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CAN EDUCATION
BREAK STATUS QUO
What is the way forward?
How shall we reduce the class difference?
How shall we include those who are
excluded?
COURSE COORDINATOR
Ehtesham Abbas
Tutor AIOU
0312-7644396
http://article.ijsedu.org/html/10.11648.j.ijsedu.20160401.11.html
Unit 4
8611
Reflective Practice
Reflective Cycle
Conclusion Evaluation
What else could What was good
you have done and bad
Description
Stage II
What sense can
you make of the
situation
1. What happened?
What, where and when? Who did/said what, what did you
1. Description: what happened do/read/see hear? In what order did things happen? What
were the circumstances? What were you responsible for?
What was your initial gut reaction, and what does this tell
2. Feelings: what were you thinking about?
you? Did your feelings change? What were you thinking?
What have you learnt for the future? What else could you
5. Conclusion: what else could you have done?
have done?
6. Action Plan: what will you do next time? If a similar situation arose again, what would you do?
Do not forget!!!
• Gibb's cycle is not only limited to the curriculum, it is not
confined in teaching only; It is actually the preparation
for life.
• You should go through extensive thinking process. Think
and re-think.
• Then take decision, discuss the matter, rehash the
decision, feel the situation and then come up to some
conclusion.
• Be open to talk to someone and doubt your own
judgments.
• During this process you should learn to argue peacefully;
justify your own selected option at the first place and
then through a process of reflective thinking come up
with alternatives.
• So this all hectic mental process prepare you for life,
which brings an individual to different situations, jobs
and environment.
• Feeling, thinking and rethinking practice will surely help
you in making decisions later in personal and
professional life.
Unit 6
8611
Action Research
Research
What is important is
to keep a record as a
research report
Types of Action Research
• Type 1: The Scientific - Technical View of
Problem Solving:
• The goal of the researcher in this approach is to
test a particular intervention based on a pre-
specified theoretical framework, the nature of the
collaboration between the researcher and the
practitioner is technical and facilitator.
• The researcher identifies the problem and a
specific intervention, then the practitioner is
involved and they agree to facilitate with the
implementation of the intervention.
• The communication flow within this type of
research is primarily between the facilitator and
the group, so that the ideas may be communicated
to the group.
Type 2: Practical - Deliberative Action
Research
• According to McKernan the practical model of action
research trades off some measurement and control for
human interpretation, interactive communication,
deliberation, negotiation and detailed description.
"The goal of practical action researchers is
understanding practice and solving immediate
problems".
• "Practical action research fosters the development of
professionalism by emphasising the part played by
personal judgement in decisions to act for the good of
the client".
• This mode of action research "promotes autonomous,
deliberative action which was given the name of
Praxis".
TYPE 3: Enhancement approach/Critical
Action research
Reason What sources does the author use (interviews, peer-reviewed journals, government reports,
journal entries, newspaper accounts, etc.)?
/Evidence What types of reasoning are employed (inductive, deductive, and abdicative)?
What type of evidence is provided (empirical, statistical, logical, etc.)?
Are there any gaps in the evidence (or reasoning)?
Conclusion Does the data adequately support the conclusion drawn by the researcher(s)?
Are other interpretations plausible?
Are the conclusions dependent on a particular theoretical formulation?
What does the work contribute to the field?
a. Learning Logs/Journals
• Learning logs can be used in different ways.
Sometimes they may be a formal part of
reflective writing, or sometimes they may form
the basis of a later reflective assignment.
• The aim of a learning journal is more to reflect
on events and your actions as they happen, but
also to chart your development as you learn.
• Journal writing is the process of recording
personal insights, reflections and questions on
assigned or personal topics.
b. Reflective Presentation
• If you have taken part in a practical exercise or a
work placement, either as part of a group or as
an individual, you may be asked to give a
presentation on what you have learnt in practice.
• As a presentation is much more conversational,
and sometimes interactive, than an essay or a
learning log, it might be tempting to make this
more about illustrating what you have done to
your audience, rather than only reflecting upon
it.
• This is especially true if you have been on a long
work placement, in which a lot of things have
happened!
c. Reflective Essays
• Theoretically, this is probably the type of
reflective writing that you are most used to.
• Much of what is expected of you in a normal
academic essay is still expected of you in a
reflective essay.
• You will still be expected to analyze what you
are saying, reference any sources that you
have used (and you should use sources) and
have a clear structure to the essay.
• Thinking about what you want to include in the
essay, and how you will structure it, is often
key to getting the reflection right.
