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Reflective teaching involves using reflection techniques to convey, analyse, and deliver information, in the goal of generating feedback. The reflection process is a part of a cycle that should be continuous if you strive to achieve positive results. Learn more about reflective teaching on our site in this article. What are the benefits of reflective teaching? Reflective teaching has benefits for teachers and students alike.
Ghaye et al asserted that reflection on practice that is structured, challenging and supported is an essential part of the process of professional development. To many people reflection on practice might mean different things, but from my own perspective it means constructive criticism: being honest with myself, and becoming aware of and understanding my own feelings.
These are my critical reflective approaches throughout my teaching and learning. Their teaching and their understanding of what is possible and what is less possible, their influence and its boundaries, have risen from this process of reflection Ghaye et al, Based on these aspects of reflection on practice, this assignment will critically reflect on my own professional development as a reflective teaching practitioner.
It will firstly explore the theoretical concept of reflection, reflection in action and reflection on action along with the theory behind critical reflective practices.
Secondly, it will explore critical reflection in the context of my teaching strategy based on social constructivist theory that supports the aim of meeting individual needs. This includes the exploration of the context of planning and delivering learning, and using motivation strategies and the role of assessment for learning as it relates to my subject-specific pedagogy.
Finally, a conclusion will be drawn from the discussion which will outline areas of reflection to improve my professional development. Tourism Sofia , MSc. Kolb also stated, in his influential argument on experiential learning, that reflection plays an important major role in the transformation of experience into knowledge.
Under this fundamental principle of this scholar reflection has been placed at the core of the learning process, especially in relation to learning as a development and not merely the acquisition of information Reynolds, It is believed that by thinking more critically about their assumptions and actions, practitioners can develop more collaborative, responsive and ethical ways of performing their duties within the context of their work.
This means the historical incidents and events in society that precipitate the need for critical analysis and reflection. This generates the ability for us to learn from past events and the problems involved. Solutions to these events are sorted over the time in which a lesson is learnt. Therefore, critical reflection in itself is a learning process Allen, As a reflective practitioner, I have been critically conscious of my actions in addressing 16—19 year olds and my overall daily performances in my placement colleges.
This has been triggered by a number of significant events which have contributed to my professional development. This evaluation of these events enables me to analyse my own strengths and weaknesses, and awareness of my values, and enables me to continuously change and improve Paul-Sylvester Ajani-Makam, MSc.
The situation is unexpected and uncertain and at times leads to consultation with peers. This, for instance, could be the informed knowledge of college regulations in dealing with classroom latecomers. This is because critical reflective practices required diagnostic testing and believe in personal causation. This process reminds me of my situation after each classroom session and my teaching observations. The importance of action reflection also impacted on my critical thinking as a process.
My long-term objective of critical reflection is to develop and change my approaches and strategies by evaluating my actions and the actions of others, thereby generating a positive relationship as a teaching practitioner. The fact is that all learners have varying degrees of needs. I reflected on the best approach to meet the needs of my students and consulted my host teacher. I came to realise that I was not differentiating appropriately to meet the needs of my students during lessons.
Differentiated instruction is an approach that enables teachers to plan strategically to meet the needs of every student.
It has been accepted that there is variability among any group of learners and that teachers should adjust instructions accordingly Tomlinson, , , Appropriate planning is an important element of good delivery in the classroom which includes differentiation. In differentiating a lesson to be responsive to the needs of each learner, I need to take into account not only the content of my lesson, but also each individual student.
Evidence has shown that students are more successful in colleges and are more engaged if they are taught in ways that are responsive to their readiness level Vygotsky, , their interest Paul-Sylvester Ajani-Makam, MSc. In addressing differentiated instruction, I must try to address these three characteristics for each student.
Hillier argued that using learner-centred methods is a strategy which is based on the view that we should look at all learners as individuals with varying abilities, learning styles and requirements.
She further argued that it is generally assumed that learners have some experiences and knowledge that they bring into the classroom which should make them an active participant in the classroom environment.
I agree with this argument having reflected on my placement college which has a high degree of socio-culturally diverse students with different learning abilities.
The classes of Year 1 and 2 students of Travel and Tourism show some differences in the abilities of students. I need to develop a teaching strategy to address their individual learning needs, which could be quite taxing having taught both groups once.
After my critical reflection on this aspect of teaching and learning, I have since developed inclusive student-centred teaching strategies in response to their readiness level, motivating their interest by using various teaching styles, and assessing their learning profiles.
