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Define Reflective writing? What is reflective writing – Topic 061

Reflective writing is evidence of reflective thinking eg.
Analyzing what happened (thinking in depth and from different perspectives)

How Dewey give development through reflective practitioner? – Topic 073

An analysis of Dewey’s paradigm of reflective thought reveals that 3 attitudes are required in the
process of reflective thinking. These are:
Open- mindedness
Responsibility
Whole-Heatedness

Reframing: – Topic 058

Is a way of:
improving our understanding of a situation
solving conflicts and inventing new strategies
Conceptual innovation enables you to rethink a whole group of situations
It brings up a new set of possibilities

What are the types of thinking practice? On what basis reflective practice can occur through these
types?

What is the key feature of reflective practice?

Types of Reflection (Hatton and Smith) –Topic 008

Technical rationality (behaviors and skills);
Reflection-on-action (involving descriptive reflection: description and justification; dialogic
reflection: exploration; and critical reflection: multiple perspectives and factors
Reflection-in-action (thinking 'on your feet')
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What is the importance of critical incident analysis?

CIA helps teachers focus on the extent to which critical analysis is evident in their practice.

Socialization – Topic 142

Socialization is long life process by which children learn from their surroundings. (Parents,
siblings, teachers etc), the reflective practitioner through dialogues and
socialization begins to externalize the knowledge.

Bloom’s Taxonomy
The cognitive domain comprises
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

Bloom taxonomy n critical thinking – Topic 049

The cognitive processes characterized as essential to higher-order thinking (that is analysis,
synthesis and evaluation in the unrevised taxonomy) are integrative of the basic critical thinking
concepts: assumption, fact, concept, value, conclusion, premise, evidence, relevance, irrelevance,
consistency, inconsistency, implication, fallacy, argument, inference, opinion, bias, prejudice and
hypothesis.

What are professional concerns of reflective practice?

Professional concerns come to the fore when reflective practice is done badly, ineffectively or
inappropriately. In such cases, the point of RP is missed and its value goes unrecognized

What are the indicators of reflective practitioner? – Topic 078

There are key learning and teaching practices which contribute to effective pedagogies
These identify the key attributes of the effective reflective practitioner
Intellectual quality
Higher order thinking
Deep understanding
Substantial conversation
Meta-language

Levels of Teacher Knowledge and Inquiry – Topic 145

Knowledge for Practice
Knowledge in Practice
Knowledge of Practice

Explain Driscoll and Teh framework? – Topic 075

Driscoll and Teh (2001) provide a simple but very useful framework for reflection based on three
questions:
What? Description of the event
So what? Analysis of the event
Now What? Proposed actions following the event
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Levels of reflective thought

Three levels of reflective thought:
Non-reflective action
Reflective action
Premise reflection

Factors of brainstorming
Critical Brookfield note
Brookfield (1995) suggests that we employ four “critical lenses” through which to view and reflect
upon our practice. These are:
1. Our own view (autography)
2. That of our students:
3. That of our fellow professionals:
4. The various theoretical perspectives found in educational literature.

Community of practice
“Communities of practice are groups of people who share information, insight,
experience and tools about an area of common interest.”Communities of practice are useful for a te
acher becoming a reflective practitioner.

Functions of mentors
Mentors who focus on professional aspects of teachers work
Mentors are competent teachers serving as models for the reflective practitioner

Challenging of reflection
This is the teacher being prepared to pose questions and propose unfamiliar or even
uncomfortable ideas for making changes Contextualized Reflection
This ensures that the reflection activities or topic are appropriate and meaningful in relation to
the experiences of the teacher

Action Research is…Process, Collaboration, Improvement, Practice, and Communication

Explain guidelines for practice development of teachers, school managers and curriculum
developers?
• A community of practice can be described as a group of people who work
together to achieve a common goal.
• The process of working together and sharing knowledge and resources can lead
to an enriched learning experience as people are exposed to new ways of
thinking and problem solving.

What is institutional culture?

RP helps us to locate our teaching in the broader institutional and social context and to appreciate
the many factors that influence student learning

About the rights approach

This quick reference guide is intended to contribute to the efforts of health workers to effectively
and meaningfully implement a human rights-based approach

3 attitudes are required in the process of reflective thinking

These are: Open- mindedness, Responsibility, Whole-Heatedness
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Enlist Geomorphology levels?

