Professional Reflection

Professional Reflection Liz Lee Richard Taunton Sixth Form College

Objectives • Explore the reasons for professional reflection • Identify opportunities for reflection • Consider next steps

When things don’t go as planned…

What is reflection Reflection involves "a state of doubt, hesitation, perplexity, or mental difficulty, in which thinking originates". (Dewey, 1933)

Why reflect? • The ability to reflect is the hallmark of professional practice (Schön, 1983) • Without critical reflection, teaching will remain at best uninformed, and at worst ineffective, prejudiced and constraining (Hillier, 2002) • We can question our routine, convenient, everyday practices and ask questions about what really does and doesn’t work. (Crawley, 2005) Professional development which begins in the classroom

Kolb’s learning cycle • Concrete Experience = DOING • Reflective Observation = REFLECTING • Abstract Conceptualisation = EVALUATING • Active Experimentation = LEARNING

Have you ever said… “My lesson went well" or "My students didn't seem to understand" or "My students were so badly behaved today.“ Time to reflect…. In pairs, consider an occasion when you have said one of the above

Now explain WHY you think this was the case • Why did the lesson go so well? What did you do? How did you engage students? • What it was the students didn’t understand? Why is was hard for them to understand? How can you remedy this? • What were students doing when they were misbehaving? When and why did this happen? Sometimes we only notice the obvious, hear the loudest…reflective teaching requires a more systematic process of collecting, recording and analysing our thoughts and observations, as well as those of our students, and then going on to making changes.

How to begin the process Why start? • A response to a particular problem that has arisen with a class/student • Discover more about your own teaching strengths/weaknesses • Focus on a feature of your teaching • dealing with misbehaviours…or with students who contribute little in class The first step is to gather information about what happens in the class.

Collecting information • Peer observation • Student feedback • Recording lessons (audio/visual) • Blogging

Blogging 1 • Teacher diary / Blog • http://createinnovateexplore.wordpress.com/2013/05/27/the-creative-process/ “The Creative Process Reflecting on my own practice has led me to consider what it is to be a creative practitioner, and the impact this might have on my learners. I’ve become PowerPoint adverse and in the last few years thought increasing about how and why the classroom activities I choose have had such a positive impact, not only results, but on the aspirations and creativity of my learners. I believe strongly in modelling positive behaviours, which includes not only working hard and resilience, but also more abstract concepts such as creativity, and the importance of play to learning – not matter how old the learner. Having undertaking some research I found a model by Pilskha, (2009) that was presented in a linear fashion, and I have reworked this to reproduce a model that I recognise in terms of trying to produce creative lessons that will foster positive learner characteristics as well as aid higher ordering skills for exams.”

Blogging 2 • Teacher diary / Blog • http://jaffacakesandcoffeebreaks.blogspot.co.uk/ Tuesday, 5 July 2011 Newly Qualified Teacher Today marked an important milestone in my career: I have completed my NQT year and my two years with The Programme. With my portfolio signed off, my final report filed and graduation from The Programme on Friday, I can't quite believe the changes the last year has brought.To be honest, I can't bring myself to read previous blogs. Last year I was miserable but on the mend. I didn't enjoy teaching and I couldn't see myself going back to teaching in September. I'd survived the hardest year of my life, both personally and professionally, and felt knocked down time and time again. Now - well, what a change. This year has seen my career metamorphose from a caterpillar of shit into, not quite a beautiful butterfly but, at least a majestic moth.Yes, school is hard. Teaching is hard. Whoever tells you differently has either never done it or never worked with students who don't want to learn, in an institution with high standards.

How does this link with CPD? • Reflection forms crucial part of CPD • Ensures you are actively involved in your development • Passive observation no longer an option

Exam board training • Teaching others how to use ILT • Curriculum support group meetings • Action research • Attending conferences • Moodle/IT training • Reading articles What counts as CPD? • Watching videos/TV programmes • Become a subject learning coach • Formal training • Online learning (includes forums) • Chairing meetings • Peer observation • Teachmeet • Work • Shadowing • Become an examiner • EQR training Job swap

How do I start? 1. Assess • What do I want to achieve? • What do I need to learn? (Link to lesson obs/appraisal) • How will I learn it? 2. Plan • What activities will help me achieve my aim? • Where can I access these activities? • What preparation do I need to have completed? Assess Plan Reflect Log

Using resources • Ask Geoff! • http://www.ifl.ac.uk/cpd/cpd-guidance-and-resources/ask-geoff/geoffs-answers/keeping-noise-levels-down • TED Talks • http://www.ted.com/talks/tyler_dewitt_hey_science_teachers_make_it_fun.html • Teachmeet • http://teachmeet.pbworks.com/w/page/19975349/FrontPage

How do I start? 3. Reflect (GROW) • Goals – what do I want to achieve? • Reality – What do I need? Why haven’t I done it before? • Options – what are the possibilities? Can others offer suggestions? • Will - how will I apply it in practice? 4. Log - should contain answers to the following: • What professional development activities have I undertaken this year? • Have I reflected on the learning have gained from these activities? • Have the activities and the reflection made a difference to how I teach? • Can I show evidence of what the difference is and the impact it has made to learners, colleagues or the organisation in which I work?

Log it...

So, what are you going to do next? • Discuss with your mentor • Discuss with your line manager (as part of appraisal) • Plan your future • Reflect on your practice

Thank you

Professional Reflection