In the initial stage of my first teaching role with Year 2 students of Travel and Tourism I was concerned with my teaching and what impact I would make on my students. From my first teaching in the classroom I experienced a great deal of resistance in terms of participating in class and in the practical exercise. I often heard the complaints that something I asked them to do was boring. In my second teaching session with the same group I made the class more challenging by trying to motivate students to think more critically about what they were doing, why I asked them to do the task, and what implications their actions had for the types of analysis they were trying to complete.
They seem to be enjoying the course more and I have certainly heard fewer complaints. They took more away from the experiences based on their performance. Vygotsky , cited in Kyriacou, p. Bruner refers to this view of teacher support as scaffolding. Smith and Cowie p. I think that this is what I should have done in my first unobserved session with the students. The limitation of this approach according to Bliss et al lies in the ability of the teacher.
The desired educational outcome of this unobserved session is to recap the task and to increase interest in the subject matter. Motivation and willingness to learn have an important impact on generating a good learning experience.
According to Hillier p. Reflecting on my teaching experience, the second factor needs to be focused on more. The students were noisy during the activity and playful with each other, so assertive control is needed to establish order, while at the same time focusing their attention on the task in hand. I looked in particular for a way to motivate them to learn by encouraging them to concentrate as the task will assist them more when they get to university. Now, that makes some sense.
In order to be able to facilitate effective learning, the scheme of work and lesson plan highlighted the learning strategy involved in the lesson delivery. Small group work contributes immensely to the development of social and communication skills of the learners, which aims to produce quality work from the students.
Whitaker , cited in Kyriacou, described the value of small group work as: creating a climate in which pupils can work with a sense of security and boosting self-confidence; facilitating the growth of understanding offering the optimum opportunity for pupils to talk reflectively with each other; and promoting a spirit of cooperation and mutual respect.
These observations were noted during a ten-minute activity session in the classroom environment. The class was divided into groups of four and asked to draw a mind map regarding the business of Travel and Tourism.
This shows a sense of ownership and belonging to the creative work in each group. The inter-subjectivity sharing of ideas on the task and interacting with each other that the learners experience with this project motivates their understanding of the business of Travel and Tourism. The use of the social constructivist approach for the lesson proved successful as they engaged their understanding of the subject.
This activity also gave the learners the space to relax after the tutor-led introduction at the beginning of the session. Animated feedback was generated which stimulated classroom experience. The third aspect of critical reflection focuses on effective learning and engagement in the classroom. According to Meyers and Jones p. Students learn best when they engage with course materials and actively participate in their learning.
Active learning shifts the focus of what I should teach or deliver to the students to what I want the students to do with the course materials presented to them. This means that I have to determine the course materials that students will need throughout the session, handouts, PowerPoint slides and activity materials. On the other hand, the students need to come into the classroom prepared to use the assigned reading and review materials from the previous lecture to recap. They need to have assimilated the material in order to build on the lesson.
On reflection, students in my college need to focus on lesson preparation to be active learners. They should abandon their passive role on entering the classroom and focus on the lesson. Moreover, there are some who come into the classroom as passive learners, hiding behind the computers and not participating in classroom discussions. I think that a seating plan is the best option in this case. Indeed, a useful method that I have thought about for this work is my personal framework for teaching and learning, identifying which learning theory coincides with my values and what I see as the goal of education.
I have perused a variety of literature on learning theories, including the work of Merriam et al , and I have concluded that they all address Paul-Sylvester Ajani-Makam, MSc. I will evaluate whether the activities I plan are indeed facilitating learning by asking students to describe how they are experiencing those activities. Importance is also attached to my own learning preferences, so that I can provide a much better diversity of teaching and learning activities for students in the hope that at least some of them will resonate with each student.
These alternative ways include how effectively I can teach my students because I am a moderate bilateral hearing-impaired teacher. On reflection, I realise that I was not able to communicate my plans and strategies in the classroom because of effective communication. I became aware that my students actually enjoy my lessons and participate effectively in all of the group work, though I must confess that there are some who refuse to adhere to my teaching and learning strategies because they claim that I cannot hear them.
I have reflected that the best approach is to get the students to be fully engaged in the classroom. My lesson plans should reflect student-centred learning with minimal lectures.
