1. Seminar on Reflective Teaching Dr. Barry Oreck SUNY Buffalo International Masters Program for Educators Barry@barryoreck.com

2. http://edu501reflectiveteacher.wikispaces.c om Dr. Barry Oreck SUNY Buffalo International Masters Program for Educators Barry@barryoreck.com

3. Remember an outstanding teacher you had as a student. What were the qualities of this person? Remember a teacher you didn’t like or who inhibited your learning? What were the qualities of this person?

4. Themes for Reflective Teaching What is your process?

5. Themes for Reflective Teaching What are your values?

6. ELEMENTS OF A TEACHER MISSION STATEMENT 1.Personal values 2.Hopes, goals for students 3.Context, setting or environment for productive learning 4.Desires, dreams for self

7. Seymour Sarason Teaching as a Performing Art (1999) And What Do You Mean By Learning? (2004)

8. What do you mean when you say someone is an artist? Who is an Artist?

9. Some say that teaching is an art. Do you agree? In what ways is teaching an art? Who is an Artist?

10. “Teaching is artistic in character in many of the ways in which all art is artistic: it provides a deep sense of aesthetic experience to both perceiver and actor when it is well done.” Eliot Eisner, The Kind of Schools We Need, 1998 Teaching is a, “practical art...a process that calls for intuition, creativity, improvisation and expressiveness.” N.L. Gage, The Scientific Basis of the Art of Teaching, 1978 The teacher’s status as an artist is “measured by his ability to foster the attitude of the artist in those who study with him” John Dewey, How We Think, 1933 “Teaching is artistic in character in many of the ways in which all art is artistic: it provides a deep sense of aesthetic experience to both perceiver and actor when it is well done.” Eliot Eisner, The Kind of Schools We Need, 1998 Teaching is a, “practical art...a process that calls for intuition, creativity, improvisation and expressiveness.” N.L. Gage, The Scientific Basis of the Art of Teaching, 1978 The teacher’s status as an artist is “measured by his ability to foster the attitude of the artist in those who study with him” John Dewey, How We Think, 1933 TEACHER AS ARTIST

11. John Dewey Seymour Sarason Eliot Eisner Lev Vygostky John Goodlad

12. Gestalt: a structure, configuration, or pattern of physical, biological, or psychological phenomena so integrated as to constitute a functional unit with properties not derivable by summation of its parts

13. Form Content MEANING

14. What is Art? Art as experience John Dewey (1932)

15. 1.Attention to form and qualities 2.A sense of wholeness or completeness 3.Connection to emotions 4.Open-ended 5.Transformation What is an Artistic Experience?

16. “Art is the social technique of emotion.” Lev Vygotsky, The Psychology of Art,1971 “Art is the social technique of emotion.” Lev Vygotsky, The Psychology of Art,1971 Art exists, “not in objects, but in a way of seeing” Lawrence Weschler – Seeing is Forgetting the Name of the Thing One Sees, 1982 Art exists, “not in objects, but in a way of seeing” Lawrence Weschler – Seeing is Forgetting the Name of the Thing One Sees, 1982 “The soul never thinks without an image.” Aristotle “The soul never thinks without an image.” Aristotle What is Art? Art as experience. John Dewey Art as experience. John Dewey

17. Themes for Reflective Teaching Reflection on practice – in practice Reflection in the classroom Artistic teaching Developing a community of learners

18. Topics for Reflective Teaching Seeing/observing Creative process Groupwork Classroom discourse Questioning Power and learner autonomy

19. Classroom Discourse IRE Initiation, Response, Evaluation

20. Classroom Discourse Teacher Responses 1. Declarative statements 2. Reflective statements 3. Invitations to elaborate 4. Silence

21. SIX TYPES OF SOCRATIC QUESTIONS *1. Questions for clarification:* * Why do you say that? * How does this relate to our discussion? * "Are you going to include diffusion in your mole balance equations?" *2. Questions that probe assumptions:* * What could we assume instead? * How can you verify or disapprove that assumption? * "Why are neglecting radial diffusion and including only axial diffusion?" *3. Questions that probe reasons and evidence:* * What would be an example? * What is....analogous to? * What do you think causes to happen...? Why:?

22. SIX TYPES OF SOCRATIC QUESTIONS *4. Questions about Viewpoints and Perspectives:* * What would be an alternative? * What is another way to look at it? * Would you explain why it is necessary or beneficial, and who benefits? * Why is the best? * What are the strengths and weaknesses of...? * How are...and...similar? * What is a counterargument for...? *5. Questions that probe implications and consequences:* * What generalizations can you make? * What are the consequences of that assumption? * What are you implying? * How does...affect...? * How does...tie in with what we learned before? * "How would our results be affected if neglected diffusion?"

23. SIX TYPES OF SOCRATIC QUESTIONS *6. Questions about the question:* * What was the point of this question? * Why do you think I asked this question? * What does...mean? * How does...apply to everyday life?

24. From R.W. Paul

25. Designing Groupwork Elizabeth G. Cohen Stanford University KEY FEATURES 1. Best for creative problem solving and increasing oral proficiency 2. Teacher needs to delegate authority 3.Members need each other to solve the task 4.Provide clear guidelines for successful participation 5.Increases engagement and time on task

26. Designing Groupwork Sample Guidelines 1. Say your own ideas. 2. Listen to others: give everyone a chance to talk. 3. Ask others for their ideas. 4. Give reasons for your ideas and discuss many different ideas. Morris (1977)

27. Designing Groupwork Sample Questions 1. Is everyone talking? 2. Are you listening to each other? 3. Are you asking questions? What could you ask to find out someone’s ideas? 4. Are you giving reasons for your ideas and getting out different ideas? What could you ask if you wanted to find out someone’s reason for a suggestion? Morris (1977)

28. Designing Groupwork LEARNING TASKS FOR PRODUCTIVE GROUPWORK choose a task that 1.Has more than one answer or more than one way to solve the problem. 1.Is intrinsically interesting and rewarding. 2.Allows different students to make different contributions. 3.Uses multi-media

29. Designing Groupwork Elizabeth G. Cohen LEARNING TASKS FOR PRODUCTIVE GROUPWORK choose a task that 5.Involves sight sound and touch. 6.Requires a variety of skills and behaviors. 7.Also requires reading and writing. 8.Is challenging.

30. Designing Groupwork LIMITED LEADERSHIP TECHNIQUES A facilitator can be assigned whose can help the group: 1.Give everyone a chance to talk 2.Give reasons for ideas 3.Give different ideas 4.Listen to each other’s ideas

31. Designing Groupwork Other roles can include: 1.Facilitator: 2.Summarizer/Synthesizer 3.Resource person 4.Spokesperson 5.Time keeper 6.Reader 7.Observer 8.Checker 9.Recorder

32. Self Reflection on Group Process What was something you contributed to the group process? How well do you feel your group functioned? What could have improved the process?

33. Designing Groupwork Evaluating Groupwork How interesting did you find you work in the group? How difficult did you find your work in the group? Did you understand exactly what the group was supposed to do?

34. Designing Groupwork Evaluating Groupwork –For multiple ability tasks: What abilities did you think were important for doing a good job on this task? Was there one ability on which you thought you did very well? How many times did you have a chance to talk during the group sessions today? If you talked less than you wanted to, what were the main reasons? Did you get along with everyone in your group? How many students listened to each others’ ideas?

35. Designing Groupwork Evaluating Groupwork –Part B Who did the most talking in your group today? Who did the least talking in your group today? Who had the best ideas in your group today? Who did the most to direct the discussion? Would you like to work with this group again? If not, why not How well do you think the facilitator did today in his or her job?