Lecture 3.2

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En provenance du cours de Commonwealth Education Trust

Foundations of Teaching for Learning: Being a Teacher

197 notes

Commonwealth Education Trust

Foundations of Teaching for Learning: Being a Teacher

197 notes

The Foundations of Teaching for Learning programme is designed for teachers and educators of all abilities and backgrounds; from those who are new to the classroom and looking for development, to experienced teachers ready to reboot their skills for modern education. With dynamic lessons taught by established and respected professionals from across the Commonwealth, this eight course programme will see you develop and strengthen your skills in teaching, professionalism, assessment, and more. As you carry on through the programme, you will find yourself strengthening not only your professional skills, but your connection with colleagues across the globe. A professional development opportunity not to be missed. How we teach has its foundation in how we were taught and how we learned. This course provides an opportunity for you to reflect on your personal and professional development as a teacher. Through reflection and portfolio development you will enhance your knowledge and understanding of how to promote learning. Enhance your course by joining the Commonwealth teaching community on our website, Facebook and Twitter.

À partir de la leçon

Influences on my learning

The third week of this course continues the theme of how your teaching and learning has been influenced by other key people or events. You will learn about the primary motivations that persuade people to take up teaching as a career. How do you communicate with children, or adult learners, in ways that helps them to grasp key concepts and ways of thinking? Reflecting on your teaching and on your students’ learning may help you to have a greater impact as a teacher. The fourth lecture, entitled Asking or Telling address fundamental issues of pedagogy, reminding us that ‘telling’ is rarely an effective strategy for teaching either as a teacher or a parent, whereas questioning requires activity and involvement on the part of the learner.

Lecture 3.113:01

Lecture 3.215:00

Lecture 3.313:30

Lecture 3.48:59

Rencontrer les enseignants

Professor Dennis Francis
Dean of Education
University of the Free State, Bloemfontein, South Africa
Professor John MacBeath
Professor Emeritus
University of Cambridge, UK

[MUSIC]

"Reflective practice".

The nature and value of reflective practice.

I want you to think about three questions.

Firstly, what do I understand by reflective practice?

Why is it considered important?

And what does it mean for me in my classroom?

Now, I'm not sure how many of you have ever used reflective practice,

but during the session, we're going to tease out what this means

and how you can use this usefully in your own teaching and learning.

Taken-for-granted knowledge.

Reflective thinking moves us away from routine thinking and action.

Think about this.

If you just taught and you taught every lesson and you moved

onto the next lesson and the following week you carried on teaching,

and you repeated that lesson the following year - what would change?

You'd just be repeating and reproducing what you've always done.

You would not have taken the moment to have asked, did this really work?

Or, maybe more specifically, did my learners learn?

What did they learn?

And what could I do better

that learning could be even more effective?

So, the question is,

does reflective thinking enable us to move away from reproducing something

to recreating, to reinventing an excitement about learning?

That's what we all want to work for, is how do we inspire learning?

How do we motivate?

And that teaching and learning happens in a way

that is powerful for you as a teacher, but also for those who are learning.

Now, tacit knowledge, and here I want to

talk about the tacit knowledge that's implicit.

Now, many teachers, for instance, could move on into

teaching and think "Okay, I have all this knowledge.

I know all the information and my learners are there sitting in front of me

and they're all empty vessels. And my job is to open their heads,

and to pour this knowledge into each one of their heads."

Have you that about the tacit knowledge that's implicit in that classroom?

That's there, that's somebody in that classroom

knows a little bit more about that topic than you would have assumed.

So, somebody in that classroom knows a little bit more.

And if you asked, "How many of you have

had an experience about this or know something about

this?" - perhaps, and this is going back to that basketball

game, rather than you just giving, but getting a conversation

going in this classroom.

And perhaps if one person in that class

started, "Oh yes, I know a little about this.

My mother and father did this."

And somebody else would say, "Oh yes, but we

also did this, and we know a little bit more."

So you can move from what is implicit in the classroom to making it very explicit.

You can even open your class to a dynamic that you may not have thought about.

For instance, you could seriously think about inviting that learner's

mother and father to come in as

a guest teacher the following day to talk

about their experience with whatever you were teaching.

And perhaps, it would take that classroom to a whole new level of learning.

So, the possibilities that are there, are far more

if we allow ourselves to reflect, and make reflection

that is critical on how and what we're doing.

Now, I like this quotation that's there -

"Unless teachers develop the practice of critical

reflection, they stay trapped in unexamined judgements,

interpretations, assumptions and expectations."

And that's what it is:

you leave all those knowledges locked in a box,

but you can open those up and

the possibilities for you would be endless.

I want to draw your attention to this slide on values, beliefs, and hypotheses.

Now, the values are the deep convictions:

they are unlikely to change or to change easily.

Sometimes these values are shared, but they're also your beliefs.

And what are your beliefs?

Perhaps your beliefs might be that you don't think that girls

education beyond grade ten is something that's necessary.

Perhaps your beliefs is that girls at sixteen should leave

school and marry and not to continue with further education.

Now, that belief is something that might have been learned and because it's

something you've seen done around you, you accept that as the way it just should be.

But, perhaps you may choose to question that and to reflect on that.

And one of the questions you may ask "What if that changed?

What would happen?

What if girls went beyond grade ten? What if girls went on to university?

How does that community benefit? How does that society benefit?

How do the learners in your school, assuming that

girl went through school, went to university, became a teacher,

how would she model to other girls and

boys, the treatment of women, the treatment of girls,

and understanding the roles and rethinking the roles

of responsibility of girls and boys in our societies?"