The process of reflection is a cycle which needs to be repeated. Reflection is a systematic reviewing process for all teachers which allows you to make links from one experience to the next, making sure your students make maximum progress. Reflection is a basic part of teaching and learning. The reflective process encourages you to work with others as you can share best practice and draw on others for support. Ultimately, reflection makes sure all students learn more effectively as learning can be tailored to them.
As the Lifelong Learning UK Standards make clear, reflection is a core component of effective continuing professional development CPD and key to becoming a skilled teacher. In this article:. It requires teachers to look at what they do in the classroom, and think about why they do it and if it works - a process of self-observation and self-evaluation. Many teachers already think about their teaching and talk to colleagues about it too. Reflective practice in teaching is arguably one of the most important sources of personal professional development and improvement.
Constructing meaning is learning; there is no other kind. Reflective journal writing allows teacher candidates to construct their own understanding of the critical.
Skip to content. Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works - a process of self-observation and self-evaluation. By collecting information about what goes on in our classroom, and by analysing and evaluating this information, we identify and explore our own practices and underlying beliefs. This may then lead to changes and improvements in our teaching.
Reflective practice is the ability to reflect on one's actions so as to engage in a process of continuous learning. This leads to developmental insight". Reflective practice can be an important tool in practice-based professional learning settings where people learn from their own professional experiences, rather than from formal learning or knowledge transfer. It may be the most important source of personal professional development and improvement. It is also an important way to bring together theory and practice; through reflection a person is able to see and label forms of thought and theory within the context of his or her work.
На ВР последняя стена стала уже тоньше яичной скорлупы. Джабба поднял брови. - Хорошо, это ничего не дает.
Сьюзан рассеянно кивнула, но тут же вспомнила, как Танкадо отдал им Северную Дакоту. Она вглядывалась в группы из четырех знаков, допуская, что Танкадо играет с ними в кошки-мышки. - Туннельный блок наполовину уничтожен! - крикнул техник. На ВР туча из черных нитей все глубже вгрызалась в оставшиеся щиты.
ОБЪЕКТ: РОСИО ЕВА ГРАНАДА - ЛИКВИДИРОВАНА ОБЪЕКТ: ГАНС ХУБЕР - ЛИКВИДИРОВАН Тремя этажами ниже Дэвид Беккер заплатил по счету и со стаканом в руке направился через холл на открытую террасу гостиницы. - Туда и обратно, - пробормотал. Все складывалось совсем не так, как он рассчитывал. Теперь предстояло принять решение. Бросить все и ехать в аэропорт. Вопрос национальной безопасности. Он тихо выругался.
- Если мы вызовем помощь, шифровалка превратится в цирк. - Так что же вы предлагаете? - спросила Сьюзан. Она хотела только одного - поскорее уйти. Стратмор на минуту задумался. - Не спрашивай меня, как это случилось, - сказал он, уставившись в закрытый люк. - Но у меня такое впечатление, что мы совершенно случайно обнаружили и нейтрализовали Северную Дакоту. - Он покачал головой, словно не веря такую удачу.
Четыре умножить на шестнадцать, - спокойно сказал Дэвид. - Вспомни арифметику, Сьюзан. Сьюзан посмотрела на Беккера, наблюдавшего за ней с экрана. Вспомнить арифметику. Он сам считает как фокусник.
Сьюзан, увидев, что дело пошло, попыталась помочь Стратмору. Дверь приоткрылась на несколько сантиметров. Они держали ее что было сил, но сопротивление оказалось чересчур сильным и створки снова сомкнулись. - Подождите, - сказала Сьюзан, меняя позицию и придвигаясь ближе.
Команда криптографов АНБ под руководством Стратмора без особого энтузиазма создала алгоритм, который окрестила Попрыгунчиком, и представила его в конгресс для одобрения. Зарубежные ученые-математики проверили Попрыгунчика и единодушно подтвердили его высокое качество. Они заявляли, что это сильный, чистый алгоритм, который может стать отличным стандартом шифрования.
Я тебе очень благодарен. - Не стоит благодарности. - Она улыбнулась и села напротив шефа. Стратмор был крупным кряжистым мужчиной, чье невыразительное лицо скрывало присущие ему решительность, настойчивость и неизменное стремление к совершенству. Серые глаза светились уверенностью, с которой сочеталась профессиональная скрытность, но сегодня в них проглядывали беспокойство и нерешительность.
Потому что это проституция, а она в Испании строжайше запрещена. Доброй ночи, сэр. - Но… Послышался щелчок положенной на рычаг трубки.
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