Post on 23-Jan-2016
description
Reflecting on my
Learning amp Teaching
Who am I- TEACHER B A ndash English Literature ndash Albania
B ED- Secondary ESL ndash Albania
1994- Fullbright Scholar World Fellowship
M EDndashLeadership amp DiversityndashUSA
ED D ndash Educational Contexts amp Brain-Based Learning Canada
The Highest Degree of ALL
DKG Degree
Who are we -DKGWho are we -DKG
Διδασκοτικι (dĭ des kō tee ki) = teacher Κλειδουχι (klĭ doo kī) = key Γυναικεσ (gee nī kāys) = women World Fellowship Scholarship
1946-2012 = 555 graduate degrees from over 100 countries
ldquoAll change begins with the notion of selfrdquo
Think what is a good lesson teacher Sharethoughts about teaching Understand the need to ldquothink about our
teaching and reflect ldquo Expand our understanding of the
teachinglearning process Enlarge our repertoire of options as
effective teachers Enhance learning opportunities for our
students KEEP LEARNING
Let us reflect What do you see here
Reflection Reflection
There is an art of which every (wo)man should be a master-the art of reflection If you are not a thinking (wo)man to what purpose are you a (wo)man at all
William Hart Coleridge
Reflection on my presentationReflection on my presentation
1 What areas of change have I identified
(What is the problem)
Poor pacing in my presentations
Action PlanAction Plan
2 What do I need to know
(what necessary information is needed)
Follow and time presentations
Action PlanAction Plan
3 How will I know I am making improvements
(What change should happen)
I will finish the presentation on time
Action PlanAction Plan
4 When will I know I have improved
(What is the goal)When I consistently finish my
presentation on time
Action PlanAction Plan
5 What difference did I make(What changed in the classroomaudience)
Participants got more work done and LEARNED
Confucius on Wisdom
By three methods we may learn wisdom
by reflection- the noblest by imitation- the easiest by experience- the bitterest
Reflectionbull Think about a lesson I taught
bull Describe a part of a lesson that went well Why
bull Describe a part of a lesson that didnrsquot go well Why
bull What might I do differently to make that part go better
A Great
Lesson
Students
Content
Classroom
Teachers
Other Delivery
2008Cohort 1- 72 ELLs 28 dropout
Success Rate 61Cohort 2- 46 ELLs 8 dropout
Success Rate 83
2009Cohort 1-100 ELLs 32 dropout
Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout
Success Rate 87
Overall Cohort 1 vs Cohort 2
Cohort 1- 386 ELLs 185 dropout
Success Rate 4792
Cohort 2 ndash 112 ELLs 27 dropout
Success Rate 7589
Success Rate Cohort 1 vs CSSD amp Alberta
Success Rate Cohort 2 vs CSSD amp Alberta
Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)
2006 604 51 71
2007 589 47 67
2008 554 61 83
2009 595 68 86 Fraser Institute Data
4-Year Average 58 4792 7589
What is Reflective TeachingThree attitudes are necessary for us
to become reflective teachers Open-mindedness Responsibility Wholeheartedness
(J Dewey A Handbook for Reflective Teaching)
Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting
information-- our own behaviors-- those of others
bull A means to institute meaningful changes and improvements in our teaching
bull A beneficial form of professional development
Effectivereflective teachers
ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work
JWebb 1996
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Who am I- TEACHER B A ndash English Literature ndash Albania
B ED- Secondary ESL ndash Albania
1994- Fullbright Scholar World Fellowship
M EDndashLeadership amp DiversityndashUSA
ED D ndash Educational Contexts amp Brain-Based Learning Canada
The Highest Degree of ALL
DKG Degree
Who are we -DKGWho are we -DKG
Διδασκοτικι (dĭ des kō tee ki) = teacher Κλειδουχι (klĭ doo kī) = key Γυναικεσ (gee nī kāys) = women World Fellowship Scholarship
1946-2012 = 555 graduate degrees from over 100 countries
ldquoAll change begins with the notion of selfrdquo
Think what is a good lesson teacher Sharethoughts about teaching Understand the need to ldquothink about our
teaching and reflect ldquo Expand our understanding of the
teachinglearning process Enlarge our repertoire of options as
effective teachers Enhance learning opportunities for our
students KEEP LEARNING
Let us reflect What do you see here
Reflection Reflection
There is an art of which every (wo)man should be a master-the art of reflection If you are not a thinking (wo)man to what purpose are you a (wo)man at all
William Hart Coleridge
Reflection on my presentationReflection on my presentation
1 What areas of change have I identified
(What is the problem)
Poor pacing in my presentations
Action PlanAction Plan
2 What do I need to know
(what necessary information is needed)
Follow and time presentations
Action PlanAction Plan
3 How will I know I am making improvements
(What change should happen)
I will finish the presentation on time
Action PlanAction Plan
4 When will I know I have improved
(What is the goal)When I consistently finish my
presentation on time
Action PlanAction Plan
5 What difference did I make(What changed in the classroomaudience)
