WOLLO UNIVERSITY

COLLEGE OF SOCIAL SCINCES AND HUMANITIES

DEPARTMENT OF CIVICS AND ETHICAL STUDIES
SECONDERY SCHOOL CURRICULM AND INSTRUCTION
PGDT 413
GROUP ASSIGNMENT

Prepared By
Table of Contents
INTRODUCTION...........................................................................................................................3
1 what is continuous professional development and what approaches or method you used to
continuously develop your profession?...........................................................................................4
1.2 Approaches or method...........................................................................................................4
2 what is reflective teaching and what kind of action consider routine and reflective for the
teacher job?......................................................................................................................................6
2.1 Reflective teaching.................................................................................................................6
2.2 Action consider routine and reflective for the teacher...........................................................6
3. What is the difference between reflective and non-reflective teachers?.....................................8
4. What are the essential attitude of reflective practitioner and essential practices for becoming
reflective practitioner?.....................................................................................................................9
4.2 essential practice for becoming a reflective practitioner.....................................................10
5 in what way do you reflect your experience and discuss the strategy or opportunity for
reflection that have been found to be use full in promoting reflection?........................................12
5.2 strategies or opportunities for reflection that have been found to be useful in promoting
reflection....................................................................................................................................13
Model Reflective Learning with Pluses and Deltas...............................................................13
Reflect Through Writing........................................................................................................13
Summry..........................................................................................................................................15
Reference...................................................................................................................................................16

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INTRODUCTION
Reflective teaching encourages the growth and preservation of professional knowledge. We may
imagine several stages of teaching expertise, including those student instructors might reach at
the start, middle, and conclusion of their courses, those of new teachers when they begin working
in a full-time classroom, and those of seasoned, experienced teachers. Given the nature of
teaching, continuing education and professional development should be a priority.

Well-known academics like Schn, Kolb, and Gibbs adopted it (Rushton & Suter, 2012). A
reflective process, according to Dewey (1933), begins with a perceived conflict in a context,
continues with the interpretation of classroom activities, and concludes with a choice for how to
fix the issue. Since reflection, according to Gore and Zeichner (1991), involves thinking about an
activity in its context, teaching as a reflective practice entails two stages.

Being a reflective teacher requires going beyond a focus on management strategies and "how to"
inquiries to asking "what" and "why" questions that see management strategies and instructions
as components of larger educational goals rather than as ends in themselves. "What and why"
inquiries allow us some control over the lessons we teach. We may argue that the amount of
control we have over our activities determines the quantity of autonomy and responsibility we
have in our careers as instructors. We start to take control and create the potential for change by
pondering on the issues of the type mentioned above.

When teaching reflectively, instructors think critically about their teaching and look for evidence
of effective teaching. This critical analysis can draw on a variety of sources: Brookfield (2017)
lays out four crucial sources: “students’ eyes, colleagues’ perceptions, personal experience, and
theory and research.”

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1 what is continuous professional development and what approaches or method you
used to continuously develop your profession?

1.1 continuous professional developments

Continuing Professional Development (CPD) is a combination of approaches, ideas and
techniques that will help you manage your own learning and growth. The focus of CPD is firmly
on results – the benefits that professional development can bring you in the real world.

 Continuing professional development, or CPD, is the ongoing process of

developing, maintaining and documenting your professional skills.
 The Continuous Professional Development Cycle (see figure) shows that professional
development is, like much other learning, best thought of as a circular series of activities.
The process moves from identifying your development needs through planning and then
carrying out your learning activities, to reflecting on your learning, and then applying it
and sharing it with others

Professional development is learning to earn or maintain professional credentials such

as academic degrees to formal coursework, attending conferences, and informal
learning opportunities situated in practice. It has been described as intensive and
collaborative, ideally incorporating an evaluative stage

1.2 Approaches or method

Professional development on the job may develop or enhance process skills, sometimes referred
to as leadership skills, as well as task skills. Some examples for process skills are 'effectiveness
skills', 'team functioning skills', and 'systems thinking skills.

Professional development opportunities can range from a single workshop to a semester-long

academic course, to services offered by a medley of different professional development
providers and varying widely with respect to the philosophy, content, and format of the learning
experiences. Some examples of approaches to professional development include:-

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 Case Study Method – The case method is a teaching approach that consists in
presenting the students with a case, putting them in the role of a decision maker facing a
problem (Hammond 1976) – See Case method.
 Consultation – to assist an individual or group of individuals to clarify and address
immediate concerns by following a systematic problem-solving process.
 Coaching – to enhance a person’s competencies in a specific skill area by providing a
process of observation, reflection, and action.
 Communities of Practice – to improve professional practice by engaging in shared
inquiry and learning with people who have a common goal
 Lesson Study – to solve practical dilemmas related to intervention or instruction through
participation with other professionals in systematically examining practice
 Mentoring – to promote an individual's awareness and refinement of his or her own
professional development by providing and recommending structured opportunities for
reflection and observation
 Reflective Supervision – to support, develop, and ultimately evaluate the performance
of employees through a process of inquiry that encourages their understanding and
articulation of the rationale for their own practices
 Technical Assistance – to assist individuals and their organization to improve by
offering resources and information, supporting networking and change effort

