Reflective

Teaching
Lesson 1: Reflective Teaching and its significant
Lesson 2: Different Critical Reflection Techniques
Lesson 3: Processing Questions for Reflective Teaching
 Learning Objectives
• Define what is reflective teaching
• Describe the significance of reflective teaching
• Construct processing questions for the lesson worksheet
on reflective teaching in Mathematics
 “Teachers who engage in reflective practice can develop a
deeper understanding of their teaching, assess their
professional growth, develop informed decision-making skills,
and become proactive and confident in their teaching.” -Farrell
 REFLECTIVE TEACHING
• a personal tool that teachers can use to observe and
evaluate the way they behave in their classroom.
• a quieter and more systemic approach to looking at what
happened.
• Jack Richards, reflection or “critical reflection, refers to
an activity or process in which an experience is recalled,
considered, and evaluated,
 REFLECTIVE TEACHING
• Bartlett (1990)- becoming a reflective teacher
• moving beyond a primary concern with instructional techniques
• “how to” questions and asking “what” and “why” questions that
regard instructions and managerial techniques not as ends in
themselves, but as part of broader educational purposes.
 REFLECTIVE TEACHING
• The process of reflective teaching supports the
development and maintenance of professional expertise.
How does reflection take place?
 REFLECTIVE TEACHING
• Thinking over their teaching practices, analyzing how
something was taught, and how the practice might be
improved or changed for better learning outcomes
• Reflective teaching also stems from Dewey (1933) who
contrasted “routine action with reflective action”
• Used by a teacher to know what the students need in their
learning and what should do the teacher.
 REFLECTIVE TEACHING
Reflection involves: Reflection can be 3 main
• Returning to experiences types

• Attending to feelings • Reflection for action

• Evaluating experiences • Reflection on action
• Reflection in action
 significance of reflective
teaching
• Promote professional growth • .Gets you to think about how to
• Improve your teaching methods. modify activities and lesson
• Facilitates good teaching-learning plans so they’re fresh and
practice. interesting for both you and your
students.
• Boosts teacher-student relationship.
• Makes lessons fun and more • It inspires you to try new things
interesting. • It’s part of continuing
• Enhances the teachers’ problem- professional development
solving skills • It provides opportunities to share
• It improves teacher’s lesson plans your experience
 DIFFERENT CRITICAL
REFLECTION TECHNIQUES
• Reflective Journal- a place to write down your daily
reflection entries. It can be something good or bad that
has happened to you that you can self-reflect on and learn
from past experiences.
• . By writing a reflective diary, you can find the source of
your inspiration that defines you today.
• A reflective journal also provides a better understanding
of your thought process
 Reflective Journal
How to Reflect Effectively
• According to Schön, there are two types of reflection, one
during and one after an activity or event.
• Reflection In-Action
• Reflection On-Action
 Reflective Journal
Reflection In-Action
• When you are thinking about or reflecting while you are in
an activity, you are using reflection in-action. Some
reflection include:
• Experiencing,
• Thinking on your feet
• Thinking about what to do next
• Acting straight away
 Reflective
Journal
Reflection On-Action
• You can do reflect-on-action once the activity has finished
based on what you can remember about it. Step back into
the experience, explore your memory and retrieve what
you can recall. Reflect and understand what has happened
and draw lessons from the experience.
• Thinking about something that has happened
• Thinking what you would do differently next time
• Taking your time
Examples to Reflect Effectively
 Examples to Reflect Effectively

Before During After

Think about the Observe what is Describe your
things that could have happening at the thoughts immediately
happened. moment, as you make after, and/or later
a particular decision. when you have more
What are the things Is it working out as emotional distance
that you feel might be expected? Are you from the event. Is
a challenge? dealing with the there anything you
challenges well? would do differently
before or during a
similar event?
The things that you Is there anything you What are the
can do to prepare for should do, say or takeaways from this
 Use the three "W"s to write reflectively. The three
"W"s are What, So What and What next.