Participants got more work done and LEARNED
Confucius on Wisdom
By three methods we may learn wisdom
by reflection- the noblest by imitation- the easiest by experience- the bitterest
Reflectionbull Think about a lesson I taught
bull Describe a part of a lesson that went well Why
bull Describe a part of a lesson that didnrsquot go well Why
bull What might I do differently to make that part go better
A Great
Lesson
Students
Content
Classroom
Teachers
Other Delivery
2008Cohort 1- 72 ELLs 28 dropout
Success Rate 61Cohort 2- 46 ELLs 8 dropout
Success Rate 83
2009Cohort 1-100 ELLs 32 dropout
Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout
Success Rate 87
Overall Cohort 1 vs Cohort 2
Cohort 1- 386 ELLs 185 dropout
Success Rate 4792
Cohort 2 ndash 112 ELLs 27 dropout
Success Rate 7589
Success Rate Cohort 1 vs CSSD amp Alberta
Success Rate Cohort 2 vs CSSD amp Alberta
Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)
2006 604 51 71
2007 589 47 67
2008 554 61 83
2009 595 68 86 Fraser Institute Data
4-Year Average 58 4792 7589
What is Reflective TeachingThree attitudes are necessary for us
to become reflective teachers Open-mindedness Responsibility Wholeheartedness
(J Dewey A Handbook for Reflective Teaching)
Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting
information-- our own behaviors-- those of others
bull A means to institute meaningful changes and improvements in our teaching
bull A beneficial form of professional development
Effectivereflective teachers
ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work
JWebb 1996
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Who are we -DKGWho are we -DKG
Διδασκοτικι (dĭ des kō tee ki) = teacher Κλειδουχι (klĭ doo kī) = key Γυναικεσ (gee nī kāys) = women World Fellowship Scholarship
1946-2012 = 555 graduate degrees from over 100 countries
ldquoAll change begins with the notion of selfrdquo
Think what is a good lesson teacher Sharethoughts about teaching Understand the need to ldquothink about our
teaching and reflect ldquo Expand our understanding of the
teachinglearning process Enlarge our repertoire of options as
effective teachers Enhance learning opportunities for our
students KEEP LEARNING
Let us reflect What do you see here
Reflection Reflection
There is an art of which every (wo)man should be a master-the art of reflection If you are not a thinking (wo)man to what purpose are you a (wo)man at all
William Hart Coleridge
Reflection on my presentationReflection on my presentation
1 What areas of change have I identified
(What is the problem)
Poor pacing in my presentations
Action PlanAction Plan
2 What do I need to know
(what necessary information is needed)
Follow and time presentations
Action PlanAction Plan
3 How will I know I am making improvements
(What change should happen)
I will finish the presentation on time
Action PlanAction Plan
4 When will I know I have improved
(What is the goal)When I consistently finish my
presentation on time
Action PlanAction Plan
5 What difference did I make(What changed in the classroomaudience)
Participants got more work done and LEARNED
Confucius on Wisdom
By three methods we may learn wisdom
by reflection- the noblest by imitation- the easiest by experience- the bitterest
Reflectionbull Think about a lesson I taught
bull Describe a part of a lesson that went well Why
bull Describe a part of a lesson that didnrsquot go well Why
bull What might I do differently to make that part go better
A Great
Lesson
Students
Content
Classroom
Teachers
Other Delivery
2008Cohort 1- 72 ELLs 28 dropout
Success Rate 61Cohort 2- 46 ELLs 8 dropout
Success Rate 83
2009Cohort 1-100 ELLs 32 dropout
Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout
Success Rate 87
Overall Cohort 1 vs Cohort 2
Cohort 1- 386 ELLs 185 dropout
Success Rate 4792
Cohort 2 ndash 112 ELLs 27 dropout
Success Rate 7589
Success Rate Cohort 1 vs CSSD amp Alberta
Success Rate Cohort 2 vs CSSD amp Alberta
Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)
2006 604 51 71
2007 589 47 67
2008 554 61 83
2009 595 68 86 Fraser Institute Data
4-Year Average 58 4792 7589
What is Reflective TeachingThree attitudes are necessary for us
to become reflective teachers Open-mindedness Responsibility Wholeheartedness
(J Dewey A Handbook for Reflective Teaching)
Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting
information-- our own behaviors-- those of others
bull A means to institute meaningful changes and improvements in our teaching
bull A beneficial form of professional development
Effectivereflective teachers
ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work
JWebb 1996
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
ldquoAll change begins with the notion of selfrdquo
Think what is a good lesson teacher Sharethoughts about teaching Understand the need to ldquothink about our
teaching and reflect ldquo Expand our understanding of the
teachinglearning process Enlarge our repertoire of options as
effective teachers Enhance learning opportunities for our
students KEEP LEARNING
Let us reflect What do you see here
Reflection Reflection