Geomorphology is the scientific study of the origin and evolution of topographic and ... Geologic
processes include the uplift of mountain ranges, the growth of volcanoes, isostatic changes in land
surface elevation

Themes of reflective teaching

The concept of reflection has been used in teacher education we find four themes that undermine
the potential for genuine teacher development:
(1) A focus on helping teachers to better replicate practices suggested by research conducted by
others and a neglect of preparing teachers to exercise their judgment with regard to the use of these
practices;
(2) A means-end thinking which limits the substance of teachers' reflections to technical questions
of teaching techniques and ignores analysis of the ends toward which they are directed;
(3) An emphasis on facilitating teachers' reflections about their own teaching while ignoring the
social and institutional context in which teaching takes place;
(4) An emphasis on helping teachers' to reflect individually. All of these things create a situation
where there is merely the illusion of teacher development of teacher empowerment.

Benefits of Greenaway’s 3-Stage Model

Easy to apply
Being experiential it is grounded teachers everyday practice
Not time- consuming
Can be the foundation for more complex models
Can be easily applied to many aspects of the teacher’s role in school

Techniques of critical thinking

Clarify, Be accurate, Be precise, Be Relevant, Know your purpose, Identify assumptions, Check
your emotion, Empathize, Know your own ignorance, Be independent, Think through implications,
Suspend Judgment, Consider others Points of view, Recognize cultural assumption, Be fair, not
selfish

What is critical theory?

Critical theory provides a specific interpretation of Marxist philosophy and reinterprets some of its
central economic and political notions such as commodification, reification, and critique of mass
culture. Critical Theory had emphasized so far, more attention should be paid to the notion of
conflict in society and among societal groups

Assumption of constructivism
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Explain Different development stages of comparative education?

What are the model of thinking and reflection briefly describe

What are the levels of reflection which can take place during teaching?

Define Deductive and inductive approach

Deductive approach is aimed and testing theory.
Inductive approach is concerned with the generation of new theory emerging from the data
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What is the reason to establish community practice in schools?

- Provides a forum to explore and test ideas.
- Opportunity to generate new knowledge and practice.
- Is responsive to emerging issues and opportunities.

What are the key features of becoming reflective practitioner?

Reflective practitioners are interested in: • Analytical skills • Interpersonal skills • Self‐development
• Practitioners who can reflect on their performance • Reflective Practitioners can use SDL to
develop both skills and attributes as learners which support lifelong development • The Reflective
Practitioner who is a self‐directed learner can participate fully and freely in the dialogue through
which we test our interests and perspectives against those of others and accordingly modify them
and our learning goals

The best reflective practitioners are constantly learning, evaluating and refining their practice,
even after years of experience.
As reflective practitioners progress in their careers they will encourage different challenges and
expectations. This means
• Their condition grows
• They learn from experience
• The reflective practitioner becomes a more sophisticated teacher.

How teacher increase there knowledge and understanding as a profession

FOCUS ON SUBJECT MATTER AND STUDENT LEARNING
LINKING PROFESSIONAL LEARNING TO TEACHERS’ REAL WORK
How Much Professional Development Is Enough, and How Well Is It Working.
A safe and cooperative climate for learning
Support and training to promote continual professional learning

What are the advantages of peers observation

There are several benefits from using peer observation:
• Maintaining and enhancing teaching quality and therefore improving student learning
experiences
• Developing self‐awareness about a variety of instructional aspects
• Reflecting on various aspects of your teaching practice
• Recognizing and identifying good practice in others
• Identifying your own professional development needs
• Providing evidence of quality teaching practice for promotion applications
• Identifying and promoting good practice and innovation in teaching and learning
• Deepening understanding of the work of colleagues in and across teams, departments and faculties
• Networking with colleagues to discuss various learning and teaching issues
• Increasing the sense of collaboration and enhanced trust through allowing colleagues to observe
and comment upon each other’s teaching.

