Reflective Teaching Learners

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1 Reflective Teaching Learners
evitcelfeR John Keenan

2 So far… Being an Outstanding teacher Metalearning and metacognition
Creativity and Technology

3 Today Review reflection Pedagogy review Reflection student tasks
The teacher interview

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

5 The Giving Tree By Shel Silverstein

6 Once there was a tree . . .

7 and she loved a little boy.

8 And every day the boy would come

9 and he would gather her leaves

10 And make them into crowns and play king of the forest
. And make them into crowns and play king of the forest

11 He would climb up her trunk

12 and swing from her branches

13 and eat apples.

14 And they would play hide and go seek .

15 And when he was tired, Z Z Z he would sleep in her shade.

16 And the boy loved the tree
. . .

17 very much . . . And the tree was happy.

18 But time went by.

19 And the boy grew older.

20 And the tree was often alone.

21 Then one day the boy came to the tree and the tree said : “Come, Boy, come and climb up my trunk and swing from my branches and eat apples and play in my shade and be happy.”

22 “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?”

23 “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.”

24 And so the boy climbed up the tree and gathered her apples
and carried them away. And the tree was happy . . .

25 But the boy stayed away for long time and the tree was sad.
And then one day the boy came back and the tree shock with joy and she said, “Come, Boy, climb up my trunk and swing from my branches and be happy.”

26 “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?”

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

28 And so the boy cut off her branches
and carried them away to build his house.

29 And the tree was happy . . .

30 But the boy stayed away for a long time. And when he came back, the tree was so happy she 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 will Take me far away from here. Can you give me a boat?” “Cut down my trunk and make a boat,” said the tree. “Than you can sail away… and be happy.”

31 And so the boy cut down her trunk
and made a boat and sailed away.

32 And the tree was happy but not really . . .

33 And after a long time the 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 swing on branches,” said the boy. “My trunk is gone,” said the tree. “You cannot climb” “I am to tired to climb,” said the boy.

34 “I am sorry,” sighed the tree.
“I wish that I could give 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 up as she could, “well, an old stump is good for sitting and resting. Come, Boy, sit down. sit down and rest.” And the boy did.

35 And the tree was happy . . .

36 The End

37 Responses

38 Affinity Groups Participants form a group with those individuals with a similar response to the topic. What is your pedagogy? Is it similar?

39 Pedagogy

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

41 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.

42 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.

43 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

44 https://youtu.be/cIzhAzgH4UE
River of life

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

46 Now pedagogy

47 Reflection does not work.

48 School White Paper (2010) 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

49

50 The Expert ‘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)

51

52 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 RECAP

53 RECAP What is reflection?
Draw a square, a circle, a triangle and a snake anywhere on this page RECAP

54 RECAP What is reflection? Beach Sea What you wore Right Left Box Cup
Darkness RECAP

55 ask open blind RECAP tell unknown hidden Johari Window

56 RECAP Theory Behind Reflection John Dewey – the legitimacy of ‘I’
What is reflection? Theory Behind Reflection John Dewey – the legitimacy of ‘I’ Jurgen Habermas – interpretation, acting David Kolb – experiential learning Reflection Theorists Jenny Moon Hatton and Smith RECAP

57 2 Gorillas RECAP Gorilla 2

58 RECAP Critical dialogic reflection Dialogic reflection
What is reflection? Descriptive writing Descriptive reflection Dialogic reflection Critical dialogic reflection RECAP

59 RECAP 2. Grading reflection RECAP
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

60 RECAP RECAP

61 RECAP analyses the qualities of judgements considers what happened
justifies position critiques management has contextual awareness explores alternative solutions RECAP considers what happened analyses the qualities of judgements gives alternative explanations of events weighs competing claims and viewpoints

62 Has a clear purpose of progression
compares strengths and weaknesses of others to self shows awareness that others may not be reflective practitioners analyses events RECAP accepts dishonesty bargains between ideals and realistic expectation happens only when the practitioner enters a ‘personal zone’ integrates theory and events

63 RECAP Choose a situation at work which made you feel bad

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

65 RECAP Shape analysis

66 Reminder of critical incident (D Tripp; 1993 Routledge)
Student fails to hand in homework ? Student is lazy RECAP David Tripp offers a useful tool for reflection in the form of ‘critical incidents’. “Incidents happen all the time but critical incidents are created by the way we look at the event. A critical incident is an interpretation of the significance of an event.” Describing an event is the first stage to understanding it, but in asking what happened and what allowed it to happen, we begin to explore the deeper structures, the ‘hidden curriculum’ that help to produce such an incident. So a student misses a homework deadline, and your first thought is to blame the student...but what else could be at work here?

