- 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)?
Thursday, February 3, 2011
Week #1 Discussion Focus (part 1)
Reflective Practice in Action (Chapter 1-4) by Ferrell
Tuesday, February 1, 2011
Notes from class with L. Dorn 1/25/11
Why Reflect?
Reflective Practice in Action - Preview
Theories of reflective models:
Reflective tools
Pg 38 Examples of Reflections
pg 46 Reflection through video and/or audio
pg 54 Group Reflections
Classroom Observations
Cluster Visits
- With reflection, teachers can proactively take control of their own professional lives.
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
Theories of reflective models:
- pg 18-20 -
- anticipatory reflection
- recollective reflection
- interactive reflection
- these all should be part of a coaches craft
Reflective tools
- dialogue journals
- cluster meeting
- What did you do?
- Why did you do?
- Stay away from the how?
Pg 38 Examples of Reflections
pg 46 Reflection through video and/or audio
pg 54 Group Reflections
Classroom Observations
Cluster Visits
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