Transcript Language Learning

CRAMLAP
Reflective Practice
Steve Walsh
Learning Outcomes
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To provide participants with an
overview of the main principles of RP;
To consider the advantages of RP;
To give participants an opportunity to
examine RP in their own context;
To evaluate RP practices;
Reflective Practice: summary
1.
2.
3.
4.
Overview and rationale
The process of reflective practice
Getting started
Reflective practice and assessment
Reflective Practice:
overview (1)
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Teacher education: focus is on selfdevelopment
There is a need for educationists to find out
about their classes and make adjustments
Donald Schon (1983, 1987): model of
reflection in action:•
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CRITICAL THOUGHT
QUESTIONING
RE-APPRAISING
Reflective Practice:
overview (2)
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(a)
(b)
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Self-development is based on:Received knowledge: the ‘intellectual content’ of
the profession;
Experiential knowledge: classroom experience PLUS
reflection.
Dialogue and discussion are central to
development.
Articulation of ideas is crucial to shaping
pedagogical thinking (Taylor, 1985).
Cooperative development therefore involves
another professional.
Reflective Practice:
principles
1.
RP is problem-oriented: problem posing as well as problem
2.
RP is based on Action Research:-
solving;
Action research is a powerful tool for change and improvement at the local
level. [...]
Its combination of action and research has contributed to its
attraction to researchers, teachers and the academic and educational
communities alike, demolishing Hodkinson’s (1957) corrosive criticism of
action research as easy hobby games for little engineers! (Cohen et al, 2001).
3.
4.
RP ensures that teaching and learning are research-led;
RP is data-driven. Ownership of the data is central to
professional development.
Reflective Practice:
assumptions
1.
2.
3.
Assumption 1: the research takes place in
the classroom, conducted by and for the
teacher-researcher. Research is
contextualised and private.
Assumption 2: teacher-researchers reflect
and act on what they observe: research
PLUS action.
Assumption 3: understanding requires
dialogue (Kemmis and McTaggart, 1992;
Wells, 1999, Vygotsky, 1999). Social
constructivist model of learning.
Kolb’s Experiential Learning
Cycle (1984)
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Reflective observation results in abstract
conceptualising;
Abstract concepts guide experimentation;
Experimentation results in more ‘concrete
experiencing of an experience’;
The learner changes from ‘actor to observer’,
from ‘specific involvement to analytic
detachment’.
Reflective Practice: acting
on reflection
TASK
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What aspects of your teaching and learning context
could be investigated using action research? Working
in small groups, devise 2-3 research questions which
could be investigated using action research. Use
these headings:The teacher
The students
The materials/curriculum
Relate your investigation to each of the phases of
Kolb’s experiential learning cycle.
The Process of Reflective
Practice
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Novice to Expert. 5 Levels (Eraut, 1994):- Level 1: novice
- Level 2: advanced beginner
- Level 3: competent practitioner
- Level 4: proficiency
- Level 5: expert
Level 5 is characterized by ‘unconscious reflection’.
‘To move from novice to expert, reflection must be
linked to action’ (Fry et al, 2001: 209).
The Process of Reflective
Practice
TASK
(a)
(b)
(c)
Make a list of teaching strategies that you have
used over the last 2-3 weeks (e.g. small group
work, mass lecture, demonstration);
Analyse each teaching strategy: what is your role,
what is the role of the learners, what tasks are
used?
Examine one teaching occasion which went ‘badly’;
list the unexpected factors and try to explain them.
Discuss with a colleague – how could you change
your practice?
Getting started – the what
Aspects for self-observation in lectures:
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achievement of learning outcomes
links to previous knowledge
structure of the session
linking and summary
delivery: pace, audibility, visuals
communication with students
engagement of students in learning
process
Getting started – the what
Aspects for self-observation in small group
teaching:
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Relationship of session to learning outcomes
Interaction and involvement
Facilitation skills
Feedback and encouragement
Use of teaching space
Summarising and consolidation
Getting started – the how
Data can be collected in a number of ways: Self and/or peer observation
 Short audio-recordings
 Self-evaluation forms
 Minute papers
 Informal discussion with students
 Teaching assessments
 Critical incident analysis
 Other?