So, your hypothesis then, or your

ideal strategies that need to be put to the test would be, what if

girls continue beyond grade ten? How could I support this?

What is some of the things I could do?

So, you'd be having to rethink around your beliefs, and you may put your

hypothesis into action. So, testing the hypothesis let's look at that.

What would happen then?

Let's use the same example right, girls moving beyond grade ten,

which is a belief you have that shouldn't happen.

If girls move beyond grade ten, what would happen?

What's the worst that could happen? Oh, and there would be consequences.

People of the community may disagree with you.

Why are you suggesting that?

That's not the way things are done around here.

You're creating trouble.

You're doing things that are different.

Teachers in your school may believe differently.

Your learners, boys in the class, and perhaps even some of

the girls may think differently from you. And they challenge you.

How you would you respond? What are some of the things you could see?

You could look at what's the best that could happen.

And the best that could happen

is your society would change.

The role of girls and women in that

society in terms of the positioning may change.

In terms of women and girls may be seen as contributing to teaching and learning.

That there is a role that girls and women can have by continuing beyond grade ten,

to going and getting a university education,

by playing a role that is far more critical

in the society. But also in transforming sexism and gender stereotypes

that you have been bold enough to challenge and to change.

So, that new reflection on an issue and that belief you may have had,

by shifting it, you could be a change agent in your very school or society.

Now, the reflective practitioner,

there are two types of reflection.

The reflection-on-action, after-the-event thinking; and the reflection-in-action.

We'll talk about reflection-on-action first.

And that could be in multiple ways.

It could be immediately after the lesson, or you can

give yourself 15 minutes and ask yourself a couple of questions -

which I'm going to tease out just now -

it could be after a whole section has been completed.

And, you may ask yourself, right, I've completed the

section, I'm going to develop a couple of questions.

It could be after a whole semester,

when you've gone through a whole semester process, and you could ask questions then.

So, the reflection-on-action, after-the-event thinking could happen, not

necessarily only, but it could be done after the day.

It can be after the section.

It can be after the term, as well - and including all three.

But there's also reflection-in-action, so whilst you're teaching,

you may ask yourself a number of questions.

For instance, there could be great excitement in the class,

with multiple hands going up, learners talking about themselves,

some of the learners asking you questions that you just never expected.

You could pause that class right there.

And you could say to the class, because there's great excitement,

and you could ask yourself, what is going on here?

What stimulated this excitement?

How can I get this excitement every day, maybe?

So, that would be "in-action".

So, reflection-on-action, after-the-event thinking.

Some of the questions you could be asking are: what went well today?

But more critically, why? What did not go so well today?

Critical - why? What did I do differently?

What happened in the class? What will I do differently the next time?

Now, notice how useful this is because you're not going to reproduce,

but here you're reinventing a new classroom - an exciting space.

The Three Rs, something we're going to talk about, are Retrospection,

Review, and Reorientation. Now, think about retrospection.

It's thinking back about a situation or experience.

Just thinking back about it.

What just happened?

Review would be something a little bit more different.

Critically analyzing and evaluating the actions and feelings associated

with the experience using theoretical perspectives.

Now, in my previous session, I introduced Bernstein

and talked about restricted codes and elaborated codes.

Now, think about the language you would have used,

how could you use a theoretical perspective?

So, one of the things you could have looked at is,

how have I used language today?

What are the ways in which language has confused?

What are the ways in which language maybe restricted learning?

What are the ways I use language that

created accessibility of the content I was teaching?

So, even in that you can be bringing a theoretical lens

to look at how and what I've done in my classroom.

Reorientation, using the results of reflection

to influence future approaches to similar situations or experiences.

And one of the things you could to do to

test that would be let me see how I've used language today.

You could have given a five question quiz to your learners,

just to establish did they really understand the concept.

That could be useful to you because if the learners did not do so

well on that quiz, you know the answer, right?

They didn't learn.

But if they did really well,

one of the things you could be asking is what went really well because all my learners

understood those concepts so clearly. Now, reflection-in-action,

these are useful things,

what you're reflecting while you're teaching.

What is happening here?

What are the students doing?

I used the example: the students are excited,

they're asking questions.

What are the differences among them?

Maybe there is just a corner of learners that are asking all the questions.

Or maybe, it's just girls that are asking the questions,

and not the boys, because maybe the girls were a little bit more triggered

than the boys on what you just taught.

So, you're paying attention.

Maybe what you had said had offended a group in the class.

So, this is also part of your reflection,

is "Woah, I need not to do that again."

What have I done? And what am I doing?

And what am I going to do next that is different,

so perhaps, if you have said something that had offended a group in that class,

maybe, you'll know the next time - I will need to do things differently.

So, how aware am I? How do I reflect?

And how critical am I of my own practice?

Self-awareness is critical all the time.

What is going on? What has happened?

What am I doing? What are my learners doing?

Those questions are useful to getting your sense

or your awareness of what is going on.

And of course, through the reflection, critical thinking

is an element that you're going to need to feed.

How am I bringing critical consciousness here?

And the critical consciousness I'm talking about

is, how are my learners going to use what I am teaching usefully?

How what I am doing is going to take this

and change? So, in terms of the critical thinking,

what is a critical consciousness, how am I going to

change what I am doing in my classroom?

Perhaps, I can share what I've just done in my classroom with my

peers and say, "You know what I've just done worked so well".

You can create a critical consciousness on sharing what worked really

with your peers and saying, "I think you should maybe try this out".

Or perhaps just, "Never mention what I did in my class today

because this went horribly wrong."

So, how are you going to change?

[MUSIC]

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