LEADING REFLECTIVE PRACTICE IN EDUCATION - Class 2 Lecturer: Chirangee Tissera - FIRST FRIENDS CAMPUS
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L E A D I N G R E F L E C T I V E P R AC T I C E I N E D U C AT I O N • Class 2 • Lecturer: Chirangee Tissera • First Friends Campus
UNIT FRAMEWORK
• Introduction: Defining Reflective Practice.
1 • Understanding the function of reflective practice.
• Theories and approaches in reflective practice.
2
• Developing reflective practice skills in an educational setting.
3
• Leading others in reflective practice.
4
Date Section Topics
1 Feb 27, 1.1, 1.2, 1.1 Analyse how educational practitioners use reflective practice.
2021 1.3, 1.4
1.2 Evaluate how reflective practice influences behaviour in educational contexts.
1.3 Explore the potential advantages and disadvantages of using reflective practice.
1.4 Explain the importance of leading the engagement of reflective practice to improve own and others’ skills,
practice, and subject knowledge.
Assignment – 2page paper w/ citations - Due Mar 4
2 Feb 27 + 2.1, 2.2 2.1 Examine theories of reflective practice.
Mar 6, 2.2 Examine approaches for reflective practice.
2021
Assignment – 2page paper w/ citations - Due Mar 11
3 Mar 6 + 3.1, 3.2, 3.1 Reflect on practice using a previously discussed model.
3.3
Mar 13, 3.2 Apply the outcomes of reflection to practice through action planning.
2021
3.3 Analyse how reflective practice can change own perspectives, behaviours, attitudes, and approaches.
Assignment – 2page paper w/ citations - Due Mar 18
4 Mar 13 + 4.1, 4.2 4.1 Analyse the importance of supporting others’ reflection and continual professional development.
Mar 20, 4.2 Describe approaches used to facilitate other’s reflective practice.
2021
Assignment – Final Assessment - Due Apr 10
WHAT IS REFLECTIVE THINKING?
It is an active, persistent, and careful consideration
of a belief or supposed form of knowledge, of the
grounds that support that knowledge, and the
further conclusions to which that knowledge leads.
- John Dewey
He was an American philosopher,
psychologist, and educational reformer
whose ideas have been influential in
education and social reform. He was one
of the most prominent American scholars
in the first half of the twentieth century.
(1859 – 1952)
WHO IS JOHN DEWEY ? “We do not learn from experience.We
learn from reflecting on experience.”
WHAT IS REFLECTIVE PRACTICE?
It is the ability to reflect on one's
actions so as to engage in a process
of continuous learning.
- Donald Schön
SCHÖN’S
MODEL
Concept of 'reflection in
action' and 'reflection on
action’.
He was a philosopher and
professor in urban planning at
the Massachusetts Institute of
Technology who developed the
concept of reflective practice and
contributed to the theory
of organisational learning.
(1930 -1997)
https://content.iriss.org.uk/reflectivepractice/practitioner.html
WHO IS
DONALD SCHÖN?WHAT IS THE REFLECTIVE MODEL?
The reflective model is referred to as “experiential
learning”. The basis for this model is our own
experience, which is then reviewed, analysed and
evaluated systematically in three stages. Once this
process has been undergone completely, the new
experiences will form the starting point for another
cycle.
- David KolbKOLB’S
REFLECTIVE
CYCLE
• https://youtu.be/g9gTFULNylQHe is an American educational
theorist whose interests and
publications focus on experiential
learning, the individual and social
change, career development, and
executive and professional
education.
(1939 – Present)
WHO IS DAVID KOLB ?GIBBS
REFLECTIVE
CYCLE
Encourages people to
think systematically about
the experiences they had
during a specific situation,
event or activity. Using a
circle, reflection on
those experiences can be
structured in phases.
https://youtu.be/W06b198FjfIHis research has encompassed
the effects of class size on
student performance, the
impact of training university
teachers, how departments
become excellent at teaching,
how institutions can improve
teaching and how assessment
can be changed to improve
student learning.
WHO IS GRAHAM GIBBS?Greenaway's (1995) 'Do – Plan – Review' model
Is a scholar in adult education
who has held positions at the
University of British Columbia,
Teachers College, Columbia
University.
(1949 – Present)
https://www.sophia.org/download/derivatives/319
578/url/b8f130d7db7a51a9a5ffc489c9cc22d2.mp4
WHO IS STEPHEN
BROOKFIELD ?BROOKFIELD'S 1. The autobiographical lens
FOUR LENSES: 2. The students' eyes (Student feedback)
BECOMING A 3. Our colleagues' experiences (Peer
mentoring, advice and feedback)
CRITICALLY 4. Theoretical literature (Engagements
REFLECTIVE with scholarly literature)
TEACHER• Jean Piaget - Experience, concept, reflection and
action are the foundation by which adult thought is
developed (1969)
• Barbara Larrivee - Agrees that insightful
experience can trigger changes in outlook, necessary
OTHER for critical Reflective Practice.
