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Reflective practice, TLRP s research and the improvement of learning Andrew Pollard, Director, TLRP Welsh Assembly Go

. REFLECTIVE PRACTICE. Challenges of teaching and lecturing. Multiple objectives, requirements, pressures, constraints, needs, abilities, resources, time, opportunity, energy, etc, etc .. and practical problems' . ProblemIssueDilemmas Judgement. . . Evidence. . . . Professio

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Reflective practice, TLRP s research and the improvement of learning Andrew Pollard, Director, TLRP Welsh Assembly Go

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    1. Reflective practice, TLRPs research and the improvement of learning Andrew Pollard, Director, TLRP Welsh Assembly Government National Pedagogy Conference November 2005

    2. REFLECTIVE PRACTICE

    3. Challenges of teaching and lecturing Multiple objectives, requirements, pressures, constraints, needs, abilities, resources, time, opportunity, energy, etc, etc .. and practical problems

    4. Problem Issue Dilemmas Judgement

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

    6. Reflective practice the systematic use of evidence to challenge and extend routine thinking, habits, coping strategies and taken-for-granted conventions? flexibility, open-mindedness, rigorous analysis and social awareness?

    8. Enquiry skills Reflective practice 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?

    9. 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)

    10. Possible pedagogic topics 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? (run tape, 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)

    11. Possible pedagogic topics Teaching Group focus (run a video, invite observer, ) Proportions of teacher/pupil talk (run a tape, ) Clarity of explanation (run a tape, consult children, ) Open/closed questions (run a tape, use observer, ) Use of teacher time (keep diary, run 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, tape discussion, ..)

    12. How is the time to be found? The point is to use occasional, but explicit, reflective activities as learning experiences. New insights can then be applied without special activities.

    13. Resources to support pedagogic enquiry

    14. Reflective Teaching (the handbook) Readings (120 integrated research highlights) RTweb at: www.rtweb.info (supplements and updates) (published by Continuum)

    15. Structure of resources to support pedagogic enquiries

    16. Teaching and Learning Research Programme

    17. Teaching and Learning Research Programme

    18. Teaching and Learning Research Programme

    19. Teaching and Learning Research Programme

    20. Teaching and Learning Research Programme

    21. Teaching and Learning Research Programme

    22. Teaching and Learning Research Programme

    23. Teaching and Learning Research Programme

    24. Teaching and Learning Research Programme

    25. Teaching and Learning Research Programme

    26. Teaching and Learning Research Programme

    27. Teaching and Learning Research Programme

    28. Teaching and Learning Research Programme

    29. Teaching and Learning Research Programme

    30. Teaching and Learning Research Programme

    31. Teaching and Learning Research Programme

    32. The findings confirm that students, teachers, schools and colleges all require a sense of purpose and agency, active engagement, inquiry into factors (individual and shared) that influence learning, and the motivation, will and knowledge to bring about change. Communication is at the core: pupil-pupil, pupil-teacher, teacher-teacher, teacher-parent, teacher-researcher etc. But changes require teachers and schools/colleges to rethink their roles, relationships and practices (not just their structures).

    33. Lifelong learning in society

    34. THE IMPROVEMENT OF LEARNING

    35. Developing pedagogic judgement Reflective practice is based on teacher judgement, informed by: ..evidence-based enquiry, . and insights from other research.

    36. Learning with colleagues Reflective practice, professional learning and personal fulfilment are enhanced through collaboration and dialogue with colleagues.

    37. Institutional improvement Intelligent, learning institutions build reflective and enquiry activity into improvement processes With opportunity, support and trust, there can be a constructive synergy between individual commitments and organisational goals a professional learning community External networks and professional associations also make important contributions

    38. Pedagogic reflective practice can: Enhance professional judgement; Be enjoyable and personally fulfilling; Enhance learning; Contribute to insitutional improvement; Strengthen teachers contributions to policy evaluation and development.

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