to ensure the quality of what we're doing we can focus
1:53
on why things are going wrong and why they're going wrong and this gives us a
2:00
focus for improvement and at the same time we can focus on why things are
2:06
going well and how we can not only maintain that could work but also
2:12
develop that expertise in other words it enables us to achieve what we would call
2:18
good practice
2:23
the thing about
2:25
danny is it does require a level of systemic thinking very logical and
2:33
detail thinking but at the same time requires the individual in initiative
2:41
and in any way soft thinking around issues and attitudes and feelings and
2:49
these two things within a framework with an outcome of action leads to a level of
2:57
criticality
2:59
within the profession
3:02
so the reason why we reflect is not just to reflect on what went well of what
3:10
went wrong but actually to look at the whys and hows of these questions and to
3:18
begin to really think about these things within a broader context and that
3:26
broader context is about quality and about improvement
3:33
and say the reflective practitioner in order to develop skills for practice
3:40
really need to develop their self-awareness their role as a
3:46
professional their role as a colleague and their role as an individual within a
3:52
team a group setting and the reflective practitioner needs to be very creative
3:59
in terms of their interpretation of experience and the development of
4:06
solutions to complex problems issues that we're facing and therefore a good
4:15
outcome of being a reflective practitioner is developing strong set of
4:22
skills for problem solving and critical thinking
4:29
reflective practice is a way to develop skills for synthesis of knowledge and
4:36
evaluation of knowledge as practitioners in the classroom will always acquiring
4:43
knowledge from the experiences that we have we're learning new things all the
4:50
time and in terms of reflective practice using higher levels of Bloom's thinking
4:58
we can develop skills and develop abilities in terms of judging and
5:04
evaluating and being creative around what we do and in this sense we can
5:12
develop high degrees ability for planning and action making ideas that we
5:21
may have and this can help be come a very effective and efficient teacher in
5:29
the classroom and in terms of career progression can very much help an
5:34
individual develop skills which can lead to management position
Topic 156
0:00
the practice of reflection can be supported by exiles process of
0:06
development this process is focused on certain key aspects of the experience
0:14
that a teacher has in the classroom it's essentially about looking at good
0:19
evidence what's important and collecting that evidence this can and the tension
0:27
helps the reflective practitioner set a standard for their reflection and for
0:34
their practice and this standard can be reflected in the professional standards
0:40
it therefore enables the reflective practitioner to demonstrate their
0:46
competence and therefore their achievement of standard
0:52
its
0:53
important using this process that reflection is personally meaningful it's
0:59
not just engaging in the process because that's what teachers do it's about
1:04
engaging in the process because it aids as it supports it
1:09
interests us to do that it needs to be very insightful and relevant to what
1:16
we're doing and ideally it needs to be connected with other experiences and
1:22
other understandings and we can look at Kyles process and in terms of different
1:30
levels of reflection and level of the process the level of reflective process
1:35
is about looking very closely internally at our own experiences what locals navel
1:44
gazing this is simply a banked being honest and developing our self-awareness
1:49
and considering the process of reflection as about improving on what
1:55
we've done and learning from the experience and learning from that
2:00
improvement
2:01
it's a bad finding connections and reassembling what we're doing to make
2:07
more sense adjusting and manipulating it and it's a bad developing an individual
2:14
identity and not just fitting in with what everybody else is doing it's
2:19
something which is part of the reflective practice process and in a way
2:27
therefore it supports the reflective practitioner in finding justifications
2:32
for their actions in the classroom another level
2:36
part of the process is banked understanding and learning from the
2:42
day-to-day experiences what caused the chaos of the experience and this leads
2:49
the reflective practitioner to do things like find reasons to to reason through
2:55
the experiences and to find connections and in this way the reflective
2:59
practitioner is developing their work awareness and becoming more aware of
3:05
their role and other people's role in the experience it's their full based in
3:11
things like questioning of south and questioning of others and this can lead
3:16
to increasing confidence of the reflective practitioner in the classroom
3:21
