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Encouraging reflective practice

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Melanie Gonzalez
Melanie Gonzalez

This study examined how different reflective tools used in supervision conversations affected the reflective practice of two pre-service teachers. It found that using reflective questions and having teachers rate their lessons on a transfer continuum generated some reflection. Stimulated video recall led to both teachers noticing aspects of their teaching and students' learning. However, using a state evaluation protocol focused conversations on assessment and led supervisors to provide more telling feedback rather than nurturing inquiry. The study suggests supervision should model productive noticing for teachers and see conferences as opportunities to reflect on both practice and student learning.

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Encouraging Reflective Practice in Pre-Service Literacy and Language Teachers in the Student Teaching Practicum & Pre- Practicum Cami Condie, EdD, Francesca Pomerantz, EdD, & Melanie Gonzalez, PhD European Reading Conference June 2017
Defining Terms • Reflective Practice - Learning from the teaching experience by – Noticing students’ learning – Adjusting in the moment – Acting based on knowledge of pedagogy, content and students (agency) • Supervision - Faculty member observing pre- service teacher – Practicum = student teaching – Pre-practicum = early fieldwork experiences prior to student teaching
What We Know: Teacher agency – Definition: The sense of power/control over one’s teaching and decision-making. – New teachers have difficulty enacting what was learned in teacher preparation into their classroom teaching (e.g., Fairbanks, et al, 2010; Pomerantz & Condie, 2017).
What We Know: Effective Teachers • Teachers need to be “adaptive teaching experts…who engage in the process of self-assessing and strategically adjusting their decision-making before, during, and after teaching episodes” (Soslau, 2012, p. 768).
Our Impetus for this Study: Program Evaluation • Supervisors did not focus on evidence of student learning, actionable guidance for improvement, or build on prior feedback.
Additional Challenges in Supervision • Timing—Practicum conferences are short and sometimes rushed; there are only three. • Best practices for supervision are time- intensive (e.g., video reflection method; Brouwer, 2017, Gelfuso, 2016). • Building Relationships of Trust—Supervisors may or may not have established rapport and mutual understanding with supervisee prior to the three conferences.
Purpose & Research Question • Purpose: To identify supervisory tools/methods/protocols that engage pre- service teachers in reflective practice. • Research question: How and in what ways do various reflective tools affect conversations and thinking of pre-service teachers about their teaching practice?
Participants Two case studies • Lisa—a practicum student in a TESOL program with her practicum supervisor – Teaching in her own Kindergarten (age 5-6) classroom for English Learners. – Observations and interviews were part of student teaching evaluation. • Ali—a pre-practicum student voluntarily tutoring with her instructor observing – Tutoring a 3rd grade student post-course – Observations and interviews occurred after course and were voluntary.
Methodology: • Three observations and debriefing sessions • Three conditions: – Reflective Questions and Transfer Continuum (Pomerantz & Condie, 2017). – Stimulated Recall (Condie, 2014; Pomerantz & Condie, 2017) – Additional condition included state required evaluation tool. (CAP—Candidate Assessment of Performance)
Condition 1: Reflective Questions and Transfer Continuum • Questions regarding background knowledge, planning decisions, surprises during the lesson • Transfer continuum: Where do you believe this lesson falls along this continuum?
Condition 2: Stimulated Recall, Reflective Questions, and Transfer Continuum • Reflective questions • Watching short video clips from observation and answering this prompt: “Tell me what you were thinking as you were teaching in this segment. Will you think aloud what happened and what you decided to do?” • Transfer continuum
Condition 3: State Evaluation Tool—Candidate Assessment of Performance (CAP) Debriefing Conversation and Evaluation • Probe for self-reflection: “What are your thoughts about how the students responded to the lesson?” • Share areas of Reinforcement (e.g., State impact on students.) • Share areas of Refinement (e.g., Ask self- reflection question: “When developing lessons, how do you decide on the pacing of the lesson so sufficient time is allocated for each segment?”
