Week #3 - Discussion and Activity

Chapters 8-10 of Ferrall's book - Select one activity to introduce to teachers and implement the activity.  Write a reflective analysis of how the activitiy met the learning goal.  Rate yourself using the rubric.

• (Relate to section 2 of rubric) Prepare and coach teachers in understanding and implementing a reflective activity (dialogue journal, classroom observation, or teaching portfolio) for deepening understanding in a literacy-related area.  Write a reflective analysis of how the activity met the learning goal.

Week #2 - Reading and Discussion

After reading chapters 5, 6, and 7 from Farrell's Reflecting Practices book, choose one of the reflection techniques that you will use in staff development.  Discuss how you plan to use it with your teachers.

Week #1 Discussion Focus (part 2)

Select one of the Reflection Breaks and be prepared to discuss with your cohort group.  What have you learned about yourself as a reflective teacher?

Week #1 Discussion Focus (part 1)

 Reflective Practice in Action (Chapter 1-4) by Ferrell

• What do you think this statement means: "We do not learn as much from experience, as from reflecting on that experience, as from reflecting on that experience" (pg7)?
• "If teachers do not take time to reflect, they can become prone to burnout" (pg8).
• How can you use this information in your work with teachers (e.g. student teachers, mentor teachers, colleagues, paraprofessionals, etc)?

Notes from class with L. Dorn 1/25/11

Why Reflect?

• With reflection, teachers can proactively take control of their own professional lives.

Robert Hargrove - Masterful Coaching - great book to use with coaching

Reflective Practice in Action - Preview

• pg7 - take control of your own actions!
• Self-reflection promotes
• empowered decision-making
• systematic analysis
• keen observation skills
• collaborative attitude
• conceptual knowledge
• Reflective teachers can look back on events and make changes to his/her craft.
• pg 8 - burnout - miserable place - feelings of not having control - devasting
• reflection can help you to put yourself back into control - power - action
• primed for burnout - if feeling out of control
• negative talk - should be cut out!
• pg 9 - burnout - comes from being anxious, bored, overwhelmed...
• pg 13 - 3 phases of reflection

How can this information be shared with teachers?

Theories of reflective models:

• pg 18-20 -
• anticipatory reflection
• recollective reflection
• interactive reflection
• these all should be part of a coaches craft

pg 22 Most educators don't receive beyond the first 2 levels of reflection.

Reflective tools

• dialogue journals
• cluster meeting

Coaches should ask the 2 part question when working with teachers - pg 32 investigate the types of questions you ask:

• What did you do?
• Why did you do?
• Stay away from the how?

Pg 26 Getting Started

Pg 38 Examples of Reflections

pg 46 Reflection through video and/or audio

pg 54 Group Reflections

Classroom Observations

Cluster Visits