eltdp symposium, kuching, 21st february, 2013 workshop reflective teaching and its application...

ELTDP Symposium, Kuching,

21st February, 2013

WORKSHOP

Reflective Teaching and its Application

Andrew Pollard

The essence of professionalism is the exercise of skills, knowledge and judgement for the public good.

Challenges in classroom life

The practical demands of classroom teaching and the complicated nature of educational issues ensure that a teacher's work is never finished.

The Malaysian Education Blueprint 2013-2025

Aspirations for Malaysian education by 2020

• Access – 100% enrolment across all levels• Quality – top third in PISA, TIMMS, etc• Equity – 50% reduction in achievement gaps• Unity – shared values, embracing diversity• Efficiency – maximising outcomes within

budget(Malaysia Education Blueprint, 2013-2025, preliminary report)

11 Shifts

• Shift 1: Provide equal access to quality education of an international standard

• Shift 2: Ensure every child is proficient in Bahasa Malaysia and English language

• Shift 3: Develop values-driven Malaysians • Shift 4: Transform teaching into the

profession of choice • Shift 5: Ensure high-performing school

leaders in every school

11 Shifts• Shift 6: Empower JPNs, PPDs, and schools to

customise solutions based on need • Shift 7: Leverage ICT to scale up quality

learning across Malaysia • Shift 8: Transform Ministry delivery capabilities

and capacity • Shift 9: Partner with parents, community, and

private sector at scale • Shift 10: Maximise student outcomes for every

ringgit • Shift 11: Increase transparency for direct public

accountability

Transformation impacts for students Expectations• Students will learn in an environment where the fundamental

belief is that all students can learn and all students can succeed. Teachers will have high expectations of students regardless of their background or prior achievement, and will provide them with the necessary support to meet those expectations;

Engagement• Students will have greater say in shaping their learning

experience. Teachers will work with them and their parents to set their own learning targets. Teachers will also encourage them to be advocates for themselves so that teachers understand what learning styles work best for each of them. In return, students will be asked to try their best at all times and to work collaboratively with their teachers to reduce disruptive classroom behaviour. All students will have the collective responsibility to help make their school safe and conducive to learning.

Transformation impacts for students  Curriculum• Students will have a richer school experience, both academic and non-

academic. There will be more community-based projects and cross-school activities to foster interaction with individuals from all walks of life. There will be more opportunities for students to pursue their interests in academic, vocational or technical streams.

Pedagogy• Students will have a richer school experience, both academic and non-

academic. There will be more project and group-based work to develop students’ higher-order thinking skills and ability to work both independently and collaboratively in groups. There will be more opportunities for students to learn at their own pace.

Assessment• Student progress will be recorded using continuous school-based

assessment as part of routine classroom practice and in relation to six bands of achievement for each KSSR learning outcome. Each child should have their own portfolio of evidence, with an additional portfolio recording the best work from the class as a whole. (JW)

Meta-cognition and thinking skills

Children have the capacity to reflect on their own thinking processes and to develop their learning strategies.

• Self-awareness• Playfulness• Self-regulation

Tharp and Gallimore, 1988

Learning in domains

Understanding about learning in particular subjects is rapidly growing.

• Effective sequencing• Particular difficulties• Threshold concepts• Conceptual frameworks

Knowledge

Pupils find it hard to apply school knowledge in everyday life, because it does not easily transfer into alternative frames of reference.

Teachers find it hard to draw on the funds of knowledge which children develop and use outside school.

Pros and cons of direct instruction

Direct instruction refers to a teaching strategy in which the teacher works with the whole-class in direct, active and purposive ways. It is very well established.

Direct instruction does have its limitations. It is not effective with all pupils and is more suited to teaching basic skills than to teaching higher order thinking skills.

(Muijs and Reynolds, 2010)

Visible learningSynthesis of over 800 meta-analyses shows:• Almost all teachings strategies can be

effective, but some are more effective than others.

