Reflective Teaching Practices

1. Reflective Teaching Practices

2. �Classrooms, unlike the rooms in which ballerinas practice, have no mirrors.� Eisner, 1998, p.160 From William Powell (U.S. Dept. of State)� Traditionally, teaching has been a very lonely profession. Someone once described schools as collections of highly educated professionals linked by a common parking lot. Teachers commonly have very little contact with others and the resulting isolation makes it extremely difficult for teachers to learn about what they actually do in their classrooms when they teach. Without reflective practice it is almost impossible to learn whether the class climate promotes risk taking, whether the use of humor is appreciated or whether one is asking too many low level questions. From William Powell (U.S. Dept. of State)� Traditionally, teaching has been a very lonely profession. Someone once described schools as collections of highly educated professionals linked by a common parking lot. Teachers commonly have very little contact with others and the resulting isolation makes it extremely difficult for teachers to learn about what they actually do in their classrooms when they teach. Without reflective practice it is almost impossible to learn whether the class climate promotes risk taking, whether the use of humor is appreciated or whether one is asking too many low level questions.

3. Objectives Practice reflection, using journal from previous quarter Identify the purpose of reflective teaching Discuss the importance of data collection to improve reflective practice and provide examples Review the process of critical reflection of practice

4. Activity Opening activity: Based on the previous training, in Connecting with Students, a copy of the Charlotte Danielson self-reflection model was shared with participants as a tool that could be used to self evaluate/reflect on their lessons. The questions from that model are shown. In Evidence of Student Learning the importance of reflection as a tool for both instructors and students is discussed and that instructors need to get into the habit of reflecting in order to become better instructors. Each of the New Faculty Training sessions builds on another and it is important to understand the benefits of reflection as a teaching tool. The challenge was to keep a course journal and using your faculty guide or syllabus and keep detailed notes on: What worked well each class session? What didn�t work? What will you change going forward the next time you teach this course? Participants were asked to answer the questions or add their own thoughts and ideas and bring this to the Phase III Reflection session. Guide participants as they review their journals by asking questions such as: Did you notice any patterns as you looked through your materials from last quarter? Did you see any major areas of organization that you need to change going forward? � The opening activity for this session is to have participants reflect on their course journal or if they did not bring one, ask them to reflect on the past quarter. Use the questions from the Danielson model as a prompt or the questions from Evidence of Student Learning, also on the slide. Allow participants five minutes to reflect and jot down their responses. After five minutes, ask participants to partner with someone and share their reflections with one another for five additional minutes. At the end of that time, ask participants to share with the group. � Opening activity: Based on the previous training, in Connecting with Students, a copy of the Charlotte Danielson self-reflection model was shared with participants as a tool that could be used to self evaluate/reflect on their lessons. The questions from that model are shown. In Evidence of Student Learning the importance of reflection as a tool for both instructors and students is discussed and that instructors need to get into the habit of reflecting in order to become better instructors. Each of the New Faculty Training sessions builds on another and it is important to understand the benefits of reflection as a teaching tool. The challenge was to keep a course journal and using your faculty guide or syllabus and keep detailed notes on: What worked well each class session? What didn�t work? What will you change going forward the next time you teach this course? Participants were asked to answer the questions or add their own thoughts and ideas and bring this to the Phase III Reflection session. Guide participants as they review their journals by asking questions such as: Did you notice any patterns as you looked through your materials from last quarter? Did you see any major areas of organization that you need to change going forward? � The opening activity for this session is to have participants reflect on their course journal or if they did not bring one, ask them to reflect on the past quarter. Use the questions from the Danielson model as a prompt or the questions from Evidence of Student Learning, also on the slide. Allow participants five minutes to reflect and jot down their responses. After five minutes, ask participants to partner with someone and share their reflections with one another for five additional minutes. At the end of that time, ask participants to share with the group. �

5. Reflective teaching practice is essential because it: Embraces a willingness to alter content and practice Provides a framework for on-going assessment of pedagogy Relies upon the teacher developing knowledge about how students learn Models the metacognition we would want for our students The information on this slide is paraphrased from: http://www.state.gov/m/a/os/45723.htm, Chapter 11: Professional Development and Reflective Practice, by William Powell. Have participants match the reflective questions on the previous slide with the essentials on this slide. For example: Question #1. In general, how successful was the lesson and ��framework for on-going assessment of pedagogy�; Question #5. Comment on different aspects of your instructional delivery� coincides with �relies upon the teacher developing knowledge about how students learn� as does question #3, etc. Discuss with participants the importance of modeling desired behaviors which was also discussed in Phase II � Connecting with Students. "Metacognition" is often simply defined as "thinking about thinking.� Metacognition enables us to be successful learners, and has been associated with intelligence (e.g., Borkowski, Carr, & Pressley, 1987; Sternberg, 1984, 1986a, 1986b). Metacognition refers to higher order thinking (discussed in Evidence of Student Learning relative to Bloom�s Taxonomy)which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Metacognition plays a critical role in successful learning. (1997, Jennifer A. Livingston) The information on this slide is paraphrased from: http://www.state.gov/m/a/os/45723.htm, Chapter 11: Professional Development and Reflective Practice, by William Powell. Have participants match the reflective questions on the previous slide with the essentials on this slide. For example: Question #1. In general, how successful was the lesson and ��framework for on-going assessment of pedagogy�; Question #5. Comment on different aspects of your instructional delivery� coincides with �relies upon the teacher developing knowledge about how students learn� as does question #3, etc. Discuss with participants the importance of modeling desired behaviors which was also discussed in Phase II � Connecting with Students. "Metacognition" is often simply defined as "thinking about thinking.� Metacognition enables us to be successful learners, and has been associated with intelligence (e.g., Borkowski, Carr, & Pressley, 1987; Sternberg, 1984, 1986a, 1986b). Metacognition refers to higher order thinking (discussed in Evidence of Student Learning relative to Bloom�s Taxonomy)which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Metacognition plays a critical role in successful learning. (1997, Jennifer A. Livingston)

6. Becoming critically reflective�Brookfield�s Four Lenses Autobiography Students� Eyes Colleagues� Experiences Theoretical Literature According to Brookfield (2006), teaching is to help students learn and to do that well means we have to take informed educational actions. However, many of our actions are uninformed in that they involve teaching in ways simply because we have been told we ought to. One of the best ways of ensuring that teaching is so informed is to integrate the critically reflective habit in our practice and that we do so from as many angles (lenses) as possible. Each of these lenses illuminates a different part of our teaching. Autobiography. The influences that shape teachers� lives are more likely to be found in memories and experiences. Significant and deeply embedded influences that operate on us are the images, models, and conceptions of teaching derived from our own experiences as learners. For example, teachers who were underestimated as students when they were in college are careful not to make the mistake of underestimating their own students. For many teachers, thinking privately about what they do is easier than being subjected to the scrutiny of others. This prospect is one reason why many reflective efforts begin with private autobiographical analyses of teaching such as a teaching log. Students� Eyes. Seeing ourselves as students see us makes us aware of relationships in the classroom. From Phase II, �Connecting with Students�-- that students value teachers� understanding of their concerns and questions. Through students� eyes also help us check for student understanding. Recall from Evidence of Student Learning�, the importance of assessment. This is a form of informal assessment. Colleagues� Experiences. Happens best when we ask colleagues to help us see our practice in new ways. Colleagues� perceptions help us gain a clearer perspective on our own practice. Peer conversation helps to break down the isolation many teachers feel. Colleagues can open up new avenues for inquiry, and they can give us advice on how they deal with the problems we�re facing. Theoretical Literature. Theory can provide multiple perspectives on familiar situations. Studying theory can help us realize that what we thought were signs of our personal failings as teachers can be interpreted as the inevitable consequence of certain economic, social, and political processes. This stops us falling victim to the belief that we are responsible for everything that happens in our classrooms. According to Brookfield (2006), teaching is to help students learn and to do that well means we have to take informed educational actions. However, many of our actions are uninformed in that they involve teaching in ways simply because we have been told we ought to. One of the best ways of ensuring that teaching is so informed is to integrate the critically reflective habit in our practice and that we do so from as many angles (lenses) as possible. Each of these lenses illuminates a different part of our teaching. Autobiography. The influences that shape teachers� lives are more likely to be found in memories and experiences. Significant and deeply embedded influences that operate on us are the images, models, and conceptions of teaching derived from our own experiences as learners. For example, teachers who were underestimated as students when they were in college are careful not to make the mistake of underestimating their own students. For many teachers, thinking privately about what they do is easier than being subjected to the scrutiny of others. This prospect is one reason why many reflective efforts begin with private autobiographical analyses of teaching such as a teaching log. Students� Eyes. Seeing ourselves as students see us makes us aware of relationships in the classroom. From Phase II, �Connecting with Students�-- that students value teachers� understanding of their concerns and questions. Through students� eyes also help us check for student understanding. Recall from Evidence of Student Learning�, the importance of assessment. This is a form of informal assessment. Colleagues� Experiences. Happens best when we ask colleagues to help us see our practice in new ways. Colleagues� perceptions help us gain a clearer perspective on our own practice. Peer conversation helps to break down the isolation many teachers feel. Colleagues can open up new avenues for inquiry, and they can give us advice on how they deal with the problems we�re facing. Theoretical Literature. Theory can provide multiple perspectives on familiar situations. Studying theory can help us realize that what we thought were signs of our personal failings as teachers can be interpreted as the inevitable consequence of certain economic, social, and political processes. This stops us falling victim to the belief that we are responsible for everything that happens in our classrooms.