CAP Evaluation Domains • The CAP Rubric addresses 3 Performance Standards that include 6 essential elements. Standard Essential Element Standard I: Curriculum Planning, and Assessment Well-Structured Lessons Adjustments to Practice Standard II: Teaching All Students Meeting Diverse Needs Safe Learning Environment High Expectations Standard IV: Professional Culture Reflective Practice
Example of CAP Rubric Performance Descriptors
Data Analysis • Phase 1: Reading transcripts coding for Supervision Styles and identifying adaptive expert behaviors (Soslau, 2012) – Telling, Active Coaching, Guiding, Inquiry, Reflecting • Phase 2: Rereading transcripts comparing cases in same condition • Phase 3: Examining discourse moves in each condition
Findings Condition 1: Reflective Questions and Transfer Continuum • Lisa couldn’t place her lesson on transfer continuum. • Ali—Originally identified her lesson as Some Transfer, then changed to Some Transformation after discussion. – “I can plan, but if something goes unplanned, catches me off guard. I can definitely bring things I’m learning in the classroom…but I’m not an expert… I’m hard on myself that I’m not doing a good enough job.”
Findings Condition 1: Reflective Questions and Transfer Continuum • Ali’s Supervisor – Active coaching – Teaching and modeling content and next steps – “Where was student most successful with this part of the lesson?” Ali couldn’t answer. Supervisor named instructional decisions, modeled thinking, and recommended repeating this part of the lesson again.
Discourse Moves in Transfer Continuum Questions and Prompts Telling What did you notice the student was doing in this part of the lesson? Naming I see you doing ______ at this point in the lesson. As a teacher I tried this strategy. You could do this by______. Finish this statement: by the end of the lesson my students will be able to_____. Active coaching How did you prepare for/plan for this lesson? How did you feel the lesson went? What went well? What would you change? How did the learners respond to the lesson? What will you do next because of what you learned today? Where was the student most successful in this part of the lesson? What problems were most challenging for the student?
Findings Condition 2: Stimulated Video Recall • Lisa – Novice behavior: Noticing not always productive • “I'm like, sometimes I look so stern. I don't know. I also think they have fun.” – Adaptive expert behaviors: Displayed self-regulation (The only time in her three conferences.) Recognizes problems. • “I guess the vocabulary that I thought was really important in the retelling piece was the sequential, but I throw all this other vocabulary in there because I want to expose them to it.” – Lisa’s Supervisor asks guiding questions & provides active coaching and modeling in response.
Findings Condition 2: Stimulated Video Recall • Ali – Adaptive expert behaviors: Displays self-regulation, articulates instructional decision-making, developing professional discourse & strategically applying knowledge (from teacher preparation) • “I have to remember that the brainstorming is going to be messy.” • “I try to connect everything and show that it has meaning, that we're not just doing this, and I'm trying to make a connection like, this will help you read and write, and you can do all the stuff that you want to do. I think I have to be more interested in what she wants to do, more interested in why reading and writing would matter to her…I try to show her that there's a bigger meaning just—rather than just, you just are learning how to read and write because the school wants you to read and write.”
Findings Condition 2: Stimulated Video Recall • Ali’s Supervisor models noticing – Points out child (native Arabic speaker) reads “help” as “play.” Ali didn’t notice. • S: She's reading help as play. • Ali: Cuz she's going— • S: She's reading right to left. • Ali: I have to think of her brain and how it's like, my natural reaction is to go like this (read left to right), but her first response is to go like that (read right to left).
Discourse Moves in Stimulated Recall Questions and Prompts Telling Naming Finish this statement: by the end of the lesson my students will be able to_____. Active coaching How did you prepare for/plan for this lesson? How did you feel the lesson went? What went well? What would you change? How did the learners respond to the lesson? What should a teacher know to teach this lesson?
Findings Condition 3: CAP (state protocol) Start: Active coaching + naming • Active coaching to prompt student teacher to articulate experience • Naming when student teacher fails to use discourse of the discipline Active coaching + telling • Active coaching to prompt student teacher to articulate specific disciplinary practices • Telling for reinforcement • Telling to identify problems • Telling to offer recommendations End: Telling • Telling how lesson connected to the CAP standards • Telling for evaluative purposes • Telling to summarize evidence and experience
Findings Condition 3: CAP (state protocol) • Prompts and questions revolve around evidence in relation to justify evaluation ratings. • Process is driven by the supervisor with the goal of identifying lesson strengths and improvements. • Student teacher likely views supervisor not as a critical friend but as an evaluator.
