Instructor
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Mr. Steve Ryan
PhD (current, part-time) Research focus: Teacher CPD in Pakistan
University of Birmingham, United Kingdom
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1 What is Reflective Practice?
2 Why the Interest in Reflective Practice?
3 What is to be Gained from Reflective Practice?
4 Advantages and Drawbacks of Reflective Practice
5 Why is Reflective Practice Important?
6 How can Reflection be Used for Practice?
7 Definitions of RP
8 Types of Reflection
9 Critiques of Reflective Practice
10 Formal and Informal Reflection
11 What do Professional Reflect on?
12 Assumptions
13 Achieving Best Practice
14 Implications for Achieving Best Practice
15 The Reflection Process
16 Reflexivity
17 Topics for Critical Reflection
18 Learning form Reflection
19 Methods of Reflection
20 Levels of Reflecting
21 Guided Reflection
22 Action Research
23 The Critical Friend
24 Participatory Methods for Reflection
25 Foundation Models 1: John Dewey
26 Foundation Models 2: Donald Schon (1983)
27 Foundation Models 3: Kolb’s Reflective Cycle (1984)
28 Foundation Models 4: Greenway’s 3-Stage Model (1995)
29 Foundation Models 5: Roth (1989)
30 Foundation Models 7: Peters (1991)
31 Critical Models 1: Brookfield’s Critical Lenses
32 Critical Models 2: John Model for Structured Reflection (2000)
33 Critical Models 3: Rolfe, Freshwater and Jasper (2001) -The ‘What’ Model
34 Critical Models 4: Rodgers (2002)
35 Critical Models 5: Gore and Zeichner (1991)
36 Critical Models 6: Gibbs Reflective Cycle (1988)
37 From Theory to Practice: Boud’s Triangular Representation
38 From Theory to Practice: the Atkins and Murphy Model
39 From Theory to Practice: John Smyth’s Framework for Reflection on Action (1993)
40 From Theory to Practice: Agyris and Schon 1978
41 From Theory to Practice: Mezirow (2000)
42 Criticisms of Reflective Practice
43 What is Critical Reflection? (Part 1)
44 What is Critical Reflection? (Part 2)
45 Core Ideas about Thinking Skills
46 Critical Thinking Development: A Stage Theory
47 Importance of Critical Thinking
48 A Scheme for Critical Thinking and RP
49 Bloom’s Taxonomy and Critical Thinking
50 Techniques for Critical Thinking
51 The 5-Step Model of Critical Thinking
52 Halpern’s Framework for CT
53 Critical Incident Analysis
54 Examining Your Personal Filtering System
55 Conceptual Learning: Learning through Conceptual Innovation
56 Technical and Conceptual Learning
57 Conceptual Learning: Concepts and Frames
58 Conceptual Learning: New Realities
59 Conceptual Learning: Paradigm Shift
60 Conceptual Learning: Theories-in-Use or Espoused Theories?
61 What is Reflective Writing?
62 A Structure for Reflective writing
63 Vocabulary for Reflective Writing Part 1
64 Vocabulary for Reflective Writing Part 2
65 Reflective Writing: Limitations of self-Reflection
66 Reflective Writing: Strategies for Overcoming Barriers
67 Developing Competences: Professional Competences Part 1
68 Developing Competences: Professional
Competences Part 2
69 Developing Competences: Professional Competences Part 3
70 Developing Competences: Professional Competences Part 4
71 Developing Competences: Provisional Model Part1
72 Developing Competences: The Provisional Model Part 2
73 Reflecting Effectively
74 Reflecting Effectively: The Professional Development Journal (PDJ) Part 1
75 Reflecting Effectively: The Professional Development Journal (PDJ) Part 2
76 Reflecting Effectively: Critical Incidents
77 Reflective Action Planning
78 Indicators of a Reflective Practitioner
79 5-Key Features of Reflection
80 Ensuring Reflection Leads to Learning
81 Tools for Reflection
82 Social Criticality
83 Hegarty's Reflective Framework
84 Personal Practice Theory (PPT).
