Reflective Teaching Learners

John KeenanJohn.keenan@newman.ac.uk

So far…

• Being an Outstanding teacher• Metalearning and metacognition• Creativity and Technology

Today

• Review reflection• Pedagogy review• Reflection student tasks• The teacher interview

https://storify.com/GuardianTeach/what-questions-are-teachers-asked-at-job-interview

The Giving Tree

By Shel Silverstein

Once there was a tree. . .

and she loved a little boy.

And every daythe boywould come

and he wouldgather her leaves

And make them into crownsand play king of the forest

.

He would climb up her trunk

and swing from her branches

and eat apples.

And they would playhide and go seek

.

And when he was tired,he would sleepin her shade.

Z Z Z

And the boy loved the tree. . .

very much. . .And the tree was happy.

But time went by.

And the boy grew older.

And the tree was often alone.

Then one day the boycame to the treeand the tree said :“Come, Boy, come andclimb up my trunkand swing frommy branchesand eat apples andplay in my shadeand be happy.”

“I am too big to climb and play,” said the boy. “I want to buy things and have fun. I want some money. Can you give me some money?”

“I’m sorry,” said the tree,

“but I have no money. I have only leaves and apples. Take my apples, Boy, and sell them in the city. Then you will have money and you will be happy.”

And so the boy climbed up the treeand gathered her applesand carried them away.

And the tree was happy. . .

But the boy stayed away for long time. . .and the tree was sad.And then one daythe boy came backand the tree shockwith joy and she said,“Come, Boy, climb upmy trunk and swingfrom my branchesand be happy.”

“I am too busy to climb trees,” said the boy.“I want a house to keep me warm,” he said.“I want a wife and I want children, and so I need a house. Can you give me a house?”

“I have no house,” said the tree.“The forest is my house,but you may cut off my branchesand build a house.Then you will be happy.”

And so the boy cut off her branchesand carried them away to build his house.

And the tree was happy. . .

But the boy stayed awayfor a long time.And when he came back,the tree was so happyshe could hardly speak.“Come, Boy,” she whispered,“come and play.”“I am too old and sad to play,”said the boy.“I want a boat that willTake me far away from here.Can you give me a boat?”“Cut down my trunk and makea boat,” said the tree.“Than you can sail away…and be happy.”

And so the boy cut down her trunk

and made a boat and sailed away.

And the tree was happy. . .but not really

And after a long timethe boy came back again.“I am sorry, Boy,” said the tree,

“but I have nothing left to give you, my apples are gone.”“My teeth are too weak for apples,” said the boy.“My branches are gone,” said the tree.“You cannot swing on them”“I am too old to swingon branches,” said the boy.“My trunk is gone,” said the tree.“You cannot climb”“I am to tired to climb,”said the boy.

“I am sorry,” sighed the tree.“I wish that I couldgive you something…But have nothing left.I am just an old stump.I am sorry…”

“I don’t need very much now,”said the boy,“just a quiet place to sit and rest.I am very tired.”“Well,” said the tree,straightening herself upas she could,“well, an old stump is goodfor sitting and resting.Come, Boy, sit down.sit down and rest.” And the boy did.

And the tree was happy. . .

The End

Responses

Affinity Groups

Participants form a group with those individuals with a similar response to the topic.

What is your pedagogy?Is it similar?

Pedagogy

Modes of Transportation

Draw different modes of transportation on a sheet of paper or use an appropriate picture: UFO, train, bus, car, bicycle, skateboard (one form of transportation per paper).

Put them in the middle and then read the rest of the instructions.

The Rest of the Instructions

Choose which mode of transport best represents how you feel about teaching this week. Explain why.

Frierian Fish Bowl

Everyone writes how they feel about teaching this week and why and puts it in a hat. This gets passed around and someone chooses a paper and responds to it.

Who am I as a teacher?

Write ten answers to this question on a piece of paper then read the rest of the instructions.

The Rest of the Instructions

Cross three of the least important ones off and explain why they can be removed then read The Rest of The Rest of The Instructions

The Rest of The Rest of The Instructions

Cross three more off and come down to four. Then explain why these are the four most important ones for you.

Make a sound that expresses how you are feeling about teaching right now

The group copies that sound

The next person adds their sound. The group copies that sound and the previous sound.

Continue until the group has made their sounds.

Go round and repeat your sound and explain why

https://youtu.be/cIzhAzgH4UE

River of life

• In a job interview you are asked what principles underpin your approach to class management. What would you say?

Now pedagogy

http://www.doceo.co.uk/heterodoxy/reflection.htm

Reflection does not work.

Michael Gove, Secretary of State for Education.Teaching as ‘practical competence’ and as ‘craft’

The idea of ‘teaching schools’ where ‘trainee teachers can observe and learn from great teachers’.

School-based ITT and the Teach First concept

School White Paper (2010)

‘The wealth of knowledge and routines that they employ, in fact, is so automatic that they often do not realise why they preferred a certain plan of action over another’

(Rollett 2001: 27)

The Expert

From the cards you have been given, select the ones you think are criteria of critical dialogic reflection (according to Hatton and Smith)Smartie for every one right, one less for every one wrong

Draw a square, a circle, a triangle and a snake anywhere on this page

What is reflection?

