Didactics II

ISL – 4th year

2023

Reflections on how to be a highly effective teacher.

Carol Read
How does one develop the practice of reflective pedagogy?
In a study of six experienced teachers, Stanley (1998) identified five phases of reflective teaching:
1. Engaging with reflection involves choosing to begin some kind of reflective practice.
2. Thinking Reflectively entails going beyond simply recalling what happened in a lesson.
3. Using reflection is a stage in which “teachers begin to sort out the forms and feelings of the
process that are most beneficial to their practice” (p. 587).
4. Sustaining reflection over time involves continuing to reflect “in forms that are workable without
abandoning a commitment to the development of a reflective practice and to a continuing
investigation of the difficult findings” (p. 588).
5. Practicing reflection is a phase in which teachers “develop frameworks and procedures for
continuing reflective thinking that leads to reflective action in their classrooms” (p. 588).

Conscious competence learning model originally attributed to Bardwell, 1969

Number the squares according to the order in which you think they occur and justify your response:

These stages are not static and, therefore, we constantly revisit them. Think about what stage of
competence you are in difference areas.

1. Unconscious Incompetence: At this level, the person is unaware of a specific skill or subject.
They are unconscious of their inadequacy and are ignorant of the necessity to learn or develop the
skill. They may misjudge the skill's intricacy or relevance. This stage is designated first since it is
the beginning of the learning process.
2. Conscious Incompetence: Individuals enter the stage of conscious incompetence when they
become aware of their lack of skill or understanding in a certain field. They know that they lack the
required skill and comprehension. They may feel frustrated or motivated to bridge the gap between
their present skill level and the desired skill level. This stage is designated second because it
represents the recognition of the need for learning.

3. Conscious Competence: Individuals in this level have gained the requisite skills and information
through focused effort and practice. However, the skill still demands intentional effort and
concentration. They can effectively use the skill, but they must concentrate and think through the
stages or process. This is the third level because individuals have attained competency, but it still
requires intentional participation.
4. Unconscious Competence: At this point, individuals have perfected the skill to the point that it is
automatic and second nature. They can do the skill effortlessly and without thinking about it. It has
gotten embedded in them and has become a part of their skill set. This stage is designated last
because it signifies the end of the learning process, when competency is attained without conscious
effort.
 Didactics II
ISL – 4th year
2023
Look at the Reflective Teaching wheel suggested by Carol Read and discuss what the letters in
in might refer to. Justify your responses.

Collaboration Mindset
Expectations Rapport

Language learning Engagement

Impact Feedback
After watching the video, answer the following questions:
1. Why does the presenter begin the webinar with the story about the plumber and the tap?
The first reason is to deliver the meaning of the analogy, which is that experienced teachers, like
plumbers, develop knowledge and efficiency in their practice. They have a thorough understanding
of pedagogy, subject matter knowledge, and effective teaching tactics. This knowledge enables them
to detect and address concerns or challenges in the classroom promptly. Like a plumber's ability to
remedy a problem quickly, competent teachers can rapidly address student requirements and make
appropriate adjustments to enhance learning. The second reason is by beginning so, the webinar
catches the attention of the observers, it also makes a connection with the rest of the webinar, engage
the audience, and sets the context of the webinar.
2. Explain the stages of the competence-learning model proposed by Martin M. Broadwell. Do
you agree with the order of the stages? Why or why not?
The model has been previously explained.

I do agree because it is the most logical order. The Four Stages of Competence concept
provides a logical development from unconscious incompetence to unconscious competence in terms
of stage sequence. Individuals must first become aware of their lack of ability or knowledge
(conscious incompetence) before they may actively learn and build the essential competence
(conscious competence) and finally achieve automaticity (unconscious competence).
Individuals often go through a process of increased awareness and learning while obtaining new
skills or information, therefore the order of the phases is valid. It is crucial to remember, however,
that the learning process can be complicated and does not necessarily follow a linear route. Some
people may experience phases differently or return to particular stages during their learning journey.
3. Look at the Reflective Teaching wheel suggested by Carol Read and write what the letters in
it might refer to. Justify your responses.
After looking at the reflective teaching wheel and reading on the internet, I conclude that these are
some of my interpretations to the concepts presented by Carol Read.
Mindset: Mindset refers to an individual's thoughts and attitudes regarding their skills and the nature
of intelligence. A development attitude is essential in the context of teaching. It entails believing that
intellect and talents can be acquired via hard work, effective techniques, and feedback, rather than
presuming that they are fixed characteristics. Cultivating a growth mindset in both instructors and
students may improve the learning environment and boost motivation.
Rapport refers to the favorable and trustworthy connection that exists between instructors and
pupils. It entails building a supportive and courteous classroom environment in which students feel
safe expressing themselves, asking questions, and participating in learning activities. Building
rapport in the classroom involves efficient communication, empathy, active listening, and cultivating
a feeling of belonging and community.
 Didactics II
ISL – 4th year
2023
Students' active involvement, attention, and investment in the learning process is referred to as
engagement. Students that are engaged are motivated, focused, and actively participate in classroom
activities. Teachers may encourage student involvement using a variety of ways, including
interactive teaching methods, hands-on activities, meaningful and relevant information, and
considering students' interests and learning styles.
Feedback is information given to pupils on their performance or development. Effective feedback
helps students recognize their own strengths and weaknesses, as well as how to improve their
learning. It must be relevant, detailed, constructive, and actionable. Feedback can be provided by
instructors, peers, or self-assessment, and it is critical in facilitating learning and progress.
Impact: The quantitative or observable changes and results that occur because of teaching and
learning activities are referred to as impact. It entails determining how successful instructional
methods, techniques, and interventions are in terms of students' learning progress and
accomplishment. Reflecting on the impact of teaching assists instructors in identifying what works
well and what may need to be adjusted to improve student results.
Language learning: This concept refers specifically to the process of acquiring and developing
proficiency in a language. In the context of teaching, it involves strategies, approaches, and
techniques that support students' language learning and development, such as providing authentic
language use opportunities, using communicative activities, integrating listening, speaking, reading,
and writing skills, and creating an immersive language learning environment.
Expectations are the standards, goals, and expected achievements that teachers have for their pupils.
Setting high standards can have a good impact on student enthusiasm, effort, and achievement.
Teachers must convey clear objectives to students, offer assistance and resources to assist students in
meeting those standards, and differentiate instruction to fit the needs of individual students.
Collaboration is the process of working together as a group or team to achieve a common goal.
Collaboration in the context of education can refer to instructors working together with colleagues,
parents, or other stakeholders to exchange ideas, resources, and best practices. It may also entail
encouraging collaborative learning among students, in which they collaborate, exchange ideas, and
learn from one another.