Discourse Moves in CAP settings Questions and Prompts Telling The lesson went (evaluative adjective). Overall, the lesson was (evaluative adjective). The lesson met (standards/benchmarks). Continue to _______. Moving forward, consider _________. Naming I noticed ______ ____ was evidenced/not evidenced in your lesson. ____ was an example of _____. There were a number of instances when… Finish this statement: by the end of the lesson my students will be able to_____. Active coaching How did you prepare for/plan for this lesson? How did you feel the lesson went? What went well? What would you change? How did the learners respond to the lesson? What should a teacher know to teach this lesson?
Taxonomy Novice Unquestioned familiarity; imitates other teachers; resists experimentation; focuses on classroom management; over or under plans Competent Safety of rules and structure; names instructional moves; allows instructional materials to dictate; articulates instructional decision-making; relies on one main knowledge fund Proficient Justifies instructional decision-making; recognizes student needs; justifies instructional; self-aware Adaptive expert Questions assumptions; balances and revises; strategically applies knowledge; negotiates professional discourse; draws on multiple knowledge funds;
What does this mean? • Supervisors model productive noticing. – ST had trouble noticing what was important in a segment. – Draws attention to key moves. Critically assessing context. – Validates. “Remember teacher preparation program.” • Stimulated recall method: For both teachers, video conversation led to learning from their teaching. • CAP protocol: Practicum feedback that centers on assessing teaching performance based on standards does not nurture inquiry or reflection. • CAP protocol led to Telling and Naming.
Dual-Purposes • Sees pre-practicum and practicum conferences as opportunity to be curious about their own practice AND to be curious about students’ learning.
Limitations • Treatment effect • Rapport with observer • Evaluation role

More Related Content

Encouraging reflective practice

  • 1. Encouraging Reflective Practice in Pre-Service Literacy and Language Teachers in the Student Teaching Practicum & Pre- Practicum Cami Condie, EdD, Francesca Pomerantz, EdD, & Melanie Gonzalez, PhD European Reading Conference June 2017
  • 2. Defining Terms • Reflective Practice - Learning from the teaching experience by – Noticing students’ learning – Adjusting in the moment – Acting based on knowledge of pedagogy, content and students (agency) • Supervision - Faculty member observing pre- service teacher – Practicum = student teaching – Pre-practicum = early fieldwork experiences prior to student teaching
  • 3. What We Know: Teacher agency – Definition: The sense of power/control over one’s teaching and decision-making. – New teachers have difficulty enacting what was learned in teacher preparation into their classroom teaching (e.g., Fairbanks, et al, 2010; Pomerantz & Condie, 2017).
  • 4. What We Know: Effective Teachers • Teachers need to be “adaptive teaching experts…who engage in the process of self-assessing and strategically adjusting their decision-making before, during, and after teaching episodes” (Soslau, 2012, p. 768).
  • 5. Our Impetus for this Study: Program Evaluation • Supervisors did not focus on evidence of student learning, actionable guidance for improvement, or build on prior feedback.
  • 6. Additional Challenges in Supervision • Timing—Practicum conferences are short and sometimes rushed; there are only three. • Best practices for supervision are time- intensive (e.g., video reflection method; Brouwer, 2017, Gelfuso, 2016). • Building Relationships of Trust—Supervisors may or may not have established rapport and mutual understanding with supervisee prior to the three conferences.
  • 7. Purpose & Research Question • Purpose: To identify supervisory tools/methods/protocols that engage pre- service teachers in reflective practice. • Research question: How and in what ways do various reflective tools affect conversations and thinking of pre-service teachers about their teaching practice?
  • 8. Participants Two case studies • Lisa—a practicum student in a TESOL program with her practicum supervisor – Teaching in her own Kindergarten (age 5-6) classroom for English Learners. – Observations and interviews were part of student teaching evaluation. • Ali—a pre-practicum student voluntarily tutoring with her instructor observing – Tutoring a 3rd grade student post-course – Observations and interviews occurred after course and were voluntary.
