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Unit 4 Reflective Teaching

This document discusses reflective teaching and its importance. Reflective teaching involves teachers reflecting on their own teaching strategies and effectiveness. This allows teachers to identify areas for improvement. Examples of self-assessment techniques include reflection journals, teaching inventories, video recordings, teaching portfolios, and peer observations. Reflective teaching is important because it creates student-centered learning, leads to better teaching, and promotes professional growth as teachers continuously learn and enhance their strategies. Critical reflection involves analyzing an experience then articulating what was learned. Tools to aid critical reflection include reflective journals, learning logs, and learning journals.

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137 views39 pages

Unit 4 Reflective Teaching

This document discusses reflective teaching and its importance. Reflective teaching involves teachers reflecting on their own teaching strategies and effectiveness. This allows teachers to identify areas for improvement. Examples of self-assessment techniques include reflection journals, teaching inventories, video recordings, teaching portfolios, and peer observations. Reflective teaching is important because it creates student-centered learning, leads to better teaching, and promotes professional growth as teachers continuously learn and enhance their strategies. Critical reflection involves analyzing an experience then articulating what was learned. Tools to aid critical reflection include reflective journals, learning logs, and learning journals.

Uploaded by

renato.mendiola0501
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UNIT 4:

REFLECTIVE
TEACHING
I. REFLECTIVE TEACHING AND ITS
SIGNIFICANCE

01 02 03
What is Reflective Examples of Self- Why is Reflective
Teaching? Assessment Teaching
Important?
What is Reflective Teaching?

- The process wherein a teacher reflects on his/her own teaching


strategies to see its overall effectiveness of these approaches. Based
on the reflection, the teacher will know what to improve or change in
his/her own teaching strategies.
CYCLE of Reflective Teaching

1. Teaching Process
2. Self-Assessment of the effectiveness of teaching
3. Think of ways to improve the quality of learning
4. Use the ideas in practice
Examples of SELF-ASSESSMENT

1. Reflection Journals
2. Teaching Inventories
3. Video-Recorded Teaching Practices
4. Teaching Portfolio
5. Peer Observation
Reflection Journal

- Teachers can write general thoughts about the day’s lessons and
reflect on the following questions:
1. What went well today?
2. What could I have done differently?
3. How will I improve my teaching strategies in the future?
Teaching Inventories

- Inventories are mostly made to assess the pedagogy employed.


- There have been developed teaching inventories to help improve
teachers’ teaching techniques and approaches.
Example: Teaching Practices Inventory
Video-Recorded Teaching Practices

- Teachers may assess themselves through video-recorded


lectures of themselves.
- By watching these videos, teachers can see what to
improve or change in their teaching approach.
Teaching Portfolio

- Gives opportunities for teachers to integrate the various components


of their teaching into a cohesive whole, typically starting with a
teaching philosophy or statement, moving through sample syllabi
and assignments, and ending with evaluations from colleagues and
students.
Peer Observation

- Provides opportunities for teachers to view each other’s


teaching styles and techniques.
Why is Reflective Teaching important?

01 02 03
Reflective teaching Reflection leads Reflective
creates a student – to better teaching promotes
centered learning. teaching. professional
growth.
Reflective teaching creates a student–centered
learning.
• Students help teachers develop one of the best methods in
reflective understanding by asking students for feedback on how
well and effective your teaching strategy is, it will help you
determine what part of your teaching approach needs to be
improved or to be modified.
Reflection leads to better teaching.

• By reflecting on his/her own teaching approach the teacher


also helps teachers to develop their students into better
learners, therefore creating a better future for both the
student and the teacher.
Reflective teaching promotes professional growth.