There is an art of which every (wo)man should be a master-the art of reflection If you are not a thinking (wo)man to what purpose are you a (wo)man at all
William Hart Coleridge
Reflection on my presentationReflection on my presentation
1 What areas of change have I identified
(What is the problem)
Poor pacing in my presentations
Action PlanAction Plan
2 What do I need to know
(what necessary information is needed)
Follow and time presentations
Action PlanAction Plan
3 How will I know I am making improvements
(What change should happen)
I will finish the presentation on time
Action PlanAction Plan
4 When will I know I have improved
(What is the goal)When I consistently finish my
presentation on time
Action PlanAction Plan
5 What difference did I make(What changed in the classroomaudience)
Participants got more work done and LEARNED
Confucius on Wisdom
By three methods we may learn wisdom
by reflection- the noblest by imitation- the easiest by experience- the bitterest
Reflectionbull Think about a lesson I taught
bull Describe a part of a lesson that went well Why
bull Describe a part of a lesson that didnrsquot go well Why
bull What might I do differently to make that part go better
A Great
Lesson
Students
Content
Classroom
Teachers
Other Delivery
2008Cohort 1- 72 ELLs 28 dropout
Success Rate 61Cohort 2- 46 ELLs 8 dropout
Success Rate 83
2009Cohort 1-100 ELLs 32 dropout
Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout
Success Rate 87
Overall Cohort 1 vs Cohort 2
Cohort 1- 386 ELLs 185 dropout
Success Rate 4792
Cohort 2 ndash 112 ELLs 27 dropout
Success Rate 7589
Success Rate Cohort 1 vs CSSD amp Alberta
Success Rate Cohort 2 vs CSSD amp Alberta
Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)
2006 604 51 71
2007 589 47 67
2008 554 61 83
2009 595 68 86 Fraser Institute Data
4-Year Average 58 4792 7589
What is Reflective TeachingThree attitudes are necessary for us
to become reflective teachers Open-mindedness Responsibility Wholeheartedness
(J Dewey A Handbook for Reflective Teaching)
Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting
information-- our own behaviors-- those of others
bull A means to institute meaningful changes and improvements in our teaching
bull A beneficial form of professional development
Effectivereflective teachers
ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work
JWebb 1996
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Let us reflect What do you see here
Reflection Reflection
There is an art of which every (wo)man should be a master-the art of reflection If you are not a thinking (wo)man to what purpose are you a (wo)man at all
William Hart Coleridge
Reflection on my presentationReflection on my presentation
1 What areas of change have I identified
(What is the problem)
Poor pacing in my presentations
Action PlanAction Plan
2 What do I need to know
(what necessary information is needed)
Follow and time presentations
Action PlanAction Plan
3 How will I know I am making improvements
(What change should happen)
I will finish the presentation on time
Action PlanAction Plan
4 When will I know I have improved
(What is the goal)When I consistently finish my
presentation on time
Action PlanAction Plan
5 What difference did I make(What changed in the classroomaudience)
Participants got more work done and LEARNED
Confucius on Wisdom
By three methods we may learn wisdom
by reflection- the noblest by imitation- the easiest by experience- the bitterest
Reflectionbull Think about a lesson I taught
bull Describe a part of a lesson that went well Why
bull Describe a part of a lesson that didnrsquot go well Why
bull What might I do differently to make that part go better
A Great
Lesson
Students
Content
Classroom
Teachers
Other Delivery
2008Cohort 1- 72 ELLs 28 dropout
Success Rate 61Cohort 2- 46 ELLs 8 dropout
Success Rate 83
2009Cohort 1-100 ELLs 32 dropout
Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout
Success Rate 87
Overall Cohort 1 vs Cohort 2
Cohort 1- 386 ELLs 185 dropout
Success Rate 4792
Cohort 2 ndash 112 ELLs 27 dropout
Success Rate 7589
Success Rate Cohort 1 vs CSSD amp Alberta
Success Rate Cohort 2 vs CSSD amp Alberta
Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)
2006 604 51 71
2007 589 47 67
2008 554 61 83
2009 595 68 86 Fraser Institute Data
4-Year Average 58 4792 7589
What is Reflective TeachingThree attitudes are necessary for us
to become reflective teachers Open-mindedness Responsibility Wholeheartedness
(J Dewey A Handbook for Reflective Teaching)
Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting
information-- our own behaviors-- those of others
bull A means to institute meaningful changes and improvements in our teaching
bull A beneficial form of professional development
Effectivereflective teachers
ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work
JWebb 1996
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Reflection Reflection
There is an art of which every (wo)man should be a master-the art of reflection If you are not a thinking (wo)man to what purpose are you a (wo)man at all
William Hart Coleridge
Reflection on my presentationReflection on my presentation
1 What areas of change have I identified