• Think about all of the incidents or events that
have most contributed to your learning.
Refelective Writing Process
Questions… Writing
What happens/happened? Recording, expressing, “getting the story down”
Commenting on, attempting to explain: e.g., by
How does/did it happen? adding more detail or approaching the Type 1 story
from another perspective or question
Why does/did it happen? What does Theorizing on the story and reflection in Types 1 &
this mean outside the immediate 2, linking them to personal theories, e.g., of
context of action? language, learning, and teaching
• WRITING IS AS IMPORTANT AS
THINKING AND SPEAKING
Unit 8
8611
TOOLS AND TECHNIQUES OF CRITICAL
THINKING AND REFLECTIVE
PRACTICES
What do we need?
Student
Behavior
Home Classroom
personality teaching
• Brought up • Teacher
qualification
Principles of Mind Mapping
• The brain works in different ways. Different
people think in different ways.
• There are certain “programs” loaded in your
consciousness. These programs are your
“natural thinking software”. You get them
included with your mind when you enter this
world.
• The brain works according to certain basic
principles, and you can use mind maps to
take advantage of them to improve your
creativity and memory.
Techniques to use (MIND MAPPING)
• Brain Storming: The map itself is quite similar to what is
going on in your head. It’s all one big mish-mash of
information and nothing seems to be structured.
• The Flow: This is a somewhat different type of mind
map, extremely useful when you need to see the
continuity in a system, the step-by-step plan. It’s easy to
get an overview of the chain of events that you have to
follow, the so called step by-step plan, when you use a
mind map.
• The Big Picture: This is a very interesting and effective
mind mapping technique, which also happens to be my
personal favorite. Actually, this technique is very
personal. The Big Picture is all about – to be able to
combine all the techniques for best effect.
Portfolio Development
Collecting Gathering artifacts that demonstrate the student's professional development. Some of
Selecting Reflecting and identifying artifacts that are most relevant and meaningful to the student's
Connecting Making a linkage between the items selected and the goal of the portfolio. This is the
Reflecting Making each entry relevant and meaningful by writing about why the entry is included in
the portfolio. This reflection ties the individual entry to the overall portfolio document
Communities of Practice
and Knowledge
What is meant by Community?
• Community is a social structure comprising a
group of people:
– Living in the same locale
OR
– Belonging to same religion/sect
OR
– Sharing same sociopolitical interests
OR
– Having same academic/ professional field
…culture; language; economic; hobies;…
The social construction of identity shapes each
person's view and interpretation of the world.
COMMUNITY OF PRACTICE
• Lave and Wenger (1991) introduced the concept of
community of practice which describes a learning
theory with a strong relationship to the social
construction of knowledge.
CONTENT
KNOWEDGE
PRACTICAL
KNOWEDGE
PROFESSIONAL
KNOWLEDGE
Critical Reflective
PERCEIVED KNOWLEDGE
When information passes through our
knowledge filter, one of three things happens:
– We decide that the information is not meaningful
to us and the perception stops there,
– We do not immediately recognize the information,
but believe it may be meaningful to us so we
have some incentive to gain more information
– The information is meaningful to us and therefore
passes through the next filter, the valuing filter.
• If a person always feels well informed, he or
she may engage in early closure, not seek
out additional information, and perhaps reach
a faulty conclusion.
CRITICAL AND REFLECTIVE
KNOWLEDGE
• Critical knowledge answers how and why the
knowledge exists in the current form and
what is yet missing or not included.
• Reflective knowledge has an important role in
high-level knowledge which requires
justifiably taking one’s sources to be reliable.
Reflective knowledge turns out to be a meta-
competence.
• That is, a faculty or disposition to aptly
evaluate the circumstances. If one is to have
reflective knowledge, one must have “an
understanding of its place in a wider whole
that include one’s beliefs and knowledge of it
and how these come about” (Sosa, 2007).
How the community of practice helps?
YOU
Senior Junior
Colleagues Colleagues
Local Global
Experts Experts
Community of Knowledge
• The community of knowledge is a group of people
who gather online and engage in the acquisition
(learning a language without being taught) and
exchange of knowledge around a particular topic,
either with explicit goals of building
new knowledge, or less formally through shared
interests and practice.
• In the current century we can easily go beyond the
geographical limits
• Most of these groups network and share
knowledge in conferences, seminars, webinars,
and social media networks etc. and then continue
to share knowledge and knowledge creation
practices
More Definitions…
Ehtesham Abbas
Tutor AIOU
03127644396