What (Description) -Recall an

event and write it down So what? (Interpretation)-
descriptively. Take a few minutes to
reflect and interpret the
• What happened? event.
• Who was involved? • What is most important /
interesting / relevant /
useful aspect of the
What's next? (Outcome)- Conclude
event, idea or situation?
what you can learn from the event
• How can it be explained?
and how you can apply it next time.
• What have I learned?
• How is it similar
• How can it be applied in the
to/different from others?
future?
 Reflective Journal Prompts

10 writing prompts to guide you in self-reflection and self-

discovery.
• What makes you unique?
• Name someone that means a • What does it mean to live
lot to you and why? authentically?
• Write a letter to your • What is your favorite animal,
younger self. and why?
• What is something you can • How do you maintain your
do to focus more on your physical/mental health? What
health and well-being? can you do to improve the
• What makes you feel at methods of recovery?
peace? • List the things that you want
• List 10 things that make you to achieve this week.
 DIFFERENT CRITICAL
REFLECTION TECHNIQUES
Learning Log
• Learning Logs are like diaries students keep that record their
reflections about what they are learning and how they are going
about learning it.
• Useful because they promote metacognition
• Useful tools for teachers because they can reveal students'
perceptions (and misperceptions) of the information, as well as
reveal how they are reacting to the way the material is being
taught
 Learning Log
Sample Learning Log questions about learning the content What are
you thirsting to learn? Why?
• What connections did you make between today’s lesson and your
own personal experiences?
• What was an idea/ experience that came up today that you think
should be “trashed”? Why?
• What was the most important thing you learned today? Why was it
important?
• How was it the same as or different from what you already knew?
 Learning Log
• What was the CORE IDEA of the whole lesson? What makes it “core”?
• How did it relate to what you already know?
• How does the core idea of the lesson relate to our class theme of ?
• What were some general things you learned today? specific things?
• How were they the same as or different from what you already know?
• What were some reactions you had to the information we addressed
today (e.g., surprises, conflicts, regrets? joys? etc.)?
 Learning Log
Sample Learning Log questions about Habits of the Mind adapted
from Marizano
• What did you notice about your thinking when working on?
• When did you notice others thinking about their thinking?
• How did you go about planning?
• When did you realize that you could use other resources to help
solve?
• When did you realize that you needed other resources?
• How did you go about evaluating....? What did you focus on when
evaluating? What evidence can you offer that shows your
commitment to being accurate? seeking accuracy?
 Learning Log
• What evidence can you offer that shows your commitment to
being clear? seeking clarity?
• What evidence can you offer that shows stick-to-it-ness
(persistence) even when the task was hard or unclear?  When
did you want to give up? What did you do to prevent it?
• How did others’ ideas differ from yours? How were differences
discussed/addressed?
• What did you say to yourself today about yourself that was
positive? negative?
 Learning Log
Sample Learning Log questions about Collaborating
• What did you notice about how well your group
collaborated?
• When one of the members of your group seemed to
dominate or take over, what happened? What could have
happened instead?
• Did you offer assistance (or receive an offer of assistance) to
another student? How did this make you feel?
• What would have been a good time to offer assistance to
someone? Did you offer encouragement to or compliment (or
receive encouragement or compliment) another student?
 Learning Log
• Which of the members of your group need more
encouragement? How well are the member of your group
listening with interrupting?
• When someone interrupts, what would be the best way to
handle it?
• When everyone is not doing his or her share in your
group, what happens to the process? What could you do to
help everyone do his or her share?
• For each member of your group, identify at least one
talent this person has that would be valuable to the group.
 Learning Log
• What evidence can you offer that shows you respect differing opinions?
• What evidence can you offer that shows you recognize and celebrate others'
successes? Why is this important to do?
• What evidence can you offer that your group built a consensus when making
a key decision?
• Was there a time when someone in your group provided someone else in the
group negative feedback? How well was it provided?
• How could the person providing the feedback do it better?
• How might the person receiving the feedback receive it better? What
evidence can you offer that shows that you are committed to peacefully
resolving conflicts?
 Teaching
Tips
• Step 1: Teach the core ideas and supporting points of the
lesson.
• Step 2: Provide students with a set of Learning Log questions.
