09/03/2012

1. An empowered teacher is a reflective decision maker
who finds joy in learning and in investigating the
teaching/learning process.
(Posnot-1989)

2. What is the definition of
reflective thinking?

4. Modes of Reflective Thinking
 1- Technical level
 2- Contextual level
 3- Dialectical level

5. 1- Technical Level
 Reference past experiences
 Teacher competency towards meeting outcomes
 Focus on behaviour/content/skill.
 Simple, theoretical description

6. 2- Contextual level
 Looks at alternative practices
 Choices based on knowledge and value commitments
 Content related to context/student needs
 Analysis,clarification
 Validation of principles

7. 3- Dialectical level
 Addresses moral, ethical, or sociopolitical issues
 Disciplined inquiry
 Individual autonomy
 Self-understanding

8. Technical level: Methodological problems and theory
development.
Contextual level: Pedagodical matters as examined
relative to a relationship between theory and practice.
Dialectical level: Questioning of moral and ethical issues
related directly or indirectly to teaching practices.

9. Dialectical
level
Contextual
level
Technical level

10. technical
 Practitioners reflecting at the …………………. level
function with minimal schemata from which to draw
when dealing with problems.

11.  Practitioners are developing knowledge and the ability
to reconstruct action situations as a means for
reviewing the self as teacher, and questioning
assumptions previously taken for granted.
Dialectical

12.  An outcome for practitioners reflecting at …………………
Contextual
level may be understanding concepts, contexts, and
theoretical bases for classroom practices, then
defending those practices and articulationg their
relevance to student growth.

13.  Many novice teachers are thought to function at a
…………………. level based on a lack of schemata in
technical
dealing with educatiove problems.

14. Contextual
 ……………….. level of reflection (Coller,1999; Grimmett
et al.,1990; Lasley,1992; Van Manne,1997) involves
reflections regarding clarification of and elaboration
on underlying assumptions and predispositions of
classroom practices as well as consequences of
strategies used.

15. Dialectical
 At ……………….. level, practitioners contemplate ethical
and political concerns relative to instructional
planning and implemetation. Practitioners are
concerned with worth of knowledge and social
circumstances useful to students without personal
bias.

16. Contextual
 The …………………… mode deals with pedagogical
matters as examined relative to a relationship between
theory and practice.

17.  Risk taking on the part of the ……………… practitioner in
Dialectical
the form of peer review and self-assessment
independent of external standarts or conditions will
help the practitioner at his level achieve self-efficacy
and self-actualization.

18. technical
 Valli(1990,1997) refers to the …………………. level as
technical rationality but differs by positing that it is
nonreflective level.

19. Questioning moral and ethical issues of
teaching, instructional planning, and implementation
are all a part of higher aspects of reflection found at
theDialectical
……………………. level.

20.  Action research should be an outcome of reflective
thinking at the …………………. level.
Dialectical

21.  Self-reflection to interpret and inform practice and
establish congruency between theory and practice
would be indicative of functioning at a ………………..
Contextual
level.

22. technical
 ……………………. practitioners may be transitioning into
linking theory develpment to practice and
identification of the relevancy of activities and
objectives.

23.  Critical reflectivity is comparable to the ………………..
Dialectical
level of Grimmett et al(1990) and Lasley(1992).

24.  Understanding personal and environmental
interactions is also a desired outcome for practitioners
fuctioning at a …………………….. level.
Contextual

25. Dialectical
 ……………… level deals with the questioning of moral
and ethical issues related directly and indirectly to
teaching practices.

26.  The ability to make defensible choices and view of an
event with open-mindedness is indicative of reflecting
at a ………………… level.
Dialectical

27. Reflective Thinking Process
problem Problem
framing
schema
Possible
Rejection solution
sets
acceptance
experimentation
evaluation

28. Problem framing
 …………………………… step is to step back from the
problem to look at the situation from a third-person
perspective so that the problem maybe framed.

29.  The episode is likened to past events in an attempt to
make sense of the problem and to search for possible
solutions in the reflective thinker’s repertoire.
Possible solution sets

30.  ………………. consists of a review of the implementation
Evaluation
process and the consequences of the solution.
Acceptance or rejection of the solution takes place.

31.  If the solution proves successful, the instance may be
stored for subsequent retrieval in similar situations or
may become routine (Dewey,1993).
Schema

32. Techniques for Facilitating
Reflective Activities

33. Concepts of Constructivist Theory
 Learning as a process of change
 Assimilation
 Accommodation
 Balance/equilibrium

35.  A constructivist is a practitioner who
 Believes learning is constructed or invented by the
learner
 Involves learners in active manipulations of
meanings, numbers and patterns
 Believes learning is nonlinear
 Provides students with the tools of empowerment:
concepts, heuristic procedures, self-motivation, and
reflection
 Believes learning occurs most effectively through
guided discovery, meaningful application, and
problem solving.

36. Techniques for Facilitating
Reflective Activities
 Thinking aloud
 Discussions
 Grouping practices
 Cooperative learning
 Brainstorming
 Consensus building
 Buzz groups
 Role playing
 Questioning

37. Guidelines for Brainstorming
 Preset time constraints
 Equality and democracy
 All ideas acceptable; be creative
 Volume of ideas important
 No discussion of ideas
 Risk-free environment
 Designated recorder

38. Consensus Guidelines
 Topic or idea is placed before the team for discussion
 Topic is discussed, questions and concerns are
raised, data and solutionoptions are presented.
 Team decides whether to achieve consensus, the
lenght of time to spend, and what it will do if
consensus cannot be reached.
 Differences and disagreements, as well as
similarities, are explored and encouraged.
 Suggestions and modifications to the original topic are
made.
 A new idea is created by the team on the basis of
discussion.
 Facilitator checks for consensus.

39.  If no consensus, facilitator asks for variation of the
idea and tests for consensus again.
 If no consensus, facilitator suggests stand-aside
proposals.
 Facilitator tests for consensus for stand-aside proposal.

40. Guidelines for Questioning
 Information-seeking questions
 Questions that encourage research
 Questions that supply information
 Questions that require group decision making
 Class-controlling questions
 Questions that establish mood and feeling
 Questions that foster beliefs and values
 Questions that foster insight

42. Consensus Guidelines
 Topic or idea is placed before the team for discussion
 Topic is discussed, questions and concerns are
raised, data and solution options are presented.
 Team decides whether to achieve consensus, the
lenght of time to spend, and what it will do if
consensus cannot be reached.
 Differences and disagreements, as well as
similarities, are explored and encouraged.
 Suggestions and modifications to the original topic are
made.
 A new idea is created by the team on the basis of
discussion.
 Facilitator checks for consensus.

43.  If no consensus, facilitator asks for variation of the
idea and tests for consensus again.
 If no consensus, facilitator suggests stand-aside
proposals.
 Facilitator tests for consensus for stand-aside proposal.

45.  http://brainden.com/crossing-river.htm
 http://online.taigame.org/en/game/bridge-crossing
 For more information about reflective thinking you
can check:
 Taggart,L.G & Wison, A.P.(2005). Integrating
Quantitative and Qualitative Metods. U.S.A.:
University Press of America

46.  Prepared by:
 Adem Özgün
 Çukurova University Social Sciences Institute
 Elt MA Stduent