THEORISTS
• Carl Rogers - Regarded critical reflection as vital
for promoting learning and self-assessment, enabling us
to identify and evaluate our skills and development
needs.CPD
AS DEFINED BY THE
C H A RT E R E D I N S T I T U T E O F
PERSONNEL AND
DEVELOPMENT(CIPD)
Continuing Professional
Development (CPD) is a
combination of
approaches, ideas and
techniques that will help
you manage your own
learning and growth.Identify Identify: Understand where you've come from, where you are and where
you want to be.
Plan Plan: Plan how you can get to where you want to be, with clear
outcomes and milestone to track progress.
Act Act: Act upon your plan and be open to learning experiences.
STAGES OF THE
CPD CYCLE Reflect
Reflect: Make the most of your day-to-day learning by routinely reflecting
upon experience.
https://www.youtube.com/watch?v=M9hyWVEG2x0&feature=emb_logo
HTTPS://WWW.YOUTUBE.COM/WATCH?V=
A6BNG8AHSPO&FEATURE=EMB_LOGO
Apply Apply: Create opportunities where you can translate theory into practice
and put your learning to work.
Share Share: Share your learning in communities of practice to generate greater
insight and benefit from the support of your community.
Impact Impact: Measure the overall impact your learning has had on the work
you do.PROFE SSI ONAL R E FL E CT IV E P R ACT I CE
The Five Steps - by Jodi Roffey-Barentsen & Richard Malthouse
Chapter 3 Professional Reflective Practice - The Process
Step 1 Identify a general area from the mnemonic SCOPE.
Step 2 Choose three examples.
Step 3 Categorise the examples in terms of good/bad, positive/negative.
Step 4 Consider impact assessment.
Step 5 Select your example for the next stage (reflection).
• Social
• Communicational
• Organisational
• Personal
• Economic
PROFE SSI ONAL R E FL E CT IV E P R ACT I CECommon sense reflecting Reflective practice Professional reflective
practice
No consideration of The use of the reflective practice cycle The use of the professional
organisation (Kolb) reflective practice cycle
Descriptive writing Analytical writing Writing at an analytical, evaluative and
synthesised level
Few or no links to previous Links to previous considerations Links to previous considerations
reflections
Usually not recorded May be recorded formally It is recorded formally
A solitary process. Not intended to Generally, a solitary process but ideas A shared process therefore it can be
be read by others may be shared with others read by colleagues
Not used as a developmental tool It is developmental mainly personal It is developmental mainly
development professional development
It considers the past more than It is often aspirational in nature It is goal orientated with SMART
the future objectives
It is self-absorbed It makes clear links to professional It makes clear links to professional
practice practice in a broad sense
No considerations given for It employs the use of an action plan It employs the use of an action plan
future practicePsycho – thinking (awareness,
motivation, thoughts and
THE feelings)
PSYCHOLATERAL Lateral - options available to
APPROACH
TO the thinker at any given time
PROFESSIONAL (consideration of theoretical
REFLECTIVE models and approaches to
PRACTICE thinking available to the
professional reflective
practitioner)PSYCHOLATERAL APPROACH By JODI ROFFEY-BARENTSEN & RICHARD MALTHOUSE
Personal filters
Primal awareness
Thinking about
Levels of awareness Emotional Awareness
thinking
Cognitive Awareness
Levels of
competence Unconscious
incompetence
Johari window
Understanding Thinking about
Myself relationships Conscious
Batari's box
incompetence
Conscious
competence
Thinking about SWOT analysis
organisational
performance
Performance needs
Unconscious
analysis (PNA)
competenceHERZBERG'S STEPS
• https://youtu.be/skKBI8wcMaA • Fun fact: Named after its authors Joseph Luft and Harry Ingham by combining their first names • Time to resize the windows.
SWOT
ANALYSIS
• https://www.youtube.com/watc
h?v=JXXHqM6RzZQPERFORMANCE NEEDS ANALYSIS (PNA)
What is required? What are you What are the
actually perceived gaps?
doing now?https://www.youtube.com/watch?app=desktop&v=VZXcKyevXKM
https://www.youtube.com/watch?app=desktop&v=qxQI5tyRUes
Once upon a time…
Class A Class B
Teacher’s name Mr. Sam Ms. Ann
Age 25 50
Marital Status Single Married w/ 2 kids
Before teaching Always wanted to teach and completed his teaching Always wanted to teach and completed her teaching
credentials 2 years ago and got hired immediately as a credentials long time ago and got hired immediately as
teacher in the same school he was training at. a teacher in the same school she was training at.
