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LLQT2503 January 2012 John Keenan j.keenan@worc.ac.uk

LLQT2503 January 2012 John Keenan j.keenan@worc.ac.uk. Today Reflection Progression ICT Assignment Admin inc Portfolio. Critical Dialogic Reflection. WHY WE NEED TO LEARN TO REFLECT We don’t know ourselves fully We see only part of the picture

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LLQT2503 January 2012 John Keenan j.keenan@worc.ac.uk

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  1. LLQT2503 January 2012 John Keenan j.keenan@worc.ac.uk

  2. Today • Reflection • Progression • ICT • Assignment • Admin inc Portfolio

  3. Critical Dialogic Reflection

  4. WHY WE NEED TO LEARN TO REFLECT • We don’t know ourselves fully • We see only part of the picture • We blame ourselves for events out of our control

  5. What is in reflection?

  6. We don’t know ourselves fully Draw a square, a circle, a triangle and a snake anywhere on this page

  7. We don’t know ourselves fully • Beach • Sea • What you wore • Right • Left • Box • Cup • Darkness

  8. We don’t know ourselves fully ask open blind tell unknown hidden Johari Window

  9. 2. We only see part of the picture 2 Gorillas Not

  10. 3. We blame ourselves for things out of our control The Choosing We were first equal Mary and I with the same coloured ribbons in mouse-coloured hair, and with equal shyness we curtseyed to the lady councillor for copies of Collins’s Children Classics. First equal, equally proud. Best friends too Mary and I a common bond in being cleverest(equal) in our small school’s small class. I remember the competition for top desk or to read aloud the lesson at school service. And my terrible fear of her superiority at sums. I remember the housing scheme Where we both stayed. The same house, different homes, where the choices were made. I don’t know exactly why they moved, but anyway they went. Something about a three-apartment and a cheaper rent. But from the top deck of the high school bus I’d glimpse among the others on the corner Mary’s father, mufflered, contrasting strangely with the elegant greyhounds by his side. He didn’t believe in high school education, especially for girls, or in forking out for uniforms. Ten years later on a Saturday- I am coming home from the library- sitting near me on the bus, Mary with a husband who is tall, curly haired, has eyes for no one else but Mary. Her arms are round the full-shaped vase that is her body. Oh, you can see where the attraction lies in Mary’s life- not that I envy her, really. And I am coming from the library with my arms full of books. I think of the prizes that were ours for the taking and wonder when the choices got made we don’t remember making. Liz Lochhead

  11. What is reflection? • Theory Behind Reflection • John Dewey – the legitimacy of ‘I’ • Jurgen Habermas – interpretation, acting • David Kolb – experiential learning • Reflection Theorists • Jenny Moon • Hatton and Smith

  12. What is reflection? Descriptive writing Descriptive reflection Dialogic reflection Critical dialogic reflection

  13. 2. Grading reflection 1. Descriptive writing: what happened 2, Descriptive Reflection: consideration of what happened 3. Dialogic Reflection: self and role, qualities of judgements, alternative explanations of events. Is analytical, integrative, links factors and perspectives Deliberative, cognitive, narrative, weighing competing claims and viewpoints, and then exploring alternative solutions 4. Critical Reflection dialogic plus contextual awareness social reconstructionist, Hatton and Smith 1995

  14. GP

  15. Why is reflection necessary? What is in critical dialogic reflection?

  16. justifies position critiques management has contextual awareness explores alternative solutions considers what happened analyses the qualities of judgements gives alternative explanations of events weighs competing claims and viewpoints

  17. Has a clear purpose of progression compares strengths and weaknesses of others to self shows awareness that others may not be reflective practitioners analyses events accepts dishonesty bargains between ideals and realistic expectation happens only when the practitioner enters a ‘personal zone’ integrates theory and events

  18. Choose a situation at work which made you feel bad

  19. Put your name on the paper and make a shape or shapes out of clay that describe(s) how you feel about the situation

  20. Shape analysis

  21. Reflexive practice involves thinking more critically about themselves, their assumptions, actions, and situations they encounter; to see multiple interpretations and constructions of reality (Cunliffe, 2004 pp 407-426) http://www.eten-online.org/img/publications/ETEN%2017%20proceedings.pdf#page=135