85 Understanding Self and Others: Professional Identity
86 Understanding Self and Others: Developing Professional Identity
87 Understanding Self and Others: Multiple Intelligence Theory and the Reflective Practitioner Part 1
88 Understanding Self and Others: Multiple Intelligence Theory and the Reflective Practitioner Part 2
89 Understanding Self and Others: Multiple Intelligence Theory and the Reflective Practitioner Part 3
90 Understanding Self and Others: Making Professional Identities through a Mentor
91 The Importance of Self-Awareness: How does RP support Professional Practice
92 The Importance of Self-Awareness: Applying the Competence Model Level 1- Unconsciously Unskilled
93 The Importance of Self-Awareness: Learning to Learn
94 The Importance of Self-Awareness: The Jo-Hori window (Self-Evaluation in Practice)
95 The Importance of Self-Awareness: Using the Jo-Hori window
96 The Importance of Self-Awareness: The Jo-Hori window in the Team Context
97 From Theory to Practice: Theory, Pedagogy and Reflection
98 From Theory to Practice: Application
99 From Theory to Practice: RP and Professionalism
100 From Theory to Practice: Good Professional Standing
101 From Theory to Practice: Personal Challenges to Effective Reflective Practice
102 From Theory to Practice: Questioning
103 Frames, Perceptions and Interpretation: Frames 1
104 Frames, Perceptions and Interpretation: Frames 2
105 Analyzing Frames 1: Discovering Underlying Assumptions and Values in Frames
106 Analyzing Frames 2: Discovering Assumptions
107 Interpolating Concepts and Ideas
108 Promoting RP through Inductive Action Planning
109 Reframing for Resolving Difficult Controversies: The Reframing Matrix 1
110 Reframing 2: The Professions Approach
111 Reframing for Resolving Difficult Controversies: Problem Statements
112 Reframing for Resolving Difficult Controversies: Concept-Based Teaching and learning
113 Reframing for Resolving Difficult Controversies: Benefits of Concept-Based Teaching and learning
114 Reframing for Resolving Difficult Controversies: Pedagogical Shifts
115 Reframing for Strategic Creativity: Reframing in Four Steps
116 Reframing for Strategic Creativity: 3-Dimensional Instruction
117 Reframing for Strategic Creativity: Conceptual Learning
118 Reframing for Strategic Creativity: Epistemic Stances
119 Reframing for Strategic Creativity: Taxonomy of Reflective Thought
120 Reframing for Strategic Creativity: The Ripples Model
121 Reflective Teaching Practices: Criticality
122 Reflective Teaching Practices: Criticality Critical Reflection= Critical Thinking
123 Critical Reflective Enquiry: Critical Philosophy
124 Critical Analysis
125 Critical Analysis 2 (Part 1)
126 Critical Analysis 2 (Part 2)
127 Way of Knowledge Generation: Experimentation
128 Way of Knowledge Generation: Nurturing Relationships
129 Way of Knowledge Generation: Scientific Method
130 Way of Knowledge Generation: Cycle SECI
131 Way of Knowledge Generation: Modelling and Conceptual Innovation
132 Way of Knowledge Generation: Design
133 Theories, Knowledge and Practice: Teacher Professionalism
134 Theories, Knowledge and Practice: The Moral-Ethical Dimension in RP
135 Theories, Knowledge and Practice: Teacher Knowledge and Enquiry
136 Theories, Knowledge and Practice: Communities of Practice (Part 1)
137 Theories, Knowledge and Practice: Communities of Practice (Part 2)
138 Theories, Knowledge and Practice: Practice Episodes
139 Reflecting and Connecting with Life-long Learning: Teacher as Lifelong Learners (Part 1)
140 Reflecting and Connecting with Life-long Learning: Teacher as Lifelong Learners (Part 2)
141 Reflecting and Connecting with Life-long Learning: Competency Framework for Lifelong Learning
142 Reflecting and Connecting with Life-long Learning: Work-based Learning (Part1)