7. The Classroom Critical Incident Questionnaire (CIQ) Developed by Stephen Brookfield (1995) Can be used to provide repeated, anonymous opportunities for learners to reflect on regular learnings or �critical incidents� Comprised of five open-ended questions that ask learners about: The most engaging and distancing moments The most affirming and confusing actions The most surprising moments in the classroom Provide participants with a copy of Brookfield�s CIQ. The purpose of the CIQ is not to determine what students liked or didn�t like about the class. Instead it gets them to focus on specific, concrete happenings that were significant to them. Brookfield contends that teaching can be meaningless if applied without the knowledge we need to do good work. The CIQ provides data can help open �hidden agendas, power centers, and assumptions that inhibit, repress, and constrain� and can help us challenge assumptions that permeate our classrooms (Thomas, 1993, pp. 2-3). Regular teacher solicitation of �vivid learns� produces a running commentary on the emotional climate of a class as opposed to end�of-the-term learner ratings of instruction which are after the fact and do not provide a window into the routine dynamics of learner experience (Brookfield, 1995). For CIQs to be taken seriously by students, it is crucial that a case be made for using them. Brookfield includes its use in course outlines, and justifies its use by saying that it will make the course a better experience for learners. Provide participants with a copy of Brookfield�s CIQ. The purpose of the CIQ is not to determine what students liked or didn�t like about the class. Instead it gets them to focus on specific, concrete happenings that were significant to them. Brookfield contends that teaching can be meaningless if applied without the knowledge we need to do good work. The CIQ provides data can help open �hidden agendas, power centers, and assumptions that inhibit, repress, and constrain� and can help us challenge assumptions that permeate our classrooms (Thomas, 1993, pp. 2-3). Regular teacher solicitation of �vivid learns� produces a running commentary on the emotional climate of a class as opposed to end�of-the-term learner ratings of instruction which are after the fact and do not provide a window into the routine dynamics of learner experience (Brookfield, 1995). For CIQs to be taken seriously by students, it is crucial that a case be made for using them. Brookfield includes its use in course outlines, and justifies its use by saying that it will make the course a better experience for learners.

