A reflective practitioner considers the consequences of educational decisions and constantly refines their teaching to improve student learning. Reflection involves considering what worked and didn't during and after lessons to inform future planning. Key areas for reflection include the learning environment, educational dilemmas that have no single answer, and the decision-making process used. The goal is to foster reflection, not determine answers, and tools like conceptual frameworks can help move between practice, reflection, and improved practice. Students learn best through hands-on activities, visuals, stories and contexts familiar to them. Themes and short attention spans should be considered when planning lessons.

1. Generalities for your
classroom project
To keep in mind!

2. A reflective
practitioner!
A reflective practitioner considers the immediate
and long-term consequences of all educational
decisions with the goal of constant refinement of
the teaching/learning process.

3. A reflective practitioner uses reflection in, on and
for practice
In: during practice, what is working and why
On: after practice, what worked and why
For: before practice, what should work and
why

4. WHAT TO REFLECT ABOUT?
There are three main pieces:
• elements of the learning environment
• essential dilemmas of education
• reflective
decision making process

5. LEARNING ENVIRONMENT
Learner

6. Educational Problems & Dilemmas
-
Problems - clear, if difficult, solutions
-
Dilemmas - values and needs in conflict with
no single best answer

7. Grouping dilemma issues (examples)
•What is important to know?
•Who controls time in class?
• Should schools transmit culture or
•Is it more important to know or to
do?
•Who sets standards in class?
encourage change?
•Personally meaningful or publically
valued?
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•For what are schools (vs the
parents vs the community)
responsible?
•How should resources be
distributed?
•Should childhood be different than
adulthood?

8. Decision-Making Process
What to ask
Philosophical
Mode
Interpretative
Mode
Reflective
Practitioner
Descriptive
Mode
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9. Reflective Practice
Moving steadily from practice to reflection and back to
improve both reflection and practice requires tools – the
conceptual framework is one such tool
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10. Reflective Practice
Each piece (element, essential dilemmas, and decisionmaking process) is designed to foster reflection,
NOT to determine the answer!
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11. Remember!
 Your
classroom project will help you learn
about teaching, things are not going to be
perfect.
 Have
 Good
a plan B
planning will make your project more
outstanding

12. Feedback on proposed activities
1. Recycle language.
2. Teach your topic within a context. (avoid teaching isolated words)
4. Learn from others and from your own experience.
5. Integrate the skills in your lessons.
6. Have real anticipated problems and anticipated solutions.
7. Stages of the lesson: socioconstructivism approach: scaffolding,
modeling, exploring ideas.
8. Consider “Bloom's taxonomy”.

13. 1. Supplement activities
with visuals, realia, and
movement.
As Scott and Ytreberg (1990)
describe, “Their own understanding
comes through hands and eyes and
ears. The physical world is dominant
at all times.”

14. Total Physical Response (TPR) is a method
developed by Dr. James J. Asher, a professor
emeritus of psychology at Sa José State
University, to aid learning second languages.

15. 2. Involve students in
making visuals and
realia.

16. Students draw different characters for a
story or make puppets, masks, play-do
sculptures
Collaborate with the art teacher to make the
visuals you need for you activities.
Students contribute their own toys for the
lesson.

17. 3.
Move from
activity to
activity.

18. Young learners have short attention
spans. For ages 5–7, Keep activities
around 5 and 10 minutes long. For
ages 8–10, keep activities 10 to 15
minutes long.

19. 4.
Teach in
themes.

20. 
A thematic unit, a series of
lessons on the same topic or
subject, can create broader
contexts in which to teach
language, recycle language
from lesson to lesson.

21. 5.
Use stories and
contexts familiar
to students.

22. 



All learners, from babies to grandmothers,
learn better with stories.
Stories are energizers.
Even hard truths can be taught through
stories.
Stories told and read at home and school
both entertain and educate young learners.

23. Writing
reflections

24. 1. Structure your reflection: focus on one idea and
develop the idea. Consider the structure of an essay so
the message can be conveyed more easily.
2. Punctuation: Use capital letters, remember that
punctuation helps the reader read the text fluently.
3. Avoid ambiguity:
4. Don't write long sentences or long paragraphs:
5. Remember that reflections will be handed in to your
advisor, he/she will guide you in the writing of your final
report, so the final
6. Elaborate on citations: make the most out of citations
and authors you include in reflection.