Reflective Teaching

REFLECTIVE

TEACHING

WHAT IS IT?

Self-assesment of teaching, through which we can analyse our own experiences in the classroom.

Gathering of data related to classroom practice

It helps us to develop strategies for INTERVENTION or CHANGE when needed

WHAT SHOULD WE TAKE INTO ACCOUNT?

instituto Superior de Formación Docente N 801 "Juana Manso"

Unidad curricular: Didáctica de la Lengua Inglesa para Nivel Secundario - Prof. de Inglés. 3er año

Docentes: Cecilia Sánchez – Evelyn Davies

Alumno: Matías D´Agostino

PROFESSOR JACK RICHARDS MENTIONS THREE STEPS FOR ENGAGING IN CRITICAL REFLECTION:

EXAMINING a teaching situation or experience

ASKING questions about the purpose, meaning and consequences of teaching and actions

RETHINKING beliefs and understandings in the light of new awareness and knowledge

HOW?

PHASES:

- MAPPING (What do I do as a teacher?)

- INFORMING (What is the meaning of my teaching? What did I intend?)

- CONTESTING (How did my present view of teaching emerge?)

- APPRAISAL (How may I teach differently?)

- ACTING (What and How can I teach from now on?)

TECHNIQUES:

-TEACHING JOURNAL (To record events and ideas that will trigger later reflection. It serves a discovery process for the teacher.)

- LESSON REPORTS (Structured inventory describing features from lessons)

- SURVEYS AND QUESTIONNAIRES (Involves the affective dimensions)

- AUDIO OR VIDEO RECORDINGS (they capture details from a lesson that may be overlooked by other means, although they tend to be rather subjective impressions about teaching).

- OBSERVATION (Peer - Teacher Student. It inolves the visiting of a classroom to observe different characteristics when teaching)

- ACTION RESEARCH (a classroom investigation carried out by a teacher, whose purpose is to increase his or her understanding of teaching and learning. Planning - Action - Observation - Reflection)

REFLECTION MODELS

Kolb's Experiential Learning Cycle

Gibbs´ Reflective Cycle

Rolfe´s Reflective Model