  22. Journey

  23. Change

  24. Thankyou for voting change back in

  25. shark

  26. A belief is an idea you no longer question Thomas (2004))

  27. The term Belief generally refers to acceptance of a proposition for which there is no conventional knowledge, one that is not demonstrable, and for which there is accepted disagreement (Woods 1996: 195)

  28. Teachers’ beliefs about learning will affect everything they do in the classroom … deep-rooted beliefs ... will pervade their classroom actions more than a particular methodology they are told to adopt or course-book they follow. Williams and Burden 1997: 57 http://www.prodait.org/resources/cr_on_teaching.pdf

  29. Belief ‘I set homework and the students don’t do it’ QUESTION IT: all pupils? Which ones? Value to some? Feelings of failure if not imposed? Authority challenged? Reframed If I set homework I feel like a failure Underlying fears

  30. What beliefs may underlie your feelings about the situation? • Roger/Hugh Belief – fear of older males? • Sophie Belief – nobody likes her

  31. For Brookfield, critical reflection is important for some of the following reasons: 1.    to increase the probability that teachers will take informed actions – those that can be explained and justified to self and others; 2.       to enable  teachers to provide a rationale behind their practice which  can be crucial to establishing credibility with student; 3.       to avoid self-laceration - believing that the teacher is to blame if students are not learning; 4.       to ground teachers emotionally; 5.       to enliven the classroom by making it challenging, interesting and stimulating for students; 6.       to increase democratic trust as a result of the examples and modeling conveyed by the teacher, thereby allowing students to learn democratic behavior and a moral tone.

  32. Brookfield (1995) US STUDENTS THEORY COLLEAGUES

  33. US Self talk the component of emotional intelligence that frees us from being a prisoner of our own feelings. Goleman (2002, p.57)

  34. COLLEAGUES

  35. STUDENTS

  36. Controls on behaviour (context and personal abilities) Attitude towards behaviour REFLECTION & UNDERSTANDING Other people’s opinions ACTION or BEHAVIOUR PLAN or INTENTION

  37. Time to reflect on situation Talk to other person – context, belief, you Think of theory on it you know How did the other person feel/think?

  38. Your shape – can you change it?

  39. Critical dialogic reflection – what are the 4 stages?

  40. 2. Grading reflection 1. Descriptive writing: what happened 2, Descriptive Reflection: consideration of what happened 3. Dialogic Reflection: self and role, qualities of judgements, alternative explanations of events. Is analytical, integrative, links factors and perspectives Deliberative, cognitive, narrative, weighing competing claims and viewpoints, and then exploring alternative solutions 4. Critical Reflection dialogic plus contextual awareness social reconstructionist, Hatton and Smith 1995

  41. Progression from the course • Graduate - alumnus • Become a MIfL

  42. BA Progression • 3 – A Level • 4 – Yr 1 degree • 5 – Yr 2 degree • 6 – Yr 3 degree • 7- MA/MSc • 4 – 120; 5-120; 6-120 • Cert Ed (120 credits at Level 4) • Dip He in Teaching and Learning ESOL/English (60 credits at Level 5) + APEL portfolio (60 credits at Level 5) • BA in Education Studies programme (120 credits at Level 6) contact Gareth Dart on g.dart@worc.ac.uk • http://www.worc.ac.uk/courses/697.html

  43. Education MA 3 = PGCert 6 = PGDip 6 + dissertation = MA

  44. Twelve Step Programme • 1. Evidence of satisfactory CRB Enhanced Disclosure check • 2. Evidence of prior achievement at NQF Level 3 • 3. Evidence of prior achievement at NQF Level 2 in English and maths • Initial Professional Learning Plan • 5. Own observations of experienced teacher/tutor/mentor undertaking teaching • Evidence of completion of a professional learning journal • Professional Learning Journal Assessment extracts • Evidence of teaching practice - at least two levels from: entry level; levels 1 and 2 • Module assignments • 10. Schemes of work and lesson plans • 11. A list of professional development activities in the subject specialism undertaken during the programme • 12. Confirmation of teaching hours

  45. DEADLINE December 1st 2012

  46. Observations

  47. ICT • Access the blog • Print out SOLE assignment page • Find e-resources in the library

  48. Feedback

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