• Reflection is a never-ending cycle; you will always find ways


to learn from reflecting on your teaching effectiveness and
improve your teaching strategies to further increase its
effectiveness.
II. DIFFERENT CRITICAL REFLECTION
TECHNIQUES

01 02
How to Critically Critical Reflection
Reflect Tools
How to Critically Reflect

Writing a critical reflection happens in two phases:


1. Analyze: Analyze the issue and your role by asking critical
questions.
2. Articulate: Use your analysis to develop a critical argument about
what you learned.
First Phase: Analyze
Three-stage model

01 02 03
WHAT? SO WHAT? NOW WHAT?
WHAT?
- In What? stage, describe the issue, including your role,
observations, and reactions.
Use the questions below to guide your writing during this stage.

• What happened? • What was different?


• What did you do? • What was your reaction?
• What did you expect? • What did you learn?
SO WHAT?
- In So What? stage, try to understand on a deeper level why the
issue is significant or relevant.
- Use information from your first stage, your course materials, as
well as previous experience and knowledge to help you think
through the issue from a variety of perspectives.
SO WHAT?

There are three perspectives you can consider:

1. Academic perspective
2. Personal perspective
3. Systems perspective
Academic perspective

Under this perspective, you may ask yourself these questions:


• How did the experience enhance your understanding of a concept/
theory/skill?
• Did the experience confirm your understanding or challenge it?
• Did you identify strengths or gaps in your knowledge?
Personal perspective

Under this perspective, you may ask yourself these questions:

• Why does the experience matter?


• What are the consequences?
• Were your previous expectations/assumptions confirmed or
refuted?
• What surprised you and why?
Systems perspective

Under this perspective, you may ask yourself these questions:

• What were the sources of power and who benefited/who was


harmed?
• What changes would you suggest?
• How does this experience help you understand the organization or
system?
NOW WHAT?
- Now what? stage, explore how the experience will shape your
future thinking and behavior.

Use the questions below to guide your thinking and writing.


• What are you going to do as a result of your experiences?

• What will you do differently?

• How will you apply what you learned?


Second Phase: Articulate

01 02 03
Develop a Make an Write and
thesis outline revise
statement
1. Develop a thesis statement – Develop a clear argument to
help your reader understand what you learned.
2. Make an outline – Once you have a clear thesis statement
for your essay, build an outline
3. Write and Revise – Consult the assignment guidelines to
find out whether your writing should be formal or informal.
Critical Reflection Tools

01 02 03
Reflective Learning Log Learning
Journal Journal
Writing
Reflective Journal Writing
- Reflective journaling is a process of recording and analyzing events
in a prescribed manner to foster reflective thinking.
-It can require a detailed description of a significant event or a
specific aspect of teaching on which a preservice teacher is asked to
focus.
Learning Log
- A learning log is a space where you can write your thoughts,
feelings, and questions about what you are studying.

Learning Journal
- A learning journal is simply an ongoing collection of writing for
learning.
- Learning journals are often named for a specific purpose and/or
format–a creative writing journal, for example.
III. REFLECTIVE TEACHING
LESSON WORKSHEET

01
Sample Reflective Teaching
Lesson Worksheet
Topic/Title of the Lesson
Grade 10 – Mathematics
Lesson 1: Arithmetic Sequences
Objectives:
• At the end of the lesson, learners should
determine the nth term of the given
arithmetic sequence
• At the end of these lesson, learners can
solve problem involving arithmetic
sequence
• At the end of these lesson, learners can
generate and describe patterns
IV. PROCESSING QUESTIONS
FOR REFLECTIVE TEACHING

01 02
Reflection Processing
Questions Questions
Reflection Questions
- Is what we call any question that makes a student look back over what or how
they have learned. Reflection questions often assess metacognitive skills. By
encouraging students to reflect on their learning, these sorts of questions help
students:
• Consolidate the knowledge and skills they have acquired in a lesson or unit.
• Get to know themselves better as learners, thinkers, and community.
• Provide important feedback to their teachers and to their peers.
• Generate questions and ideas to propel future learning experiences.
Example of Processing Questions

• What did you think you did well in this worksheet?


• What new skills or knowledge did you try out during solving the problem?
• If you worked with other students on this worksheet, describe that
experience.
• What do you think you might do differently if you tried to do this
worksheet again?
End.

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