knowing that they are learning and developing and managing that development
3:26
at another level
3:28
gales process is a banked sharing and learning from collaborating with others
3:35
and so at this level the reflective practitioner is describing remembering
3:41
the experience and seeking feedback which can be constructive in terms of
3:47
the reflective practitioners development and so the reflective practitioner is
3:52
understanding feelings and understanding their personal response to experiences
3:58
and where their response may be influencing the outcomes and so it might
4:03
be about am focusing on mistakes but this is from a very developmental and
4:09
improvement focus point of view
4:11
sales process
4:13
s development is sees a reflective practitioner as somebody he is
4:20
automatically reflecting and this automatic reflection is something which
4:28
carries on throughout the life of a teacher it's looking at questions which
4:35
focus on hows and whys and where things are happening and the skills which can
4:41
be taken forward from those experiences
4:46
and sales process asked the question will how will I do this how will I can
4:52
move forward
4:53
the best reflective practitioners are people who are constantly learning and
4:58
constantly evaluating and judging and refining their understanding of
5:03
experience even after years of practice
5:09
and say the next stage in the process is to apply what has been learned and this
5:15
application is an ongoing process also it's never ending
Topic 157
0:01
reflecting on professional roles the reflective practitioner needs to engage
0:08
with one key understanding and that is what is professionalism and a lot of
0:17
importance these days he's placed on teachers meeting standards and having a
0:24
commitment to meeting standards of quality in teaching and learning
0:32
and therefore professionalism for the reflective practitioner is about looking
0:39
at the the values and the practices which encompass these standards and
0:46
which we can consider as being a key foundation stone to professionalism
0:56
so
0:58
for the reflective practitioner we need to think about a concept called
1:06
professionalism in action and we should question then what do we mean by
1:11
professionalism in action
1:16
tourism in
1:18
is simply looking at professional role our professional attitude and behaviour
1:26
the skills that we have and are developing as professionals and in
1:33
action in terms of how these relate to the students that we work with our
1:40
peoples but also how they relied to other professionals and colleagues and
1:46
also even parents of the children that we're teaching all and significant
1:53
others
1:57
and of course
2:01
thing happens within a context and so part of professionalism in action is the
2:08
reflective practitioner tree lighting their professional skills and their
2:14
development to professional skills to the school context in particular
2:22
so the professional role of the teacher we can see actually is
2:27
has many facets has many sides to it and therefore these facets create an idea
2:38
for us of the dimension the size the extent of the role that we take honors
2:44
teachers and professional the professionalism that we bring to it and
2:50
therefore that requires a number of avenues that the teacher needs to
2:57
explore in terms of being a professional one avenue is teacher's role in terms of
3:06
a pastoral role within the school and this is essentially about the UK and the
3:14
attention that we give to those that we working with
3:18
there's also the idea of professionalism of course around the the knowledge that
3:27
we have about the subjects that we teach as well as well as the teaching of those
3:32
subjects in other words the academic professionalism
3:38
and this leads therefore the reflective practitioner to a point where we
3:45
reflecting on the reasons behind the deficiencies that we're experiencing
3:52
reflecting on things like for example poor performance or bad experiences and
4:01
developing an understanding of how to use these effectively to further
4:08
development and become more professional for example we can think about the
4:16
reflective practitioner is reflecting on ongoing planning and how this is used to
4:25
integrate and also bringing together for example students in the classroom
4:35
students who were shy and withdrawn lacking in confidence we're focusing
4:42
reflection on the approaches that we're using to help those particular students
4:47
integrate you know this is an example of where the reflection is not just
4:54
academic but also pastoral
Topic 158
0:00
reflecting on professional roles the nature and purpose of professionalism is
0:08
actually different for different teachers and the way teachers reflect
0:14
will be dependent on a particular preference for their idea of
0:20
professionalism at a particular preference for the way they choose to
0:26
interact with others in the work environment and we can look at this
0:31
diagrammatic Lee what we can see here is that there are two teachers perhaps
0:38
