What is reflective Practice? Being a teacher, how will you reflect on your teaching? Note: Give at least four ways you can use to reflect on your teaching.
“Reflection practice is a much a state
of mind as it is a set of activities” joseph
Vaughan (1990)
John
Moon says: “Reflection
is a form of mental processing that we use to fulfill a purpose or achieve some
anticipated outcome”
Definition:
Reflective
practice is a process of self-observation and self-evaluation. Reflective
Practice is paying critical attention to the practical values and theories
which inform everyday activities, by examining practice reflectively and
reflexively, this leads to development insight. It is a tool for improving your
learning both as a student and as well as a teacher in relation to your work
and life experiences. Reflective practice can help to develop creative thinking
skill and encourages active engagement in work processes. Engaging in
reflective practice require both knowledge of practice and awareness of
professional and personal philosophy. The act of reflection is a great way to
increase confidence and become a more proactive and qualified.
According to the theory:
·
Reflective practices are “the active
persistent and careful consideration of any belief or supposed form of
knowledge in this light of the grounds that support it”. (Dewey 19, p6)
·
Schon
(1983) presents a slightly different view. He regards
reflection as have two aspects: reflection IN action and reflection ON action.
Being
a
teacher by collecting information about what happened and what goes on in our
classroom and by evaluating this information. We identify and explore our own
teaching practice and underlying beliefs. This practice may lead us to change
and improve our teaching practice. We
ask question with our self that what is currently being done. Why it’s being
done? How well students are learning?
Some ways by which we can reflect our teaching practice regularly.
v Teacher diary
After
each end of the class take some notes about what was taught and how students
responded positive and negative? You can write your own feeling, student’s
reaction on certain event happened in class. What pedagogy goes useful? And many other answers of question like what
is being examined? What is most
important/useful/ relevant about the object/event/idea? How can it be explained and from literature on
the subject? What have I learned from this? What does this mean for my future? Diary writing does require a certain
discipline in taking the time to do it on a regular basis.
v Lesson planning
Reviewing
lesson plans (your and others). What students learn? What are the weakness and
strength of the students? Is my lesson plan time enough to complete the entire
topic? How next I can plan my lesson according to the needs of the students?
What I can do best to teach my students? Which will be suit able activity best for my
students to enhance their learning skill? Which learning experience is
necessary and will be included in my teaching lesson planning for
students? What will be organization of
my units or lesson planning? What would be evaluated method will be used to
access the students’ performance.
v Peer observation
Invite
your colleague to come into your class to collect information about your
lesson. The colleague not be just your friend, it can be a critical friend or
other outside school teacher. This
practice can be just simple observation task through note taking. Chose which practice of your teaching you
want to reflect. For example:
interaction between you and your students, pedagogy that you adopt to
deliver lecture. You can ask your colleague to focus which students are most contributing
in lesson etc...
v Student feedback
You
can ask your students about your teaching pedagogy. Create various activities in
which your students can constructively criticize your teaching. You can also
ask your students’ why they think about what goes on in the classroom etc. This
will be more effective if you plan to have students name secret, so the
students feel free to be honest. Don’t wait until the end of the course to hear
student’s feedback about your teaching practice, ask frequently. Its true sometime student’s feedback not help
you in your teaching practice but you will gain some important point. Students’
opinions and perceptions can add a different and valuable perspective in your
teaching practice.
v Brainstorm with other teachers
Brainstorming
is an effective strategy when you are going to gain ideas and describe
something. In reflective practice sit with
colleagues and explain the significance events. Describe and important experience
in your teaching practice and your colleague. Sometime others perspective will help you in
solving a problem or think different and creatively. It especially more
effective with you are share your issue with the other teacher who is teaching
the same course.
v Asking question:
During
lecture you can get feedback of your teaching practice by asking lesson related
question. At the same time you can change your teaching pedagogy if your
current ones not going well. This type reflective called on going reflective
practice. You can ask your self are my students working cooperatively with
other students in activity time. What aspects of the class were positive and
negative? What evidence is there of my students learning? Was I giving enough
time to every topic? What should I do
different tomorrow.
Q 2: Being
a teacher, how will you apply Zone of Proximal Development presented by
Vygotsky in your classroom? Explain with classroom examples.
Solution:
Definition:
The gap between actual and potential
level of a child is Zone of proximal development.
School: Alharm Public Grammar School 379
jb.
Class:
Prep
Subject:
math homework
1)
Student name: Minhal Nadeem
2)
Student name: Abdul Rafaye
Task
1
Actual development level was: counting 1
to 20
Potential level: counting 1 to 100
I help them by join 1 to 20 digit, like:
if (1 and 1 = 11), (1 and 2= 12), then (2 and 1 = 22), (3 and 6= 36)
After that she write her homework
successfully with little bit more help at every step like 31, 40, next started
word 41 to 50, then 51 to 60, after this next 4 counting lines she write by her
own self without my help.
Task
2
Actual level: counting 1 to 100
Potential level: addition
Question was: (a) 5+2=? (B) 9+4=? (C) 8+7=?
(D) 6+9=? (F) 7+9=?
I
said to him write 1 in 5 times and then 1 in 2 times then count all these 1 and
you will answer correct that will be 8.
A) 5
(11111)
+2 (11)
8
Next questions solved by him successfully.
Q 3: Create
one Lesson plan for students. Select grade level, subject and topic of your own
choice.
Solution: The
lesson plan (Saturday/ 5/ 2018)
1. Subject Science
2. Contents unit 1 : We and Our
Surroundings
3. Topic Chapter
No 3. Transport
4. Grade level “2”
5. Instructional objectives
(use an action verb in a description of a measurable
outcome)
For example, after studying
this lesson, students will be able to:
-
The means of transport and their need.
