Reflective Inquiry An example (there are other ways of doing it)
How do I improve ….
My interactions in Computer Mediated Communications to contribute to the development of a community of practice? My contribution to EDUT422 in Spring 2003?
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Reflective pro-forma Kipling’s six servants: Who What When Where How why
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How do I improve …?
What am I doing now? What does the literature suggest I could/should do? Difference between could/should? What do I ‘feel’ about any of those suggestions? What do I mean by ‘feel’? What values do I understand to be operating here? Are they my values that I really do want to own and be called to account for? Or are are they just society’s, society’s, someone someone else’s else’s – Mother’s, Mother’s, Father’s, Teacher’s, peer’s Can I make the change? ll
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What did I not do so well last Monday?
E – I want wanted ed to to talk; talk; they they want wanted ed to to talk talk – competition; Who’s in control around here? What are the behaviour management issues? S – I wante wanted d to give give the the big big pictu picture re overv overview; iew; they were more than happy being engaged with the details and talking to one another about it; when I give the big picture, they will tend to find the details that diverge from it, that disprove it ll
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What did I not do so well last Monday?
F – I want wanted ed to help them them make make logica logicall connec connection tionss – they they were were busy busy think thinking ing abou aboutt how does this apply in so-and-so’s case, and talking about it with others J – I want wanted ed to do do what what I am used used to doin doing g and bring it to my closure closure on I/N/T; they were happy to be engaged with the S detail applied to the person dimension F and had much more to talk about before they would need to ‘close’; I needed to be more flexible ll
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What can I change?
How does does a J beco become me more more flexib flexible le – my agenda is to have no agenda How does a T focus a bit more on the people – ma make ke the the tas task k the the pe peop ople le issu issues es Ted thought what I was doing was going well; well; I though thoughtt it was was a disast disaster er – who was right? On the basis of what kind of evaluation? ll
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What are the things that each type component brings to the classroom situation?
What are the implications of your type in the context of a class?: general distribution issues: if you are I, half the class cl ass is with you; half the class has another preference; if you are N most of the class is happy with detail and step-by step instructions, only 25% of the class might be interested in the bigger picture, the possibilities; and what happens when you mark their work especially a composition?; ll
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What are the things that each type component brings to the classroom situation?
What are the implications of your type in the context of a class?: general distribution issues: if you are T, more of the boys will be with you than the girls; and about half the class will be F rather than T; what is your view of ‘justice’ (for example in administering rewards and punishments) may not be their view of ‘justice’!; if you are J, half the class will like the order, the scheduling, the closure; half the class will find this something they cannot work with all that well ll
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Types as a Teaching Tool
Distribution of types in teaching What kind of teaching will suit you and your preferences best …? What do you need to learn to be able to make the adaptations that mean that your teaching will be more comfortable for you and for your students? learning styles and implications ll
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Are there other ways of understanding what is going on here?
Gardner’s Multiple Intelligences Verbal-Linguistic Musical Logical-Mathematical Spatial-Visual Bodily-Kinesthetic Interpersonal Intrapersonal Naturalistic Existential [FRAMES OF MIND (1983). He added the last two in INTELLIGENCE REFRAMED (1999). ]
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Other reflective structures
Sue Knights: Critical Incident Questionnaire: experiences as a learner (Q1-4) Critical Incident Questionnaire: experiences as a teacher (Q5-6) Critical Incident Questionnaire: “heroes” and “villains” in education (Q7-8) Linking your experience with your practice Look back over your answers to questions one to eight and think about the influence of those experiences experiences on your own practice. Did these experiences experiences influence your choice of work? What kinds of of things do you want to encourage? encourage? What kinds of of things are you determined to avoid? What would you like to achieve in your own “teaching”, in your own learning?
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Other reflective structures …
Stephen Brookfield Becoming a critically reflective teacher. San Francisco: Jossey-Bass, 1995, p.147 Think about what you mean by good teaching. As you recall good teachers, acts of good teaching, and good classes in which you’ve been a learner, write down a few comments in response to the following questions. questions. They have have b been een designed designed to focus focus your actions that embody good teaching rather than on attention on actions that general ideas about its qualities. If a home-schooled, home-schooled, self-taught student decided to become a teacher and came to you asking to see good teaching in action, what would you tell her to look out for as she visited a classroom? If you were serving on a “Teacher of the year” award committee, what kinds of actions that you saw teachers taking would make you want to give them the award? Think back to the last time you saw something happen that made you say to yourself, yourself, “This is great teaching.” What was going on that made you have this reaction? ll
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Other reflective structures …
Check out EDUT422 page 9 Check out EDUT422 Appendix 9 Ghaye & Lill Lillym yman an pa page ge 21-2 21-23 3 Check out EDUT422 LOL for more options In the end, you may need to design your own for your own learning needs ll
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Exercise
In groups of 4-5, consider: How you would re-design my 22/7 lesson with this group, with new content, and some experiential activity and reflective work to allow them to learn under their own steam ll
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