Critical model according to Brookfield

1. Our own view (autography)
2. That of our students:
3. That of our fellow professionals:
4. The various theoretical perspectives found in educational literature.
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Write a note on Mezirow's model of transformational learning

A disorienting dilemma loss of job, divorce, marriage, back to school or moving to a new culture
Self-examination with feeling or fear, anger, guilt or shame
A critical assessment of assumptions
Recognition that one’s discontent and the process of transformation are shared
Exploration of options for new roles relationships and action
Implementing one’s plans
Provisional testing of new roles
Building competence and self-confidence in new roles an relationships
A reintegration into one’s life on the basis of conditions dictated by one’s new perspective

What is critical incidents and give three examples

These are specific occurrences within teaching and learning which you consider significant or
important
Critical incident may be positive or negative
Examples:
Being faced with behavior difficulties with learners
A refusal by a student to engage in an activity
You might realize that you have been talking for too long

Connected reflection
This is essentially the component that links experimental learning to formal training

Peer observation
The peer observation of teaching process provides both the observee and the observer with the
opportunity to mutually enhance the quality of their teaching practice. It also provides an
opportunity to disseminate good practice amongst colleagues by sharing thoughts on teaching
practice and supporting each other’s development of teaching skills

Critical thinking
Critical thinking is the ability to think clearly and rationally about what to do or what to believe. It
includes the ability to engage in reflective and independent thinking.

Key features of becoming reflective practitioner

Reflective practitioners are interested in: • Analytical skills • Interpersonal skills • Self‐development
• Practitioners who can reflect on their performance
• Reflective Practitioners can use SDL to develop both skills and attributes as learners which
support lifelong development
• The Reflective Practitioner who is a self‐directed learner can participate fully and freely in the
dialogue through which we test our interests and perspectives against those of others and
accordingly modify them and our learning goals
The best reflective practitioners are constantly learning, evaluating and refining their practice,
even after years of experience.
As reflective practitioners progress in their careers they will encourage different challenges and
expectations. This means
• Their condition grows
• They learn from experience
• The reflective practitioner becomes a more sophisticated teacher
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Schema role nation

Teacher Use the nation schema to learn the students about countries.

Jory window model feedback

The main importance of feedback in this process can’t be overstated. It’s only by receiving
feedback from others that your Blind area will be reduced and your open area will be expanded.
Group members should strive to help other team members to expand their open area by offering
constructive feedback.

What is level of teacher's knowledge and inquiry?

Knowledge for Practice
Knowledge in Practice
Knowledge of Practice

Example of reframing of reflective practice

Reframing goes beyond reflective listening ², as it presents back to the client what is said in a way
which deepens understanding about the event or problem, and creates possibilities for new ways to
respond to the issues being discussed.

Role of frames in critical thinking

Frames help us perceive, understanding and describe situations.
Frames are particular ways of making meaning of the complexity of situations
Frames are structures of beliefs, perceptions, values and appreciations about a situation, most of
them underlying conscience..
From the multiple components of a situation we select a particular set with which we try to
understand the situation and to transform it.

Importance of framing in critical thinking

The Framing, however, is more complex. But so is the thinking that results from the correct use of
the frame. Teaching students to be more reflective about what they are learning is a critical skill for
all 21 century learners.

Which three attitudes john Dewey described about reflective Practitioners?

Experience,
Reflection and
Learning

Statically analysis
Statistics is the study of the collection, analysis, interpretation, presentation, and organization of
data. In applying statistics to, e.g., a scientific, industrial, or social problem

Relationship b/w reflective practice and professionalism

Reflective practice can be a beneficial process in teacher professional development, both for pre-
service and in-service teachers. This digest reviews the concept, levels, techniques for, and benefits
of reflective practice

Define critical thinking

Critical thinking is the ability to think clearly and rationally about what to do or what to believe. It
includes the ability to engage in reflective and independent thinking.
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What should be in mind of reflective practionier while leading and planning?

• Reflective Practitioners are able to learn from a group, since their experiences of using
reflection in practice are invaluable.
• The Reflective Practitioner can commit to the group because the group becomes an
invaluable part of the reflective process, because we need, as learners, appropriate support, trust
and challenge from others.

John Dewey
John Dewey was an American philosopher, psychologist, and educational reformer whose ideas
have been influential in education and social reform.