(What is the problem)
Poor pacing in my presentations
Action PlanAction Plan
2 What do I need to know
(what necessary information is needed)
Follow and time presentations
Action PlanAction Plan
3 How will I know I am making improvements
(What change should happen)
I will finish the presentation on time
Action PlanAction Plan
4 When will I know I have improved
(What is the goal)When I consistently finish my
presentation on time
Action PlanAction Plan
5 What difference did I make(What changed in the classroomaudience)
Participants got more work done and LEARNED
Confucius on Wisdom
By three methods we may learn wisdom
by reflection- the noblest by imitation- the easiest by experience- the bitterest
Reflectionbull Think about a lesson I taught
bull Describe a part of a lesson that went well Why
bull Describe a part of a lesson that didnrsquot go well Why
bull What might I do differently to make that part go better
A Great
Lesson
Students
Content
Classroom
Teachers
Other Delivery
2008Cohort 1- 72 ELLs 28 dropout
Success Rate 61Cohort 2- 46 ELLs 8 dropout
Success Rate 83
2009Cohort 1-100 ELLs 32 dropout
Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout
Success Rate 87
Overall Cohort 1 vs Cohort 2
Cohort 1- 386 ELLs 185 dropout
Success Rate 4792
Cohort 2 ndash 112 ELLs 27 dropout
Success Rate 7589
Success Rate Cohort 1 vs CSSD amp Alberta
Success Rate Cohort 2 vs CSSD amp Alberta
Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)
2006 604 51 71
2007 589 47 67
2008 554 61 83
2009 595 68 86 Fraser Institute Data
4-Year Average 58 4792 7589
What is Reflective TeachingThree attitudes are necessary for us
to become reflective teachers Open-mindedness Responsibility Wholeheartedness
(J Dewey A Handbook for Reflective Teaching)
Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting
information-- our own behaviors-- those of others
bull A means to institute meaningful changes and improvements in our teaching
bull A beneficial form of professional development
Effectivereflective teachers
ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work
JWebb 1996
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Reflection on my presentationReflection on my presentation
1 What areas of change have I identified
(What is the problem)
Poor pacing in my presentations
Action PlanAction Plan
2 What do I need to know
(what necessary information is needed)
Follow and time presentations
Action PlanAction Plan
3 How will I know I am making improvements
(What change should happen)
I will finish the presentation on time
Action PlanAction Plan
4 When will I know I have improved
(What is the goal)When I consistently finish my
presentation on time
Action PlanAction Plan
5 What difference did I make(What changed in the classroomaudience)
Participants got more work done and LEARNED
Confucius on Wisdom
By three methods we may learn wisdom
by reflection- the noblest by imitation- the easiest by experience- the bitterest
Reflectionbull Think about a lesson I taught
bull Describe a part of a lesson that went well Why
bull Describe a part of a lesson that didnrsquot go well Why
bull What might I do differently to make that part go better
A Great
Lesson
Students
Content
Classroom
Teachers
Other Delivery
2008Cohort 1- 72 ELLs 28 dropout
Success Rate 61Cohort 2- 46 ELLs 8 dropout
Success Rate 83
2009Cohort 1-100 ELLs 32 dropout
Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout
Success Rate 87
Overall Cohort 1 vs Cohort 2
Cohort 1- 386 ELLs 185 dropout
Success Rate 4792
Cohort 2 ndash 112 ELLs 27 dropout
Success Rate 7589
Success Rate Cohort 1 vs CSSD amp Alberta
Success Rate Cohort 2 vs CSSD amp Alberta
Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)
2006 604 51 71
2007 589 47 67
2008 554 61 83
2009 595 68 86 Fraser Institute Data
4-Year Average 58 4792 7589
What is Reflective TeachingThree attitudes are necessary for us
to become reflective teachers Open-mindedness Responsibility Wholeheartedness
(J Dewey A Handbook for Reflective Teaching)
Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting
information-- our own behaviors-- those of others
bull A means to institute meaningful changes and improvements in our teaching
bull A beneficial form of professional development
Effectivereflective teachers
ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work
JWebb 1996
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Action PlanAction Plan
2 What do I need to know
(what necessary information is needed)
Follow and time presentations
Action PlanAction Plan
3 How will I know I am making improvements
(What change should happen)
I will finish the presentation on time
Action PlanAction Plan
4 When will I know I have improved
(What is the goal)When I consistently finish my
presentation on time
Action PlanAction Plan
5 What difference did I make(What changed in the classroomaudience)
Participants got more work done and LEARNED
Confucius on Wisdom
By three methods we may learn wisdom
by reflection- the noblest by imitation- the easiest by experience- the bitterest
Reflectionbull Think about a lesson I taught
bull Describe a part of a lesson that went well Why
