Reflective Thinking - 2
Over the years, I have seen many models from a variety of
sources and most of them do have their good points and some not so good.
Currently I am part of an teacher appraisal system called “
The Ariki Project”. This teacher appraisal model, constantly asks teachers to reflect
on their practice and how to make positive changes in the teaching, delivery, professionalism as a teacher and to
be up-to-date with current practices and procedures. The Ariki project
encourages teachers to be part of their own professional development.
Since any teaching strategy works differently in
different contexts for different students, effective pedagogy requires that
teachers inquire into the impact of their teaching on their students.
Ministry
of Education, 2007b, page 35
"Good
teaching and good decisions are based on high-quality information, not on
taken-for-granted assumptions about the causes of children’s reading failure or
the worth of new curriculum resources. The quality of information improves when
everyone is open to the possibility that what they had previously taken for
granted may not stand up to scrutiny. Teachers who are skilled in processes of
inquiry can detect weaknesses in their own thinking about practice and help
others to do the same." (Timperley and Parr, 2004)
So as a good teacher I have had learn how to reflect on my
teaching and sometimes change what I am doing because it was ineffective for my
students. Others times I have increase what I am doing because the student are
enjoying the learning and I believe a happy student is a happy learner.
The model above is based on the inquiry process model and it is
a reflective process, I have applied it to my journey in the classroom and as
the saying goes, “If you always do what you’ve always done, you’ll always get
the same result.” Reflective thinking goes hand in hand with Reflective processes
and change must occur
References
Ministry of
Education.(2009). Teaching
as Inquiry. Retrieved from http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Teachers-as-learners-Inquiry/Teaching-as-inquiry
Using Evidence in Teaching Practice (Timperley and Parr,
2004)
Finlay, L. (2009). Reflecting on reflective practice. PBPL. Retrieved
from http://www.open.ac.uk/opencetl/files/opencetl/file…
Larrivee, B. (2000).Transforming teaching practice: becoming the
critically reflective teacher. Reflective
Practice, 1(3), 293-307.
Ministry of Education.(2009). Teaching as Inquiry. Retrieved from http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Teachers-as-learners-Inquiry/Teaching-as-inquiry
I’d agree with you Paul, if you do the same you will always get the same. Therefore being reflective and constantly challenging thinking and ideas means you change practices, sometimes with different/better results, sometimes not. But by considering new ideas, collaborating with your peers, engaging in dialogue, and using a growth mindset reflective change benefits both the learners and you as a teacher alike.
ReplyDeleteI look forward to hearing more, and engaging in further dialogue as your study continues!
The word " Growth Mindset ", for me, has had somewhat of a bad taste but over my time with the Mind Lab I have learnt to reflect on it and have a change of heart towards the use of this word. Now I can use it and reflect on my practice and apply a Growth Mindset to a number of areas I have reflected on and want to change in my teaching. Now I change for the positive reasons and for the benefit of the students i teach and for the colleagues I work alongside of - In a previous career the term would be, You win I win.
DeleteYou have raised some interesting points Paul, how often do we stop and take the time to look back and reflect on what we have done, what we need to change, identify what has gone well and what hasn't gone so well. It has to be one of the hardest things to do - share your practice with others, identifying areas you need support with, identifying strengths within your own practice and knowing that there is the expectation that change will occur. Sometimes I think we find it all too easy to share our failings and what hasn't gone so well and harder to identify our strengths and say why we are doing a great job.
ReplyDeleteIts nice to have the opportunity to do so in a safe and caring environment, where you know that you are all focused on the same goal - the children in your classes.
Reflecting on my teaching has allowed me to look at what was good and not so good and what I do need to change in my delivery and attitude. Whilst doing assignments 1 & 2 I had lots of time to reflect, as our assignments were video recorded. I have never done an assignment like these two before and it give me a lot of visual feedback. The making of the video's but watching yourself is not something I would ever do, as a teacher you just don't have the time. So working with a partner and friend made it easier to laugh at my mistakes and retake the video. This was true professional critiquing of yourself not pretty but I did learn from this experience - and thank you for helping.
ReplyDelete