Teacher educator for school

inspector training programme,

Morocco

Session 1.3 Reflective Practice and Self-Perception

December 2023

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The same process can be applied to you and learners, in
general terms.

https://learningfromexperience.com/ David Kolb

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You will need to discuss reflective practice with learners. And teachers.
It may well be new to them.

A short demonstration will help and do remind them that it’s a life skill.

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Objectivity – it’s about us, so being subjective is normal.
Especially when stressed or upset.

Refection leads to action, so needs to be based on

accurate data to avoid unhelpful results.

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Immediate reflection can solve a problem reactively but
lacks the broader context and the facility to develop
strategic improvement and change.

The quality of changes based upon reflection may be

connected to how quickly reflection takes place.

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Hot reviews can be emotional and subjective and develop
quick fixes with no strategy for improvement.

Cold reviews are more objective and contextualised.

Better reflections, higher self-awareness – usually better
outcomes.

Analysing using both approaches gives you a fuller

picture.

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Reflective journal, notes or diary.

Reflective forums or blogs.

Reflective conversations.

Peer observation – two way.

, notes or diary.

or blogs.
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Audio recordings – useful for TTT. What do they say, how much and when?
How much do students speak? How do teachers interact with them? How do
they correct them?

Video recordings – position in class, how do they move around class? What
are their gestures like?

Student feedback.

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Images

Classroom-based research projects.

Can be very small scale – it’s not a PhD.
Can just be shared within the institution or local association.
http://resig.weebly.com/

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Remember, repeated situations – not one-offs are indicative of an
issue.
The context matters a lot, and behaviour and reaction may be
conditioned by external issues.

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 Reflection
Understanding
Action

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