  • 9. Methodology: • Three observations and debriefing sessions • Three conditions: – Reflective Questions and Transfer Continuum (Pomerantz & Condie, 2017). – Stimulated Recall (Condie, 2014; Pomerantz & Condie, 2017) – Additional condition included state required evaluation tool. (CAP—Candidate Assessment of Performance)
  • 10. Condition 1: Reflective Questions and Transfer Continuum • Questions regarding background knowledge, planning decisions, surprises during the lesson • Transfer continuum: Where do you believe this lesson falls along this continuum?
  • 11. Condition 2: Stimulated Recall, Reflective Questions, and Transfer Continuum • Reflective questions • Watching short video clips from observation and answering this prompt: “Tell me what you were thinking as you were teaching in this segment. Will you think aloud what happened and what you decided to do?” • Transfer continuum
  • 12. Condition 3: State Evaluation Tool—Candidate Assessment of Performance (CAP) Debriefing Conversation and Evaluation • Probe for self-reflection: “What are your thoughts about how the students responded to the lesson?” • Share areas of Reinforcement (e.g., State impact on students.) • Share areas of Refinement (e.g., Ask self- reflection question: “When developing lessons, how do you decide on the pacing of the lesson so sufficient time is allocated for each segment?”
  • 13. CAP Evaluation Domains • The CAP Rubric addresses 3 Performance Standards that include 6 essential elements. Standard Essential Element Standard I: Curriculum Planning, and Assessment Well-Structured Lessons Adjustments to Practice Standard II: Teaching All Students Meeting Diverse Needs Safe Learning Environment High Expectations Standard IV: Professional Culture Reflective Practice
  • 14. Example of CAP Rubric Performance Descriptors
  • 15. Data Analysis • Phase 1: Reading transcripts coding for Supervision Styles and identifying adaptive expert behaviors (Soslau, 2012) – Telling, Active Coaching, Guiding, Inquiry, Reflecting • Phase 2: Rereading transcripts comparing cases in same condition • Phase 3: Examining discourse moves in each condition
  • 16. Findings Condition 1: Reflective Questions and Transfer Continuum • Lisa couldn’t place her lesson on transfer continuum. • Ali—Originally identified her lesson as Some Transfer, then changed to Some Transformation after discussion. – “I can plan, but if something goes unplanned, catches me off guard. I can definitely bring things I’m learning in the classroom…but I’m not an expert… I’m hard on myself that I’m not doing a good enough job.”
  • 17. Findings Condition 1: Reflective Questions and Transfer Continuum • Ali’s Supervisor – Active coaching – Teaching and modeling content and next steps – “Where was student most successful with this part of the lesson?” Ali couldn’t answer. Supervisor named instructional decisions, modeled thinking, and recommended repeating this part of the lesson again.
  • 18. Discourse Moves in Transfer Continuum Questions and Prompts Telling What did you notice the student was doing in this part of the lesson? Naming I see you doing ______ at this point in the lesson. As a teacher I tried this strategy. You could do this by______. Finish this statement: by the end of the lesson my students will be able to_____. Active coaching How did you prepare for/plan for this lesson? How did you feel the lesson went? What went well? What would you change? How did the learners respond to the lesson? What will you do next because of what you learned today? Where was the student most successful in this part of the lesson? What problems were most challenging for the student?
  • 19. Findings Condition 2: Stimulated Video Recall • Lisa – Novice behavior: Noticing not always productive • “I'm like, sometimes I look so stern. I don't know. I also think they have fun.” – Adaptive expert behaviors: Displayed self-regulation (The only time in her three conferences.) Recognizes problems. • “I guess the vocabulary that I thought was really important in the retelling piece was the sequential, but I throw all this other vocabulary in there because I want to expose them to it.” – Lisa’s Supervisor asks guiding questions & provides active coaching and modeling in response.
  • 20. Findings Condition 2: Stimulated Video Recall • Ali – Adaptive expert behaviors: Displays self-regulation, articulates instructional decision-making, developing professional discourse & strategically applying knowledge (from teacher preparation) • “I have to remember that the brainstorming is going to be messy.” • “I try to connect everything and show that it has meaning, that we're not just doing this, and I'm trying to make a connection like, this will help you read and write, and you can do all the stuff that you want to do. I think I have to be more interested in what she wants to do, more interested in why reading and writing would matter to her…I try to show her that there's a bigger meaning just—rather than just, you just are learning how to read and write because the school wants you to read and write.”
