Similarly, you could make observations about students’ interactions after changing the classroom layout. These written observations can form the basis for changes that you can make to your work as you progress. You could, for example, choose to observe how well students responded to a new classroom intervention. listing each student’s name down the side, with notes beside it) and take notes on students’ work. Create a template for your observations (e.g. Conducting Classroom ObservationsĪnother way to do reflective teaching is to start a classroom observation routine. Related Article: 15 Action Research Examples 2. This might get the kinesthetic learners re-engaged in the lesson and salvage it from its impending implosion. In order to resolve this problem, you might choose to get the students all to stand up and play heads or tails for questions you ask them. Reflection in occurs during the lesson.įor example, as you’re doing a question-and-answer session with your class, you might realize that the students are tuning out and getting bored. “Reflection on” occurs once the lesson is over. This is the difference between reflection on practice and reflection in practice. Instead of pausing at the end of your activities and reflecting upon what you did, Schon argues that good practitioners reflect in the moment and make tiny changes from moment-to-moment. Reflection in practice is a concept by David Schon which involves small moments of reflection throughout your day. Conclusion Reflective Teaching Examples 1.
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