Addis Ababa University

College of Education and Behavioral

Studies; Department of Curriculum and
Instruction

Course: TEACHERS AS REFLECTIVE

PRACTITIONERS (TECS 4081)

Instructor: Akalewold Eshete (PhD)

Class Schedule Tu 3; Th 1,2
Duration:Meskrem 14- Tir 3, 2016 E.C
Sept 2023
 Learning outcomes

Upon completion of this course, students will be able to:

 Appreciate reflective teaching;
 Develop effective qualities of a reflective teacher;
 Describe types and levels of reflection;
 Assess causes of student misbehaviors;
 Create conducive learning environments;
 Appreciate attitudes to reflective thinking;
 Organize differentiated and responsive teaching;
 Use action research to develop their professional
practice as teachers.
1. Reflective teaching

What is reflective
teaching ?
Brainstorming
Question What do you think are
the benefits of
reflective teaching?
 1.1. The concept of reflective teaching
Reflective teaching is a process where
teachers think over their teaching
practices, analysing how something was
taught and how the practice might be
improved or changed for better learning
outcomes.
Activity
◦ Conceptualization matters?
◦ Refer about four definition of RT and make
reflections?
1.2. Approaches of Reflective Teaching

The approaches of reflective teaching are the

following:

Self-reflection
and self-assessment.
Request for student and peer feedback
Recording class lessons of self for observation.
Use innovative teaching methods and
techniques.
Come up with new teaching techniques and
strategies.
Build a good relationship with the students.
1.3. The process of reflection
• Video or audio • It is purely personal.
recordings of lessons After each lesson you
can provide very write in a notebook
useful information about what happened.
for reflection. • Example- writing
existing routines, ….
For reflection

Recording Teacher
lessons diary

Student Peer
feedback observation
• You can also ask • Invite a colleague to
your students what come into your class
they think about to collect
what goes on in the information about
classroom. your lesson
 Contd.

(A) Move from open self (what you

and others already know about your
teaching) to

Self- (B) Understand the secret self (what

monitoring you know but others do not);
helps us:
(c) Understand the blind Self
(unknown to you but not to others);
and

(D) Recognize the hidden Self

(unknown to you and to others)
 1.4. Attitudes to reflective thinking
John Dewey (1933) emphasized the role of
reflection and attitudes to reflective thinking.

Discuss in a group of FIVE on the

following question for ten
minutes. A representative of the
group shall present the results.
Activity-1
 What do you understand by
reflective thinking?
John Dewey (1859-1952)

Reflective thinking (Dewey, 1933)

Pre-reflective Post-reflective
stage: stage:
a perplexed, troubled, a clear, coherent,
or confused situation settled, harmonious
at the beginning situation at the end.
 Contd.
 According to Dewey, knowledge alone is not
enough: attitudes matter:
Dewey believed that knowledge of phases
alone is not enough, will not suffice: “there
must be the desire, the will, to employ them.
This is an affair of personal disposition.

But on the other hand the disposition alone will

not suffice. There must be understanding of
the forms and techniques that are the channels
through which these attitudes operate to best
advantage”
Dewey identified three attitudes, and later a fourth, that
needed to be cultivated to engage in inquiry:

Attitudes to Reflective
Thinking

Open- Whole-
Responsibility Directness
mindedness heartedness
 Contd.

(1) Open-mindedness – defined as freedom from

prejudice, partisanship, and such other
habits as close the mind and make it
unwilling to consider new problems and
entertain new ideas.

 It includes an active, empathic desire to

listen to more sides than one; to give heed to
facts; to give full attention to alternative
possibilities.
Cont’d
(2) Whole-heartedness – defined as when
someone takes up a project with a whole
heart, and undivided interest; and,

(3) Responsibility – defined as considering

the consequences of what one has learned.
The irresponsible refuse to acknowledge the
consequences, the meaning of what they
have learned from their beliefs and actions.
Contd.

