1. LLQT2503 January 2012 John Keenan j.keenan@worc.ac.uk

2. Today 1.Reflection 2.Progression 3.ICT 4.Assignment 5.Admin inc Portfolio

3. Critical Dialogic Reflection

4. WHY WE NEED TO LEARN TO REFLECT 1.We don’t know ourselves fully 2.We see only part of the picture 3.We blame ourselves for events out of our control

5. What is in reflection?

6. Draw a square, a circle, a triangle and a snake anywhere on this page 1.We don’t know ourselves fully

7. 1.Beach 2.Sea 3.What you wore 4.Right 5.Left 6.Box 7.Cup 8.Darkness 1.We don’t know ourselves fully

8. open blind hidden unknown ask tell Johari Window 1.We don’t know ourselves fully

9. 2 Gorillas Not 2. We only see part of the picture

10. The Choosing We were first equal Mary and I with the same coloured ribbons in mouse-coloured hair, and with equal shyness we curtseyed to the lady councillor for copies of Collins’s Children Classics. First equal, equally proud. Best friends too Mary and I a common bond in being cleverest(equal) in our small school’s small class. I remember the competition for top desk or to read aloud the lesson at school service. And my terrible fear of her superiority at sums. I remember the housing scheme Where we both stayed. The same house, different homes, where the choices were made. I don’t know exactly why they moved, but anyway they went. Something about a three-apartment and a cheaper rent. But from the top deck of the high school bus I’d glimpse among the others on the corner Mary’s father, mufflered, contrasting strangely with the elegant greyhounds by his side. He didn’t believe in high school education, especially for girls, or in forking out for uniforms. Ten years later on a Saturday- I am coming home from the library- sitting near me on the bus, Mary with a husband who is tall, curly haired, has eyes for no one else but Mary. Her arms are round the full-shaped vase that is her body. Oh, you can see where the attraction lies in Mary’s life- not that I envy her, really. And I am coming from the library with my arms full of books. I think of the prizes that were ours for the taking and wonder when the choices got made we don’t remember making. Liz Lochhead 3. We blame ourselves for things out of our control

11. Theory Behind Reflection John Dewey – the legitimacy of ‘I’ Jurgen Habermas – interpretation, acting David Kolb – experiential learning Reflection Theorists Jenny Moon Hatton and Smith What is reflection?

12. Descriptive writing Descriptive reflection Dialogic reflection Critical dialogic reflection

13. 2. Grading reflection 1. Descriptive writing: what happened 2, Descriptive Reflection: consideration of what happened 3. Dialogic Reflection: self and role, qualities of judgements, alternative explanations of events. Is analytical, integrative, links factors and perspectives Deliberative, cognitive, narrative, weighing competing claims and viewpoints, and then exploring alternative solutions 4. Critical Reflection dialogic plus contextual awareness social reconstructionist, Hatton and Smith 1995

15. GP

16. What is in critical dialogic reflection? Why is reflection necessary?

17. considers what happened analyses the qualities of judgements gives alternative explanations of events weighs competing claims and viewpoints explores alternative solutions has contextual awareness critiques management justifies position

18. shows awareness that others may not be reflective practitioners Has a clear purpose of progression compares strengths and weaknesses of others to self accepts dishonesty bargains between ideals and realistic expectation happens only when the practitioner enters a ‘personal zone’ analyses events integrates theory and events

19. Choose a situation at work which made you feel bad

20. Put your name on the paper and make a shape or shapes out of clay that describe(s) how you feel about the situation

21. Shape analysis

22. Reflexive practice involves thinking more critically about themselves, their assumptions, actions, and situations they encounter; to see multiple interpretations and constructions of reality (Cunliffe, 2004 pp 407-426) http://www.eten-online.org/img/publications/ETEN%2017%20proceedings.pdf#page=135

23. Journey

24. Change

25. Thankyou for voting change back inchange

26. shark

27. A belief is an idea you no longer question Thomas (2004) Thomas (2004) )

28. The term Belief generally refers to acceptance of a proposition for which there is no conventional knowledge, one that is not demonstrable, and for which there is accepted disagreement (Woods 1996: 195)