bull Describe a part of a lesson that didnrsquot go well Why
bull What might I do differently to make that part go better
A Great
Lesson
Students
Content
Classroom
Teachers
Other Delivery
2008Cohort 1- 72 ELLs 28 dropout
Success Rate 61Cohort 2- 46 ELLs 8 dropout
Success Rate 83
2009Cohort 1-100 ELLs 32 dropout
Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout
Success Rate 87
Overall Cohort 1 vs Cohort 2
Cohort 1- 386 ELLs 185 dropout
Success Rate 4792
Cohort 2 ndash 112 ELLs 27 dropout
Success Rate 7589
Success Rate Cohort 1 vs CSSD amp Alberta
Success Rate Cohort 2 vs CSSD amp Alberta
Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)
2006 604 51 71
2007 589 47 67
2008 554 61 83
2009 595 68 86 Fraser Institute Data
4-Year Average 58 4792 7589
What is Reflective TeachingThree attitudes are necessary for us
to become reflective teachers Open-mindedness Responsibility Wholeheartedness
(J Dewey A Handbook for Reflective Teaching)
Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting
information-- our own behaviors-- those of others
bull A means to institute meaningful changes and improvements in our teaching
bull A beneficial form of professional development
Effectivereflective teachers
ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work
JWebb 1996
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Action PlanAction Plan
3 How will I know I am making improvements
(What change should happen)
I will finish the presentation on time
Action PlanAction Plan
4 When will I know I have improved
(What is the goal)When I consistently finish my
presentation on time
Action PlanAction Plan
5 What difference did I make(What changed in the classroomaudience)
Participants got more work done and LEARNED
Confucius on Wisdom
By three methods we may learn wisdom
by reflection- the noblest by imitation- the easiest by experience- the bitterest
Reflectionbull Think about a lesson I taught
bull Describe a part of a lesson that went well Why
bull Describe a part of a lesson that didnrsquot go well Why
bull What might I do differently to make that part go better
A Great
Lesson
Students
Content
Classroom
Teachers
Other Delivery
2008Cohort 1- 72 ELLs 28 dropout
Success Rate 61Cohort 2- 46 ELLs 8 dropout
Success Rate 83
2009Cohort 1-100 ELLs 32 dropout
Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout
Success Rate 87
Overall Cohort 1 vs Cohort 2
Cohort 1- 386 ELLs 185 dropout
Success Rate 4792
Cohort 2 ndash 112 ELLs 27 dropout
Success Rate 7589
Success Rate Cohort 1 vs CSSD amp Alberta
Success Rate Cohort 2 vs CSSD amp Alberta
Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)
2006 604 51 71
2007 589 47 67
2008 554 61 83
2009 595 68 86 Fraser Institute Data
4-Year Average 58 4792 7589
What is Reflective TeachingThree attitudes are necessary for us
to become reflective teachers Open-mindedness Responsibility Wholeheartedness
(J Dewey A Handbook for Reflective Teaching)
Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting
information-- our own behaviors-- those of others
bull A means to institute meaningful changes and improvements in our teaching
bull A beneficial form of professional development
Effectivereflective teachers
ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work
JWebb 1996
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Action PlanAction Plan
4 When will I know I have improved
(What is the goal)When I consistently finish my
presentation on time
Action PlanAction Plan
5 What difference did I make(What changed in the classroomaudience)
Participants got more work done and LEARNED
Confucius on Wisdom
By three methods we may learn wisdom
by reflection- the noblest by imitation- the easiest by experience- the bitterest
Reflectionbull Think about a lesson I taught
bull Describe a part of a lesson that went well Why
bull Describe a part of a lesson that didnrsquot go well Why
bull What might I do differently to make that part go better
A Great
Lesson
Students
Content
Classroom
Teachers
Other Delivery
2008Cohort 1- 72 ELLs 28 dropout
Success Rate 61Cohort 2- 46 ELLs 8 dropout
Success Rate 83
2009Cohort 1-100 ELLs 32 dropout
Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout
Success Rate 87
Overall Cohort 1 vs Cohort 2
Cohort 1- 386 ELLs 185 dropout
Success Rate 4792
Cohort 2 ndash 112 ELLs 27 dropout
Success Rate 7589
Success Rate Cohort 1 vs CSSD amp Alberta
Success Rate Cohort 2 vs CSSD amp Alberta
Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)
2006 604 51 71
2007 589 47 67
2008 554 61 83
2009 595 68 86 Fraser Institute Data
4-Year Average 58 4792 7589
What is Reflective TeachingThree attitudes are necessary for us
to become reflective teachers Open-mindedness Responsibility Wholeheartedness
(J Dewey A Handbook for Reflective Teaching)
Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting
information-- our own behaviors-- those of others
bull A means to institute meaningful changes and improvements in our teaching
bull A beneficial form of professional development
Effectivereflective teachers
ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work
JWebb 1996
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Action PlanAction Plan
