Others might act as journal clubs, discussing readings on teaching and learning. Reflective teaching is a process of self-evaluation and self-observation. Tompkins (2009, p. 236, 238) also provides examples of lesson plan and handout revisions based on her reflections, which demonstrate how she put the reflections into action. In addition to targeted advice, Tompkins shares examples of her own journals and lesson plans that were revised based on her reflections. All you need is a notebook or a word processor to get started; then, make a habit of recording your observations, reactions, and ideas after each lesson. The diagram below is a brief description of the different steps in the PLC reflective process. Public library staff can often benefit from professional development and training opportunities offered through state and regional consortia. And is it true? An exit slip (a.k.a. Monitors progress toward reaching learning targets. People often ask us, “If self-reflection is a skill that can be developed, how exactly am I supposed to develop it?” Fortunately, with the release of Teach, Reflect, Learn: Building Your Capacity for Success in the Classroom, we have provided hundreds of reflective prompts and dozens of strategies. How might you use these outlets now as a student as well as later in your professional practice? What qualities could you develop or improve on? How can I set up conditions for productive interactions and learning? Typically, we reflect on our practice from our perspective as a teacher. In addition, some schools might have funding to support registration for conferences or other external continuing education opportunities. Well, simply put, reflective teaching strategies are looking back at what worked and didn’t work in our teaching in an effort to determine the best course of action for our students’ learning moving forward. Ask yourself whether students in the back of the room would be able to hear you, or whether you are speaking too quickly. Keep in mind, as well, that we all have our own teaching style, and what is effective for one person might not work for someone else. Reflective practice is not helpful if it leaves us drained or discouraged. Brookfield, S. D. (2006). If the recording shows something different than your impression, you might consider what caused the discrepancy. Each step is accompanied by additional questions that help guide our reflection and analysis. 7. Search strategies, types of resources, criteria for evaluating sources, and the jargon of the field are all second nature. A reflective teacher is an effective teacher. Reflective practice does not have to take a lot of time, but we are busy people. While the focus of critical reflective practice is different from general reflective practice, many of the same techniques and activities described earlier in this chapter, such as journaling, peer observation, and analysis of student feedback, can be used for critical reflection. Reflective teaching practices include being able to learn from your students, co-workers and even yourself. Finally, review your delivery of the content. Noticing this has helped her think about starting sentences differently and become more deliberate about using silence in class. You can find many more examples online. Reflective teaching is a practice that involves learning how to become a more engaging teacher by learning from your environment. Building off the assessment step, reflective teachers take action – if strategy x didn’t achieve outcome y to the degree needed, the teacher does something about it. Brookfield offers an empathetic discussion of the emotional labor inherent in teaching, as well as the power dynamics and inequalities in education, and provides insights into the ways in which critical reflection can benefit both instructors and their students. For instance, if we feel uneasy, we might try to identify points in the class when we sensed confusion, lack of engagement, or lack of attention. (2009). SAGE Publications. How to write a teaching statement that stands out. Reflective practice asks us to think not just about. Similarly, Drabinski (2008) discusses how the race and gender disparities that are inherent in our classification systems might be apparent in the search examples we choose, and these biases might also manifest in the ranking of search results. Most importantly, we cannot let a handful of negative comments discourage us (Brookfield, 1995). Creating a laundry list of issues will feel overwhelming and could be counterproductive. So it is … Fostering reflection. We should remind ourselves that no one receives perfect reviews all of the time and keep our focus on the fact that we are learning and improving. Reflective practice means looking at past experiences and trying to analyze how to … Reflective practitioners assess the results of their work all the time, constantly determining the effectiveness and shortcomings of their efforts. Brookfield recommends the following questions: Because these questions focus on learners’ emotional and affective responses, they can help to uncover aspects of our sessions that promote or hinder learning that we might not discover through questions that focus on content. They will also be alert to nuances of the classroom and issues of instructional design and delivery that might not be as apparent to colleagues who do not engage in instruction. These statements are relatively brief, about a page in length. Finally, some LIS programs offer continuing education or postgraduate certificates, and others offer an option to audit courses, typically for much less than the regular cost of the course. Definition of Reflective Teaching. Four Steps to Reflection Critical reflection allows us to construct rich metacognative understandings and beliefs about student learning and instruction. As Goodsett (2014, p. 12) explains, “good reflectors move beyond description of an experience and begin to identify problems or questions, gather information to address the questions, study the issues and the gathered information, and make sound decisions for further action based on this act of studying.” Our engagement in reflective activities must be intentional and analytic, and we must apply what we learn from our reflection to inform our practice. 