Personal practical theories

Researchers exploring the relationship between teacher beliefs and their classroom practices found
that teacher’s experiences impact what they believe teaching should be like and that teachers form
their own theories in teaching.

Critical model of Brookfield

1. Our own view (autography)
2. That of our students:
3. That of our fellow professionals:
4. The various theoretical perspectives found in educational literature.

Key features of reflection

Reflection is an active process of learning and is more than thinking or thoughtful action

Constructivism
Constructivism is a learning theory found in psychology which explains how people might acquire
knowledge and learn. It therefore has direct application to education.

How personal challenges to reflective practices can be overcome.

• Be honest with yourself
• Ask colleagues as critical friends
• Pre-conceived notions
• Refer to the literature
• Refer to a mentor experience colleague
• Misconceptions
• Use checklists
• Develop checklist with colleagues
• Use colleagues as critical friends
• Personal Preferences

Comparison b/w conscious competence and incompetence

The Conscious Competence Model
Not aware of the skill (and lack of skills) and its relevance
Conscious Incompetence
Awareness of the existence and relevance of the skill

Professional Approach: work within client offices to deliver quick solutions that provide a positive
return on investment
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MCQS
Question 1: Which of the following about teacher's professional knowledge and understanding is
true?
Once reflection becomes a habit you will not need to develop your reflective skills further
Everyone always learns from experience
Teachers need to develop reflection and evaluation of their practice

Question No.2: According to Stephen Brook, reflective practice is?

Locates teaching within the context of the school agenda
Empowers the teacher to appreciate the bigger picture surrounding teaching
a way for teaches to understand their problems
None of the above

Question 3: Which of the following is NOT a ‘best’ practice? Pg.19

Educates the whole child
Follows the text closely to ensure coverage of the curriculum
Students’ active participation in learning

Question No.4: What does evidence suggest as being most important for a long-term commitment to
Reflective Practice? Pg294
Reflection is more effective when conducted collaboratively
Collaborating with colleagues encourages the Reflective Practitioner to focus on what values inform
his/her teaching
Guidance and structure are key factors for Reflective Practitioners
When the Reflective Practitioner knows what is best for children Challenging environments

Question 5: Which of the following is considered the least effective form of teacher development?
Certificated Courses
Workshops
n-school mentoring
Communities of Practice

Question 6: Knowing-in-action is described by Schon as ___________.

Our knowing is ordinarily implicit in our patterns of action
When we cannot say what we know
When we go about the spontaneous, intuitive performance of the actions of everyday life
All of the above

Question 7: What are the major mechanisms involved in critical thinking for the reflective
practitioner?
Self-regulation
interpretation
both ‘a’ and ‘b’
None of the above
question 8: Creative Thinking is not critical thinking because

It is not logical
It is not problem-centred
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It is emotive
it is not based on ‘black-and-white’ thinking

Question 9: ‘Looking out’ is a combination of _____.

A range of viewpoints about experiences
Looking around’ and ‘looking back’
Perspectives which direct the focus of attention
None of the above

Question 10: Which of the following assumptions does NOT underlie action research?
Teachers and other education professionals have authority to make decisions
Teacher and other education professionals want to improve their practice
Teachers and other education professionals can and will engage in systematic research only if they
are given adequate time and additional pay
Teachers and other education professionals are committed to continued professional development

DATA refers to pg.40

The analysis of an event
The teacher describing, analysing, thinking and acting
The four steps analytical process necessary for guiding reflection

3: What is reflective practice?

A process to evaluate teaching
Process leading to activity in response to any aspects of the professional role
Process of action to improve the professional role
none of these

4: What is the impact of reflective practices on the teacher

It leads higher quality practice
It changes teacher’s values and beliefs
It leads to greater independence for the teacher
It sustains inclusive environments

5: Which of the following about teacher's teacher’s professional knowledge and understanding is
true?
Once reflection becomes a habit you will not need to develop your reflective skills further
Everyone always learns from experience
Teachers need to develop reflection and evaluation of their practice
teachers need to develop reflection and evaluation to support their own and others practice

6 What does ‘a lack of conceptual clarity’ mean?

The educational community has different interpretations of reflection
It confuses perceptions about what happens in the classroom
It includes too many viewpoints and so becomes confusing for the individual
does not account for students’ perspectives

7 According to Brookfield, which is the most powerful lens for teachers?

The Self Lens
The Student Lens
the peers lens, the theory lens
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8 Which of the following is an example of ‘warm’ feedback?

