Course Overview
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Course Synopsis
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In this course you will gain a comprehensive understanding of reflective practice and its significance in the teaching profession. You will learn what it means to be a reflective teacher characterized by a commitment to continuous improvement and critical selfexamination. The course will introduce various models for implementing reflective practice highlighting frameworks for critical thinking that enhance decisionmaking and problemsolving skills. You will also explore different frameworks for reflection which guide your thinking processes as well as a framework for personal and professional empowerment that emphasizes growth and development. Ultimately this course will equip you with the tools and insights needed to become a reflective practitioner fostering a mindset that encourages lifelong learning and improvement in your teaching practice.
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Course Learning Outcomes
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By the end of the course students will be able to
- describe several models of Reflective Practice
- identify describe and analyse a variety of Models of Reflective Practice as applied in a real setting
- identify describe and analyse a model or framework of Reflective Practice most applicable to the school they are involved with
- develop an ability to reflect deeply and critically to analyse experience and new information and to enhance an understanding of critical thinking
- discuss different measures of Reflective Practice
- identify describe and evaluate categories and examples of the typical measures currently used to assess performance in a school
- discuss the contribution of Critical Thinking theory to the process of teaching and learning for the Reflective Practitioner
- analyse and evaluate own performance from the perspective of good practice
- describe the components and characteristics of a Reflective Practitioner
- analyse the effectiveness efficiency and acceptability of own application of models for Reflective Practice
- use the approach of reflection to integrate new insights with their current understanding of education issues.
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Course Calendar
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Week 01
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1
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What is reflective practice
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2
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Why the interest in reflective practice
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3
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What is to be Gained from Reflective Practice
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4
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Advantages and Drawbacks of Reflective Practices
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5
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Why is Reflective Practice Important
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6
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How can Reflection be used for Practice
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9
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Critiques of Reflective Practice
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10
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Formal and Informal Reflection
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11
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What do Professionals Reflect On?
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13
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Achieving Best Practice
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14
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Implications for Achieving Best Practice
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15
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The Reflection Process
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17
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Topics for Critical Reflection
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18
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Learning from Reflection
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Week 02
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24
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Participatory Methods for Reflection
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Quiz 1
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25
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Foundation Models 1:John Dewey
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26
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Foundation Models (Donald Schon, 1983)
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27
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Foundation Model 3: Kolb's Reflective Cycle (1984)
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28
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Foundation Models 4: Greenaway (1995)
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29
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Foundation Model 5: Roth (1989)
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30
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Foundation Model 7: Peter (1991)
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31
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Critical Model 1: Brookfield’s Critical Lenses
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32
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John's Model for Structured Reflection (2000)
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33
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Rolfe, Freshwater and Jasper (2001): The What Model
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34
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Critical Models 4: Rodgers (2002)
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35
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Critical Models 5: Gore and Zeichner (1991)
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36
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Critical Models 6: Gibbs Reflective Cycle
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Week 03
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37
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Boud's Triangular Representation
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38
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The Atkins and Murphy Model
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39
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John Smyth’s Framework for Reflection on action (1993)
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40
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Agyris and Schon (1978)
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42
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Criticisms of Reflective Practice
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43
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Introduction to Reflective Practice Part 1
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44
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Introduction to Reflective Practice Part 2
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45
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Core Ideas about Thinking Skills
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46
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Critical Thinking Development: A Stage Theory
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47
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Importance of Critical Thinking
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48
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A Schema for Critical Thinking and Reflective Practice
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49
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Bloom’s Taxonomy and Critical Thinking
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50
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Techniques for Critical Thinking
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51
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The 5- Step Model of Critical Thinking
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52
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Halpern’s Framework for Critical Thinking
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53
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Critical Incident Analysis
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54
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Examining Your Personal Filtering System
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Week 04
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55
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Learning Through Conceptual Innovation
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56
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Technical and Conceptual Learning
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60
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Theory in Use or Espoused Theories
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Assignment
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61
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What is Reflective Writing
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62
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A Structure for Reflective Writing
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63
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Vocabulary for Reflective Writing Part 1
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64
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Vocabulary for Reflective Writing Part 2
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65
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Limitations of Self Reflection
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66
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Strategies for Overcoming Barriers
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67
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Professional Competences Part 1
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68
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Professional Competences Part 2
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69
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Professional Competences Part 3
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70
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Professional Competences Part 4
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71
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The Provisional Model Part 1
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72
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The Provisional Model Part 2
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Week 05
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74
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The Professional Development Journal (PDJ) Part 1
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75
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The Professional Development Journal (PDJ) Part 2
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77
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Reflective Action Planning
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78
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Indicators of A Reflective Practitioner
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79
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5-Key Features of Reflection
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80
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Ensuring Reflection Leads to Learning
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83
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Hegarty’s Reflective Framework
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84
