Reflective Teaching Presenter Marife D Balaba SEPSHRD Reflective

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Reflective Teaching Presenter: Marife D. Balaba SEPS-HRD

Reflective Teaching Presenter: Marife D. Balaba SEPS-HRD

Reflective teaching n n Is a non-linear approach to creating an effective and appropriate

Reflective teaching n n Is a non-linear approach to creating an effective and appropriate environment Based on ecology of particular environment (children, school facility, school location, class size etc)

What is a Reflective Teacher? n think over their teaching practices, analyze how something

What is a Reflective Teacher? n think over their teaching practices, analyze how something was taught and how the practice might be improved or changed for better learning outcomes.

Defining Reflective/Invariant Teacher A Reflective Teacher One who can design and implement an effective

Defining Reflective/Invariant Teacher A Reflective Teacher One who can design and implement an effective educational program by adapting his or her teaching skills and techniques to the specific school situation. An Invariant Teacher One who uses one approach in all teaching situations regardless of the class/school characteristics.

Comparison of Reflective/Invariant Teaching Variable The Reflective Teacher The Invariant Teacher Planning Adjust lesson

Comparison of Reflective/Invariant Teaching Variable The Reflective Teacher The Invariant Teacher Planning Adjust lesson plans to differences between classes and children Use the same plan for each grade/class Progression within and between lessons Base progression on such factors as students’ (1) rate and extent of improvement; (2) physical skill needs; (3) interest in a particular topic or activity Base progression on such factors as (1) week units; (2) amount of material to be covered in a quarter or year; (3) a predetermined formula for progression

Comparison of Reflective/Invariant Teaching (cont) Variable Methodology Curriculum The Reflective Teacher The Invariant Teacher

Comparison of Reflective/Invariant Teaching (cont) Variable Methodology Curriculum The Reflective Teacher The Invariant Teacher Vary the methodology according to such factors as (1) kinds of children in the class; (2) purpose of the lesson; (3) ability of the children to accept responsibility Employ the same methodology with all classes and hope that the children will eventually fulfill the teacher’s expectations Design curriculum for each unique class of children after examining the children to determine their abilities and needs Use predetermined curricular content without considering such factors as children’s ability, community influences, or children’s interests

Comparison of Reflective/Invariant Teaching (cont) Variable The Reflective Teacher The Invariant Teacher Equipment and

Comparison of Reflective/Invariant Teaching (cont) Variable The Reflective Teacher The Invariant Teacher Equipment and facilities Modify activities and Teach activities and lessons to available lessons that use equipment and facilities available equipment and facilities Discipline Attempt to understand management problems and then seek the causes, modifying teaching procedure accordingly Assume that the children are misbehaving and resort to punitive measures to modify individual and class behavior

Comparison of Reflective/Invariant Teaching (cont) Variable The Reflective Teacher The Invariant Teacher Assessment Regularly

Comparison of Reflective/Invariant Teaching (cont) Variable The Reflective Teacher The Invariant Teacher Assessment Regularly assess the children and also seek constructive criticism about their teaching from children and colleagues Assess sporadically and often base assessment on whether children liked the lesson, how long they remained interested, and how well they behaved