It is often best to provide a limited selection of questions from
which students are to select for responses and also provide
some questions that all students are required to respond to.
• Step 3: Provide sufficient time for students to reflect and note
responses. In lieu of traditional homework focused at learning
additional content, you may wish to assign writing in Learning
Logs as homework.
 Learning Log
Common Questions about Learning Logs
• How do less capable writers use Learning Logs?
• Should students’ Learning Logs be shared with other
students?
• Should the teacher read students’ Learning Logs?
Learning Journal
• A learning journal is a collection of notes, observations,
thoughts and other relevant materials built-up over a
period of time and usually accompanies a period of study,
a placement experience or fieldwork.
• A journal could be a notebook, an electronic document or
sometimes can be recorded verbally on a tape.
Why we use a learning journal?
• To provide a ‘live picture’ of your growing understanding
of a subject or experience
• To demonstrate how your learning is developing
• To keep a record of your thoughts and ideas throughout
your experiences of learning
• To help you identify your strengths, weaknesses and
preferences in learning
Content of your learning journal
A learning journal should focus on your own personal responses,
reactions and reflections to new ideas or new ways of thinking about a
subject that have been introduced to you through:
• Lectures, seminars and workshops
• Research and reading including any visual research: e.g. television,
film etc.
• Conversations and discussions with other students or tutors
• Significant experiences that have happened in the work place, on
placements or field trips
What should you write about?
The most important thing is to make time for your writing –
regularly set aside some time to think, and then write down
your thoughts. Try to focus on using the journal to help you to
communicate:
• What you think about issues raised on your course/
placement etc
• Any flashes of inspiration you have had
• What you understand so far
• What you find puzzling, difficult or contradictory
• How you can reach a better understanding of the above
• What do you need to know more about, and how can you go
about finding out more?
• What resources have helped you to understand and/or been
interesting to use?
• How do you feel about the way you have approached the
issue/topic so far?
• What new knowledge, skills or understanding have you gained
during the process of writing your learning journal?
Types of Learning Journals That
Help Students Think
1. Question Journal: This type of journal is focused on
inquiry–the asking and refinement of questions. They can
be answered or merely ‘wondered about.’ The big idea
here is students asking and improving their own
questions. The QFT Strategy could be useful here.
2. Metacognitive Journal: A journal focused on thinking
aboutthinking. In a Metacognitive Journal, students are
writing about their thinking–their tendencies, changes in
their thinking over time, cognitive blind spots, etc.
3. Change Journal: All learning should result in personal andsocial
change. Similar to the ‘change in thinking’ topic in the
Metacognitive Journal listened above, a ‘Change Journal’ frames
the writing for learning in terms of, well, change.
4. Connecting Journal: A learning journal that frames
writingthrough the connections between things. For example, in
science this could be writing about how new knowledge about the
scientific process connects to old perceptions. Or, less abstractly,
learners could simply write about how the scientific process
connects to data, business, technology, or science itself at large.
5. Transfer Journal: A journal that focuses on
learnerstransferring their learning–to new and unfamiliar
circumstances in the strictest sense. If a student learns
about migration in social studies, a Transfer Journal
would allow them to consider how that knowledge might
be used, or how it might transfer to current events, for
example.
6. I wonder…’ Journal: A learning journal similar to the
Question Journal, the ‘I wonder…’ journal would likely
feature less detailed and more imaginative entries based
on student wondering and musing.
7. I notice/I think…’
8. Visualization Journal: A type of learning journal that
promote dacute and specific visualization of learning,
knowledge, etc. This could be students creating visual
metaphors for the function of something they’ve just
learned–the revision stage of the writing process.
9. Doodle Journal-students merely doodle about their
learning/learning experience, with no requirement other
than being able to explain why they drew what they
drew.
10.Concept/Example Journal: A type of learning journal that
promotes thinking through concepts (abstract) or thinking
through examples (concrete)
11.5 Ws Journal: A journal framed through the iconic 5 Ws:
Who/What/Where/Why/When
12.Private Journal: A type of learning journal private only to
thestudent, and only requiring that the student writing
something about learning
13.Digital Journal: Any of the above, but stored digitally.