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Personal Practical Theory (PPT)
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86
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Developing Professional Identity
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87
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Multiple Intelligence Theory and The Reflective Practitioner Part 1
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88
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Multiple Intelligence Theory and The Reflective Practitioner Part 2
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89
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Multiple Intelligence Theory and The Reflective Practitioner Part 3
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90
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Making Professional Identities Through a Mentor
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Week 06
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91
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How Does Reflective Practitioner Support Professional Practice
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92
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Applying the Conscious Competence Model of Level 1-Unconciously Unskilled
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94
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The Jo-Hari Window (Self Evaluation in Practice)
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95
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Using the Jo-Hari Window
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96
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The Jo-Hari Window in the Team Context
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97
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Theory, Pedagogy and Reflection
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99
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Reflective Practice and Professionalism
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100
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Good Professional Standing
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101
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Personnel Challenges to Effective Reflective Practice
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105
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Analyzing Frames 1: Discovering underlying assumptions and values in frames
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106
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Analyzing frames 2: Discovering assumptions
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107
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Interpolating concepts and ideas
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108
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Promoting reflective practice through inductive action planning
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Quiz 2
Week 07
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109
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The Reframing Matrix 1
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110
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Reframing 2: Professions approach
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112
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Concept based teaching and learning
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113
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Benefit of concept based teaching and learning
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115
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Reframing in four steps
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116
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3-dimensional instruction
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119
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Taxonomy and reflective thought
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121
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Reflective teaching practices: Criticality
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122
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Critical Reflection = Critical Thinking
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123
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Critical reflective enquiry: Critical Philosophy
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125
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Critical analysis 2 (Part One)
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126
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Critical analysis 2 (Part Two)
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Week 08
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128
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Nurturing Relationships
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131
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Modeling and concept innovation
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Mid Term Exam
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133
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Teacher professionalism
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134
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The moral-ethical dimension in Reflective Practice
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135
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Teacher knowledge and inquiry
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136
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Communities of practice (Part One)
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137
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Communities of practice (Part Two)
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139
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Teachers as life-long learners (Part One)
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140
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Teachers as life-long learners (Part Two)
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141
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Competency framework for life-long learning
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142
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Work based learning (Part One)
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143
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Work based learning (Part Two)
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144
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Work based learning (Part Three)
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Week 09
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145
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Introduction to the Socratic Method
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146
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The 4-steps of Socratic Method
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147
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Questions for each step in Socratic Method (Part One)
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148
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Questions for each step in Socratic Method (Part Two)
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149
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Questions for each step in Socratic Method (Part Three)
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150
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Socratic questioning and critical thinking
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152
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Who can we reflect with
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153
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Bloom and professional careers
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154
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The professional development plan (PDP)
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155
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Why be a reflective practitioner
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156
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Ghayle’s process of development
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Graded Discussion Board
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157
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The nature and purpose of professionalism (Part One)
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158
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The nature and purpose of professionalism (Part Two)
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159
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Reflecting on notions of professionalism
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160
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The reflective practitioner: Professional relations with pupils
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161
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The reflective practitioner: Professional relations with colleagues
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162
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The nature and purpose of professionalism: Reflecting on your contribution to the school
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Week 10
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164
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Reflective practice and the stages of team development
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165
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Team cohesiveness and performance, and the reflective practitioner
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167
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Behavior in organizations
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168
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Reflecting on motivation
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170
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Mentoring skills (Part One)
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171
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Mentoring skills (Part Two)
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172
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The skills of dialogue
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174
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Social learning theory: Elements of social cognitive theory
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175
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Dialogue as a self- assessment tool
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176
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Reminder: Dialogue as a self- assessment tool
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177
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Asynchronous discussion: The theory
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178
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Asynchronous discussion: The practice
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180
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The Academic Portfolio
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Week 11
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181
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Teachers collaborating
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182
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Peer observation (Part One)
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183
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Peer observation (Part Two)
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184
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Peer observation (Part Three)
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186
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How do reflective practitioners share learning from lesson study
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187
