Reflective Practitioner Stetson University Reflective Practice Reflective Characterized

Reflective Practitioner Stetson University

Reflective Practice • Reflective: Characterized by deep careful thought • Practitioner: somebody who practices a particular profession • Reflective Practitioner: a teacher who uses deep, careful thought to improve instruction

What does that mean? – We believe that teachers are decision-makers. They ask hard questions about conventional practice. – They use continuous reflection on their beliefs and assumptions about teaching and learning make the process of becoming a teacher a “conscious effort”.

What does conscious craft mean ? • Educators who are conscious about their craft reflection-for-action, reflection-in-action, and reflection-on-action. – For-Action suggests you are proactive about your teaching – In-Action suggests you have the ability to reflect while you are teaching – On-action suggests that you analyze the successes and failures of your actions.

Pre-professional • For-action: Involves planning instruction based on the data available. That would be information such as, knowledge of the Sunshine State Standards, developmental needs of the students the lesson is designed for, and when available assessment data. • It also may entail: – – – Reflecting on what your cooperating teacher does Reflecting about how to set up lesson plans Reflect on your management system Reflecting on your educational philosophy Reflecting on the individual needs of your students Reflecting on how educational research may be applied in the classroom

Pre-professional • In-action: This is often difficult for beginning teachers to do. It involves analyzing the rate and amount of knowledge obtained while delivering instruction. The teacher then adjusts his/her teaching based this analysis. • It also may entail: – Checking on comprehension through guided questions and practice – Adjusting pace of lesson – Adjusting class schedule – Reteaching a previously taught lesson

Pre-professional On-action: Involves reflecting on how well the instruction went. Did the students enjoy the lesson? Were they on task and engaged? Did they learn the intended outcomes? How was my pacing, and delivery? What do I need to improve on? It also may entail: • Reflecting on you cooperating teacher’s or university supervisor’s comments • Altering or modifying a lesson before the next class or future reference. • Altering your behavior plan • Looking to literature or research for new or alternative strategies

Professional Level • For-action: Involves planning instruction based on the classroom data. Such as: knowledge of the Sunshine State Standards, developmental needs of the students, informal and formal data such as standardized tests, reading inventories. • It also may entails: – Analyzing classroom, team data and trends – Developing individual plans and modifying lessons to meet the diverse needs of your students – Designing lessons based on best practice and research – Designing “action research” to test new strategies and educational theories in your classroom.

Professional Level • In-action: This involves analyzing the rate and amount of knowledge obtained while delivering instruction and adjusting your teaching based this analysis. • It also may entail – Adjusting schedules – Implementing “action research” – Collecting “action research” data

Professional Level – On-action: Involves reflecting on how well the instruction went and monitoring on-going data. Did the students enjoy the lesson? Were they on task and engaged? Did they learn the intended outcomes? Am I meeting the needs of all the student? Who might benefit from additional instruction or support? – It also may entail: • Reflecting on you a peer’s or supervisor’s comments • Altering or modifying a lesson before the next class or future reference. • Altering your behavior plan • Looking to literature or research for new or alternative strategies • Serve as cooperating teacher • Act as mentor

Expert Level • For-action: Involves planning instruction based on the classroom/school/district data and which is supported by research. (? ? ? ) – Reflecting on how your practice support or verifies current research – Reflect/plan for dissemination of best practice – Participates in district, state or national committees – Becomes a trainer or trainers for best practices

Accomplished Level • In-action: involves analyzing the system in which one works and how teaching practice effects that system – Mentors beginning teachers – Becomes National Board Certified – Develops instructional videos – Writes for publication

Accomplished Level • On-action: Involves reflecting on how well the instruction went and monitoring on-going data. – Publishes training material – Writes for referred journals – Conducts

Reflective Practice…being a life-long learner and reflecting on everything you do.