Models for Reflection on Coaching

Video Transcription

Hi, my name is Ashley. And today's lesson is titled Models for Reflection on Coaching. In today's lesson, we will analyze the Pappas model reflection and the Hatton and Smith model. There are many models for reflection, but these two models are most suitable for reflecting on instructional coaching, whether it is the coach who provides the feedback to the teacher or the teacher is working with the coach. Let's look at these two models in more detail.

What is the Pappas model of reflection? Pappas established guiding questions for reflection that are based on Bloom's Taxonomy. The guiding questions can be used by teachers who are being coached and the coach can also reflect on his or her own practices. Let's refresh our memory on the levels of Bloom's Taxonomy as we look at the guiding questions created by Pappas.

Remembering, what did I do? This is where the teacher and coach will reflect on what actually happened during the instruction. Understanding, what was significant about the lesson? Reflect on why and what occurred during the lesson was important. Applying, how can I use this lesson or activity again? Reflect on what changes you need to make or what things would you add in order to use this lesson again while incorporating what was observed.

Analyzing, what patterns or strategies were present in what I did? What strategies did my coach notice? Why did I even use the strategies or patterns? Here is where you will reflect why use specific strategies in your lesson. Evaluating, how well did I do? Reflect on your proficiency. In what areas did you exceed expectations? Where do you need improvements? Creating, what happens next? Reflect on your next steps based in the areas where you may need improvement. What can be done to enhance my instruction? These questions will help the teacher reflect on their lesson and create a plan for further improvements.

What is the Hatton and Smith model of reflection? According to Hatton and Smith, written reflections are more powerful than just thinking and even more powerful than having reflective discussions with others. Hatton and Smith suggest four strategies.

Strategy 1 is descriptive writing. This is where the teacher will write exactly the events that occurred. Strategy number two, descriptive reflection. Why were certain actions taken? Why were certain strategies used? Reflect why in this strategy. Dialogic reflection, that helps explore reasons for why a choice was made during instruction. The structure of the lessons should also be reflected upon. And, lastly, critical reflection. Give reasons for certain decisions based on historical, social, and political context. Reflect on structure, but consider the big picture in the context of the field of education.

Let's recap what we have discussed in today's lesson. We defined the Pappas model of reflection. This model provides guiding questions that are based on Bloom's Taxonomy. These questions reflect on the why and how of the lesson. Another model that we reviewed is the Hatton and Smith model of reflection. This model suggests that written reflection is a more powerful tool. Four strategies that are involved with this model is descriptive writing, descriptive reflection, dialogic reflection, and critical reflection.

As we bring this lesson to a close, review the information provided here and decide which reflection model is best for you. For more information on how to apply what you've learned in this video, please view the additional resources section that accompanies this video presentation. The additional resources section includes hyperlinks useful for applications of the course material, including a brief description of each resource.