What is reflection?

1. Beach

2. Sea

3. What you wore

4. Right

5. Left

6. Box

7. Cup

8. Darkness

open blind

hidden unknown

ask

tell

Johari Window

Theory Behind Reflection

John Dewey – the legitimacy of ‘I’

•Jurgen Habermas – interpretation, acting

•David Kolb – experiential learning

Reflection Theorists

•Jenny Moon

•Hatton and Smith

What is reflection?

2 Gorillas

Gorilla 2

What is reflection?

Descriptive writing

Descriptive reflection

Dialogic reflection

Critical dialogic reflection

2. Grading reflection

1. Descriptive writing: what happened

2, Descriptive Reflection: consideration of what happened

3. Dialogic Reflection: self and role, qualities of judgements, alternative explanations of events. Is analytical, integrative, links factors and perspectives Deliberative, cognitive, narrative, weighing competing claims and viewpoints, and then exploring alternative solutions

4. Critical Reflection dialogic plus contextual awareness social reconstructionist,

Hatton and Smith 1995

RECAP

RECAP

considers what happened

analyses the qualities of judgements

gives alternative explanations of

events

weighs competing claims and viewpoints

explores alternative solutions

has contextual awareness

critiques managementjustifies position

shows awareness that others may not

be reflective practitioners

Has a clear purpose of progression

compares strengths and weaknesses of

others to self

accepts dishonestybargains between ideals and realistic

expectation

happens only when the practitioner

enters a ‘personal zone’

analyses events

integrates theory and events

Choose a situation at work which made you feel bad

Put your name on the paper and make a shape or shapes out of clay that describe(s) how you feel about the situation

Shape analysis

Reminder of critical incident(D Tripp; 1993 Routledge)

Reminder of critical incident(D Tripp; 1993 Routledge)

What lies behind the surface?

• Identify a critical incident of your own from recent weeks. Write it in the middle of the sheet

• Think about possible factors which affect this incident; why did it happen this way? Could it be seen differently from different perspectives?

• What could you do about each of these factors? Are they all of the same importance?

• What might happen if you try to change them? What best to do next?

Reflexive practice involves thinking Reflexive practice involves thinking more critically about themselves, their more critically about themselves, their assumptions, actions, andassumptions, actions, andsituations they encounter; to see situations they encounter; to see multiple interpretations and multiple interpretations and constructions of realityconstructions of reality

(Cunliffe, 2004 pp 407-426)

http://www.eten-online.org/img/publications/ETEN%2017%20proceedings.pdf#page=135

JourneyJourney

ChangeChange

Thankyou for voting change back in

shark

A belief is an idea you no longer questionA belief is an idea you no longer question

Thomas (2004)Thomas (2004))

The term Belief generally refers to acceptance of a proposition for which there is no conventional knowledge, one that is not demonstrable, and for which there is accepted disagreement(Woods 1996: 195)

Teachers’ beliefs about learning will affect Teachers’ beliefs about learning will affect everything they do in the classroom … everything they do in the classroom … deep-rooted beliefs ... will pervade their deep-rooted beliefs ... will pervade their classroom actions more than a particular classroom actions more than a particular methodology they are told to adopt or methodology they are told to adopt or course-book they follow. course-book they follow. Williams and Burden 1997: 57

http://www.prodait.org/resources/cr_on_teaching.pdf

Belief‘I set homework and the students don’t do it’

QUESTION IT: all pupils? Which ones? Value to some? Feelings of failure if not imposed? Authority challenged?

ReframedIf I set homework I feel like a failure

Underlying fears

For Brookfield, critical reflection is important for some of the following reasons: 1. to increase the probability that teachers will take informed actions – those that can be explained and justified to self and others; 2. to enable teachers to provide a rationale behind their practice which can be crucial to establishing credibility with student; 3. to avoid self-laceration - believing that the teacher is to blame if students are not learning; 4. to ground teachers emotionally; 5. to enliven the classroom by making it challenging, interesting and stimulating for students; 6. to increase democratic trust as a result of the examples and modeling conveyed by the teacher, thereby allowing students to learn democratic behavior and a moral tone.

US STUDENTSSTUDENTS

COLLEAGUESCOLLEAGUES THEORYTHEORY

Brookfield (1995)

Self talkthe component of emotionalintelligence that frees us from being a prisoner of our own feelings.