Directness: By directness he implies faith in

human action, that is, belief that something
is worth doing; the act of addressing a
problem rather than being resigned to it
(Dewey 1933, 1916, pp. 27–33).
 Contd.
In the 1980s, Dewey’s foundational aspects on
reflection were further extended by the
American sociologist Donald A. Schön. Later
on, in 1991 Michael J. Wallace described
Schön’s critique in a more explicit way.
Donald Schoen (1930-1997)
Reflective practice (Schoen’s, 1997)
 Contd.
 Schoen also believed that all professional
practice is concerned with what he called
design – that is, changing existing situations
into preferred ones.
[Remember Dewey’s pre and post reflection
STAGES]
 Types of Reflection

Types of
Reflection

Reflection- Reflection- Reflection-

in-action on-action for- action
Michael J. Wallace
?????????????????????????
 Michael Wallace
Michael J. Wallace came up with the idea that
teachers are reflective practitioners. He offers
three reasons for advocating a reflective
approach:
 The first reason is that the approach is gaining
wide acceptance in teacher education circles.
 Secondly, he feels that reflection is the way
that professionals in general learn their
professions, and
Thirdly, the reflective approach is in line with
current developments of making the learning
environment more learner-centred.
 Wallace’s three models for teacher
education
Model Example

1. The craft model Short initial training courses (e.g.

A ‘master teacher’, as an ‘expert in the practice of the “craft”’ trains for the Cambridge CELTA) are
often primarily craft oriented.
‘apprentices’ in the techniques, traditions and tricks of the trade.

2. The applied science model

‘Students’ learn about what science (e.g. SLA research, sociocultural
Many MA TESOL qualifications
theory) tells us about teaching, and then go and implement an tend to follow this model.
approach based on these findings in the classroom (Schön’s
‘technical rationality’).

3. The reflective model

The teacher(learner) engages in a reflective cycle that draws upon
A well-developed in-service
both ‘received knowledge’ (e.g. from applied science) and programme.
‘experiential knowledge’ (e.g. from their own teaching practice) to
lead iteratively to professional competence.
Contd.

Note:
Wallace reflective model is based on
the assumption that teachers develop
professional competence through
reflecting on their own practice
Contd.

Teacher education course should

include two kinds of knowledge

Received Experiential
knowledge knowledge
 Contd.
(a) Received knowledge
It is related to all the theories, concepts and skills
that are studied during the student-teacher’s
methodology lessons.

(b) Experiential knowledge

It is that knowledge which is developed by the
trainees throughout their teaching practice.
Questions
 Did you started teaching practice?
 What did you do there?
 What did you learn as a result of what you do?
 Contd.

Pre-service In-service
education education

Wallace’s reflective
model is applicable to
 Contd.
The model is separated it into three stages:

3. Professional
competence

2. Professional
development

1. Pre-training
Wallace (1991)
Paulo Freire (1921—1997)
 Contd.
Teaching:
(a) is a political activity (Policies influence
teachers and their teaching); [teaching is not
simply a technical activity]

(b) is an ethical activity. Freire (1998) believed

it is not possible to be a teacher who educates,
while at the same time, avoiding the
development of an attitude of love and care
towards students.
Contd.
It’s impossible to talk of respect for
students...without taking into consideration
the conditions in which they are living and
the importance of all the knowledge derived
from life experience, which they bring with
them to school. I can in no way
underestimate such knowledge. (1998, p. 62)
Contd.
(c) is commitment to developing critical
thinking in students
In his famed Pedagogy of the Oppressed
(1970/1996), Freire rejected ‘banking
education’ in favor of ‘problem-posing
education’, a rejection he reiterated in
Pedagogy of Freedom (1998).
 Contd.
(d) Teachers’ reflective practice
Not only are teachers ‘unfinished’ (Freire,
1998), as are all humans, but by virtue of their
exercise of an option to intervene in an
imperfect world, they commit themselves to
bring about transformative change.