• Active and guided instruction is much more effective that unguided, facilitative methods.

‘The methods that work best lead to a very active, direct involvement and high sense of agency in the learning and teaching process’

(Hattie, 2010, p244)

Visible learning – focus on:• establishing clear learning intentions and

success criteria• students’ cognitive engagement with the

content of what is being taught• monitoring student proficiency and

understanding (with evidence)• providing timely and appropriate feedback

to students • trying to see learning though the eyes of

the students

Visible learning

There is no recipe, no new teaching method. It is a way of thinking: my role, as teacher is to evaluate the effect I have on my students.

This requires that teachers gather dependable evidence from many sources, and hold collaborative discussions with colleagues and students about this evidence, thus making the effect of their teaching visible to themselves and to others.

(Hattie, 2012, p19)

Innovating and taking risks

Imagining

Experimenting

Evaluating pupil learning

Learning ourselves

Creating again

....... expanding our repertoire of teaching strategies

Discussion in a science lesson: UK

Discussion in a science lesson: Jamaica

Routine action

• Routine action is guided by factors such as tradition, habit and authority and taken-for-granted assumptions.

• It is relatively static and unresponsive to changing priorities and circumstances.

Reflective action

• Reflective action involves a willingness to engage in constant self‑appraisal and development.

• It implies flexibility, use of evidence,

rigorous analysis and social awareness.

Problem

Issue

Dilemmas

Judgement

Evidence

Possible topics for classroom enquiry

Teaching• Proportions of teacher/pupil talk (make a recording, …)• Clarity of explanation (record, consult children, …)• Open/closed questions (record, use observer, …)• Use of teacher time (keep diary, video, use observer)• Use of praise (analyse marking feedback, use observer,

ask children for examples, quantify, …)

Learning• Pupil engagement/time on task (focus on specific pupil)• Pupil understanding (test, analyse errors by class, …)• Learning disposition (questionnaire, record

discussion, ..)

Possible topics forclassroom enquiry

Curriculum• Continuity and progression (analyse documentation,

track pupil experience, …)• Variety and pace (analyse actual provision, consult

children, …)

Class management• Management of transitions (compare incidents, …)• With-it-ness (monitor awareness, user observer, …)• Catch-’em-being-good? (record action, analyse control)• Relationships (diary, analyse incidents, consult children)

Opportunities and social consequences• Inclusion/exclusion (search for patterns in rewards,

status, achievement, etc, by gender, ethnicity, social class, etc)

Activity 1: Sharing and discussing an example of successful practice

Work in pairs. In turn or otherwise, identify one specific illustration of successful teaching and learning in which you have been involved.

What made this successful?

What judgements did you make, and why?

What evidence informed your judgement?

What additional evidence might have helped?

Seven elements of reflective practice

1. Consideration of aims and consequences

2. A cyclical enquiry process 3. Enquiry skills 4. Attitudes5. Judgement6. Learning with colleagues7. Creative mediation

1. Aims and consequences

Reflective teaching implies an active concern with aims and consequences as well as means and practical competence.

2. A cyclical enquiry process

Reflective teaching is applied in a cyclical or spiralling process in which teachers monitor, evaluate and revise their own practice.

Problem

Collect evidence

Analyse & evaluate

Reflect

Dilemmas

Issue

Judgement

Evidence

3. Enquiry skills

Reflective teaching requires competence in methods of evidence-based classroom enquiry.

• Which facet of classroom life should be investigated and why?

• What evidence to collect and how?

• How can findings be analysed, interpreted and applied?

Questions for any enquiry

• Is design of your enquiry appropriate and coherent? (sample)

• Does the evidence you have collected really indicate the nature of what is being investigated? (validity)

• Would the same sort of evidence be found again, or by someone else? (reliability)

• Are the conclusions you have drawn really justified? (analysis)

4. Attitudes

Reflective teaching requires particular attitudes:

• Openmindedness• Responsibility• Wholeheartedness

5. Judgement

Reflective teaching is based on teacher judgement, informed by evidence-based enquiry and insights from other research.