  • 21. Findings Condition 2: Stimulated Video Recall • Ali’s Supervisor models noticing – Points out child (native Arabic speaker) reads “help” as “play.” Ali didn’t notice. • S: She's reading help as play. • Ali: Cuz she's going— • S: She's reading right to left. • Ali: I have to think of her brain and how it's like, my natural reaction is to go like this (read left to right), but her first response is to go like that (read right to left).
  • 22. Discourse Moves in Stimulated Recall Questions and Prompts Telling Naming Finish this statement: by the end of the lesson my students will be able to_____. Active coaching How did you prepare for/plan for this lesson? How did you feel the lesson went? What went well? What would you change? How did the learners respond to the lesson? What should a teacher know to teach this lesson?
  • 23. Findings Condition 3: CAP (state protocol) Start: Active coaching + naming • Active coaching to prompt student teacher to articulate experience • Naming when student teacher fails to use discourse of the discipline Active coaching + telling • Active coaching to prompt student teacher to articulate specific disciplinary practices • Telling for reinforcement • Telling to identify problems • Telling to offer recommendations End: Telling • Telling how lesson connected to the CAP standards • Telling for evaluative purposes • Telling to summarize evidence and experience
  • 24. Findings Condition 3: CAP (state protocol) • Prompts and questions revolve around evidence in relation to justify evaluation ratings. • Process is driven by the supervisor with the goal of identifying lesson strengths and improvements. • Student teacher likely views supervisor not as a critical friend but as an evaluator.
  • 25. Discourse Moves in CAP settings Questions and Prompts Telling The lesson went (evaluative adjective). Overall, the lesson was (evaluative adjective). The lesson met (standards/benchmarks). Continue to _______. Moving forward, consider _________. Naming I noticed ______ ____ was evidenced/not evidenced in your lesson. ____ was an example of _____. There were a number of instances when… Finish this statement: by the end of the lesson my students will be able to_____. Active coaching How did you prepare for/plan for this lesson? How did you feel the lesson went? What went well? What would you change? How did the learners respond to the lesson? What should a teacher know to teach this lesson?
  • 26. Taxonomy Novice Unquestioned familiarity; imitates other teachers; resists experimentation; focuses on classroom management; over or under plans Competent Safety of rules and structure; names instructional moves; allows instructional materials to dictate; articulates instructional decision-making; relies on one main knowledge fund Proficient Justifies instructional decision-making; recognizes student needs; justifies instructional; self-aware Adaptive expert Questions assumptions; balances and revises; strategically applies knowledge; negotiates professional discourse; draws on multiple knowledge funds;
  • 27. What does this mean? • Supervisors model productive noticing. – ST had trouble noticing what was important in a segment. – Draws attention to key moves. Critically assessing context. – Validates. “Remember teacher preparation program.” • Stimulated recall method: For both teachers, video conversation led to learning from their teaching. • CAP protocol: Practicum feedback that centers on assessing teaching performance based on standards does not nurture inquiry or reflection. • CAP protocol led to Telling and Naming.
  • 28. Dual-Purposes • Sees pre-practicum and practicum conferences as opportunity to be curious about their own practice AND to be curious about students’ learning.
  • 29. Limitations • Treatment effect • Rapport with observer • Evaluation role

Editor's Notes

  1. We are drawing on work related to teacher reflection, agency, adaptive teaching and noticing and applying it to the challenge of supervision.
  2. Our work is informed by the research about the challenges new teachers face holding onto their beliefs and enacting knowledge learned in teacher preparation; teacher agency –
  3. Our work is also informed by the idea of teacher “noticing” - Sherin, Jacobs and Philipp talk about the importance of helping teachers “notice” – a key aspect of being a responsive teacher. Similarly, Soslau talks about adaptive teaching experts. We wonder how to develop this?
  4. Fosters a ‘telling” style of feedback rather than coaching