SORRY! I DON’T REFLECT LIKE THAT Vildan ÇAL, Sabancı University

 

Outline of the Session  Definition of reflective teaching  Types of reflective teaching  Tools for reflection

4c-QRKn0

Frayer Model

Why individual definition?  It is necessary for each teacher to define for themselves the concept of reflective teaching (Farrel, 2007)  The teacher  The students  The parents  The school culture

Types of reflective teaching Reflection in-action Reflection on-action Reflection for-action

Reflection in-action  Teachers take for granted their tacit knowledge  When a new situation/event occur, routines may not work  Teachers use this type of reflection to cope with such situations  They attempt to adjust their instruction to take into account those “unexpected” reactions  Experience teachers can use their repertoire  Novice teachers?

Reflection on-action  Occurs before a lesson, when teachers plan for or think about their lessons  After the instruction when they consider what occured  Metacognitive action

Reflection for action  Reflection for action  Proactive in nature  Guide future action  Desired outcome of both reflection in-action and reflection on-action

“There is no system in these courses. It’s all bits and pieces. Without the grammar you can’t learn the language. I don’t want to clap and sing. I want to learn English.” “You need a teacher to learn English properly- so you can’t learn it by yourself because there is no one to correct you.”

Teachers’ Beliefs  Beliefs about  English  learning  teaching  the program and the curriculum.  language teaching as a profession  …………

Teachers’ evidence from their teaching  talking to students about autonomy and its value (‘I mainly focus on explaining and demonstrating to my students why it is important for them to be autonomous learners’).  getting learners to reflect on their learning (I give them assignments that encourage them to reflect on their goals, needs, progress, weaknesses, values’).  using activities in class which promote autonomy (‘I try to give my students frequent opportunities for independent (student- centred) learning in class, usually in small groups or pairs’).  setting activities out of class which promote autonomy (‘I assign students tasks that require them to use internet sources outside the class time’). Retrieved from “Learner Autonomy: English Language Teachers’ Beliefs and Practices,” Simon Borg, and Saleh Al- Busaidi, ELT Research Paper, British Council, Retrieved with permission.

Workshop idea:  Developing a strategy for promoting learner autonomy  To discuss obstacles to learner autonomy in the institution and ways of responding to them productively; to identify strategies for promoting learner autonomy

METAPHORS WE TEACHY BY

 A metaphor is a characterization of a phenomenon in familiar terms  The metaphors that teachers hold can be used as “an introspective and reflective tool” (Farrell,2007)  A large part of self understanding is the “search for appropriate personal metaphors that make sense of our lives.  Teacher’s roles (teacher as an octopus, teacher as a learning partner, teacher as a manufacturer etc. )  Students  Teaching context  Teaching style  Teaching as a profession  ………

metaphor  ………………… ►  ……………………  ……………………. characteristics of the metaphorHow does it relate to teaching?

“who” is the self that teaches?  When teachers engage in personal self-reflection, they can;  Recall previous experiences for self discovery  Become more aware of who they are as teachers  Become more aware of how they got to where they are at present  Become more aware of what they have accomplished over their career  Decide what is important for them personally and professionally  Become more aware of their thoughts, actions and feelings  Deside where they may want to go in the future both personally and professionally  Share with other teachers a strong sense of personal identity that infuses their work

vildancal epg self-assessment

Reflective teaching entails;  the critical examination of experiences, knowledge and values  understanding of the consequences of one’ teaching  the ability to provide heartfelt justifications for one’s beliefs and actions  a commitment to equality  respect for differences

What we did;  Definition of reflective teaching  Frayer model (essentials, non-essentials, examples, non-examples)  Types of reflective teaching  Reflection in-action/on-action/for-action  Teachers’ beliefs and classroom practices  Belief questionnaire  Metaphors we teach by  Self-reflection  EPG (European Profiling Grid)

Ticket out the door  Thing/s you liked about the workshop  Thing/s you can take home  Thing/s that need/s improvement