Problem

Collect evidence

Analyse & evaluate

Reflect

Dilemmas

Issue

Judgement

Evidence

Understanding of enduring educational principles

How are findings to be interpreted?

Evidence-informed

principles to support

professional judgement?

6. Learning with colleagues

Reflective teaching, professional learning and personal fulfilment are enhanced through collaboration and dialogue with colleagues.

Problem

Collect evidence

Analyse & evaluate

Reflect

Dilemmas

Issue

Judgement

Evidence

Understanding through a conceptual framework and language for discussion

How are findings to be interpreted?

Concepts representing professional expertise?

CURRIC-ULUM

PEDAG-OGY

ASSESS-MENT

Aims

Contexts

Processes

Outcomes

Curricular concepts

Pedagogic concepts

Assessmentconcepts

1. Society’s educational goals Breadth Principle Alignment

2. Elements of learning Balance Repertoire Validity

3. Community context Connection Warrant Dependability

4. Institutional context Coherence Culture Expectation

5. Processes for learners’ social needs

Personalisation Relationships Inclusion

6. Process for learners’ emotional needs

Relevance Engagement Authenticity

7. Processes for learners’ cognitive needs

Differentiation Dialogue Feed-back

8. Outcomes for continuous improvement in learning

Progression Reflection Development

9. Outcomes for certification and the lifecourse

Effectiveness Empowerment Consequence

7. Creative mediation

Reflective teaching enables teachers to creatively mediate externally developed frameworks for teaching and learning.

An example

Reflecting on displays of children’s work in school – to celebrate their work, to set high expectations and encourage engagement

With thanks to:

Howe Park First School, Milton Keynes

Problem – Our display boards should reflect our culture and expectations … but do they engage the children?

Issue – the school environment conveys messages about what is valued

Dilemmas – How to affirm children’s work and emphasise teaching points? How to keep displays fresh and not spend too much time on them.

Judgement - What to do next?

Evidence

Welcome and

induction to school

Creative and physical development

Creative and physical development

Lowry in Milton Keynes

Lowry in Milton Keynes

Harvest

Harvest

Seasides

Seasides

Problem – Our display boards should reflect our culture and expectations … but do they engage the children?

Issue – the school environment conveys messages about what is valued

Dilemmas – How to affirm children’s work and emphasise teaching points? How to keep displays fresh and not spend too much time on them.

Judgement - What to do next?

Evidence

Questions for any enquiry

• Is design of your enquiry appropriate and coherent? (sample)

• Does the evidence you have collected really indicate the nature of what is being investigated? (validity)

• Would the same sort of evidence be found again, or by someone else? (reliability)

• Are the conclusions you have drawn really justified? (analysis)

Problem

Collect evidence

Analyse & evaluate

Reflect

Dilemmas

Issue

Judgement

Evidence

Activity 1: Sharing and discussing an example of a problem in classroom practice

Work in pairs. In turn or otherwise, identify one specific illustration of a problem in teaching and learning in which you have been involved.

What is the problem?

What issues may underlie the problem?

What actions are possible, and what are their advantages and disadvantages?

What evidence might help to inform your judgement?

Reflective practice can:

• Develop professional judgement;• Enhance children’s learning and attainment;• Contribute to school improvement;• Be enjoyable and personally fulfilling;• Strengthen teachers’ contribution to policy

evaluation and development.

The spiral of professional development

Reflective action

‘Active, persistent and careful consideration of any belief and supposed form of knowledge in the light of grounds that support it and the further consequences to which it leads.’

(Dewey, 1933, p 9)

Useful websites• www.tlrp.org• www.reflectiveteaching.co.uk• www.reflectiveteaching.co.uk/deepening-

expertise/conceptual-framework/