Warm feedback extends thinking and raises concerns about teaching
Warm feedback consists of supportive, appreciative statements
Warm feedback raises questions
none

9 Which of the following is not reflection in a professional setting?

Deliberate
Theory-focused
Object-led
Purposeful

10 The ‘critical lenses’ refer to

The perspectives that a teacher uses to generate different viewpoints
The focus given to the Reflective Practitioner by taking the different viewpoints necessary to reflect
on practice
A set of different viewpoints
None

2: Reflection-on-action can be described as ______________

Thinking about what to do
A reconstructive mental review
Problem resolution
Weighing the pros and cons of alternatives

3: Which of the following is NOT a principle of Reflective Practice? Pg.8

Select correct option:
It is problem-oriented
It is based on action research
It is data-driven
It is research-led

4: Which of the following is NOT one of the four steps in action research?
Select correct option:
Identifying the research problem
Developing a professional measurement instrument
Obtaining the necessary information to answer the question
Developing a plan of action

5: Re-theorising is the means by which Reflective Practitioners _____.

Select correct option:
Critically examine practice
Critically examine theories
Critically examine practice and theories in the light of theories
Critically examine data and research in the light of theories

6: Critical thinking is _______.

Select correct option:
A biological process
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A psychological and cognitive process

A communication process
All of the above

7: What are three levels of reflection?

Select correct option:
Technical, empirical and practical
Technical, practical and critical
Rational, technical and critical
Rational, practical and critical

8 What is question/ analysis in the reflective cycle?

Select correct option:
Taking on the role of researcher
Using quantitative data to make decisions
Describing a situation
Asking many questions

1: Interpretation is the skills of ________.

Select correct option:
Understanding and transmitting
Cognition and communication
Thinking and talking
Receiving and sending information

2 Critical Reflection involves which of the following?

Select correct option:
Analysing and c
Analysing and evaluating
Reasoning and evaluating
Conceptualising and describing

2: Which of the following is NOT one of the four steps in action research?
Select correct option:
Action Research is…Process, Collaboration, Improvement, Practice, Communication
pg.250

3 What is part of the analytical process for the practitioner?

Select correct option:
The identification of own assumptions
The examination of the underlying values base
Both ‘a’ and ‘b’
None of the above

4 Why reflective practice is so important?

Select correct option:
Research highlights the importance of reflective practice for changing personal values biases
Research shows that reflective practice is essential for developing our understanding about
teaching and learning
Research shows that students grades increase when they are taught by a reflective practitioner
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Research shows that reflective practitioners are more profession

5 The most significant part of the model is _____.

Select correct option:
Learning from experience
Learning from reflecting
Learning from information
Learning from knowledge

6 What do systematic reflexivity and epistemic reflexivity focus on?

Select correct option:
Beliefs, values and assumptions
Methods and theories
Suppositions, theories, beliefs and assumptions
Praxis, values, theories and beliefs

7 When we think habitually, we _____.

Select correct option:
Dismiss reasoning
Have a fixed focus which distracts attention
Ignore data
None of the above

8 Double loop learning involves ______.

Select correct option:
Changing personal assumptions
Changing personal approaches pg.51
Both ‘a’ and ‘b’
None of the above

9 What factor makes reflection seem time-consuming?

Select correct option:
Regular learning networks are very time-consuming
Lack of leadership for Reflective Practice
Regular learning networks are very time-consuming
Staff is too busy

Is not reflection in a professional setting? Object-led

Best practice approach teachers must . Be committed to professional dialogue with other teachers
Critical reflection facilitates_____ learning. Fosters transformational learning
Why reflective practice is so important? Research shows that reflective practice is essential for
developing our understanding about teaching and learning.
True about teacher’s professional knowledge and understanding?
What is reflection practice? Process of action to improve the professional role
Best describes a regular learning network. A learning “hub” which challenge practice and policy
According to Moon. What are the key aspects of reflective practice? Reflection is a form of mental
processing
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EDU406 Quiz#2

3 The Reflective Practitioner must ______.

Manage workloads as part of their role in planning and leading the profession
Ensure a suitable work-life balance
Both ‘a’ and ‘b’
None of the above

4 Reflection is NOT _____.

A simple ‘tick box’ activity
A routine activity for a teacher
Both ‘a’ and ‘b’
None of the above

6: Deductive learning is _____.