29. Teachers’ beliefs about learning will affect everything they do in the classroom … deep-rooted beliefs... will pervade their classroom actions more than a particular methodology they are told to adopt or course-book they follow. Williams and Burden 1997: 57 http://www.prodait.org/resources/cr_on_teaching.pdf

30. Belief ‘I set homework and the students don’t do it’ QUESTION IT: all pupils? Which ones? Value to some? Feelings of failure if not imposed? Authority challenged? Reframed If I set homework I feel like a failure Underlying fears

31. What beliefs may underlie your feelings about the situation? Roger/Hugh Belief – fear of older males? Sophie Belief – nobody likes her

32. For Brookfield, critical reflection is important for some of the following reasons: 1. to increase the probability that teachers will take informed actions – those that can be explained and justified to self and others; 2. to enable teachers to provide a rationale behind their practice which can be crucial to establishing credibility with student; 3. to avoid self-laceration - believing that the teacher is to blame if students are not learning; 4. to ground teachers emotionally; 5. to enliven the classroom by making it challenging, interesting and stimulating for students; 6. to increase democratic trust as a result of the examples and modeling conveyed by the teacher, thereby allowing students to learn democratic behavior and a moral tone.

33. US STUDENTS COLLEAGUES THEORY Brookfield (1995)

34. Self talk the component of emotional intelligence that frees us from being a prisoner of our own feelings. Goleman (2002, p.57) US

35. COLLEAGUES

36. STUDENTS

38. REFLECTION & UNDERSTANDING PLAN or INTENTION ACTION or BEHAVIOUR Attitude towards behaviour Other people’s opinions Controls on behaviour (context and personal abilities)

39. Time to reflect on situation Talk to other person – context, belief, you Think of theory on it you know How did the other person feel/think?

40. Your shape – can you change it?

41. Critical dialogic reflection – what are the 4 stages?

42. 2. Grading reflection 1. Descriptive writing: what happened 2, Descriptive Reflection: consideration of what happened 3. Dialogic Reflection: self and role, qualities of judgements, alternative explanations of events. Is analytical, integrative, links factors and perspectives Deliberative, cognitive, narrative, weighing competing claims and viewpoints, and then exploring alternative solutions 4. Critical Reflection dialogic plus contextual awareness social reconstructionist, Hatton and Smith 1995

43. Progression from the course 1.Graduate - alumnus 2.Become a MIfL MIfL

44. BA Progression 3 – A Level 4 – Yr 1 degree 5 – Yr 2 degree 6 – Yr 3 degree 7- MA/MSc 4 – 120; 5-120; 6-120 1.Cert Ed (120 credits at Level 4) 2.Dip He in Teaching and Learning ESOL/English (60 credits at Level 5) + APEL portfolio (60 credits at Level 5) 3.BA in Education Studies programme (120 credits at Level 6) contact Gareth Dart on g.dart@worc.ac.ukBA in Education Studies g.dart@worc.ac.uk http://www.worc.ac.uk/courses/697.html

45. Education MA 3 = PGCert 6 = PGDip 6 + dissertation = MA

46. Twelve Step Programme 1. Evidence of satisfactory CRB Enhanced Disclosure check 2.Evidence of prior achievement at NQF Level 3 3.Evidence of prior achievement at NQF Level 2 in English and maths 4.Initial Professional Learning Plan 5.Own observations of experienced teacher/tutor/mentor undertaking teaching 6.Evidence of completion of a professional learning journal 7.Professional Learning Journal Assessment extracts 8.Evidence of teaching practice - at least two levels from: entry level; levels 1 and 2 9.Module assignments 10.Schemes of work and lesson plans 11.A list of professional development activities in the subject specialism undertaken during the programme 12.Confirmation of teaching hours

47. DEADLINE December 1st 2012

48. Observations

49. ICT 1.Access the blog 2.Print out SOLE assignment page 3.Find e-resources in the library

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