5 What difference did I make(What changed in the classroomaudience)
Participants got more work done and LEARNED
Confucius on Wisdom
By three methods we may learn wisdom
by reflection- the noblest by imitation- the easiest by experience- the bitterest
Reflectionbull Think about a lesson I taught
bull Describe a part of a lesson that went well Why
bull Describe a part of a lesson that didnrsquot go well Why
bull What might I do differently to make that part go better
A Great
Lesson
Students
Content
Classroom
Teachers
Other Delivery
2008Cohort 1- 72 ELLs 28 dropout
Success Rate 61Cohort 2- 46 ELLs 8 dropout
Success Rate 83
2009Cohort 1-100 ELLs 32 dropout
Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout
Success Rate 87
Overall Cohort 1 vs Cohort 2
Cohort 1- 386 ELLs 185 dropout
Success Rate 4792
Cohort 2 ndash 112 ELLs 27 dropout
Success Rate 7589
Success Rate Cohort 1 vs CSSD amp Alberta
Success Rate Cohort 2 vs CSSD amp Alberta
Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)
2006 604 51 71
2007 589 47 67
2008 554 61 83
2009 595 68 86 Fraser Institute Data
4-Year Average 58 4792 7589
What is Reflective TeachingThree attitudes are necessary for us
to become reflective teachers Open-mindedness Responsibility Wholeheartedness
(J Dewey A Handbook for Reflective Teaching)
Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting
information-- our own behaviors-- those of others
bull A means to institute meaningful changes and improvements in our teaching
bull A beneficial form of professional development
Effectivereflective teachers
ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work
JWebb 1996
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Confucius on Wisdom
By three methods we may learn wisdom
by reflection- the noblest by imitation- the easiest by experience- the bitterest
Reflectionbull Think about a lesson I taught
bull Describe a part of a lesson that went well Why
bull Describe a part of a lesson that didnrsquot go well Why
bull What might I do differently to make that part go better
A Great
Lesson
Students
Content
Classroom
Teachers
Other Delivery
2008Cohort 1- 72 ELLs 28 dropout
Success Rate 61Cohort 2- 46 ELLs 8 dropout
Success Rate 83
2009Cohort 1-100 ELLs 32 dropout
Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout
Success Rate 87
Overall Cohort 1 vs Cohort 2
Cohort 1- 386 ELLs 185 dropout
Success Rate 4792
Cohort 2 ndash 112 ELLs 27 dropout
Success Rate 7589
Success Rate Cohort 1 vs CSSD amp Alberta
Success Rate Cohort 2 vs CSSD amp Alberta
Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)
2006 604 51 71
2007 589 47 67
2008 554 61 83
2009 595 68 86 Fraser Institute Data
4-Year Average 58 4792 7589
What is Reflective TeachingThree attitudes are necessary for us
to become reflective teachers Open-mindedness Responsibility Wholeheartedness
(J Dewey A Handbook for Reflective Teaching)
Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting
information-- our own behaviors-- those of others
bull A means to institute meaningful changes and improvements in our teaching
bull A beneficial form of professional development
Effectivereflective teachers
ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work
JWebb 1996
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Reflectionbull Think about a lesson I taught
bull Describe a part of a lesson that went well Why
bull Describe a part of a lesson that didnrsquot go well Why
bull What might I do differently to make that part go better
A Great
Lesson
Students
Content
Classroom
Teachers
Other Delivery
2008Cohort 1- 72 ELLs 28 dropout
Success Rate 61Cohort 2- 46 ELLs 8 dropout
Success Rate 83
2009Cohort 1-100 ELLs 32 dropout
Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout
Success Rate 87
Overall Cohort 1 vs Cohort 2
Cohort 1- 386 ELLs 185 dropout
Success Rate 4792
Cohort 2 ndash 112 ELLs 27 dropout
Success Rate 7589
Success Rate Cohort 1 vs CSSD amp Alberta
Success Rate Cohort 2 vs CSSD amp Alberta
Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)
2006 604 51 71
2007 589 47 67
2008 554 61 83
2009 595 68 86 Fraser Institute Data
4-Year Average 58 4792 7589
What is Reflective TeachingThree attitudes are necessary for us
to become reflective teachers Open-mindedness Responsibility Wholeheartedness
(J Dewey A Handbook for Reflective Teaching)
Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting
information-- our own behaviors-- those of others
bull A means to institute meaningful changes and improvements in our teaching
bull A beneficial form of professional development
Effectivereflective teachers
ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work
JWebb 1996
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
A Great
Lesson
Students
Content
Classroom
Teachers
Other Delivery
2008Cohort 1- 72 ELLs 28 dropout
Success Rate 61Cohort 2- 46 ELLs 8 dropout
Success Rate 83
2009Cohort 1-100 ELLs 32 dropout
Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout
Success Rate 87
Overall Cohort 1 vs Cohort 2
Cohort 1- 386 ELLs 185 dropout
Success Rate 4792
Cohort 2 ndash 112 ELLs 27 dropout
Success Rate 7589