Each individual is expected to identify their own needs, organize their own training, and
learn for themselves. Part of being a professional is taking responsibility for your own skills
and recognizing when they need to improve]

 Identify: Understand where you've come from, where you are and where you want to be.
 Plan: Plan how you can get to where you want to be, with clear outcomes and milestone
to track progress.
 Act: Act upon your plan, and be open to learning experiences.
 Reflect: Make the most of your day-to-day learning by routinely reflecting upon
experience.
 Apply: Create opportunities where you can translate theory into practice and put your
learning to work.

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  Share: Share your learning in communities of practice to generate greater insight and
benefit from the support of your community.
 Impact: Measure the overall impact your learning has had on the work you do.

2 what is reflective teaching and what kind of action consider routine and reflective
for the teacher job?

2.1 Reflective teaching

Reflective teaching is a process where teachers think over their teaching practices, analyzing
how something was taught and how the practice might be improved or changed for better
learning outcomes. Some points of consideration in the reflection process might be what is
currently being done, why it's being done and how well students are learning.

You can use reflection as a way to simply learn more about your own practice, improve a certain
practice (small groups and cooperative learning, for example) or to focus on a problem students
are having. Let's discuss some methods of reflective teaching now.

Reflective teaching helps you understand how to better perform each little part to create a better
future. In a world of teaching standards based on student outcomes, being able to reflect upon
your classroom activities may seem like a luxury that most teachers do not have time for

2.2 Action consider routine and reflective for the teacher

Self-Assessment

 Reflection Journals: Instructors might consider capturing a few details of their teaching

in a journal to create an ongoing narrative of their teaching across terms and years.
Scheduling a dedicated time during the 5 or so minutes after class to write their entries
will ensure continual engagement, rather than hoping to find a moment throughout the
day.

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  Teaching Inventories: A number of inventories, Inventories are typically designed to
assess the extent to which particular pedagogies are employed (e.g. student- versus
teacher-centered practices). 
 Video-Recorded Teaching Practices: Instructors may video record their lessons while
conducting a classroom observation, or instructors can video record themselves while
teaching and use a classroom observation protocol to self-assess their own practices
 Teaching Portfolio: A more time-intensive practice, the teaching portfolio invites
instructors to integrate the various components of their teaching into a cohesive whole,
typically starting with a teaching philosophy or statement, moving through sample
syllabi and assignments, and ending with evaluations from colleagues and
students. 
External Assessment

 Student Evaluations (Midterm and End-of-Term): In many courses, instructors obtain

feedback from students in the form of mid-semester feedback and/or end-of-term student
evaluations. Because of potential bias, instructors should consider student evaluations as
one data source in there. If instructors are interested in sustained feedback over time from
a student perspective, then they can also participate in the Pedagogical Partners program.
 Peer Review of Teaching: Instructors can ask a trusted colleague to observe their
classroom and give them feedback on their teaching. Colleagues can agree on
an observation protocol or a list of effective teaching principles to focus on from a
teaching practices inventory.
 Classroom Observations: Any instructor may request an observation with feedback
from a member of the staff. Observations are meant to be non-evaluative and promote
reflection.  They begin with a discussion in which the instructor describes course goals
and format as well as any issues or teaching practices that are of primary concern. This
initial discussion provides useful context for the observation and the post-observation
conversation.

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3. What is the difference between reflective and non-reflective teachers?
Reflective teachers regularly dedicate time to evaluate their teaching practice. They consider the
scope of their pedagogy — from the structure of the course to the classroom community — and
reflect on how their specific teaching decisions impact their students' learning.

Reflective Teaching

Professional Growth
Reflective Teaching will help the educators in their professional growth. By reflecting on their
teaching process, the teachers will get a better understanding of their strengths and weaknesses

and this will help in their professional development.

Promotes Innovation
Reflective teaching leads to innovative methods and techniques of teaching by the educator.
Reflective teaching allows teachers to find innovative ways to make the class activities
interesting and fun for the students.

Enhances Problem-Solving Skills

Reflective teaching also helps in the improvement of the teacher’s problem-solving skills. It’ll
allow them to come up with new techniques and strategies to make the learning process easy and
simple for students. This skill will not only help the teachers in their career growth but overcome
their personal problems as well.