Therefore, the daily practice of teaching

suggests that the identity of a teaching
professional is actively forged and developed,
and is constantly evolving.
1.5. Reflective models
(a) David Kolb’s experiential learning cycle
model (1984)
 Contd.
While the cycle can start at any stage, all stages
are required in order for students to learn
effectively:

Concrete Experience - active learning as

opposed to passive receipt of knowledge
(i.e., learn about something directly by
being involved with the material [first hand
experience] rather than learning about it-
indirectly like by reading )
 Contd.
ReflectiveObservation – refers to
thinking critically about the experience.

Abstract Conceptualization – linking the

experience to the theory or concepts
underlying it.

Active Experimentation – testing out

one’s learning in new situations.
(b) Gibbs’ reflective cycle model
Contd.

Description:

What happened
When and where did it happen?
Who was present?
What did you and the other people do?
What was the outcome of the situation?
Contd.
 Analysis: What else can you make of the
situation?

 Conclusion: What else could you have

done?

 Actionplan: If it arose again, what

would you do?
Contd.

Feelings:
 What were you thinking and feeling?
 Example: You may have felt frustrated or
concerned about the student's lack of
participation, questioning whether it was your
fault or if the student was having difficulties with
the subject.
Contd.

Evaluation:

What was good and bad about the experience?

What went well? What didn’t go well?

What did you and your students contribute to the

situation, both positively and negatively?

Contd.
Analysis:
Why did things go well in the class?
Why didn’t it go well in the class?
What knowledge can help me understand
the situation?
Contd.

Conclusion:
What did I learn from this experience?
What insights can I take away?
What else could I have done differently?
What relevant skills do I need to learn
and develop?
Contd.

Action Plan:
What changes would I make if I had to
redo the same task?
What steps should I take to enhance the
necessary skills?
What measures can I take to ensure I
respond differently in the future?
1.6. Benefits of reflective teaching
Self-awareness
Benefits of reflective teaching Encouraged collaborative learning
activities

Strengthened teacher student relationship

Enhanced student engagement

Strengthened classroom management

Increased adaptability

Enhanced professional growth

Promoted student learning

1.7. Levels of reflection

3. Critical
reflection (the
highest stage)

2. Contextual
reflection

3. Technical
reflection
 2. Qualities of reflective teachers

Reflect on their
instructional
methods
Reflect on their Reflect on their
own classroom time
management management
skills skills

Reflect on their Reflectiv Reflect on their

assessment and
own lesson e student
planning
teachers achievement
2.1. Reflective teachers plan their
instruction/lessons
Reflective teachers plan their instruction
(teaching).
Planning enables a teacher to:
 develop self-confidence; and
 use the available resources effectively and
efficiently;
Reflective teachers consider domains of learning
in planning and delivering their lessons

Cognitive Affective
domain domain

Psychomotor
domain
 Steps
of
the cognitive
domain
6. Creating

5. Evaluating

4. Analyzing

3. Applying

2. Understanding

1. Knowing
 Steps of the
affective domain
5.Characterization of values

4. Organization of values

3. Valuing

2. Responding

1. Receiving
 Steps
of
the psycho-motor
domain
5. Naturalization

4. Articulation

3. Precision

2. Manipulation

1. Imitation
2.1.1. Creating conducive classroom
environment

Creating conducive classroom environment

contributes positively to effective classroom
management as well as effective teaching
and learning.
Contd.

physical environment
environment
Classroom

Social environment

Affective environment

Academic environment
Contd.
A physical environment that is
welcoming and conducive to learning
A social environment that promotes
communication and interaction
An affective environment that
promotes a sense of belonging and
self-esteem
 An academic environment that
promotes learning and self-fulfillment
a. Conducive physical environment

Classrooms
are clean and Noise level is
well low.
maintained.

Classrooms
Classrooms
are visible
are orderly
and inviting

Conducive Sufficient
Students are textbooks
and feel safe physical and learning
environment materials
b. Conducive social environment

Staff and students Interaction

are trained to
prevent and is
resolve conflicts. encouraged

Conducive
social
Staff are environment Teachers
open-
are collegial
minded

Student Students
groupings participate in
are diverse decision making
c. Conducive affective environment

Conducive affective/emotional environment

Caring, responsive, There is The school is Parents perceive

supportive, and Students trust respected by teachers, the school as
respectful sense of admin staff, students
their teachers warm, inviting and
interaction community and parents helpful.
d. Conducive academic environment
Conducive academic environment

Emphasis on academics, but all competences are respected

Respect for learning styles

Expectations are high for all students

Progress is regularly monitored

Teachers are confident and knowledgeable.