4. This helps my lessons and my teaching to evolve and become more focused towards student learning. To provide students with a foundation in both the theory and practice of librarianship. The idea of the teacher as the “expert” establishes a power dynamic that might make learners hesitant to question or challenge ideas. do? Some students are comfortable joining discussions and engaging with peers immediately, while others want time to process and reflect on new information. In general, your colleagues will probably focus on the same areas and reflect on the same kinds of questions outlined earlier, such as your classroom presence and delivery, the sequence and scaffolding of content, and the overall classroom dynamics. In order to do that, we must solicit learners’ perspectives and input, rather than trying to guess how they felt about our sessions. Farmer covers all aspects of managing a school library and couches the text in reflective practice. During this online session you will dissect a sample lesson in order to identify its parts, and learn a process you can use to plan lessons. The instructor made eye contact with students. For instance, did you find yourself unwilling to ask a question because you did not want to admit that you were having trouble understanding? You will also have the option to submit your lesson plan for review. A teaching statement is a narrative that outlines your personal philosophy of teaching and learning, and how you put that philosophy into action. University of Nebraska-Lincoln. 55. She notes that the majority of new teachers are white, middle-class women whose worldview and experience often diverge greatly from their students. That means they know their students, their content, and the high-leverage pedagogy that leads to higher levels of learning. And educators do tend to reflect on their teaching methods. Recording ourselves in action during an instruction session can be an enlightening, if somewhat uncomfortable, experience. ALA Editions. This does not have to be a formal classroom experience; it could be teaching your little brother or sister how to tie their shoes or teaching your friend how to make your famous pasta sauce. Did you provide helpful examples? School librarian as inquisitor of practice: Reimagine, reflect, and react with the new standards. Teachers and Training: Theory and Practice, 18(5), 525-545. https://doi.org/10.1080/13540602.2012.709729, Murray, E. (2015). Graduate Student Career and Professional Development. If you have not yet had the opportunity to put your philosophy into practice, you can describe how you would implement your ideas in the classroom. https://www.unl.edu/gradstudies/current/development/how-write-teaching-statement-stands-out. Most importantly, however, these groups can offer each other support for the emotional labor of teaching. Critical reflection acknowledges that teaching is not a neutral act. Farmer, L. J. The book is focused on college teachers, but much of the advice is applicable to librarians and any setting. In both cases, we might share anecdotes about the class with colleagues and get their feedback. Reflective practice enables us to gain a better understanding of ourselves as instructors, to identify areas of strength and areas for change, and to continuously improve our teaching. The instructor’s voice was clear and audible. American Libraries. Emphasis here addresses the why you are doing things. For instance, once we realize that sitting in a circle might be challenging for some students, we can explain why we chose that seating arrangement so that students can understand our purpose. What did you and the other people do? But why do we think that? What root cause might be prompting or perpetuating the student behaviors I observe? What was their affect? As instruction librarians, we typically have a master’s degree and years of experience working in libraries. Did certain activities or approaches to the material engage you? A reflective teaching journal: An instructional improvement tool for academic librarians. Who? Steven Fleisher’s “Metacognition and reflective teaching” considers three aspects of metacognitive training --- metacognitive knowledge, metacognitive monitoring, and metacognitive control. For instance, in my reference class, I moved from a model of introducing and explaining the criteria for evaluating resources and then asking students to apply those criteria, to a flipped model in which students engage with the resources through a series of small- and large-group activities and discover for themselves what is important when deciding the quality of a resource. The reflective approach requires teachers to take time to evaluate and adjust their style. Once you have described the teachers and identified the skills and qualities that made them good (or not so good), think about how the descriptions apply to your own practice. Instructors might reflect on the following questions: What went well today? Similarly, I have students engage with ethical questions related to the profession by examining case studies and current news stories in which students have to draw on their understanding of the values and ethics of the profession and their own experiences to decide what would be an ethical approach to the problem. ), Proceedings of AC 2017 (pp. You might also note whether the impressions you had of the class align with your observations of the recording. Stop, Practice, Collaborate: The Cycle Of Reflective Teaching, contributed by Pete Hall and Alisa Simeral, This post has been updated and republished. A. The pace of delivery was appropriate to the audience. As such, she integrates reflective questions throughout the book, encouraging readers to envision their ideal school library and what it would entail to achieve that vision. Library Juice Academy offers more than 20 courses related to library instruction, including an option to earn continuing education credits and complete a certificate in library instruction by combining at least eight of their courses. Self-Assessment 1. Here you have a chance to describe the situation in detail. (2018). How might this change my practice in future? I have come away with many aha moments from these reflective discussions - how I lead discussions, who I call on, how I move about the classroom, how the class flows. Visions for Teaching in Libraries: Information, Technology, and Other Literacies, 3. Reflective Teaching Lesson Planning Steps . What are my hunches about why things happened as they did? Many of the assessment and evaluation techniques introduced in Chapter 9 and Chapter 