Reflect, Feedback, & Planning Ahead
New Teacher Network, March 2016
Just for fun...
We learn from processing our experiences.
We enlarge our frame of reference beyond the episodic
1. Creates awareness of our actions and their effects.
2. Allows us to continually work towards excellence.
3. Builds self-efficacy: our capacity to take ownership of our work and know our efforts matter.
4. Enhances our flexibility to consider options, as well as respect diverse perspectives
5. Encourages interdependence as we develop professional relationships to benefit one another's work.
STUDENT LEARNING IS AT THE HEART OF TEACHER REFLECTION.
“It is the language of reflection that deepens our knowledge of who we are in relation to others in a community of learners.” -Carole Miller & Juliana Saxton
Growing in Self-Reflection: The Keys
- students: trends, behaviors, learning
- content: strategies, skills
- Plan & prepare with intention: The why
- Assess impact: did it work? Why or why not?
- Take responsive action
Practice, practice, practice!
Tools for Reflection
- How did it go?
- How do you know? (what evidence or examples can you note?)
- How did you grow? (what did you learn from this experience?)
- How will it show? (how will you apply this in the future?)
Choose a focus for your growth.
- Explore the 'Stones in Your Shoes."
- Select an area and write it as a goal statement. Try this planning process.
Build a professional portfolio
background information (e.g. resume, educational philosophy),
teaching artifacts and reflections documenting an extended teaching activity (e.g. overview of unit goals and instructional plan,
student work samples), and
professional information (e.g. letters of recommendation, formal evaluations).
Individually: Write down one success each day and one challenge or surprise, and then at the end of the week, review your notes. What patterns or trends do you see? Continue this pattern of writing and reflection each week.
Look at Students: Using your class list, begin categorizing what you know about students (i.e., interests, reading levels, learning styles, social skills, etc). Write "unsure" for those you have difficulty placing. Begin getting to know more about those students you know the least about.
Collaborate with Peers
- Network with other practitioners to learn content, strategies, and share resources
- Observe one another
Work with a Coach
- Observe a lesson
- Get feedback on a lesson
- Talk through problems of practice
Partner with an Administrator
- Ask for specific feedback on a strategy or lesson
- Ask for clarity on expectations