Hi. My name is Ashley, and today's lesson is titled Reflecting and Instructional Coaching. In this lesson, we'll define reflection. We'll look at how metacognition and critical reflection are used as approaches to reflection. And lastly, we'll look at the benefits of reflection.
What is reflection? Reflection is deep concentration on past events. It is a significant part of professional growth. Reflection involves teachers understanding what they know and what they do not know. It can either be informal or formal. Informal reflection takes place as the teacher thinks about the lesson from earlier in the day. Formal reflection may take place during a post conference with an evaluator.
Reflection can occur independently or with other like-minded individuals. Successful teachers take the time to regularly examine their teaching practices. These teachers focus on what went well and what needs improvement. Instructional coaches help teachers make the most out of their reflection process. Coaches also guide teachers and help them focus on how to advance instruction. Coaches help teachers see the reflection process by looking at what has already occurred, while also considering what needs to come next.
How is metacognition used as an approach to reflection? Metacognition is the awareness of your own thoughts and learning processes. It is thinking about the way you think. Metacognition is an important part of reflection. Parker Palmer calls it the inner landscape of the teaching self. Teachers should be invited to share their meta cognitions about their intentions, the strategies chosen for correcting the problem, their mental process for solving problems, and reflection on strategies to determine their effectiveness. Teachers learn from each other when they discuss their metacognitive strategies.
How is critical reflection used as an approach to reflection? Brookfield's critical reflection, which also incorporates metacognition, is an important part of reflection. In addition, critical reflection is also an important part of the learning process and encourages both teachers and students to actively engage in learning. Critical reflection is where learned information is analyzed and categorized. This prompts teachers to think of areas of success and then areas that require change.
There are three stages to critical reflection, according to Brookfield-- identifying the assumptions that underlie our thoughts and actions, assessing and scrutinizing the validity of these assumptions in terms of how they relate to our real-life experiences and our present context, transforming these assumptions to become more inclusive and integrative, and using this newly formed knowledge to more appropriately inform our future actions and practices.
So let's look at these three stages again in this example. I'm reflecting over the math lesson that I taught earlier in the day. I opened the lesson with a fun activity, something that allowed the students to get out of their seats. The assumptions are that when students are up and moving around, learning is fun and students retain the information. Is this true in other real-life experiences or just in the classroom?
I think it's safe to say that this idea of students moving around or people moving around and having the opportunity to be hands-on with learning does allow the information to be retained for longer periods of time. Since I've been able to make the connection that this is not only true for occurrences in the classroom, but it also occurs in real life, I can use this knowledge in my future lessons and activities and continue to provide hands-on experiences or movement activities when teaching.
Brookfield also found that teachers who are critically reflective have a good sense of who they are as professionals. These teachers are able to effectively communicate with their colleagues and students about their goals. Teachers who are critically reflective are able to understand why they think the way they do and explain it to others.
What are the benefits of reflection? Reflection encourages insight and complex learning. It allows teachers to be fully engaged, making meaning of what has been learned. Reflection allows teachers to think about all aspects, including their instruction, students' reaction, and how they can adjust instruction to increase student achievement.
Reflection allows teachers to consider multiple ways to increase student achievement. It gives teachers opportunities to evaluate the effectiveness of different approaches, and it allows the teacher to collaborate with colleagues and instructional coaches and provide and receive feedback in order to make improvements. Reflection is also a part of the PSDA cycle of improvement, especially during the study phases, where most of the reflection occurs.
Let's recap what we have discussed in today's lesson. We defined reflection as a deep concentration of past events. It is a significant part of professional growth. Metacognition is being aware of your thought process, and critical reflection is where learning is analyzed and categorized. Both are involved in the reflection process.
In today's lesson, we found that there are many benefits to reflection, one being that it allows opportunities for teachers to evaluate the effectiveness of different approaches and promote collaboration and feedback with colleagues and coaches. Do you reflect on your teaching practices? Review the process and benefits of reflection.
As you reflect on how this new information can be applied, you may want to explore the Additional Resources section that accompanies this video presentation. This is where you'll find links to resources chosen to help you deepen your learning and explore ways to apply your newly acquired skill set.
Overview
(00:00 - 00:12) Introduction
(00:13 - 00:31) What Will You Learn Today?
(00:32 - 01:37) What is Reflection?
(01:38 - 02:23) How is Metacognition Used as an Approach to Reflection?
(02:24 - 04:51) How is Critical Reflection Used as an Approach to Reflection?
(04:52 - 05:44) What are the Benefits of Reflection?
(05:45 - 06:23) What Did You Learn Today?
(06:24 - 06:50) Reflection
Kansas Coaching Project: The Principles of Partnership
This site provides important guidance on using the principles of partnership and reflection in instructional coaching.
http://instructionalcoach.org/partnership/page/the-principles-of-partnership
Learning Through Reflection
This chapter from the book Learning and Leading with Habits of Mind examines the use of of self-reflection for student improvement.
http://www.ascd.org/publications/books/108008/chapters/Learning-Through-Reflection.aspx
Six Steps to Master Teaching: Becoming a Reflective Practitioner
This Edutopia article provides six steps to becoming a master teacher, including reflective teaching practices.
http://www.edutopia.org/blog/master-teaching-margaret-regan
Reflective Teaching as a Strategy for Teacher Growth
This ASCD article explores the power of peer to peer learning and sharing to improve instruction.
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198104_cruickshank.pdf