Wynne Harlen Susana Borda Carulla Fibonacci European Training Session, March 23 st 2012.

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Presentation transcript:

Wynne Harlen Susana Borda Carulla Fibonacci European Training Session, March 23 st 2012

Agenda The value of self-reflection The role of the tool How to use it When to use it Taking action – how to help?

The value of self-reflection Enables the quality of practice to be judged and targeted action to be taken Requires criteria of quality to be explicit Puts information about what needs to be improved in the hands of the teacher – the person who can take action Removes dependency on external observer so can take account of practice at any time Leads to commitment to make changes.

The role of the IBSE tool To reflect the goals of IBSE To focus attention of the teacher on the key aspects of practice that enable pupils to learn with understanding and through inquiry To alert teachers to experiences that may be missing from pupils’ experience and possible reasons for this To provide a means for teachers to monitor changes they are trying to implement in their teaching

The content of the tool Closely parallel to the CPD provider’s tool Focus on specifically inquiry-related aspects Distinguishes between general good practice (prerequisites for inquiry) and specifically inquiry-based aspects Three sections A : The teacher’s role B : Pupil activities C : Pupils’ record Each item has examples to help clarify its meaning Yes/No/NA decision.

Using the tool Step 1 – get to know it and plan when to use it Step 2 – decide whether to consider all or a sub-set of items Step 3 – decide the session(s) to consider Step 4 – during the session(s) keep notes (if you can) about what you said and did and how the pupils responded Step 5 – as soon as you are alone go back over the session(s) and try to answer the relevant questions.

Taking action Where did you find there was no evidence even though it was part of the plan? (self-reflection takes practice!) Consider what pupils did/didn’t do in relation to what you intended Can you find reasons in what you did/didn’t do? e.g. if 4d is No - was 2e Yes or No? e.g. consider 3a – 3g when looking at their written records? Decide on (focused ) action and repeat (incorporate into normal practice)