Improves relationship between Teacher-Student

A teacher needs to have good relations with the students for the students to look forward to
his/her class and listen attentively. Reflective teaching allows us to evaluate each student’s
performances and capabilities and think of each student as a unique learner. Teachers need to
think of ways to connect and communicate with the students, engage them in the class lessons
and improve their learning process.

the characteristics of a reflective teacher Some characteristics of a reflective teacher include

the ability to

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  self-analyze,
 identify their own strengths, weaknesses, objectives and threats,
 as well as good time-management skills, organization,
 patience,
 self-acceptance, and the well for, and implementation of, self-improvement of self and
teaching practices

Non Reflective Teaching

 Not all educators will have an understanding of how to follow the reflective process.
 It may be an uncomfortable feeling to analyze and evaluate one’s practice.
 Reflective teaching is a time-consuming process and teachers need to make time for it
from their busy schedules.
 The teachers may not understand which aspects to reflect upon.
 A lot of thinking and reasoning is needed to follow reflective teaching.
 They don’t have self-observation: in this process, teachers must consider their students’
needs, goals, interests, habits, lessons, and the time of the class.
 They don’t evaluate themselves evaluation: teachers make a decision about their
classes. According to self-evaluation is the result of self and peer correction and

4. What are the essential attitude of reflective practitioner and essential practices
for becoming reflective practitioner?

Attitudes of reflective practitioner
 open-mindedness,
 wholeheartedness, and
 Responsibility. They are considered as part of the keys in identifying the reflectivity state
of the teacher.
Open-mindedness

 Defined the disposition or attitude of open-mindedness as “freedom from prejudice,

partisanship, and such other habits as close the mind and make it unwilling to consider

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 new problems and entertain new ideas. However, he noted that open-mindedness is not
the same as empty-mindedness, which he likens to some hanging “out a sign saying
‘Come right in; there is no one at home’ is not the equivalent of hospitality”

Responsibility

 a responsible attitude is one where people “consider the consequences of a projected step;
it means to be willing to adopt these consequences when they follow reasonably from any
position already taken

Whole-heartedness

 When a reflective practitioner has a whole-hearted attitude, he or she takes up a project

with a whole heart, and “throws himself into it”
 Thus a teacher is excited to look at his or her practice and does so in an undivided manner as
“questions occur to him spontaneously; a flood of suggestions pours in on him; further inquiries
and readings are indicated and followed.

4.2 essential practice for becoming a reflective practitioner

Awareness -. For example there may be an unexpected negative outcome of a usually reliable
treatment option or perhaps a strong emotional reaction on the part of a learner. Of course it is
also possible for surprising positive outcomes to leave us wondering what the reason for the
event is. Either way there is some ‘out of the ordinary’ experience which causes us to begin
reflecting.

Critical Analysis - a critical analysis of the situation that leads to an examination of feelings and
knowledge – a ‘thinking on your feet’ situation, based on experience in the decision making
process or ‘reflection in action’. This means that when that feeling of inner discomfort is felt a
change is immediately made to bring about a better result.

New perspectives - involves ‘the development of a new perspective on the situation.’ This
means, moving from a position of a detached observer, to one of becoming involved’

Reflective practice skills

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 Self-awareness an essential component of reflection is self-awareness or the ability to
analyses feelings. It involves an honest examination of how the situation has affected the
individual and how the individual has affected the situation. This is not an easy task,
especially in the heat and pressure of the moment when it can be hard to recall exactly
what happened.
 Description Description involves having the ability to recognize and recollect salient
events. This might entail recalling similar signs and symptoms in patients presenting with
a particular disorder, it might involve describing a new finding. The description might be
verbalised in a group discussion, written in a clinical guideline, journal article or book, to
enable learning through reflection.
 Critical Analysis This involves examining components of a situation. This process
entails examining existing knowledge, challenging assumptions, imagining and exploring
alternatives. Imagining and exploring alternatives also encourages the creation of new
ideas and inventiveness. A critical analysis also involves examining how relevant
knowledge is to an individual situation. This aspect supports the definition of evidence
based medicine where clinicians concentrate on the outcomes of their treatments for
individual patients.
 Synthesis This is the process of integrating new knowledge or experience and making it
part of our ‘personal knowledge base ‘This knowledge is used in a creative way to solve
problems and to predict the possible outcomes. This is particularly important as the
outcome of reflection involves the development of a new perspective.
 Evaluation Evaluation is defined as the making of judgments about the value of
something. It can also be defined as ‘to judge or assess the worth of something’. Both
synthesis and evaluation are crucial to the development of a new perspective. A decision
would then have to be made as to whether a change in practice is necessary.

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5 in what way do you reflect your experience and discuss the strategy or opportunity
for reflection that have been found to be use full in promoting reflection?
5.1 ways to reflect your experience

In order to reflect on work experience you need to know what you did and what you saw. Make
some notes on your work experience either on your placement or at the end of each day so you
don’t forget what you did.

