EDU406 Midterm File by TYB

Q2. q3DefineAI

Q4. q5developmentalsupervision

Q6. q7teacherroleasprofessionalwithpupil

Q8. John10C5marks

Q9. differentiatebetweenbiologyoflearningandthoughtprocess5marks

Q10. Professionaldevelopmentplan5marks

Q11. Professionalrole5marks

Q12. gibbsmodelexplainlongmainbhiaiya5marks

Q13. 1.howSECImodelcanbeusefullincreatingknowledge?5marks explaintheguidedreflection.5m

whatIsjohnmodel:2m whatareframes?2m featuresofthereflectivewritting?3marks

Q1. Schonmodelofreflection.?2mrks

Q2. Definesocialization?2mrks

Q3. Criticismofstudent-centeredapproach?3mrks(couldn’

tunderstandthis quest)

Q4. Challengesofcriticalreflection?3mrks

Q5. Brookfieldmodel?5mrks

Q6. KeyFeaturesofReflectiveWriting?5mrks

Q7. Schemaoftheoryandaction?5mrks

JohnModel:

JohnDewey,sawreflectionasafurtherdimensionofthought,andassuchin needofeducation;―whileWecannotlearnorbetaughttothink,wedohaveto learntothinkwell,especiallyacquirethegeneralHabitofreflection‖(Dewey, 1933).ForDewey,reflectionisarationalandpurposefulact,an―active, Persistentandcarefulconsiderationofanybelieforsupposedformof knowledgeinthelightoftheGroundsthatsupportit,andfurtherconclusionsto whichitleads…itincludesaconsciousandvoluntaryEfforttoestablishbelief uponafirmbasisofevidenceandrationality‖(Dewey,1933).

DualJournal:

Thereissomedisagreementamongexpertteachersastowhetherateacher shouldalwaysmaintainaNeutralstance,particularlyiftheteacherisanactive memberofthegroupanddecision-makingistakingPlace. Askilledteacherwill calculatethepotentialimpactofhisorherinterjectionsintothegroupand Determineifitwillresultinamisuseofpower. Sometimes,askilledteacherwill statethats/hewantstoSuspendhisorherroleasteacherforthesakeof makinganopinionorperspectiveheard. TheseInstancesshouldbehandledwith extremecautionandsomeforethought.

ProfessionalJournal:

Aroundtheworld,greatimportanceisplaceduponteachersmeetingawideset ofprofessionalCommitmentsandobligations. Intermsoftheteacher‘ s professionalrole,thefocusisuponthosevaluesAndpracticeswhichcomprise ‗professionalism‘and‗beingprofessional‘ .AtthecoreofthesetermsisThe beliefthatbyputtingintoactionwhattheyimply,teacherscan‗makea difference‘–topupils,theirLearningandtheirsenseofselfandtheworld.

Importanceofframe:

Anessentialelementinreflectivepracticeisanunderstandingofhowframes affectprofessionalDevelopment. Inthecontextofadevelopmentand professionalism,wecreateframestohelpusUnderstandwhyandhowwedo whatwedo,whatactionsareimportant,whythepartiesactastheydo, Andhow weshouldactinresponse. Framesactassievesthroughwhichinformationis gatheredandAnalysed,positionsaredetermined(includingpriorities,means,and solutions),andactionplansdeveloped. Dependingonthecontext,framesmaybe usedtoconceptualiseandinterpret,ortomanipulateandconvince. Factualknowledge: Factualknowledgeisimportanttoconceptualthinking;apersoncan‘ tgeneralize withoutawealthofvalidconcretedata. Anemphasisonconceptuallearningin thereflectionprocesswillassumethattheteacherwillhaveathoroughgraspof thefactualknowledgeentailedbythesubjectmatter. Butfactualinformationwill beseenasanecessarymeanstoahigherend,andnotasanendinitself.

MurphyandAtkins‘modelcanbeseentoexplicitlysupportthekindofdeeper levelreflectionthatthenotionsofreflectivepracticeaspireto. Thisisnottosay thattheothermodelsaren‘ tuseful,farfromit,butthatitisimportanttoremain alerttothepotentialtoprovidesuperficialresponsesasthecritical, questioningandchallengingelementsofcriticalreflectionarenotasexplicit. AtkinsandMurphy(1994)taketheideaofSchon‘ sreflection-in-actionand reflectgion-on-actiononestepfurtherandsuggestthatforreflectiontomakea realdifferencetopracticewefollowthiswithacommitmenttoactionasa result. Theproblemswiththeseviewsofreflectiononactionarethattheydonot takeaccountoftheimportanceofreflectionbeforeaction. Bloom’sTaxonomy: Bloom' sTaxonomydividesthewaypeoplelearnintothreedomains. Oneofthese isthecognitivedomainwhichemphasisesintellectualoutcomes. Thisdomainis furtherdividedintocategoriesorlevels. Thekeywordsusedandthetypeofquestionsaskedmayaidinthe establishmentandencouragementofcriticalthinking,especiallyinthehigher levels. Thisbreakdownprovidesauseful,incrementalframeworkofcomplexity indemonstratingmasteryofteachingskills. FramesofTeaching: •IdentityFrames •Characterizationframes •Powerframes •Conflictmanagementorprocessframes •Riskandinformationframes •Lossversusgainframes Benefitsofreflectivethinking:

.Reflectivethinkingtakestimeandrequiresonetoengageinseveraldifferent ―phases‖or―aspects‖Ofreflectivethought:

1. Perplexity:respondingtosuggestionsandideasthatappearwhenconfronted withaproblem.
2. Elaboration:referringtopastexperiencesthataresimilar.
3. Hypotheses:developingseveralpotentialhypotheses.
4. Comparinghypotheses:findingsomecoherencewithinthesehypotheses
5. Takingaction:experiencing―masterysatisfaction,enjoyment‖when selectingandthenacting

Onthesehypotheses(Dewey,1933,pp.106-115).

Deweyassertsthatthesearenotstepsbutaspectsofreflectiveactivity. An individualmaystopatsomePointandfinditnecessarytogobackand,for example,collectmoreexperiences. Akeypointisthatinformedactionfollows thisreflectivethinkingprocessandleadstomoreideasandThereforegenerates moreexperienceonwhichtoreflect.

Characteristicsofprofessionalism:

Thecharacteristicsofprofessionalisminclude:

1. Professionaleducationisessentiallypractical,whilsttheoristsmayknow something, Practitionersmustdosomething. Professionalismneeds thereforetobegroundedinProfessionalpracticeitself. Theoryisessential, butitisalwaysintheserviceofpractice. ItisPracticethatdeterminesthe valueofanytheory,ratherthantheorythatdeterminesthevalueOfany practice.
2. Professionallearningismultifacetedknowledgeandunderstandingof