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    Reflective Teaching Approach

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    Ronnie Alvarez
    This document discusses two teaching approaches: reflective teaching and cooperative learning. [1] Reflective teaching involves teachers analyzing their practices, how lessons were taught, and looking for ways to improve. It helps with professional development. Approaches include peer observation, written accounts, and recording lessons. Advantages are continuous improvement and assessing teaching, while disadvantages include time and discovering uncomfortable truths.] [2] Cooperative learning organizes classroom activities into academic and social experiences with positive interdependence. It has essential elements like individual accountability and interpersonal skills. Features include mixed groups rewarded as a team, developing relationships and maximizing ideas. Results include increased higher-level reasoning and new solutions.]

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    Reflective Teaching Approach

    Uploaded by

    Ronnie Alvarez
    85 views5 pages
    This document discusses two teaching approaches: reflective teaching and cooperative learning. [1] Reflective teaching involves teachers analyzing their practices, how lessons were taught, and looking for ways to improve. It helps with professional development. Approaches include peer observation, written accounts, and recording lessons. Advantages are continuous improvement and assessing teaching, while disadvantages include time and discovering uncomfortable truths.] [2] Cooperative learning organizes classroom activities into academic and social experiences with positive interdependence. It has essential elements like individual accountability and interpersonal skills. Features include mixed groups rewarded as a team, developing relationships and maximizing ideas. Results include increased higher-level reasoning and new solutions.]

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    This document discusses two teaching approaches: reflective teaching and cooperative learning. [1] Reflective teaching involves teachers analyzing their practices, how lessons were taught, and looking for ways to improve. It helps with professional development. Approaches include peer observation, written accounts, and recording lessons. Advantages are continuous improvement and assessing teaching, while disadvantages include time and discovering uncomfortable truths.] [2] Cooperative learning organizes classroom activities into academic and social experiences with positive interdependence. It has essential elements like individual accountability and interpersonal skills. Features include mixed groups rewarded as a team, developing relationships and maximizing ideas. Results include increased higher-level reasoning and new solutions.]

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    85 views5 pages

    Reflective Teaching Approach

    Uploaded by

    Ronnie Alvarez
    This document discusses two teaching approaches: reflective teaching and cooperative learning. [1] Reflective teaching involves teachers analyzing their practices, how lessons were taught, and looking for ways to improve. It helps with professional development. Approaches include peer observation, written accounts, and recording lessons. Advantages are continuous improvement and assessing teaching, while disadvantages include time and discovering uncomfortable truths.] [2] Cooperative learning organizes classroom activities into academic and social experiences with positive interdependence. It has essential elements like individual accountability and interpersonal skills. Features include mixed groups rewarded as a team, developing relationships and maximizing ideas. Results include increased higher-level reasoning and new solutions.]

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    REFLECTIVE TEACHING APPROACH

    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.
    It is a reflection on teachers' practices within the classroom.

    Dewey believed that teachers should take time to reflect on their observations, knowledge, and
    experience so that they can effectively nurture each child's learning.

    Bailey (2012) defines the idea that professionals carefully evaluate their own work, seeking to
    understand their motives and rationales as well as their practices and then try to improve upon
    their work.

    Reflective teaching is a personal tool that teachers can use to observe and evaluate the way
    they behave in their classroom.

    It helps teachers in their professional development. Farrel (2016)

    Approaches

    Peer observation
    Peer observation can provide opportunities for teachers to view each other's teaching in order
    to expose them to different teaching styles and to provide opportunities for critical reflection on
    their own teaching. (Richard 2002)

    Written Accounts of Experiences


    Another useful way of engaging in the reflective process is through the use of written accounts
    of experiences.

    Self Reporting
    Self reporting involves completing an inventory or check list in which the teacher indicates
    which teaching practices were used within a lesson or within a specified time period and how
    often they were employed.
    Recording Lessons

    Audio or video recording of lessons can also provide a basis for reflection.While there are many
    useful insights to be gained from diaries and self- reports, they cannot capture the moment to
    moment process of teaching. (Richards 2002)

    Advantages and disadvantage

    Reflective teaching develops the quality of teaching through continuous improvements.

    It gives educators new opportunities to reflect on and assess their teaching.

    It enables teachers to explore and test new ideas, methods, approaches, and materials.

    They make decisions about which new approaches to include in the school's curriculum,
    instruction, and assessment plans.

    time consuming

    teachers can discover uncomfortable information about their own work when they practice
    reflective teaching

    Guidelines

    Bartlett (1990) and Richards & Ho (1998) describes five phases in the process of reflective
    teaching and sees each phase as focusing on the ff. questions.

    a. Mapping. What do I do as a teacher?


    b. Informing. What is the meaning of my teaching? what did I intend?
    c. Contesting. How did I become to be this way?
    d. Appraisal. How might I teach differently?
    e.Acting. What and how shall I now teach?

    Cooperative Learning Approach

    It is an educational approach which aims to organize classroom activities into academic and
    social learning experiences. There is much more to cooperative learning than merely arranging
    students into groups and it has been described as “structuring positive interdependence”.

    “STRUCTURING POSITIVE INTERDEPENDENCE”

    Ross and Smyth (1995)


    Describe successful cooperative learning tasks intellectual demanding, creative, open-
    ended, and involve higher order thinking tasks.

    ESSENTIAL ELEMENTS:

    Positive Interdependence

    Individual and group accountability

    Promotive interaction

    Interpersonal and small group skills

    Group Processing

    Components of Cooperative Learning

    Cooperative Incentive Structure

    two or more individuals are interdependent for a reward they will share if they are
    successful as a group.

    Cooperative Task Structure

    two or more individuals are allowed, encourage or required to work together for some
    tasks and coordinate efforts to complete task.

    Features of Cooperative Learning

    Students work in teams to tackle academic tasks.

    Reward system are group-oriented rather than individually oriented

    The reaction within the group is controlled by the member themselves


    Teams are made up of mixed abilities – high, average and low achievers

    Teams are composed of both sexes.

    Effectiveness:

    Strong motivation to complete in academic task

    Interdependent relationships is strengthened and reinforced when group cooperation is


    rewarded.

    Group works develop friendliness, willingness to assist and the value of caring and sharing.

    Promotes maximal generation and exchange of ideas and influencing one another.

    Exhibit less competitive behavior.

    Gain skills of cooperation and collaboration

    RESULTS:

    Increased higher level reasoning

    Increased generation of new ideas and solutions

    Greater transfer of learning between situations

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