working in a school teacher one we see as somebody he has a very high focus on
0:47
the pastoral care of students in contrast to the academic focus that they
0:55
may have the teaching and another teacher in the same school may have a
1:02
different focus their focuses more towards the academic attainment of the
1:07
students rather than a very strong focus on their pastoral care so we can see
1:15
that teachers can be located
1:18
differently within the school and what that actually shows us is that no
1:26
teacher is the same as any other teacher indeed each teacher will have a unique
1:31
identity and with this identity it actually shows that there can be
1:38
professionals working in a school environment we have a very different
1:43
approach to teaching and a very different focus for their attention in
1:48
terms of reflection for the teacher who is interested in looking after the
1:56
students and their students enjoyment and engagement with learning reflection
2:01
can be focused in this area rather than on academics where is the teacher who
2:06
may be focused on academic attack
2:10
tournament will reflect closely on this and paid less attention to the students
2:16
engagement so what we're always looking at in terms of teacher identity is this
2:22
difference in terms of how teachers are seeing themselves within the school
2:27
environment and say what this tells us about the nature of professionalism is
2:33
that the teachers within their particular environment need to be
2:38
mindful of their idea of themselves as a professional their identity because too
2:45
much of a focus on one particular area actually can mislead us into think we're
2:52
performing well what these teachers in this example could be doing when should
2:58
be doing is looking to see how they can move their practice to different levels
3:04
of attainment the reflective practitioner who has a strong focus our
3:10
strong personal focus on their pastoral impact of their work needs to look to
3:17
increasing their academic focus so they're high in both areas and similarly
3:24
the teacher who has a strong academic focus needs to think reflect more on the
3:30
pastoral pray that they're taken with the students so that they are moving
3:35
towards ever increasingly high levels of reflection and this leads to what we
3:43
might consider as high levels of practice
3:47
the teacher and a high level of identity development and reflective practitioner
3:55
this is a very keen understanding so the ability to be flexible becomes quite
4:01
significant for the reflective practitioner we need to become very
4:06
self-aware of particular focuses that we may have in terms of a teaching and we
4:12
need to be seeing how we can move these focus to a place which we were
4:18
considered to be professional and that professionalism is
4:23
high degree of both pastoral and academic so what this tells us is that
4:30
although we have preferences we need to be very flexible about how we working
4:38
with students in the school and how we see our professionalism and their
4:43
identities teachers within the whole school environment and how we can move
4:48
this to very high levels in all access that we're looking at so the idea of of
4:58
living out his professionalism in the school is where this takes us we're
5:05
looking how to shape our identity and how to continually develop our identity
5:13
within the classroom within the school as a professional and this leads us to a
5:21
place of good practice and excellence but enables us to do it in a very unique
5:28
and individual ways so we don't lose our uniqueness we actually develop and grow
5:35
that uniqueness through this movement towards excellence
Topic 159
0:01
reflecting on professional roles means we need to think for ourselves what we
0:08
really mean by professionalism and it's true to say that professionalism for a
0:15
teacher he's not simply a matter of having expertise of a subject that's
0:21
clearly insufficient there are other things for the reflective practitioner
0:25
follow the teaching professional which are equally important one of these is
0:31
the ability to work with their subject knowledge that the content of what
0:38
they're teaching in innovative and imaginative ways
0:45
there's a No
0:47
consideration and that's the pedagogy of the subject professionalism dissipate
0:53
being able to teach and share knowledge in ways which varied and very wide
1:05
ranging because I was students will uniquely individually and we need to use
1:13
approaches which can catch every student
1:18
and
1:19
in this regard as significant notion of professionalism we need to consider is
1:25
that we should have a concern for all students learning rather than making
1:32
sure we're achieving the curriculum objectives on a day-to-day basis whether
1:37
we're getting through our lesson plans but actually whether the students
1:41
keeping up with the pace of the lesson all of the students benefiting and
1:47
learning as we go
1:50
and what underlies all of this is a notion of fairness in terms of
1:58