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Group and peer supervision
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188
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Supervision: What is it
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189
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A Question based approach to supervision: The 7 C’s
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190
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Differentiated supervision: The premises
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191
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Challenges of inter-professional working for reflective Practice: Drivers of Inter professional Learning (IPL) Part One
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192
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Challenges of inter-professional working for reflective Practice: Drivers of Inter professional Learning (IPL) Part Two
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193
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Challenges of inter-professional working for reflective Practice: Effective Inter-professional team working
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194
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Communities of Practice and Inter-professional learning (IPL) Part 1
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195
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Communities of Practice and Inter-professional learning (IPL) Part 2
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196
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The role of the reflective practitioner in Inter-professional learning (IPL)
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197
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What is grounded theory
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198
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Stages in developing a grounded theory (GT) Part 1
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199
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Stages in developing a grounded theory (GT) 2 Part 1
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200
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Stages in developing a grounded theory (GT) 2 Part 2
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201
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Types of Grounded Theory Design Part 1
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202
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Types of Grounded Theory Design Part 2
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Quiz 3
Week 12
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203
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Framework for organizing teachers’ learning and knowledge: Building Practice
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204
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A process for personal theory building Part 1
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205
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A process for personal theory building Part 2
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206
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Using evidence Part 1
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207
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Using evidence Part 2
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208
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Teachers’ Knowledge Management
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209
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Three particular characteristics of action research
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210
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The reflective practitioner engaging in action research
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211
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Reasons to do action research
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212
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The nature of action research
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213
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Action research for continuous improvement
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215
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Appreciative Inquiry: An Introduction
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216
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Appreciative Inquiry: An Introduction (Part 2)
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217
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5-Principles of Appreciative Inquiry
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218
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From Appreciative Inquiry to Transformative Inquiry part 1
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219
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From Appreciative Inquiry to Transformative Inquiry Part 2
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Week 13
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221
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Reflection as rationality
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222
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Dewey and reflective thinking Part 1
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223
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Dewey and reflective thinking Part 2
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224
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Dewey: Routine action and Reflective Action
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225
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Dewey: Phases of reflective thought
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226
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Dewey: Experience, reflection and learning
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227
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Extending the Boud’s model
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228
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Understanding the 3 stages of Boud’s model
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229
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Extension to Boud’s Representation: Issues
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230
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Naming barriers to reflection Part 1
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231
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Naming barriers to reflection Part 2
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232
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Overcoming Barriers to Reflection: Overcoming barriers to oneself
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233
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Revisiting the 6 phases of reflection using Gibbs’ model
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234
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Describing the phases of reflection using Gibbs’ model Part 1
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235
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Describing the phases of reflection using Gibbs’ model Part 2
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236
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Extension to Gibb's Model: Action Plan
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237
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Using Gibb’s cycle for deeper reflection
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238
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Trans-disciplinary skills in Gibbs’ model
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Quiz 4
Week 14
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239
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Describing the stages of structured reflection Part 1
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240
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Reflecting on the cue questions Part 1
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241
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Using John’s model Part 1
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242
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Using John’s model: Looking in - Thoughts and Emotions Part 1
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243
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Using the John’s Model: Considering the Cue Part 1
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244
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John’s model: Writing reflexively and writing reflectively Part 1
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245
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Describing the stages of structured reflection Part 2
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246
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Reflecting on the cue questions Part 2
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247
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Using John’s model Part 2
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248
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Using John’s model: Looking in - Thoughts and Emotions Part 2
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249
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Using the John’s Model: Considering the Cue Part 2
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250
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John’s model: Writing reflexively and writing reflectively Part 2
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251
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Introduction: Taking Reflective Practice Forward
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252
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Professional practice
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253
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A clean approach to reflective practitioner
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255
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Self-directed learning Part 1
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256
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Self-directed learning Part 2
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Week 15
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257
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3-Dimension of Critical Thinking
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258
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Conceptualizing higher order thinking
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259
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Reflective Practice and higher order thinking
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260
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Assumptions of teaching
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261
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21st teaching assumptions
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263
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The future of reflective practice: An Introduction
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264
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Perspectives of Reflective Practice in the new professional environment Part 1
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265
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Perspectives of Reflective Practice in the new professional environment Part 2
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266
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Evolution of Reflective Practice: Traditional Skills
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267
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Evolution of Reflective Practice: New Teaching Skills
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Final Term Exam
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