How To Be An Accomplished Teacher Through Scholarly Reflection On Practice
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Transcript of How To Be An Accomplished Teacher Through Scholarly Reflection On Practice
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NCICentre for Research and Innovation
in Learning and Teaching
Staff induction 5th of September 2008
Leo Casey
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How to be an accomplished teacher through scholarly reflection on practice
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The promise of reflective practice
If you do this you will be a better teacherRegardless of subject or contextYour will find teaching more enjoyableYour students will learnIt’s easy, flexible, controlled-by-you and can be as private as you wish
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A note to yourself in the future
(1)______________________________________
(2)______________________________________
(3)______________________________________
(4)______________________________________
(5)______________________________________
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1. Ask the right questions
2. Read learning theories
3. Gather evidence -keep a journal
4. Challenge your assumptions
5. Try new strategies
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(1) Ask the right questions
What phenomenon and processes are taking place?
Hunting assumptions
What are you trying to achieve?
Critical questions
Who’s perspective (lens)?
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Reflection-in-actionOccurs during teaching when we respond to ongoing situations in the classroom -usually happens very fast, perhaps even intuitively. It can be transient and quickly forgotten.
Reflection-on-actionAfter a teaching events -there is time for in-depth reflection-when this is rigourous, systematic and ongoing, teachers are acting as reflective practitioners.
Levels of Reflection
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(2) Read learning Theories
The scholarship of teaching and learning
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Learning theory
Why think about theory?
Your learning theory
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Your learning theory
What comes to mind when you think about
learning?
How do you learn?
Learning theory
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What did you focus on?
remembering
communicating
studying
visualising
understanding
changemaking meaning
Learning theory
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Learning occurs when a response R shows relatively permanent modification as a result of conditions in the environment sometimes referred to a stimuli or Ss. Travers (1963)
Learning is the process by which long-lasting changes occur in behavioural potential as a result of experience.Anderson (1995)
Learning is the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide further action. Mezirow(1996)
Learning theory
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Learning theory
Behaviourist Cognitive
Constructivist
Situated cognition
Experience
Long and short-term memory
Problem solving
Information-processing
Extinction
RepetitionContiguityReinforcement
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Social
Cognitive Psycho-dynamic
The Three Dimensions of Learning (Illeris 2002)
external
internal
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Learning theory
Why think about theory?
Your learning theory
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Why think about theory?
Insight Affirmation
SharingProblem-solving
Reflection
Scholarship
Justification
Power
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1. Ask the right questions
2. Read learning theories
3. Gather evidence -keep a journal
4. Challenge your assumptions
5. Try new strategies
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A reflective teacher
* examines, frames and attempts to resolve the dilemmas of classroom practice;
* is aware of and questions the assumptions and values he or she brings to teaching;
* is attentive to the institutional and cultural contexts in which he or she teaches;
* takes part in curriculum development and is involved in (institutional) change efforts;
* and takes responsibility for his or her own professional development.
(Zeichner and Liston 1996: 11, cited in Bailey et al, 2001: 39)and from:http://www.prodait.iehosting.co.uk/index.php