The
following are two definitions of reflection:
. .
. the process of looking back on the implications of actions taken—both
good and bad—determining what has been gained, lost, or achieved,
and connecting these conclusions to future actions and larger societal
contexts.
. . . thinking about what we are learning, how we are learning it,
and how this new learning connects to previous knowledge and to
how we will use our knowledge in the future.
What is your definition of reflection?
What
Are Your Strengths as a “Reflector”?
Answer the following questions to identify
your strengths as a reflective teacher.
On the scale below, rate your own “reflectiveness”:
1
Very
Reflective
|
2 |
3 |
4 |
5 |
6
Not
Reflective |
Jot down some techniques you have successfully used in reflecting
on your learning and teaching.
Who,
if anyone, in your life provides a model of reflectiveness that
you can learn from?
How Do You Get Started Reflecting?
The following sentence starters are provided
as a springboard for reflection. Pick one, and try to complete the
sentence based on a recent classroom discussion in which your students
have taken part.
•
The strengths of this discussion were . . .
• The weaknesses of this discussion were . . .
• I was pleased that my students . . .
• I need to work on ways to improve my students’
. . . .
• This issue was a good/poor choice because . . .
• The norm for discussion that seems to pose the biggest
challenge to my students is . . . because . . .
• Evidence from the discussion that indicates my students
understand this issue was . . .
• Evidence from the discussion that indicates my students’
discussion skills are growing was . . .
• Approximately ____ percent of my students took part
in the discussion; in observing those who did not participate,
I noticed that . . .
• My students’ reflections on this discussion showed
me that . . . |
|
