Reflective Teaching

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Reflective Teaching:

It is a strategy that stimulates students to use experiences to discover learning for themselves. Their discoveries may lead to knowledge, understandings, skills, and attitudes. They may discover how to solve problems, answer questions; draw conclusions and take responsibility for their own learning. These strategies reflect a philosophy of education that views the learner as a source of knowledge rather than a blank slate upon which the teacher inscribes information.

Expanding Experiences and Participation

 Reflective teaching strategies require students to recognize what they know and think about, and to process new information and ideas independently. It will be important to assure that your learners have experiences from which they can process information and ideas. And it will be important to provide some practice in the participation required for their role.

1.       ACTIVE PARTICIPATION

•        This strategy is used to promote overt participation by students.

•        It involves behavior such as writing, identifying, and responding with gestures.

2.      BRAINSTORMING

•        is a group creativity technique by which a group tries to find a solution for a specific problem by gathering a list of ideas spontaneously contributed by its members.

3.      MAPPING

•        This activity provides a visual image for learners as they think about and build relationships between ideas.

Content:

            The content of reflective teaching strategies is universal across the curriculum. Students will be developing inductive and critical thinking as well as problem solving.

1.       INDUCTIVE THINKING

•        requires to provide students with a series of related examples or experiences and supporting them emotionally and intellectually to discover the rules, principles or generalization.

2.      DRAWING INFERENCES FROM EXPERIENCE

Inferring involves many skills:

•        asking questions

•        collecting and analyzing evidence

•        making connections between prior knowledge and new information

•        making predictions

•        making informed decisions

•        drawing conclusions

3.      CRITICAL THINKING

•        is a process for determining the value of an idea, a concept, a solution or information.

4.     PROBLEM SOLVING

•        Problem-solving is a mental process that involves discovering, analyzing and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue .

REPORTED BY:

SANTOS, CARMELA JANE R.

IV-7 BEED

Who are reflective Teachers?

What are their characteristics?

Reflective Teachers

•      Are expert teachers and they demonstrating their expertise in myriad ways.

According to Jackson (1986)

•      Expert teachers can spot an inattentive student a mile off.

•      Reflective teachers willingly embrace their decision making responsibilities and they regularly reflect on the consequences of their actions

The 3 key characteristics of reflective practice

Ethnic of caring

•      Confirmation

•      Dialogue

•      Cooperative practice

Constructivist approach to teaching

•      Constructivists believe that students are active participants rather than passive recipients during the learning process.

•      Teacher serves as the facilitator of the class.

Artistic Problem Solving

•      They seek ways to make their students’ learning meaningful.

Reported by Ivie M. Bagunu

IV- 7 BEEd

Reflective Teaching and the Learners

Reflective Teaching

·         Is A learner-centered strategy

·         Has a CLIMATE OF TRUST

Ø  The teacher encourages diverse opinion

Ø  The teacher avoids discrimination on religion, culture, gender and ethnic groups

·         Has CONSTRUCTIVISM in the Classroom

Ø  Students construct concepts on their own schema or words through various interactions

Ø  Teachers value student’s point of view e.g we can use the phrases “that’s her point, any other point?” or “how about his point”?)

Ø  Using higher order thinking skills

Ø  Uses reflection from past experiences

Ø  Good art of questioning to be processed by teacher

Ø  Valuing student’s thinking and perspective

Ø  Gives opportunity to see some of their inner thoughts

Ø  Getting close to their perspective

·         LEARNERS are CONTRIBUTORS

·         LEARNERS as SHAREHOLDERS

Ø  When you plan your instructions, students’s idea provide valuable information about previous learning

·         LEARNERS ARE  IDEA GENERATOR

·         LEARNERS AS DISCOVERER

Reported by:

Alma V. Reynaldo

IV- BEEd