Now Enjoys teaching and coming up with exciting lessons for Is comfortable being a teacher and looking forward to
kids. He is all about hands on learning. But most of the traveling when she retires. Uses the school text books
time he runs out of time to finish his lessons. to teach lessons. Very organized and finishes her
lessons on-time but doesn’t like to use any technology
other than a projector.
Students Kids call him fun Mr. Sam. They always enjoy his lessons Students who do the class work and homework score
and he hardly gives homework! well on tests in her class.
Students like her because she gives them candy when
they answer questions correctly.
Parents Parents are not impressed with the student’s grades. Parents like her because she helps the students’ study
for tests and get good grades.Pros vs. Cons Advantages Disadvantages
RECAP https://youtu.be/MfL5zavoT8A
ASSE SSME NT
• Syllabus
https://drive.google.com/file/d/14u9X49RJ_t
KEw0Av6uFDsQpQVaKjRwlE/view?usp=sha
ring
• Assignment 1
LET’S HAVE A CLOSER https://drive.google.com/file/d/1ynkUmQxlE
Q24W10YE-
LOOK
HoQCkqEFPWEWwy/view?usp=sharing
• APA TIPS
https://drive.google.com/file/d/1OTe54V7w4
HKD65vu4WRPEUR56GbXjQsL/view?usp=
sharingASSIGNMENT 2 Choose one of the reflective practice theory model and explain where to insert the SWOT analysis and the SMART goals. Explain why you chose that model by comparing and contrasting it with other reflective models. Write a 2 -page paper (double spaced) to answer the question above. Support your claims with a minimum of 2 citations that are well-integrated and synthesized in text. You may use additional resources other than the readings available on google drive to support your ideas. Use the list below to guide your thoughts. • Examine theories and approaches of reflective practice. • Using your research reflect on your own practice using a previously discussed model.
PRACTICING WHAT WE PREACH Time for the student class survey. Thank you for joining… see you next week!
REFERENCES Brookfield, S. D. (2017). Becoming a critically reflected teacher (2nd ED.). San Francisco, CA: JOSSEY Bass. Bruce, L., Macmillan, M., Morago, P., & Slesser, S. Reflective practice. https://content.iriss.org.uk/reflectivepractice CIPD. CPD Cycle Stages. https://www.cipd.co.uk/learn/cpd/cycle#gref Fair use disclaimers. https://www.termsfeed.com/blog/fair-use-disclaimer/ Ghere, G., Montie, J., Sommers, W., & York-Barr, J. (2019). Reflective practice for renewing schools: an action guide for educators. Corwin. David M. Horton Google. https://www.google.com/ How To Write Smart Goals Effectively. https://www.youtube.com/watch?v=VZXcKyevXKM
REFERENCES CONT. Kolbs. https://www.youtube.com/watch?v=g9gTFULNylQ MQ LearnTV. YouTube. https://www.youtube.com/user/MQLearnTV/videos Malthouse, R., & Roffey-Barentsen, J. (2013). Reflective practice in education and training. Learning Matters. Exeter Reflection and Adult Learning. https://www.sophia.org/download/derivatives/319578/url/b8f130d7db7a51a9a5ffc489c9cc22d2.mp4 Reflective Teaching | Poorvu Center for Teaching and Learning. https://poorvucenter.yale.edu/ReflectiveTeaching SMART Goals. https://www.youtube.com/watch?v=qxQI5tyRUes
REFERENCES CONT.
SWOT Analysis - What is SWOT? Definition, Examples and How to Do a SWOT Analysis.
https://www.youtube.com/watch?v=JXXHqM6RzZQ
Tarrant, P,. (2013). Reflective Practice and Professional Development. SAGE Publications, Ltd. 55 City Road
The Art of Reflection. https://www.youtube.com/watch?v=W06b198FjfI
The Johari Window. https://www.youtube.com/watch?v=skKBI8wcMaA
The 3 minute Kolb. https://www.youtube.com/watch?app=desktop&v=ObQ2DheGOKA
Welcome. Getting started with Reflective Practice. https://www.cambridge-community.org.uk/professional-
development/gswrp/index.html
Notes and Disclaimers
• The research and design of this presentation is credited to ConsultEd LLC and only intend for the academic use for students of Chirangee Tissera. Written
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