From general to specific
Rule base
From unknown to known
All the above

7 The Reflective Practitioner has adapted _________.

Ways of knowing
Patterns of reasoning
Both ‘a’ and ‘b’
None of the above

8 Reflective writing focuses _______.

On all aspects of an experience
Critical incidences
Specific details within an experience
Ideas, concepts and opinions

9: The Reflective Practitioner is concerned with _____.

Using a wider range of experiences and research to underpin the approach to teaching
Using a wider range of pedagogies as a means to realize excellence in teaching
Both ‘a’ and ‘b’
None of the above

10: Working inductively means to _______ .

Identify a goal and explore strategies to achieve it
Plan a programme of discussion and observation to improve
Reflect in an exploratory and trial-and-error fashion
None of the above

1: By having an open-minded attitude, the Reflective Practitioner is _________.

More reflective
Adaptable to changing conditions
Able to review experiences critically
Is open to many new ideas
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3: Reflection can be negatively influenced by _____.

A lack of objectivity
The Reflective Practitioner ignoring the truth
None of the above
Both ‘a’ and ‘b’

4: The Professional Development Journal is ______.

A personal diary
An on-going discourse
A subjective dialogue
A list of critical incidents

5: We understand frames through the use of ______.

Metaphors providing explain them
Metaphors to clarify them
Metaphors to communicate logic
None of the above

6 The Reflective Practitioner has adapted _________.

Ways of knowing
Patterns of reasoning
Both ‘a’ and ‘b’
None of the above

7: The study of parts of the community fall in ______.

Evaluation
Synthesis
Analysis
Knowledge

8: Concept-based learning means the Reflective Practitioner _________ .

Transfers learning to new concepts easily
Makes meaning and process information more deeply
Has a more thorough working knowledge of theories-in-use
Works with deeper levels of conceptual understanding

9: Being committed to the profession means _____.

Being responsible for continuing professional development
Being responsible for managing change
Being responsible for changing policy and practice
None of the above

10: Concepts determine _______.

How a Reflective Practitioner’s perceptions are explained
How a Reflective Practitioner’s beliefs are explained
The frames for perception
The ways a Reflective Practitioner explains experience

1: A Reflective Practitioner is able to _____.

Question assumptions and values
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Think ‘outside the box’

Question other people’s assumptions
All of the above

2: We develop theories-in-use as Reflective Practitioners to ________.

Understand theories as we apply them
Predict what will happen when we apply theory to practice
Explain situations
Generate schemas for translating theory into practice

4: Effective writing in a Professional Development Journal _____.

May include diagrams and drawings
Is short and precise
Both ‘a’ and ‘b’
None of the above

5: Exploring practice using inductive action planning requires _____.

Clearly defined and expressed success criteria
Clearly identified evidence sources
Both ‘a’ and ‘b’
None of the above

6: An effective action plan is _________.

Developmental
Precise
Shared
All of the above

7: Professional knowledge relates to ______.

Subject knowledge
Communication skills
Social interaction
All of the above

8: A reflective action plan provides the Reflective Practitioner with _______.

Targets, planning, evaluation
Specific target-setting, identification of actions, evaluation of success
Specific targets, activities, success criteria
None of the above

9: Reflective writing ______.

Is personal
Links theory to practice
Questions experience

Our assumption can be Perceptual.

A product for a teacher might include. All of above
A paradigm shift is. Brings a new set of concepts
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Reframing for new learning is. Focused on inventing new strategies

Concept formation involves. Perception, abstraction, generalization
The highest level of Bloom taxonomy is. Evaluation
Using a reflective action plan is valuable. To set targeted action points
The Professional development Journal supports the RP to. Reflect on experiences
Inductive learning is. None of the above
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