143 Reflecting and Connecting with Life-long Learning: Work-based Learning (Part2)
144 Reflecting and Connecting with Life-long Learning: Work-based Learning (Part3)
145 RP and the Socratic Method
146 RP and the Socratic Method: The 4 Steps of the Socratic Method
147 RP and the Socratic Method: Questions for Each Steps in the Socratic Method (Part 1)
148 RP and the Socratic Method: Questions for Each Steps in the Socratic Method (Part 2)
149 RP and the Socratic Method: Questions for Each Steps in the Socratic Method (Part 3)
150 RP and the Socratic Method: Socratic Questioning and Critical Thinking
151 The Practice of Reflection: How to be Reflective
152 The Practice of Reflection: Who Can We Reflect With?
153 The Practice of Reflection: Bloom and Professional Careers
154 The Practice of Reflection: The Professional Development Plan (PDP)
155 The Practice of Reflection: Why Be a Reflective Practitioner?
156 The Practice of Reflection: Ghayle’s Process of Development
157 Reflection on Professional Roles: The Nature and Purpose of Professionalism (Part 1)
158 Reflection on Professional Roles: The Nature and Purpose of Professionalism (Part 2)
159 Reflection on Professional Roles: Reflecting on Notions of Professionalism
160 Reflection on Professional Roles: The Reflective Practitioner-Professional Relations with Pupils
161 Reflection on Professional Roles: The Reflective Practitioner-Professional Relations with Colleagues
162 Reflection on Professional Roles: The Nature and Purpose of Professionalism: Reflecting on your Contribution to the School)
163 The Impact of Organizational Dynamics: What are teams
164 The Impact of Organizational Dynamics: RP and the Stages of Team Development
165 The Impact of Organizational Dynamics: Team Cohesiveness and Performance and the Reflective Practitioner
166 The Impact of Organizational Dynamics: Task Interdependence
167 The Impact of Organizational Dynamics: Behavior in Organizations
168 The Impact of Organizational Dynamics: Reflecting on Motivation
169 Models and Mentors: Peer Mentoring
170 Models and Mentors: Mentoring Skills (Part 1)
171 Models and Mentors: Mentoring Skills (Part 2)
172 Models and Mentors: The Skills of Dialogue
173 Models and Mentors: Situated Learning
174 Models and Mentors: Social Learning Theory: Elements of Social Cognitive Theory
175 The Dialogue Process in RP: Dialogue as a Self-Assessment Tool
176 Reminder: Dialogue as a Self-Assessment Tool
177 The Dialogue Process in RP: Asynchronous Discussion- The Theory
178 The Dialogue Process in RP: Asynchronous Discussion- The Practice
179 The Dialogue Process in RP: Dialogue Diaries
180 The Dialogue Process in RP: The Academic Portfolio
181 Collaborative Observation and Feedback: Teacher collaborating
182 Collaborative Observation and Feedback: Peer Observation (Part 1)
183 Collaborative Observation and Feedback: Peer Observation (Part 2)
184 Collaborative Observation and Feedback: Peer Observation (Part 3)
185 Collaborative Observation and Feedback: What is Lesson Study
186 Collaborative Observation and Feedback: How do RPs Share Learning form Lesson Study
187 Collaborative Observation and Feedback: Group and Peer Supervision
188 Collaborative Observation and Feedback: Supervision: What Is It?
189 Collaborative Observation and Feedback: A Question -Based Approach to Supervision: The 7C’s
190 Collaborative Observation and Feedback: Differentiated Supervision: The Premises
191 Collaborative Observation and Feedback: Challenges of Inter-Professional Working for Reflective Practice: Drivers of Inter-Professional Learning
192 Collaborative Observation and Feedback: Challenges of Inter-Professional Working for Reflective Practice: Principles of Inter-Professional Learning (IPL)