8. Brainstorming Activity Form a group of 4 or 5 On the sheet provided Identify as many ways the CIQ can be integrated into the classroom Identify benefits of the CIQ (prompts are provided) Be prepared to share some of your responses Provide participants with the handout. Allow groups five minutes to brainstorm ideas. How can the CIQ be integrated into the classroom. For example: alter questions to fit the needs of any classroom. Have questions and instructions copied to a tear-off carbon copy instructing students to keep the carbon copies and leave originals in a box by the door as they leave class. The effectiveness of the CIQ is a partly a function of their routine use in a course. Weekly takes time. You may want to establish �ground rules� for completing the questionnaire, for example, if a student mentions a student by name, you won�t mention the incident but will speak the student one on one as it is important that you or students know how others perceive you. When reporting to students the next week, be brief unless a problem needs to be addressed. This models critical thinking and transparency about the course and your own learning. Share with your students that you are critically thinking (modeling) through their eyes. Students keep a copy of the questionnaire for themselves so that they can reflect at the end of the semester in terms of what they have learned about themselves. Brainstorm some ideas about the benefits of the CIQ. For example: Alerts to Disaster�The CIQ provides a regular avenue for learners to express how they are experiencing the classroom without directly requiring public feedback. Promotes Learner Reflection�Gives learners the opportunity to really explore (models critical thinking) how they change as learners over the term of a course. Legitimizes Diverse Teaching Practices�The CIQ is hands-on evidence to learners that reality warrants different teaching and learning strategies. Builds Trust�Legitimizes learners� private concerns when making them public in a constructive, caring manner. Unique Window into Our Own Development�Learn how to be better partners with the learners; learn about the kind of hands-on examples they need to succeed in class assignments; that class group activities need to be closely monitored to encourage participation; that some students actually prefer lectures, etc. Provide participants with the handout. Allow groups five minutes to brainstorm ideas. How can the CIQ be integrated into the classroom. For example: alter questions to fit the needs of any classroom. Have questions and instructions copied to a tear-off carbon copy instructing students to keep the carbon copies and leave originals in a box by the door as they leave class. The effectiveness of the CIQ is a partly a function of their routine use in a course. Weekly takes time. You may want to establish �ground rules� for completing the questionnaire, for example, if a student mentions a student by name, you won�t mention the incident but will speak the student one on one as it is important that you or students know how others perceive you. When reporting to students the next week, be brief unless a problem needs to be addressed. This models critical thinking and transparency about the course and your own learning. Share with your students that you are critically thinking (modeling) through their eyes. Students keep a copy of the questionnaire for themselves so that they can reflect at the end of the semester in terms of what they have learned about themselves. Brainstorm some ideas about the benefits of the CIQ. For example: Alerts to Disaster�The CIQ provides a regular avenue for learners to express how they are experiencing the classroom without directly requiring public feedback. Promotes Learner Reflection�Gives learners the opportunity to really explore (models critical thinking) how they change as learners over the term of a course. Legitimizes Diverse Teaching Practices�The CIQ is hands-on evidence to learners that reality warrants different teaching and learning strategies. Builds Trust�Legitimizes learners� private concerns when making them public in a constructive, caring manner. Unique Window into Our Own Development�Learn how to be better partners with the learners; learn about the kind of hands-on examples they need to succeed in class assignments; that class group activities need to be closely monitored to encourage participation; that some students actually prefer lectures, etc.

9. Analyzing and responding to data from the CIQ� Look for common themes Look for comments that indicate problems or confusions Address issues publicly at the next class meeting Clarify anything that needs further clarification Debrief students on the main themes that emerged Acknowledge any changes to teaching style made as a result of student comments Brookfield suggests debriefing with a one or two page summary, providing students with copies. Or a two or three minute oral report given at the beginning of the next class. Clarification of any actions, ideas, requirements or exercises that seem to be causing confusion is made. Contentious issues are discussed, including how these can be negotiated so that everyone feels heard and respected. Using the CIQ doesn�t mean constantly changing everything that students don�t like. We all have nonnegotiable elements to our agendas (syllabus, faculty guide) that define who we are and what we stand for. Brookfield suggests debriefing with a one or two page summary, providing students with copies. Or a two or three minute oral report given at the beginning of the next class. Clarification of any actions, ideas, requirements or exercises that seem to be causing confusion is made. Contentious issues are discussed, including how these can be negotiated so that everyone feels heard and respected. Using the CIQ doesn�t mean constantly changing everything that students don�t like. We all have nonnegotiable elements to our agendas (syllabus, faculty guide) that define who we are and what we stand for.