Results of assessments are promptly communicated to students and parents, and used for redesigning teaching
2.2. Reflective teachers reflect on their own
classrooms management skills

Classroom management refers to a process of

establishing and maintaining the classroom
environment for the attainment of educational
objectives. Its purpose is always to facilitate
learning, not merely to control or keep order
(Long and Frye, 1982).
Contd.
2.2.1. Principles of classroom management

(a) Teach students to manage their own behaviors.

(b) Direct your instruction so students know

what is going to happen.

(c) Monitor all groups – move around the

classroom to make students pay attention to
the lesson.

(d) Make classrooms comfortable and safe!

 Contd.
(e) Overplan your lesson so that learning
takes place.

(f) Show confidence in your teaching.

(g) Make class expectations clear and

realistic, and stick to them.

(h) Work to engage all students.

 Contd.

Activity-2

What are the causes of students’ misbehaviors in the

classroom?
2.2.2. Causes of students’ misbehaviors

Causes of students’ misbehaviors

Teacher- Student- Home- School-

related related environment environment
causes causes related causes related causes
(a) Teacher-related problems

› Extreme negativity
› Exclusive authoritarian climate
› Overreacting
› Blaming
› Mass punishment
› Lack of planning
› Improper use of rewards
Contd.
(b) Student-related problems

There are student-related problems in

classroom management. Examples:
◦ Getting out of seat;
◦ Speaking out too loud;
◦ Rest one’s head on the desk
◦ Writing names on the board, etc.
(c) Home environment-related causes

Examples:
 Unsettled or disruptive home environment
(family-related problems);
Unpleasant peer relations;
 Emotional upset, etc.
Contd.
(d) School-environment-related causes

The absence of sufficient materials for the

classes, laboratories, the workshops and
fields;
 Conflicting rules of the school and the home;
 Large class size, etc.
2.2.3. Techniques classroom management

Activity-3

What are the techniques of classroom management?

Contd.

Techniques of classroom management

Preventive Proactive Curative

techniques techniques techniques
 (a) Preventive techniques

Preventive techniques include:

 disciplining;
 the provision of freedom;
 sharing of responsibilities;
 the provision of incentives;
 creating good interpersonal relationships
 creating classroom rules on cooperative
basis;
 explaining procedures
(b) Proactive techniques

Proactive techniques
These techniques aim at identification and
exploitation of opportunities and threats
instead of waiting for the misbehavior to occur
and to react to it.
 (c) Curative techniques
The following can be seen as curative
techniques:
 Ignoring;
 Eye contact
Touch and signal;
 Humor;
 Separating misbehaving learners;
 Restructuring
Changing the teaching method
2.3. Reflective teachers reflect on the effectiveness
of variety of instructional methods

Instructional methods

Teacher-centered Student-centered
instructional methods instructional methods
Contd.
Teacher centered methods include:

Tradition lecture,
Programmed learning,
Peer teaching,
Drill and practice, etc.
Contd.
Even though teachers can sometimes
use teacher centered instructional
methods, it is generally emphasized that
reflective teachers must engage students
in the process of active learning. In other
words, active learning methods ought to
be employed.
Contd.