193 Challenges of Inter-Professional Working for Reflective Practice: Effective Inter-Professional Team-Working
194 Collaborative Observation and Feedback: Communities of Practice and IPL (Part 1)
195 Collaborative Observation and Feedback: Communities of Practice and IPL (Part 2)
196 Collaborative Observation and Feedback: The Role of the Reflective Practitioner in IPL
197 What is Grounded Theory?
198 Grounded Theory: Stages in Developing a Grounded Theory (GT) 1
199 Grounded Theory: Stages in Developing a Grounded Theory (GT) 2
200 Grounded Theory
201 Types of Grounded Theory Design
202 Types of Grounded Theory Design: Criteria for Evaluating Grounded Theory
203 Building Theory from and For Practice: Framework for Organizing Teachers’ Learning and Knowledge: Building Practice
204 Building Theory from and For Practice: A Process for Personal Theory Building (Part 1)
205 Building Theory from and For Practice: A Process for Personal Theory Building (Part 2)
206 Building Theory from and For Practice: Using Evidence 1
207 Building Theory from and For Practice: Using Evidence 2
208 Building Theory from and For Practice: Teacher’s Knowledge Management
209 Action Research: Three Particular characteristic of Action Research
210 Action Research: The Reflective Practitioner Engaging in Action Research
211 Reason to do Action Research
212 The Nature of Action Research
213 Action Research for Continuous Improvement
214 Action Research: Gathering Data
215 Appreciative Inquiry: An Introduction
216 Appreciative Inquiry: An Introduction
217 Appreciative Inquiry: 5 Principle of AI
218 Appreciative Inquiry: From AI to Transformative Inquiry (Part 1)
219 Appreciative Inquiry: From AI to Transformative Inquiry (Part 2)
220 Appreciative Inquiry: The 5-I Approach
221 Extension to Dewey’s Work: Reflection as Rationality
222 Dewey and Reflective Thinking (Part 1)
223 Dewey and Reflective Thinking (Part 2)
224 Dewey: Routine Action and Reflective Action
225 Dewey: Phases of Reflective Thought
226 Dewey: Experience, Reflection and Learning
227 Extension to Boud’s Representation
228 Extension to Boud’s Representation: Understanding the three Stages of Boud’s Model
229 Extension to Boud’s Representation-Issues
230 Extension to Boud’s Representation-Naming Barriers to Reflection (Part 1)
231 Extension to Boud’s Representation-Naming Barriers to Reflection (Part 2)
232 Overcoming Barriers to Reflection: Overcoming Barriers by Oneself
233 Extension to Gibb’s Model: Revisiting the six Phases of Reflection Using Gibb’s Model
234 Extension to Gibb’s Model: Describing the Phases of Reflection Using Gibb’s Model (Part 1)
235 Extension to Gibb’s Model: Describing the Phases of Reflection Using Gibb’s Model (Part 2)
236 Extension to Gibb’s Model: Action Plan
237 Extension to Gibb’s Model: Using Gibb’s Reflective Cycle for Deeper Reflection
238 Trans-disciplinary Skills in Gibbs’ Model
239 Extension to John’s Model of Structured Reflection: Describing the Stages of Structured Reflection (Part 1)
240 Extension to John’s Model of Structured Reflection: Reflecting on Cue Questions (Part 1)
241 Extension to John’s Model of Structured Reflection: Using John’s Model (Part 1)
242 Using John’s Model Looking in- Thoughts and Emotions (Part 1)
243 Using John’s Model: Considering the Cue (Part 1)
244 Using John’s Model: Writing Reflexively and Writing Reflectively (Part 1)
245 Extension to John’s Model of Structured Reflection: Describing the Stages of Structured Reflection (Part 2)
246 Extension to John’s Model of Structured Reflection: Reflecting on Cue Questions (Part 2)
247 Extension to John’s Model of Structured Reflection: Using John’s Model (Part 2)
248 Using John’s Model Looking in- Thoughts and Emotions (Part 2)
249 Using John’s Model: Considering the Cue (Part 2)
250 Using John’s Model: Writing Reflexively and Writing Reflectively (Part 2)
251 Taking Reflective Practice Forward: Introduction
252 Taking Reflective Practice Forward: Professional Practice
253 Taking Reflective Practice Forward: A Clean Approach to Reflective Practitioner
254 Taking Reflective Practice Forward: Comparing Models
255 Taking Reflective Practice Forward: Self-Directed Learning -What is it?
256 Taking Reflective Practice Forward: Self-Directed Learning 2
257 Higher Order Thinking for a Unified Curriculum, Instruction and Learning: Three Dimensions of Critical Thinking
258 Higher Order Thinking for a Unified Curriculum, Instruction and Learning: Conceptualizing Higher Order-Thinking
259 Higher Order Thinking for a Unified Curriculum, Instruction and Learning: Reflective Practice and Higher-order Thinking
260 Higher Order Thinking for a Unified Curriculum, Instruction and Learning: Assumptions of Teaching
261 Higher Order Thinking for a Unified Curriculum, Instruction and Learning: 21st Teaching Assumptions
262 Higher Order Thinking for a Unified Curriculum, Instruction and Learning: The Paradigm Shift
263 The Future of Reflective Practice: An Introduction
264 The Future of Reflective Practice: Perspective of RP in the New Professional Environment
265 The Future of Reflective Practice: New Ways for Collaborating in Professional Work are Emerging
266 Reflective Practice Will Evolve Continually: Traditional Teaching Skills
267 Reflective Practice Will Evolve Continually: New Teaching Skills
268 Reflective Practice Will Evolve Continually: Better Teaching
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