10. �As you reflect, remember to respect and have faith in yourself and to trust the�process.� Reflection is just that, a process.� Uncertainty is necessary for change to occur. Allowing yourself the time to reflect is a gift to give to yourself.� You might not arrive at answers, but will open yourself up to more questions.� This, in turn, will encourage you to continue the reflective process.� (Taken, in part, from Writing as a Reflective Practitioner with Wisdom by Gillie Bolton) (Taken, in part, from Writing as a Reflective Practitioner with Wisdom by Gillie Bolton)

11. Are You a Reflective Practitioner? Do you provide clear objectives for your students? Do you offer less direction as your students learn more? Are your class discussions focused on how knowledge has been created or on the learner and the purpose of the learning? Do you adapt your knowledge to learners' levels of understanding and ways of thinking? Taken from: http://ctlreflective.project.mnscu.edu/ Minnesota State Colleges and Universities, Office of the Chancellor The following questions are meant to stimulate reflective thinking about your teaching and your courses.� Try to be as honest and critical as you can as you answer, and use the answers to develop some ideas for changes that you can make to improve your teaching in the future. Taken from: http://ctlreflective.project.mnscu.edu/ Minnesota State Colleges and Universities, Office of the Chancellor The following questions are meant to stimulate reflective thinking about your teaching and your courses.� Try to be as honest and critical as you can as you answer, and use the answers to develop some ideas for changes that you can make to improve your teaching in the future.

12. Are You a Reflective Practitioner? Do you challenge your students to do their best by creating a climate of caring and trust? What is your biggest weakness as a teacher? What is your greatest strength? How can you improve the weakest elements of your teaching without compromising your areas of strength? Using the Assessment and Self-assessment Prompts handout, discuss examples of good and bad reflections. For example, using the following question: �I did my best work today when I�� One Reflection � �covered all the objectives outlined in my lesson plan� Better reflection � �covered all the objectives outlined in my lesson plan, however, informal assessments revealed that students did not understand the material covered. �I explained what I did by�� One Reflection � referring students to the text material and instructed them to read it again. Better reflection � giving students more examples by working more problems on the whiteboard, used real-world applications but next time I will �think-a-loud� while solving a complex problem. Have participants come up with their own good/bad reflection examples from the questions on the handout. Using the Assessment and Self-assessment Prompts handout, discuss examples of good and bad reflections. For example, using the following question: �I did my best work today when I�� One Reflection � �covered all the objectives outlined in my lesson plan� Better reflection � �covered all the objectives outlined in my lesson plan, however, informal assessments revealed that students did not understand the material covered. �I explained what I did by�� One Reflection � referring students to the text material and instructed them to read it again. Better reflection � giving students more examples by working more problems on the whiteboard, used real-world applications but next time I will �think-a-loud� while solving a complex problem. Have participants come up with their own good/bad reflection examples from the questions on the handout.

13. Activity: Self-Reflection Get a copy of the survey from the facilitator Take a few minutes to respond Check your score Reflect on the following question: What do you want to change going forward in your teaching? The purpose of this activity is to get participants to think about what they want to change. The questions on the two previous slides and in the activity are good prompts to get participants to be reflective. You may want to lead them in a discussion about some of their responses. For example: Do I lecture too much? Do I incorporate enough active learning into my lessons? Do I need to focus on wait time after asking questions? Should I prepare my questions in advance? Do I check for understanding on a regular basis? The purpose of this activity is to get participants to think about what they want to change. The questions on the two previous slides and in the activity are good prompts to get participants to be reflective. You may want to lead them in a discussion about some of their responses. For example: Do I lecture too much? Do I incorporate enough active learning into my lessons? Do I need to focus on wait time after asking questions? Should I prepare my questions in advance? Do I check for understanding on a regular basis?

14. Questions?