-
Categories Transport in three type (
Land, Air, Water)
-
Identify various ways through which
transport occurs (road, air, sea)
-
Analyze which means of transport is
appropriate to use while travelling from one place to another place
-
List down various vehicles according
their type of Transport
-
Remember words ( transport, cheaper,
entertainment, mainly, vessels, electricity)
-
Complete exercise at the end of lesson
in their books
6. Rationale
(brief justification -- why you feel the students
need to learn this topic)
Transport
is part of students’ everyday lives. They drive or walk to school, have seen or
ridden on a bus or taken a trains or airplane to go on vacation. Therefore
Student should know more about means of transport and their importance of
transports in their own life. They also can identify, which vehicle move fast
and which move slowly. They should know important words related to vehicles
that are used in daily life around them during traveling. The subtopic “Traffic
Rules” not include in this session, because this topic need extra time to
cover. That’s why this topic will be including in Monday class (7/5/2018) the Review
class of “Unit 1: we and our surrounding”
7. Resources (what materials you will need in order to teach this lesson)
v Edukids Science 2 book
v USB with download “Transport 3D animation English”, video (2.05)
minute
v Class room projector; to display the video “Transport 3D animation
English”, duration (2.05 minute) link (https://www.youtube.com/watch?v=xj0Rexxx8-g ).
v Class room white board and marker for write to lesson key words,
v Activity sheets: 4
v Gallery book of (land, water, and air) transport vehicles,
v Color marker for write
transport name with the pasted picture on activity sheet.
8. Procedure (procedure to teach the lesson will comprise of the
following points).
a.
Focusing event (something to get the
students' attention, how will you start the lesson to gain students’
attention?)
Hello Dear Students!
Ø Do you know in older
times, people traveled on bull cart from one city to another city?
Ø Let’s I show you a video
in which you watch many transport vehicles, then we will start our today lesson that is chapter 3 “Transport”
b.
Teaching method (which
teaching method you will use?)
Two method use:
Inductive Reasoning
Definition:
ü Establish general
conclusions on the basis of gathered though direct observation.
ü Obtaining knowledge
requires that the thinker observes nature itself, gathers particular fact, and
formulates generalization from these findings.
Active learning teaching
method
Definition: active learning is where human mind is actively involved in
constructing meaning of experience.
c.
Formative check (while teaching the lesson how will you evaluate
about the progress of the lesson)
Asking the multiples question:
Ø How many types of transport? (a) Three, (b) Two
(c) Four
Ø The transport that moves on land is called? (a) Air transport, (b) water transport (c) land transport
Ø The vehicle move on the tracks is called … (a) car (b) bus (c) trains
Ø Which vehicle move slow (a)
car (b) bicycle
(c) airplane
Ø Repeating the important word: Transport, cheaper, entertainment,
mainly, vessels, electricity, boat, ship, hoy-air balloon
d.
Student Participation (how you will get the students to
participate in the class during this lesson)
Who will tell me that which vehicle will be used if?
§ Go to school ….
§ Go to the doctor who lives in another corner of the city…
§ Go to other city …..
§ Go far away to another country …
§ Go to your uncle’s house that lives across the river….
§ What is the purpose of hot- air balloon?
e.
Closure (how you will end the lesson)
Dear students let’s summarize what we have
learnt:
Ø The movement of people and goods from one place to another is
called transport.
Ø The different modes of transport are A)
Land Transport B) Water Transport C) Air Transport.
Ø The transport that move on the land are called land transport
Ø The transport that move on water are called water transport
Ø Vehicles that move in the air and carry people and goods from one
place to another form the air transport.
9.
Assignment
or Homework (What homework
will you assign after teaching this topic?)
v Paste
the pictures of different vehicles in their scrapbook
v On
their homework copy they will write the answer of the question:
Ø Name
any three types of transport
Ø Names
any two means of water transport
Ø Name
of the vehicles use to go far away to another country
10.
Assessment
(How will you assess what students learn from this
topic?)
Activity time:
Ø Divide
the class into three groups.
Ø Give
each group a topic to make a chart on a types of any mean of transport
Ø Group
1: land transport
Ø Group
2: water transport
Ø Group
3: Air transport
Ø Students
completed work will be display around the room
Ø At
the end of the lesson student will write the name with use colors marker for
the given picture at end of book
11. Time allotted
Class total time: 45:00
minute
ü Topic
title write on white board, 00:25
sec
ü Focus:
1:00 minute for question, 2:05 minute for video
ü Transport
introduction text reading: 2:00 minute
ü Formative check oral question: 1:00 minute
ü Land transport text reading: 5:00minute
ü Formative check: 1:00 minute
ü Student Participation: 1:00 minute
ü Water Transport Text reading :
2:00 minute
ü Formative check: 1:00 minute
ü Student Participation: 1:00 minute
ü Air transport Text reading: 5:00 minute
ü Formative check: 1:00 minute
ü Student Participation: 1:00 minute
ü Closure: 2:00 minute
ü Homework: 2:00 minute
ü Feedback at the end of class :5 minute
ü Assessment
total time: 11.07 minute
v 10.00 minute : Activity time
v 1.07
minute : write the name with colors on the given picture in the end Edukids Science
2 book
Reference:
EDU
301 lecture 1 to 17, handouts, FQS
Edukids
Science 2 book, School time table,“Alharm Public Grammar School 379 jb.”
Edu
406 lecture, handouts, edu 402, edu 602, edu 601 lectures.
https://www.tandfonline.com/doi/pdf/10.1080/09650799900200098
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