The American educational psychologist

Mel Silberman produced a seminal work
with the title: Active Learning: 101
Strategies in Teaching any Subject in the
year 2000.
Activity-4
Divide yourselves into a group of five
and discuss on the following question:

Why is active learning

emphasized today?
Note: Time allotted is 10 minutes
Cont’d
Contd.
Student-centered methods:
Group discussion
 Role play
 Drama
Collaborative learning
Problem solving
Simulation, etc.
2. 4. Reflective teachers reflect on their time
management skills

Activity - 5 What is the importance of

effective time management?
2.4.1. The concept of time management

Time management is the ability to use

your time productively and efficiently.
You could also think of it as the art of
having time to do everything that you
need, without feeling stressed about it.
2.4.2. Time management skills
Prioritizing tasks (Eisenhower's Matrix)
 2.5. Reflective teachers reflect on learning
styles of their students

Common
learning
styles

Visual Auditory Kinesthetic

learning learning learning
Style style style
 2.6. Reflective teachers reflect on students’
cognitive capacity and manual skills

Howard Gardner (1993) has identified seven

distinct intelligences. This theory asserts that
students possess different kinds of minds and
therefore learn, remember, perform, and
understand in different ways“.
Contd.
 Cont’d

Gardner (1983) identified the following types of

intelligences:
(1) Logical -Mathematical - reasoning, calculating.
Think conceptually, abstractly and are able to
see and explore patterns and relationships.
 Contd.

(2) Linguistic - using words effectively. These

learners have highly developed auditory skills
and often think in words.
 Contd.

(3) Visual-Spatial - think in terms of physical

space, as do architects and sailors.
These learners very aware of their environments.
 Contd.

(4) Bodily-kinesthetic - use the body effectively,

like a dancer or a surgeon.
These learners have keen sense of body
awareness.
 Contd.

(5) Musical - show sensitivity to rhythm and

sound. These learners:
love music, but they are also sensitive to sounds
in their environments.
 Cont’d

(6) Interpersonal - understanding, interacting with

others. These students learn through interaction;
(7) Intrapersonal: evaluating oneself
2.7. Reflective teachers reflect on school curricula

When to What to
teach?
(sequencing teach?
) The fundamental Contents)
questions of
curriculum

What is the How to

impact of
teaching? teach?
(assessment) (methods)
Contd.
2.8. Reflective teachers organize
differentiated instruction
Teachers can differentiate at least four
classroom elements based on student
readiness, interest, or learning profile
(Tomlinson, 1995).
Contd.

Reflective teachers consider four elements

of differentiated instruction.
 Contd.
• Culminating • What the student
projects needs to learn.

Product Content

Learning
Process
environment

• The way the

• Activities in which
classroom works or
students engage,
feels.
 Activity-6

What is meant by the following statement?

Differentiation is responsive teaching rather

than one-size-fits-all teaching.
Contd.
2.8.1. General principles of differentiation

Flexible
MeaningfulgroupingContinuous
tasks assessment

General
principles of
differentiation
 Contd.

Meaningful It pertains to qualit

tasks curriculum
2.8.2. Characteristics of quality
curriculum
Never before has humankind
experienced an era of such rapid change
or had to deal with such a range of
practical and ethical risks as a
consequence
of this change. Never before have
educators needed to prepare young
people for lives in such
an unpredictable and challenging
global context (UNESCO/IBE, 2016:6).
Activity-7

What should be looked into when one

wants to assess the quality of a
curriculum?
Contd.

The curriculum
Implementation of
itself the curriculum
Development of Evaluation of the
the curriculum curriculum

The quality of a
curriculum is judged
by looking into four
main categories
Contd.
Development of the curriculum
Planned and systematic

Inclusive and consultative

Led by curriculum professionals

Cyclical in nature

Sustainable
Contd.
The curriculum itself
Values each learner and hold that every individual learner matters equally;

Comprises high quality, relevant and appropriate content and contributes to the development of
competence;

Is well organized and structured;

Is underpinned by a set of assumptions about how students learn.

 Contd.
Implementation of the curriculum places new expectations on

Students

Teachers

Schools/colleges/Learning environments

Education systems and authorities

Contd.
Evaluation of the curriculum
Systematic and planned

Regular

Conducted by qualified and

experienced people.
2.8.3. Characteristic features of a Curriculum
with meaningful tasks

Contextualized
Learner-centred
and global

The
curriculum
Gender and
Inclusive
culture sensitive

Developmentally
Research-based
appropriate
Contd.