Consider these questions, below, to guide your reflection

 What is your overall reaction to and impression of your experience? Is this a subject
you see yourself continuing to study? Is this research you would like to build on?
 How does your current knowledge of the work compare to what you imagined it
would be like going into the experience? Did anything surprise you? Are there
differences between what you thought it would be like and what it was actually like?
 Did you learn something about the field that you didn’t know before? Does this new
knowledge impact your opinion of the work and motivation to further engage in
research in the discipline?
 Consider your day-to-day tasks – what tasks did you find came easy to you/you did
well at, and what tasks did you struggle with? Of those tasks you did well, did you
enjoy them? If there were tasks you struggled with, are these areas where you want to
challenge yourself to learn more and improve?
 What did you learn about yourself – your strengths and weaknesses – through
engaging in a research experience? How do you plan to use this knowledge in
navigating future endeavors?

A new experience or situation, or a reinterpretation of existing experience,

is encountered.
Reflective Observation of the new experience. Of particular importance are any
inconsistencies between experience and understanding.
Abstract Conceptualization 
Reflection gives rise to a new idea, or to a modification of an existing abstract concept.

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 Active Experimentation 
The learner applies new ideas to the world around them to see what results.
Using reflective models is one of the easiest ways to engage with the reflective process. The ones
highlighted below will support you with structure, guidance and questions.

 Private reflections can take on any form and language you want. You can be as creative
or structured as you want as long as you ensure you go through the reflective process of
self-questioning.
 Reflection for an assignment often requires a particular language and
structure. You should therefore always follow the guidelines provided by the staff who
assess the assignment.

5.2 strategies or opportunities for reflection that have been found to be useful in
promoting reflection

Model Reflective Learning with Pluses and Deltas

Pluses and deltas take the place of pros and cons. A pro and con chart points out strengths and
weaknesses, giving equal weight to each. For young people, pointing out weaknesses can be
devastating, especially if there are more cons than pros. Using pluses and deltas instead phrases
the conversation in terms of things a student did well and things that need to change

Reflect Through Writing

The most common form of reflection is a simple written response. Students can reflect on
projects, grades, actions, and reactions.

Reflect on Your Teaching Practice

Of course, not everything needs to be shared with students. Each day in a classroom brings
successes and failures of various sizes. Being honest with yourself about both is absolutely
imperative.

Another way to simply conceptualize reflection is to have students answer these questions:

What? Report the facts and events of an experience, objectively.

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So What? Analyze the experience.

Now What? Consider the future impact of the experience on you and the community.

What?
 What happened?
 What did you observe?
 What issue is being addressed or population is being served?
So What?
 Did you learn a new skill or clarify an interest?
 Did you hear, smell, or feel anything that surprised you?
 How is your experience different from what you expected?
 What impacts the way you view the situation/experience? (What lens are you viewing
from?)
 What did you like/dislike about the experience?
 What did you learn about the people/community?
 What are some of the pressing needs/issues in the community?
 How does this project address those needs?

Now What?

 What seem to be the root causes of the issue addressed?

 What other work is currently happening to address the issue?
 What learning occurred for you in this experience?
 How can you apply this learning?
 What would you like to learn more about, related to this project or issue?
 What follow-up is needed to address any challenges or difficulties?
 What information can you share with your peers or the community?
 If you could do the project again, what would you do differently?

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Summry

Reflective teaching is a process where teachers review their instructional strategies and look for
ways to tweak or alter them to better serve students' learning. They could look at exam scores
and how well students are performing in class to find out. A teacher evaluates their methods in
order to understand them better and determine whether they are promoting the learning of their
students. Teachers can enhance their teaching methods by doing self-reflection and self-
evaluation. Teachers that are effective at their jobs and give their pupils a positive learning
experience should reflect on their own teaching methods.

A characteristic that distinguishes a reflective teacher from a non-reflective one is the analysis a
teacher does over what has been done in the classroom. A reflective teacher considers the
probable diary or report of the activities done in the classroom to find the weaknesses and
attempts to change them into strengths. Through doing this, a teacher does not teach in the same
way again. In this process, one crucial point a teacher notices and keeps in mind is that not all
classes are the same. As people are distinct, the atmospheres where they attend are also different,
too. So what might apply in one class might not be practicable in another.

One characteristic that distinguishes a reflective teacher from a non-reflective one is the analysis
the teacher performs of what occurred in the classroom. A reflective teacher reviews the most
likely diary or report of the activities carried out in the classroom in order to pinpoint weaknesses
and work toward transforming them into strengths. When a teacher accomplishes this, it
permanently alters the way they educate. The fact that no two classes are the same is one of the
most important things a teacher observes and keeps in mind during this process. Just like the
people who visit them, the settings they frequent are distinctive. As a result, what might be
suitable in one class might not be in another.

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Reference

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