ASCD12 presentation on how to help preservice teachers reflect at deep levels and make reflection a habit.

1. The Power of
Reflection for Pre-
service Teachers
(and the rest of us)
8:30-9:30 am

2. Dr. Lois Groth
Teacher Educator
Jennifer Orr
Teacher

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From the Library of Congress

6. From ShashiBellamkonda’s flickr stream

7. …affords teachers conscious,
deliberate insight to bring
about learning and
encourages them to become
students of their own
teaching. (Dewey, 1933)

8. …helps to focus on the
relationship between
theory and practice.
(Wegner, 2005)

9. …helps make meaning out of
content applied in a specific
practice situation and better
understand the complexity of
how one acts and might act in
a future situation. (Stein,
2000)

10. …facilitates introspective
learning from values, beliefs,
knowledge, and experiences
that contribute to
perspectives of one’s self,
other people, the world.
(Shandomo, 2010)

11. Necessary for reflective practice –
rather than rely on the authority of
others, their own impulse, or
unexamined previous practice,
teachers must continually examine
and evaluate their attitudes,
practices, effectiveness, and
accomplishments. (Shandomo, 2010)

12. From Paul Keller’s flickr stream From LifeSupercharger’s flickr stream

13. From JanetR3’s flickr stream

14. Reflection on action
Reflection in action
Reflection for action
Schon, 1987

15. From abardwell’s flickr stream

16. reflection is an active, persistent,
and careful consideration of any
belief or supposed form of
knowledge in light of the
grounds supporting it and future
conclusions to which it tends
(Dewey, 1933)

17. reflection blends learning
through experience with
theoretical and technical
learning to form new knowledge
constructions and new behaviors
or insights
(Stein, 2000)

18. reflection is an educational
imagination that allows candidates to
look at themselves and their situations
with new eyes, and in the process,
become conscious of the multiple ways
they can interpret, critique, challenge,
confront, and reconstruct teaching
(Ajayi, 2011)

19. From Chris Hertel’s flickr stream

20. The end result of critical
reflection for the individual is
cognitive change.
(Yost, Sentner, Forlenza-Bailey,
2000)

21. Technical reflection is
concerned with the technical
application of knowledge to
achieve certain ends which
themselves are not open to
criticism or modification.

22. Practical reflection allows for
open examination of means and
also goals, the assumptions upon
which these are based, and the
actual outcomes.

23. Critical reflection includes emphases
from the previous two levels, and calls for
considerations involving moral and ethical
criteria, making judgments about whether
professional activity is equitable, just and
respectful of persons or not. It locates any
analysis of personal action within wider
sociohistorical and politico-cultural
contexts.

24. Task Description When Technical Practical Critical
Vision Statement Literacy class assignment Preceding internship
Targeted Observe mentor teacher Preceding and start of
Observations focusing on management, internship
differentiation, assessment
Seminars Twice a month Preceding and start of
internship
Biweekly Reports Summarize teaching activities Throughout internship
Oral Reflections Conversation with Clinical Throughout internship
with Observers Faculty (mentor teacher)
and/or University Facilitator
(supervisor)
Written Reflections Reflect after teaching Throughout program
on Implemented
Lessons
Share seminar Critical incident presentation Culmination of
internship

25. • Supervised practical experiences to serve
as a foundation for reflection
• Personally meaningful knowledge base
in pedagogy, theories of learning, social,
political, and historical foundations to
which they can connect their
experiences.
(Yost, 2000)

26. Vision
Theory Critical
Reflection Practice

27. Targeted Observations: Share Seminar: Peer
How can the prompts be Video Analysis
modified to foster What questions are most
increased critical likely to prompt critical
reflection? reflection?
Mentoring Styles: Mentors as Models:
What questions and/or What are the best ways to
prompts will help encourage/support
mentors move up the mentors in modeling their
framework into more use of these questions for
inquiry and reflecting? their interns?

28. introspection that is not
undertaken in isolation

29. Constructivist
methods that Vision
combine theory
with practice and
challenge the Critical
entering Theory Reflection Practice
dispositions of
preservice teachers
WORK.

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From the Library of Congress

31. http://emdffi.blogspot.com/p/
power-of-reflection.html
From Woodleywonderwork’s flickr stream