Transcript ReflectivePractice bb

Reflective Practice in
Instructional Rounds
Dr. Bonnie Boothroy, ILA Director
Slides adapted from “Coaching for Reflection” ppt
by Dr. Anne Rodrigue, Ontario Coaching Institute, 2007
and
Great Prairie AEA Superintendents’ Network Reflective Questions
“What is Reflective Practice?”
The Definitions
Barr, Sommers, Ghore & Montie It is a complex process that requires high levels of
conscious thought as well as a commitment to making
(2001, p.4)
changes based on new understanding of how to
practice.
Brubaches, Case & Regan
(1994, p.36)
Reflective Practice provides a way to understand and
make sense of the world.
Campbell-Jones and CampbellJones
(2002, p.134)
Reflective Practice is inner dialogue with oneself
whereby a person calls forth experiences, beliefs and
perceptions.
The Definitions
Clarke (1995) Costa &
Gramston (1998)
Reflective educators are decision makers who develop
thoughtful plans to move new understandings into
action so that meaningful improvements result for
students.
Halton & Smith (1995, p.40)
Deliberate thinking about action with a view to its
improvement.
Jay & Johnson (2002, p.75)
Reflection is a process, both individual and
collaborative, involving experience and uncertainty. It
is comprised of identifying questions and key elements
of a matter that has emerged as significant, then taking
one’s thoughts into dialogue with oneself and with
others.
Killian & Todnem (1991)
Reflection-on-action, reflection-in-action and
reflection-for-action.
The Definitions
Lasley (1992, p.24)
The capacity of a teacher to think creatively,
imaginatively and in time, self-critically about
classroom practice.
Resko, Roskies and Vukelich
(2002)
Reflective Practice is the dialogue that should both
inform and transform knowledge and action.
Vaughan (1990, p.ix)
Reflective Practice is as much a state of mind as it is a
set of activities.
Three commonalities in most definitions:
• Methodical processes
• Inquiry orientation
• Improvement as a goal
Collective Reflection contributes to:
• enhanced educational practice;
• greater awareness of collective practice;
• increased recognition of professional dilemmas;
• different ways of thinking about dilemmas; and
• making adjustments in practice.
Collective Reflection contributes to:
• increased student learning;
• increased personal and collective capacity to learn
and improve;
• restored balance and perspective –a time out for
reflection and change;
• renewed clarity of self, personal, and professional
growth; and
• empowerment.
Two Essential Conditions for
Reflective Practice
• Trusting relationships
• Thought and inquiry
Next Level Of Work
Reflective Questions
January 2012
Iowa Leadership Academy Superintendents’ Network