EDU406 Midterm Subjective and Objective

Define Reflective writing? What is reflective writing – Topic 061

Reflective writing is evidence of reflective thinking eg.

Analyzing what happened (thinking in depth and from different perspectives)

How Dewey give development through reflective practitioner? – Topic 073

An analysis of Dewey’s paradigm of reflective thought reveals that 3 attitudes are required in the process of reflective thinking. These are:

 Open- mindedness ·  Responsibility ·  Whole-Heatedness · Reframing: – Topic 058 · Is a way of: ·  improving our understanding of a situation ·  solving conflicts and inventing new strategies

 Conceptual innovation enables you to rethink a whole group of situations

 It brings up a new set of possibilities

What are the types of thinking practice? On what basis reflective practice can occur through these types?

What is the key feature of reflective practice?

Types of Reflection (Hatton and Smith) –Topic 008

Technical rationality (behaviors and skills);

Reflection-on-action (involving descriptive reflection: description and justification; dialogic reflection: exploration; and critical reflection: multiple perspectives and factors Reflection-in-action (thinking 'on your feet')

What is the importance of critical incident analysis?

CIA helps teachers focus on the extent to which critical analysis is evident in their practice.

Socialization – Topic 142

Socialization is long life process by which children learn from their surroundings. (Parents, siblings, teachers etc), the reflective practitioner through dialogues and socialization begins to externalize the knowledge.

Bloom’s Taxonomy · The cognitive domain comprises ·  Knowledge ·  Comprehension ·  Application ·  Analysis ·  Synthesis ·  Evaluation · Bloom taxonomy n critical thinking – Topic 049

The cognitive processes characterized as essential to higher-order thinking (that is analysis, synthesis and evaluation in the unrevised taxonomy) are integrative of the basic critical thinking concepts: assumption, fact, concept, value, conclusion, premise, evidence, relevance, irrelevance, consistency, inconsistency, implication, fallacy, argument, inference, opinion, bias, prejudice and hypothesis.

What are professional concerns of reflective practice?

Professional concerns come to the fore when reflective practice is done badly, ineffectively or inappropriately. In such cases, the point of RP is missed and its value goes unrecognized

What are the indicators of reflective practitioner? – Topic 078

 There are key learning and teaching practices which contribute to effective pedagogies

 These identify the key attributes of the effective reflective practitioner

 Intellectual quality ·  Higher order thinking ·  Deep understanding ·  Substantial conversation ·  Meta-language · Levels of Teacher Knowledge and Inquiry – Topic 145 · Explain Driscoll and Teh framework? – Topic 075

Driscoll and Teh (2001) provide a simple but very useful framework for reflection based on three questions:

What? Description of the event · So what? Analysis of the event · Now What? Proposed actions following the event · Levels of reflective thought ·  Three levels of reflective thought: ·  Non-reflective action ·  Reflective action ·  Premise reflection · Factors of brainstorming · Critical Brookfield note

Brookfield (1995) suggests that we employ four “critical lenses” through which to view and reflect upon our practice. These are:

1. Our own view (autography) · 2. That of our students: · 3. That of our fellow professionals:

4. The various theoretical perspectives found in educational literature.

Community of practice

“Communities of practice are groups of people who share information, insight, experience and tools about an area of common interest.”Communities of practice are useful for a te acher becoming a reflective practitioner.

Functions of mentors

Mentors who focus on professional aspects of teachers work

Mentors are competent teachers serving as models for the reflective practitioner

Challenging of reflection

•  This is the teacher being prepared to pose questions and propose unfamiliar or even uncomfortable ideas for making changes Contextualized Reflection
•  This ensures that the reflection activities or topic are appropriate and meaningful in relation to the experiences of the teacher

Action Research is…Process, Collaboration, Improvement, Practice, and Communication

Explain guidelines for practice development of teachers, school managers and curriculum developers?

• A community of practice can be described as a group of people who work

together to achieve a common goal.

• The process of working together and sharing knowledge and resources can lead

to an enriched learning experience as people are exposed to new ways of

thinking and problem solving.

What is institutional culture?

RP helps us to locate our teaching in the broader institutional and social context and to appreciate the many factors that influence student learning

About the rights approach

This quick reference guide is intended to contribute to the efforts of health workers to effectively and meaningfully implement a human rights-based approach