Success Rate Cohort 1 vs CSSD amp Alberta
Success Rate Cohort 2 vs CSSD amp Alberta
Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)
2006 604 51 71
2007 589 47 67
2008 554 61 83
2009 595 68 86 Fraser Institute Data
4-Year Average 58 4792 7589
What is Reflective TeachingThree attitudes are necessary for us
to become reflective teachers Open-mindedness Responsibility Wholeheartedness
(J Dewey A Handbook for Reflective Teaching)
Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting
information-- our own behaviors-- those of others
bull A means to institute meaningful changes and improvements in our teaching
bull A beneficial form of professional development
Effectivereflective teachers
ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work
JWebb 1996
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
2008Cohort 1- 72 ELLs 28 dropout
Success Rate 61Cohort 2- 46 ELLs 8 dropout
Success Rate 83
2009Cohort 1-100 ELLs 32 dropout
Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout
Success Rate 87
Overall Cohort 1 vs Cohort 2
Cohort 1- 386 ELLs 185 dropout
Success Rate 4792
Cohort 2 ndash 112 ELLs 27 dropout
Success Rate 7589
Success Rate Cohort 1 vs CSSD amp Alberta
Success Rate Cohort 2 vs CSSD amp Alberta
Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)
2006 604 51 71
2007 589 47 67
2008 554 61 83
2009 595 68 86 Fraser Institute Data
4-Year Average 58 4792 7589
What is Reflective TeachingThree attitudes are necessary for us
to become reflective teachers Open-mindedness Responsibility Wholeheartedness
(J Dewey A Handbook for Reflective Teaching)
Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting
information-- our own behaviors-- those of others
bull A means to institute meaningful changes and improvements in our teaching
bull A beneficial form of professional development
Effectivereflective teachers
ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work
JWebb 1996
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
2009Cohort 1-100 ELLs 32 dropout
Success Rate 68Cohort 2 ndash 41 ELLs 6 dropout
Success Rate 87
Overall Cohort 1 vs Cohort 2
Cohort 1- 386 ELLs 185 dropout
Success Rate 4792
Cohort 2 ndash 112 ELLs 27 dropout
Success Rate 7589
Success Rate Cohort 1 vs CSSD amp Alberta
Success Rate Cohort 2 vs CSSD amp Alberta
Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)
2006 604 51 71
2007 589 47 67
2008 554 61 83
2009 595 68 86 Fraser Institute Data
4-Year Average 58 4792 7589
What is Reflective TeachingThree attitudes are necessary for us
to become reflective teachers Open-mindedness Responsibility Wholeheartedness
(J Dewey A Handbook for Reflective Teaching)
Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting
information-- our own behaviors-- those of others
bull A means to institute meaningful changes and improvements in our teaching
bull A beneficial form of professional development
Effectivereflective teachers
ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work
JWebb 1996
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Overall Cohort 1 vs Cohort 2
Cohort 1- 386 ELLs 185 dropout
Success Rate 4792
Cohort 2 ndash 112 ELLs 27 dropout
Success Rate 7589
Success Rate Cohort 1 vs CSSD amp Alberta
Success Rate Cohort 2 vs CSSD amp Alberta
Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)
2006 604 51 71
2007 589 47 67
2008 554 61 83
2009 595 68 86 Fraser Institute Data
4-Year Average 58 4792 7589
What is Reflective TeachingThree attitudes are necessary for us
to become reflective teachers Open-mindedness Responsibility Wholeheartedness
(J Dewey A Handbook for Reflective Teaching)
Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting
information-- our own behaviors-- those of others
bull A means to institute meaningful changes and improvements in our teaching
bull A beneficial form of professional development
Effectivereflective teachers
ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work
JWebb 1996
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Success Rate Cohort 1 vs CSSD amp Alberta
Success Rate Cohort 2 vs CSSD amp Alberta
Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)
2006 604 51 71
2007 589 47 67
2008 554 61 83
2009 595 68 86 Fraser Institute Data
4-Year Average 58 4792 7589
What is Reflective TeachingThree attitudes are necessary for us
to become reflective teachers Open-mindedness Responsibility Wholeheartedness
(J Dewey A Handbook for Reflective Teaching)
Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting
information-- our own behaviors-- those of others
bull A means to institute meaningful changes and improvements in our teaching
bull A beneficial form of professional development
Effectivereflective teachers
ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work
JWebb 1996
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Diploma completion2006-2009Year School Cohort 1 Cohort 2 (SEI)
2006 604 51 71
2007 589 47 67
2008 554 61 83
2009 595 68 86 Fraser Institute Data
4-Year Average 58 4792 7589
What is Reflective TeachingThree attitudes are necessary for us
to become reflective teachers Open-mindedness Responsibility Wholeheartedness
(J Dewey A Handbook for Reflective Teaching)
Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting
information-- our own behaviors-- those of others
bull A means to institute meaningful changes and improvements in our teaching
bull A beneficial form of professional development
Effectivereflective teachers
ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work
JWebb 1996
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
What is Reflective TeachingThree attitudes are necessary for us
to become reflective teachers Open-mindedness Responsibility Wholeheartedness
(J Dewey A Handbook for Reflective Teaching)
Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting
information-- our own behaviors-- those of others
bull A means to institute meaningful changes and improvements in our teaching
bull A beneficial form of professional development
Effectivereflective teachers
ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work
JWebb 1996
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Reflective teaching conthellipbull Exploring underlying beliefsbull Self-observation evaluationbull Process of observing and collecting
information-- our own behaviors-- those of others
bull A means to institute meaningful changes and improvements in our teaching
bull A beneficial form of professional development
Effectivereflective teachers
ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work
JWebb 1996
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Effectivereflective teachers
ldquoIf we are to become more effective teachers we need to become more reflective teachers To be reflective we need to articulate our theories of learning critically examine them and replace those parts which we suspect or better still can show do not work
JWebb 1996
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Reflection Opportunities
Enhance student learning Enhance professional development as
an academician Continuous professional development
as a teacher practitioner
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Reflective practice the capacity to reflect on
action so as to engage in a process of continuous learning which is one of the defining characteristics of professional practice
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Importance of Reflection in Teaching
Most important pedagogical goals
1048766 Develop inquiry and metacognitive expertise
Teach intentionally
1048766 Transform our students their learning tools and classroom environment into self improving systems
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Teaching Process
1048766 Exploring Teaching-- Shall I Teach
1048766 Academic Preparation-- What Shall I Teach
1048766 Understanding Learners-- How Do Students
Learn
1048766 Organizing for Teaching --How Shall I Teach
1048766 Schooling and Cultural Context--Why Do We
Teach
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
the Thinking Educator
Decisions
1048766 What decisions should I be making
1048766 How would I make these decisions
1048766 How can I enhance student learning in this process
1048766 What is the thought process that students should understand
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Levels of Reflections 1048766 Rapid ndash Immediate and automatic often while teaching constantly and often
done privately
1048766 Repair ndash Thoughtful decision to alter behaviour based upon student clues
1048766 Review ndash Less formal done at a particular point in time teacher writes thinks
discusses on some element collegial and interpersonal
1048766 Research ndash More systematic review over a period of time thinking and
observation on a particular issue over time examples include action research
exploratory practice teaching journal
1048766 Re-theorizing and Re-formulating ndash Long term informed by public academic
theories more rigorous examine practice theories and consider in light of
academic theories
Zeichner and Liston 1996
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Starting Point
Planning Intentional Teachingchoosing the theorychoosing the pedagogychoosing the general outcomechoosing the specific outcome
REFLECTIVETEACHING
Knowing Your Students
slow learnersover achieversfirst nationsELL
Reflective Teaching
RecognizeExamineRuminate
over your teaching
Action
ReviewRepairResearchReformulate
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Toolsbull Lesson notesbull Teacher diarybull Peer observationbull Video or audio class recordingsbull Student feedbackbull Professional portfoliohellipABOVE ALLbull DISCOVER THAT JEWEL IN YOUR
STUDENT AND REFLECT
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
Watch amp Reflect
httpwwwyoutubecomwatchv=MfJVqCm_shc
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm
References1048766 httpwwwukcleacukresourcesreflectionwhathtml
1048766 httpwwwnclrcorgessentialswhatteachreflecthtm
1048766 httpwwwrtwebinfo
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
1048766 httpwwwprodaitorgteachingcritical_teachingindexphp
Reflective teaching Exploring our own classroom practice
1048766 httpwwwteachingenglishorgukthinkmethodologyreflectionshtml
1048766 httpwwwericdigestsorg2001-3reflectivehtm