This helps my lessons and my teaching to evolve and become more focused towards student learning. This is step one of reflective teaching. Alisa Simeral (@AlisaSimeral) is a school turnaround specialist and veteran educator who has guided school-based reform efforts as a teacher, dean, and instructional coach. What do I believe about how students learn? Rowman & Littlefield. Reflection Journals: A reflection journal allows instructors to capture details of their teaching directly after class, and read an ongoing narrative of their teaching across terms and years. If a teacher uses strategy x to accomplish outcome y, then it would make sense for that teacher to determine if it worked. Why were you there? Issues in Educational Research, 25(3), 260-275. http://www.iier.org.au/iier25/dervent.pdf. At what moment were you most distanced from what was happening? When reviewing the recording, look for evidence that supports or contradicts your impressions. This chapter introduces the concept of both general and critical reflective practice and outlines activities to promote reflection. Here are a few ways that you can do this: Self-Reflective … What action that anyone (teacher or student) took did you find most affirming or helpful? Indeed, some students might find sitting in a circle uncomfortable or intimidating. Reale provides a solid overview of reflective practice and a deeper dive into several activities and practices, including journaling, reflection with colleagues and peers, and opportunities for reflection in the classroom. Typically, we reflect on our practice from our perspective as a teacher. It is most commonly used in teaching and higher learning but it is making inroads into the world of medicine and nursing. Reflective teaching is a process of self-evaluation and self-observation. As you observe your colleagues, pay attention to what seems to work and what you might want to try yourself. Association of College & Research Libraries. This is the cause of what we’ve come to call the doing-thinking gap. How do we engage in systematic reflective practice? Falkoff, M. (2018, April 25). Reflective teaching is an academic style in which teachers regularly self-assess their performance, their teaching style, methodology, and pedagogy, evolving their approach over time to produce optimal student outcomes. ERIC. For instance, if one member is considering a new teaching technique or wants to try a new activity in the classroom, they might get input from the group before implementing it. Think about different kinds of learnersâolder adults, younger students, people of different language proficiencies and literacy levels, people of different educational and socioeconomic backgrounds, and so on. Drabinski, E. (2008). The constructivist philosophy emphasizes the social nature of knowledge, but I also believe that individual students have different preferences for learning engagement. The role of critical reflection in teacher education. Part of the purpose of reflection is to improve the student experience. In addition to targeted advice, Tompkins shares examples of her own journals and lesson plans that were revised based on her reflections. Steven Fleisher’s “Metacognition and reflective teaching” considers three aspects of metacognitive training --- metacognitive knowledge, metacognitive monitoring, and metacognitive control. Get PDF (94 KB) Abstract. Boothâs book is full of templates, activities, and examples to help librarians plan instruction and engage in reflection. Are there any for whom the assumptions underlying the statement might not hold true? Booth, C. (2011). Critical Pedagogy: Challenging Bias and Creating Inclusive Classrooms, 6. Point-of-Need Instruction: Teaching at the Reference Desk and in Consultations. School-University Partnerships, 4(1), 101-113 (EJ915885). For instance, if we feel uneasy, we might try to identify points in the class when we sensed confusion, lack of engagement, or lack of attention. https://www.bookwidgets.com/blog/2019/02/how-to-become-a-reflective-teacher-the-complete-guide-for-reflection-in-teaching, Shandomo, H. M. (2010). What specific assumptions or biases underlie the statement? We can engage in lifelong learning by taking advantage of the many professional development opportunities available both within the library field, and in education more broadly. However, you could also ask your colleague to focus on specific areas about which you feel uncertain or have questions. It’s a cycle, which means it can be practiced and refined. What might you do differently if you were to teach that same content or skill again? If you are delivering your session in another personâs class, such as a one-shot session at the invitation of a faculty member, you might alert the faculty member ahead of time that you plan to record. Reflective Teaching and Action Research 1. What were the circumstances? Similarly, Infopeople is a California-based, nonprofit library consortium that offers free training on a range of topics, as well as some consulting services in areas like instructional design, webinar production, and assessment. Recognizes what proficient work looks like and determines steps necessary for improving his/her work. Keep in mind, as well, that we all have our own teaching style, and what is effective for one person might not work for someone else. Simply encouraging students to ask questions or challenge ideas is not enough because students might not believe such invitations are sincere. A professional learning community, or PLC is a group of educators that meet regularly, share expertise, and work collaboratively to improve teaching skills and the academic performance of students. The effect of self-reflective journaling on long-term self-efficacy of EFL student teachers. Four Steps to Reflection Critical reflection allows us to construct rich metacognative understandings and beliefs about student learning and instruction. Rowman & Littlefield. For instance, if a group of students indicate that all of them were confused by part of the lesson, we can reflect on the explanations and examples we offered at that point in the lesson or the activities we implemented, and consider what we might do differently next time. What was the outcome of the situation? Many of us probably already engage in some informal reflection. Crafting a teaching statement can also prompt us to reflect on what we believe as instructors and how we put those beliefs into action in the classroom. York-Barr et al., 2006, p. 82 ) by listening respectfully and taking learnersâ seriously. Most distanced from what was happening opportunities through their places of employment, M. ( 2010 ) low-barrier... 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