Goleman (2002, p.57)

US

The ChoosingWe were first equal Mary and I with the same coloured ribbons in mouse-coloured hair, and with equal shyness we curtseyed to the lady councillor for copies of Collins’s Children Classics. First equal, equally proud. Best friends too Mary and I a common bond in being cleverest(equal) in our small school’s small class. I remember the competition for top desk or to read aloud the lesson at school service. And my terrible fear of her superiority at sums. I remember the housing scheme Where we both stayed. The same house, different homes, where the choices were made. I don’t know exactly why they moved, but anyway they went. Something about a three-apartment and a cheaper rent. But from the top deck of the high school bus I’d glimpse among the others on the corner Mary’s father, mufflered, contrasting strangely with the elegant greyhounds by his side. He didn’t believe in high school education, especially for girls, or in forking out for uniforms. Ten years later on a Saturday- I am coming home from the library- sitting near me on the bus, Mary with a husband who is tall, curly haired, has eyes for no one else but Mary. Her arms are round the full-shaped vase that is her body. Oh, you can see where the attraction lies in Mary’s life- not that I envy her, really. And I am coming from the library with my arms full of books. I think of the prizes that were ours for the taking and wonder when the choices got made we don’t remember making. Liz Lochhead

Context

COLLEAGUESCOLLEAGUES

STUDENTSSTUDENTS

REFLECTION & UNDERSTANDING

PLAN or INTENTION

ACTION or BEHAVIOUR

Attitude towards

behaviour

Other people’s opinions

Controls on behaviour

(context and personal abilities)

Time to reflect on situation

Talk to other person – context, belief, youThink of theory on it you knowHow did the other person feel/think?

Your shape – can you change it?Your shape – can you change it?

Hitchikers guide to the galaxy

Harry stared at the stone basin. The contents had returned to their original, silvery white state, swirling and rippling beneath his gaze. “ What is it?” Harry asked shakily. “This? It is called a Pensieve,” said Dumbledore. “ I sometimes find, and I am sure you know the feeling, that I simply have too many thoughts and memories crammed into my mind.” “Err,” said Harry who couldn’t truthfully say that he had ever felt anything of the sort. “At these times” said Dumbledore, indicating the stone basin, “ I use the Penseive. One simply siphons the excess thoughts from one’ s mind, pours them into a basin, and examines them at one’ s leisure. It becomes easier to spot patterns and links, you understand, when they are in this form.’

( Rowling 2000)

•slows down activities•enables learners to develop greater ‘ownership’ of the material of learning•fosters ‘metacognition’•improves students’ cognitive ability

https://dajan.wordpress.com/2009/10/29/readingnotesonmoon/

‘Thought affords the sole method of escape from purely impulsive or purely routine action. A being without capacity for thought is moved only by instincts and appetites, as these are called forth by outward conditions and the inner state of the organism. A being thus moved is, as it were, pushed from behind.’

(Dewey 1933: 15)

“We do not learn from experience…we learn from reflecting on experience.”

John Dewey

Stage 1: Noticing

Stage 2: Making sense

Stage 3: Making meaningask questions and to connect ideas together.

Stage 4: Working with meaningThe student makes links with other ideas and events. At this point, reflection on the learning is likely to be taking place.

Stage 5: Transformative learningThe student has reached the point where they can formulate new ideas of their own. They know what they would do if a similar situation arose in the future.

McDrury and Alterio (2003).

• Reflection - a sense of ownership of the material of learning – relating ideas more effectively to our previous knowledge (Rogers, 1969).

• Students who achieve well are more often students who are aware of their own learning processes – their weaknesses and strengths (Ertmer and Newby, 1996).

• Metacognition is directly associated with employability by Yorke (2004).

Webb 2006http://static.pdesas.org/content/documents/M1-Slide_19_DOK_Wheel_Slide.pdf

The Interview

The list of employer requirements provided‘willingness to learn’. commitment, dependability/reliability, self-motivation,teamwork,communication skills

Harvey and Green (1994) What evidence do you have?

1  introducing (structuring) topics or activities clearly 2  explaining clearly with examples and illustrative materials 3  systematic and business-like organisation of lessons 4  variety of teaching materials and methods 5  use of questions, especially higher-order questions 6  use of praise and other reinforcement (verbal and nonverbal) 7  encouraging learner participation 8  making use of learners' ideas, clarifying and developing them further 9 warmth, rapport and enthusiasm, mainly shown non-verbally

Rosenshine (1971)

700 learners

Top five professional characteristics: 1.Understanding and supportive2.Committed, dedicated and hardworking3.Fair with an inclusive and respectful approach 4.Warm5.Humorous

Top five teaching skills: 1. Clear instruction and presentation2. Strong communication and active listening 3. Patience4. Motivation and encouragement 5. Organisation and classroom management

Top five favourite teacher qualities: 1.Sound subject knowledge 2.Understanding and gives good advice 3.Creative, interesting and imaginative 4.Warm and cheery5.Clear instruction and presentation.

Mentoring Towards Excellence (2001).

Risk

Ofsted

‘taking risks, seizing the moment, running with the unexpected’.

https://targetjobs.co.uk/career-sectors/teaching-and-education/330725-typical-teaching-interview-questions

http://www.theguardian.com/teacher-network/teacher-blog/2014/jan/29/teacher-job-interview-questions-top-ten

http://newteachers.tes.co.uk/news/interview-advice/23242

© QIA 2006. All rights reserved 105

Kolb’s Cycle of Learning

(1991)Concrete experience

Formation of concepts and

generalisations

Observation and reflection

Testing implications of concepts in new

situations

James Zull (2002)