67 Reminder of critical incident (D Tripp; 1993 Routledge)
Student fails to hand in homework No support at home Didn’t understand the task Playing in school team Student is lazy RECAP The responsibility for the missed deadline could lie with others or even with your own inadequate explanation of the homework task.

68 What lies behind the surface?
Ask form tutor to investigate student’s work load? Set more varied / accessible tasks? Need to support more in school? Special incentives necessary? lazy No home support School team Difficult task RECAP

69 Identify a critical incident of your own from recent weeks
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? RECAP

70 Reflexive practice involves thinking more critically about themselves, their assumptions, actions, and situations they encounter; to see multiple interpretations and constructions of reality (Cunliffe, 2004 pp ) RECAP

71 RECAP Journey

72 RECAP Change

73 Thankyou for voting change back in
RECAP Thankyou for voting change back in

74 RECAP shark

75 RECAP A belief is an idea you no longer question Thomas (2004))

76 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) RECAP

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

78 RECAP 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? Reframed If I set homework I feel like a failure Underlying fears RECAP

79 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. RECAP

80 Brookfield (1995) US STUDENTS RECAP THEORY COLLEAGUES

81 RECAP US Self talk the component of emotional
intelligence that frees us from being a prisoner of our own feelings. Goleman (2002, p.57)

82 RECAP Context The Choosing
We 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 RECAP

83 RECAP COLLEAGUES

84 RECAP STUDENTS

85 RECAP Attitude towards behaviour REFLECTION & UNDERSTANDING
Other people’s opinions ACTION or BEHAVIOUR PLAN or INTENTION Controls on behaviour (context and personal abilities)

86 RECAP Time to reflect on situation
Talk to other person – context, belief, you Think of theory on it you know How did the other person feel/think? RECAP

87 RECAP Your shape – can you change it?

88 Hitchikers guide to the galaxy

89 “ What is it?” Harry asked shakily.
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)

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

91

92 ‘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)

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

94 ask questions and to connect ideas together.
Stage 1: Noticing Stage 2: Making sense Stage 3: Making meaning ask questions and to connect ideas together. Stage 4: Working with meaning The student makes links with other ideas and events. At this point, reflection on the learning is likely to be taking place. Stage 5: Transformative learning The 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).

95 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).

96 Webb 2006

97 The Interview

98 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?

99 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)

100 700 learners Top five professional characteristics: Understanding and supportive Committed, dedicated and hardworking Fair with an inclusive and respectful approach Warm Humorous Top five teaching skills: 1. Clear instruction and presentation 2. Strong communication and active listening 3. Patience 4. Motivation and encouragement 5. Organisation and classroom management Top five favourite teacher qualities: Sound subject knowledge Understanding and gives good advice Creative, interesting and imaginative Warm and cheery Clear instruction and presentation. Mentoring Towards Excellence (2001).

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

102 https://targetjobs. co

103 http://www. theguardian

104

105 Kolb’s Cycle of Learning (1991)
Concrete experience Formation of concepts and generalisations Observation and reflection Testing implications of concepts in new situations © QIA All rights reserved © QIA All rights reserved

106 Zull’s overlay of Kolb’s Experiential Learning Model over the structure of the brain (p.18, shown above), and Jennifer Moon’s further elaboration (shown on the right), provide further support for the importance of reflection in supporting deep learning. Zull points out, “Even if we experience something that has happened to us before, it is hard to make meaning of it unless it engages our emotions.” (p.166) He also points out that reflection is a search for connections (p. 167) and suggests that we have to seriously consider the role of emotion if we want to foster deep learning (p. 169) James Zull (2002)