1. Reflective writing and professional portfolios

2. What is in reflection?

3. Learning Outcomes Understand what the purpose of the portfolio is Greater understanding of what it means to reflect

4. Learning Outcome By the end of this session you should have greater understanding of the ways of developing your reflective writing with particular reference to your Portfolio assessment.

5. Professional Portfolios Evidence QTS Write around 250 words a week Reflect

6. Why do we need to reflect?

7. Draw a square, a circle, a triangle and a snake anywhere on this page

8. 1.Beach 2.Sea 3.What you wore 4.Right 5.Left 6.Box 7.Cup 8.Darkness

9. open blind hidden unknown ask tell Johari Window

10. Because we don’t know ourselves fully

11. 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

12. Because we don’t realise the external factors which constrain us

13. 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 behaviour and a moral tone.

14. What is reflection? Descriptive writing Descriptive reflection Dialogic reflection Critical dialogic reflection

15. 2. Grading reflection 1. Descriptive writing: what happened 2. Descriptive Reflection: consideration of what happened 3. Dialogic Reflection: shows awareness of self and role; examination of qualities of judgements; gives alternative explanations of events; is analytical; is integrative, links factors and perspectives; is deliberative; is cognitive; is multi-narrative, weighs competing claims and viewpoints; has contextual awareness; explores alternative solutions; is social reconstructionist 4. Critical Dialogic Reflection: integrates theory into dialogic reflection Adapted from Hatton and Smith 1995

16. 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

17. US STUDENTS COLLEAGUES THEORY Brookfield (1995)

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

21. 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?

23. Whose theory? Your theories Peer theories Informed and challenged by experiences elsewhere; theories supported by research in literature Enriched by theories of experts Expertise

24. US PEERS THEORY Brookfield (1995) Structuring your views EXPERTS

25. 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?

26. What is in reflection?

27. Some helpful references Gillie Bolton Reflective Practice (2 nd Ed)Paul Chapman 2005 John Dewey Experience and education Collier 1938 Hatton, N and Smith,D Refelction in teacher education David Kolb Experiential learning as the science of learning and development Prentice Hall 1984 Eddie McNamara Positive Pupil Management and Motivation: a Secondary teacher’s Guide David Fulton 2000 Jenny Moon Handbook of reflective and experiential learning Routledge 2004 David Tripp Critical Incidents in teaching Routledge 1993