professionalism how we're working to support all students and how we see all
2:04
students as not only unique but also a need of a support and encouragement
2:12
can look at these focus areas when we're considering professionalism and these
2:19
focus areas in relation to the roles that we have in the identity that we
2:24
develop as teachers
2:27
and in this regard we can consider particular areas of focus
2:31
professionalism is made up of many many different components and these
2:38
components or add together to develop teacher identity professionalism is made
2:46
up of certain areas that we need to consider in terms of development there's
2:53
intellectual development in other words the knowledge of a subject and there's
2:58
also a functional development there the ability that we have to pass on that
3:04
knowledge to others and then there's also attitude you know development
3:08
professionalism is made up of values and beliefs about teaching and learning and
3:13
how these described to people and experienced by people in the classroom
3:18
and in terms of these development areas for professionalism there are certain
3:23
areas have changed that we can look at change in terms of the knowledge that we
3:29
have and how we rationalize that knowledge how we perceive change and
3:35
also the procedural changes that we go through as we develop there can also be
3:41
evaluative changes that we need to make a week ago a bad work and thinking about
3:48
our work and even they act puts the outcomes a development can be looked at
3:54
from a change point of view perhaps the most significant change that we can look
4:00
at would be the motivation of change that occurs as teachers develop their
4:07
identity and so this becomes strong mechanism for how teachers motivate
4:14
themselves throughout their careers
Topic 160
0:01
reflecting on professional roles leads us to consider Arab professional
0:06
relationships with pupils and what is regarded as professional must therefore
0:14
be linked with the responsibilities that we have the inaction responsibilities
0:20
that we have as teachers as reflective practitioners in the classroom
0:28
Steve practitioners must be seen to treat people with respect and fairness
0:35
and this underlies their professional relationship that we have we need to be
0:43
consistent with our approaches so that we can be seen as professionals and this
0:52
underlies a particular notion for the reflective practitioner which is that we
0:58
have a particular stands as a professional which is about
1:02
unconditional positive regard for our students as learners
1:11
this requires the reflective practitioner to operate with a working
1:17
knowledge of students backgrounds their social and cultural backgrounds as well
1:25
as their interests and needs for learning and the experience these
1:30
experiences that they're developing as they grow and move through the school
1:38
and this is actually not simple knowledge to acquire it is a knowledge
1:47
which is very complex because I was students are always growing always
1:51
changing and their backgrounds and cultures influence this development and
2:00
therefore any relationship that we have needs to reflect this development in
2:07
this change and any experiences that we have need to change need to interpret
2:16
and need to understand this change
2:21
and
2:22
and further professional this leads reflective practice into an area of
2:29
focus for reflection and what we need to be doing in terms of a professional
2:35
relationships with students is reflecting on particular roles that we
2:39
take on one particular role is the teacher as a mental I meant to is
2:45
somebody who is working alongside students in the classroom supporting and
2:51
encouraging whilst challenging and cheerleading the successes of the
2:58
students
3:01
the teacher is also within a professional role taking on some
3:07
responsibilities as a parent in the classroom the teacher with students in
3:13
the school environment trust must realize and also reflect on their
3:19
responsibilities of care and nurture and support that they have within that
3:28
parental role in the classroom
3:33
and the teacher as a professional in there in action
3:40
professionalism in action responsibilities in the classroom need
3:44
also to work as a participant observer of their own practice in this way their
3:52
professionalism can grow and their objectivity about their professional
3:58
role can support the professional relationships that they have with
4:04
jordan's
4:07
and also there's the teacher as error in the classroom the professional
4:14
relationship that we have with students is such that we are not simply there to
4:19
teach the students are subject or for the students to show that they have
4:24
achieved certain facts and figures what we are engaged with this process of
4:32
development as well as learning and part of this means that we need to care for
4:37
the students on a personal level as well as a professional level and needs come
4:43
together to define the professional relationship that we have with jordan's