Flexible grouping
What are its bene
 2.8.4. Features of flexible grouping

Using both formal and informal

assessment data to form and reform
flexible learning groups according to
what students already know about the
content that is to be taught.
Contd.
Targeted instruction. Assessment
results provide evidence of mastery
and needs,
informing teachers what students
already know and what they need to
know.
 Contd.
Focus on specific learning objectives.
Continual assessment and targeted
instruction keeps our focus on the specific
objectives of the lesson.
Learner confidence. When students are
flexibly grouped with like peers, the level
of academic risk-taking increases
significantly.
Contd.
Differentiated curriculum and
instruction. When students are
purposely
grouped according to a targeted need,
teachers can more readily structure
their curriculum and instruction
across a grade level or within a class.
 Contd.

Continuous For students’

assessment maximal growth
and individual
success
Contd.

Formative
Summative
assessment
Pre-assessment
assessment

Ongoing
assessment
(CA)
 Contd.
Teachers use assessment to support,
engage, and hold all students accountable
for rigorous learning.
2.8.5. Reflection enhances the development of
Professionalism in Teaching

Reflective activity-7

List some of the

attributes of
professionalism!
 Contd.

Attributes of professionalism in teaching (Kumar, n.d.

p.7):
(a) Competence
(b) Compassion
(c) Insightful and self-aware
(d) Commitment
(e) Confidentiality
(f) Altruism
(g) Morality and ethics
(h) Teamwork
(i) Responsibility to profession
(j) Responsibility to society
The 4Cs of 21st century skills
Contd.

According to Janelle Cox (2019), the

following are 21st century professional
development skills:
(a) Adaptability
Teachers need to be flexible and adapt
to changing situations in the digital era.
Contd.
(b) Confidence
Teachers are expected to have
confidence in themselves, their students,
and colleagues.
Contd.
(c) Communication
Teachers need to communicate very well
with their students, parents and staff.
Contd.
(d) Team player
Teachers must be capable of working
with others as part of a team or group.
Contd.
(e) Continuous learner
Teachers are lifelong learners so as to
cope up with the rapid pace of
globalization.
Contd.
(f) Imaginative
Teachers are expected to make use of
their creativity to engage their students
in learning.
Contd.
(g) Leadership
Effective teachers are mentors.
Contd.
(h) Organization
Teachers have the ability to organize
and prepare for the unknown.
Contd.
Innovative
(i)
Modern teachers cultivates creative
mindset.
Contd.
(J) Commitment
Modern teachers are always present and
dedicated to being there for their
students.
Contd.
(k) Managing online reputation
Almost all teachers are online today.
However, it is necessary to keep
instagram and facebook private and
separate from students.
Contd.
(l) Ability to engage
Modern teachers keep up up-to-date on
learning technologies and apps.
Contd.
(m) Understanding technology
Teachers need to understand the latest
technology and make use of them in
their teaching.
Contd.
(n) Know when to unplug
Modern teachers know when it is time
to unplug from social media and just
relax.
Contd.
(o) Ability to empower
Modern teachers inspire and empower
students to be critical thinkers,
innovative, creative, and adaptable.
(p)Team skills

Problem-solving
Listening
Time
Collaboration
management

Communication Leadership

Essential team
skills for
professional
success
2.8.6. Action research and reflective practice

Examination of the action research

literature reveals that its goals like those of
reflective practice are change and
improvement (Carr & Kemmis, 1986;
Elliott, 1991; Atkin, 1993).
 contd.

The term action research was coined

in the 1940s by Kurt Lewin, a
German-American psychologist, who
is regarded as the father of Social
Psychology.
Kurt Lewin (1890-1947)
Contd.

a strategy educators can use

Action to study educational issues,
research implement change and
develop professional
competency
2.8.6.1.Principles of action research

Action research tends to be:

• Cyclic: similar steps tend to recur, in a similar
sequence;
• Participative: the clients and informants are
involved as partners, or at least active
participants, in the research process;
• Qualitative: it deals more often with language
than with numbers; and
• Reflective: critical reflection upon the process
and outcomes are important parts of each cycle.
 Contd.
To achieve action, action research is
responsive. It has to be able to
respond to the emerging needs of the
situation. It must be flexible in a way
that some research methods cannot
be.
 Contd.
Action research is emergent. The
process takes place gradually. Its
cyclic nature helps responsiveness. It
also aids rigour. The early cycles are
used to help decide how to conduct
the later cycles. In the later cycles, the
interpretations developed in the early
cycles can be tested and challenged
and refined.
 Contd.
In most instances the use of
qualitative information increases
responsiveness. It is possible to work
in natural language, which is easier
for informants.
 Contd.
The use of language also makes the
whole process more accessible to
participants. They can develop
enough understanding to become co-
researchers in many situations.
 Contd.
One crucial step in each cycle consists
of critical reflection. The researcher
and others involved first recollect and
then critique what has already
happened. The increased
understanding which emerges from
the critical reflection is then put to
good use in designing the later steps.
Contd.
The cycle best known in Australia is
probably that of Stephen Kemmis and his
colleagues at Deakin University. The steps
are:
Plan Act Observe Reflect

Plan
 2.8.6.2. Key elements of Reflective Practice

A deliberate pause, a purposeful

slowing down, to allow for higher-
level thinking processes
An open-minded stance, recognizing
that there are many ways to view a
particular circumstance, situation, or
event.
 Contd.
In surface reflection, typical questions
are:
Did I spend too much time on group
work in FBL today?
How can I keep students on-task?
Did I have enough (too many) FBL
activities?
How can I get students to pay better
attention?
 Contd.
In pedagogical reflection, typical questions are:
How can I improve for my FBL for all my
students?
How can I build in better accountability for
FBL tasks?
Am I giving my students the opportunity in
FBL to develop decision-making skills?
What else can I do to help students make
connections to prior knowledge in FBL?
Is there a better way to accomplish this goal in
FBl?
 Contd.
In critical reflection, typical questions are:
 Do all students in my class have FBL
opportunities to be successful?
 Who is being included and who is being
excluded in the FBL practice?
 How might the way I group students affect
individual student‘s FBL opportunity for
success?
 Does the FBL practice promote equity?
 Do I have FBL practices that differentially favour
particular groups of students (e.g. males,
females?)
2.8.6.3. Types of action research

Zuber-Skerritt (1992) identified three

main types of Action Research:
technical action research, practical
action research, and emancipatory
action research.
 Contd.
(a) Technical Action Research aims to
improve effectiveness/efficiency of
educational or managerial practice. The
practitioners are co-opted and depend
greatly on the researcher as a facilitator.
 Contd.
(b) Practical Action Research, in
addition to effectiveness, aims at the
practitioners‘ understanding and
professional development. The
researcher‘s role is Socratic and to
encourage practical deliberation and
self-reflection on the part of the
practitioners.
 Contd.
(c) Emancipatory Action Research is
when it aims at not only technical and
practical improvements and the
participants‘ better understanding,
along with transformation and change
within the existing boundaries and
conditions, but also changing the
system itself or those conditions which
impede desired improvement in the
system/organization.
2.8.6.4. Steps in conducting action
research

What are the steps for doing an action

research?
1.Identify a problem 2. Collect data on
to be studied the problem

3. Organize, analyze
6. Evaluate the results
and interpret the
of the action taken
data

4. Develop a plan to
5. Implement the plan
address the problem
 Contd.

The goal of action research is to address

practical problem in a specific classroom.
 Contd.
The collection of data is an important
step in deciding what action needs to
be taken. Multiple sources of data are
used to better understand the scope of
happenings in the classroom or
school. There are many vehicles for
collection of data:
 Contd.
journals
individual files
logs of meetings
videotapes
case studies
surveys
 Contd.
records – tests, report cards,
attendance
self-assessment
samples of student work,
projects, performances
interviews
 Contd.
photos
portfolios
diaries
field
notes
audio tapes
 Contd.
memos
questionnaires
focusgroups
anecdotal records
checklists
2.8.6.5. Disseminating action research results