13 can also be used for reflective practice. He includes advice and activities for facilitating critical reflection. Why did this even seem significant enough to reflect on? You will need to keep a record of experiences which have happened. Reflective teaching: Improving library instruction through self-reflection. If a teacher uses strategy x to accomplish outcome y, then it would make sense for that teacher to determine if it worked. Some groups will share resources, such as lesson plans and rubrics, for other members to use and adapt. How could I improve? I should give them as much choice and as little direction as possible so that they can take responsibility for their own learning. I can balance that power dynamic by telling my learners that we are collaborators or peers and that I will learn as much from them as they will from me. The constructivist philosophy emphasizes the social nature of knowledge, but I also believe that individual students have different preferences for learning engagement. Thinking that action might be distracting, she stopped wearing bracelets when teaching. Critical reflective practice focuses on uncovering the assumptions and biases that influence our teaching and surfacing the politics and power dynamics of the classroom in order to facilitate a more democratic and inclusive environment (Brookfield, 1995). Educational Leadership, 66(5). We can see things on recordings that we probably would not be able to notice otherwise, and the impact of seeing it ourselves is different than having an observer describe it. For instance, we could have a policy to not call on people unless they volunteer, or we could give students the opportunity to “pass” if we do call on them and they are not ready to join the conversation. Teaching Across Venues and Modalities, 15. Book Widgets. Teaching statements can be an important professional tool, as they signal to colleagues and employers how you approach teaching, and some employers will ask for a teaching statement as part of the job application for an instruction position. https://www.chronicle.com/article/Why-We-Must-Stop-Relying-on/243213. A good practice is to block off time dedicated to reflection and protect that time as much as possible. Information literacy is an essential set of competencies because information is power. While gathering direct feedback from students is important for our reflective practice, we also need to remember that their input might be skewed or unreliable at times. For instance, the American Association of School Librarians publishes Knowledge Quest and School Library Research. Alisa Simeral (@AlisaSimeral) is a school turnaround specialist and veteran educator who has guided school-based reform efforts as a teacher, dean, and instructional coach. Acting as the observer not only allows you to provide support to your colleagues, it can be a learning experience for you as well. Professional associations like the American Library Association (ALA), the Association of College & Research Libraries (ACRL), the American Association of School Librarians (AASL), and the Public Library Association (PLA) provide a range of professional development opportunities. See Activity 14.3 for a brief exercise on finding professional development outlets. Many of us probably already engage in some informal reflection. It’s a cycle, which means it can be practiced and refined. Introduction: Instruction in Libraries and Information Settings, 2. In J. Vopava, V. Douda, R. Kratochvil, & M. Konecki (Eds. exit ticket) is a great way to quickly gauge student understanding at … Knowledge Quest, 46(4), 54-58 (EJ1171712). To foster a climate of respect and inclusion. How to become a reflective teacher- The complete guide for reflection in teaching. ), Radical cataloging: Essays at the front (pp. As you observe your colleagues, pay attention to what seems to work and what you might want to try yourself. Accessibility and Universal Design for Learning: Serving Students with Disabilities, 8. ERIC. Crafting a teaching statement can also prompt us to reflect on what we believe as instructors and how we put those beliefs into action in the classroom. Everything a reflective teacher does is selected on purpose, to achieve a certain outcome, and is planned and executed deliberately. Social media sites like Facebook, Twitter, and LinkedIn can also be useful spaces for finding literature and ideas, and for interacting with colleagues and forming communities of practice. If you did ask a question, did you feel validated by the teacher’s response? What do I want to remember the next time a similar situation occurs? In what ways? Librarians working in a higher education environment can take advantage of information from the Association of American Colleges & Universities (AAC&U) and the American Association of Higher Education (AAHE). If so, why? Scheduling regular time to use a reflective cycle with teachers helps keep reflection focused and intentional. Why we must stop relying on student ratings of teaching. • Teach • Self-assess the effect your teaching has had on learning • Consider new ways of teaching which can improve the quality of learning • Try these ideas in practice • Repeat the process . What else might have contributed to the event? As a result, when teaching, we might gloss over explanations that we think are obvious or skip steps in a process simply because we hardly notice them. Patterns of responses might indicate an issue, but one or two negative comments do not constitute a pattern. You might be especially intrigued by the reflective exercises for students at the end of the post. As you answer these questions, think about how these same circumstances play out in your own classroom, and how these reflections might influence your practice. Awarded ACRL’s Ilene F. Rockman Publication of the Year for 2012, this handbook provides a thorough introduction to instruction for librarians, with an emphasis on reflective practice. (2009). The skillful teacher: On technique, trust, and responsiveness in the classroom (2nd ed.). In K. R. Roberto (Ed. Many schools of education incorporate reflective teaching strategies as a means for student teachers to learn how and why they teach. If the session went well, we might think about the parts that felt engaging or revisit specific points when students seemed to have “aha” moments or make insightful connections. 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