Speaking at a
By writing an article
conference

Share your action

research

By posting online
 3. SUMMARY

Reflective practitioners depict the

following characteristics:
Reflects on and learns from
experience
Engages in ongoing inquiry
Solicits feed back
Remains open to alternative
perspectives
Assumes responsibility for own
learning
 Contd.
Takes action to align with new
knowledge and understandings
Observes self in the process of
thinking
Commits to continuous improvement
in practice
Strives to align behaviors with values
and beliefs
Seeks to discover what is true
 Contd.
Reflective teachers:
 Gather helpful information about students’
 Are manageable and supportive
 Keep themselves up-to-date
 Modify their methods for a specific class
 Are effective and creative
 Attend many workshops and study more
 Share information with other teachers
 Take responsibility for their own professional development
Work as members of a team
 Foster positive working relationships
 Take part in overall curriculum planning Have
time set in class
 Focus on strengths and weaknesses of students
Non-reflective teachers:
 Neglect the students’ needs
 Are unmanageable and discouraging Use
old-fashioned techniques in class
 Use the same method for all classes
 Are unimaginative and conservative
 Have no interest in participating in workshops
Do not share their information with anyone Are
irresponsible
 Sticking to their own authority in class
 Do not pay attention to positive working relationships
 Do not take part in curriculum designing
 Do not manage their time in class
 Do not accept individual differences among students
 Group assignments
Group Topic Group Topic

G-1 Reflective practice G-7 Whole school approach

G-2 Characteristics of reflective G-8 Reflective teaching

teacher
G-3 Attitudes to reflective thinking G-9 Benefits of considering learning
styles of students
G-4 Accountability of teachers G-10 Managing students’ classroom
discipline
G-5 Types of reflection G-11 Teacher professionalism

G-6 Engagement in learning

Contd.
The group assignment should be
submitted on December 20, 2023. It
should be between 7-10 pages.
 References

 Arends,
R. I. (1997). Classroom Instruction and
Management. New York: The McGraw-Hill
Companies.

Borich,
G. D. (1984). Effective Teaching
Methods. New York: Merill

Brockbank, A.& McGill, I. (2007).Facilitating

Reflective Learning in Higher Education(2nd Ed.),
Berkshire: Open University Press.
 Eggen, P.D./Kauchak, D.P. (Eds.) (1996). Strategies for
Teachers: Teaching Content and Teaching Skills.
Boston: Allyn and Bacon.

 Entwistle,N. (1988). Styles of Learning and Teaching:

An Integrated Outline of Educational Psychology for
Students, Teachers, and Lecturers. London: David
Fulton Publishers.
Kolb, D. (1984) Experiential learning. New Jersey:
Prentice Hall
 Cont’d

Jacobsen, D. et al. (Eds.) (1989). Methods for

Teaching : A skills approach, 3rd. Columbus:
Merill.
Kemmis, S. (1993). Action Research. In M.
Hammersley (ed.), Educational research: Current
Issues (pp. 177-190). London: SAGE Publications
Company
McDonough, R. (2004).The reflective practitioner:
The essence of work based learning?Work Based
Learning in Primary Care, 2(4),373-376.
 Contd.
 McKernan, J. (1996): Curriculum Action Research: A
handbook of methods and resources on the reflective
practitioner (2nd edn.). London: Kogan Page Limited.

 Mertler, C. A. (2009). Action Research: Teachers as

Researchers in the Classroom. London: SAGE
Publications, Inc.
 Muijs,D. and Reynolds, D. (2001). Effective Teaching:
Evidence and Practice. London: Paul Chapman Publishing.

 McNiff, J. (2002.). Action Research: Principles and

Practices. (2nd edn.). London & New York: Rout ledge
Falmer.
 Cont’d

Perrott,E. (1982). Effective Teaching: a practical

guide to improving your teaching. London:
Longman

Petty, G. (2009). Teaching Today: A Practical

Guide. 4th edn. –Cheltenham, the United
Kingdom: Nelson Thornes.

Plack, M. M.&Greenberg, L. (2005).The Reflective

Practitioner: Reaching for Excellence in Practice,
Pediatrics, 116(6), 1546-1552
 The End!

Thank You!