Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (20)
Destaque
Destaque (11)
Semelhante a Reflective learning
Último
Último (20)
Reflective learning
- 1. embedding reflective learning “Reflective learners assimilate new learning, relate to what they already know, adapt it for their own purposes & translate thought into action Overtime learners develop creativity, think critically & use metacognition” Jenni Wilson (2009)
- 2. Chalk & Talk
- 3. what is reflection? • Thinking about progress towards goals • Involves students in program evaluation • Linked to feelings, thinking, experiences and beliefs • Linking new learning to what is already known • Involves analysing and making judgements about what has been learned and how learning took place
- 4. the process of reflection involves: • Looking back • Unravelling questions • Pulling apart • Considering alternate perspectives • Making connections • Drawing conclusions • Reasoning and making judgements… and can lead to goal setting
- 5. what is metacognition? • Thinking about personal strengths and weakness’ • Considering how you might do something differently and why - evaluation and regulation • Thinking about how my selection of strategies assist or hinder my ability to complete the task • Redefining and setting new goals • Considering how our feelings affect our thinking and learning • Thinking about the validity of our judgements in relation to learning
- 6. the process of metacognition... • Is strengthened by establishing and sharing learning goals • Is nurtured by encouraging cooperation over competition • Involves becoming aware of how and when we learn most effectively • Is strengthened by seeing the modeling metacognitive strategies • Is supported by providing feedback to support the development of metacognitive thought
- 7. are reflective thinking and metacognition the same? • When we are being metacognitive, the focus of our thinking is our own thinking, where as reflective thinking is about something other than our own thinking.
- 8. using self assessment to promote reflective learning • Self and peer assessment provide the context and tools to promote higher level thinking and learning • Reflection: sets the context for further self assessment • Metacognition: can be promoted through self assessment and the use of short term goal setting
- 9. A Model of Reflective Learning
- 10. A Model of Reflective Learning Self Awareness
- 11. A Model of Reflective Learning Self Awareness Self Assessment
- 12. A Model of Reflective Learning Self Awareness Self Assessment
- 13. A Model of Reflective Learning Self Awareness Self Metacognition Assessment
- 14. A Model of Reflective Learning Self Awareness Self Metacognition Assessment
- 15. A Model of Reflective Learning Reflection Self Awareness Self Metacognition Assessment
- 16. A Model of Reflective Learning Reflection Self Awareness Self Metacognition Assessment
- 17. A Model of Reflective Learning Reflection Self Awareness Self Metacognition Assessment
- 18. A Model of Reflective Learning ia ed riter ck Reflection ba dC are Fe Sh & Self Awareness Self Metacognition Assessment
- 19. A Model of Reflective Learning ia ed riter ck Reflection ba dC are Fe Sh & Self Awareness Self Metacognition Assessment Shared Criteria & Feedback
- 20. A Model of Reflective Learning Sh Fee ia ed riter are db & ck Reflection d C ack ba dC rit are Fe eri Sh & a Self Awareness Self Metacognition Assessment Shared Criteria & Feedback
- 21. A Model of Reflective Learning Sh Fee ia ed riter are db & ck Reflection d C ack ba dC rit are Fe eri Sh & a Self Awareness Self Metacognition Assessment Shared Criteria & Feedback
- 22. A Model of Reflective Learning KNOWLEDGE Sh Fee ia ed riter are db & ck Reflection d C ack ba dC rit are Fe eri Sh & a Self Awareness Self Metacognition Assessment Shared Criteria & Feedback
- 23. A Model of Reflective Learning KNOWLEDGE Sh Fee ia ed riter are db & ck Reflection d C ack ba dC rit are Fe eri Sh & a Self SKILLS Awareness Self Metacognition Assessment Shared Criteria & Feedback
- 24. A Model of Reflective Learning KNOWLEDGE Sh Fee ia ed riter are db & ck Reflection d C ack ba dC rit are Fe eri Sh & a Self SKILLS Awareness CONCEPTS Self Metacognition Assessment Shared Criteria & Feedback
- 25. A Model of Reflective Learning KNOWLEDGE Sh Fee ia ed riter are db & ck Reflection d C ack ba dC rit are Fe eri Sh & a Self SKILLS Awareness CONCEPTS Self Metacognition Assessment Shared Criteria & Feedback ATTITUDES
- 26. pause for reflection... • CONNECT - think about your own practice... what do you connect with? • EXTEND - what have you heard that extends your thinking? • CHALLENGE - what have you heard that challenges your thinking / beliefs / own practice?
- 27. big ideas of reflective learning • Reflective learning will not work unless the teacher believes in it • Skills and strategies need to be modeled and taught and the use of reflective language commonplace • The environment can promote reflective learning • The process works best when students play a part in constructing criteria and evaluating the program
- 28. what are some effective ways to promote reflective learning ? • Modeling • Questions • Environment • Use technology to support reflective learning • Plan for reflective learning, don’t bolt on as an after thought
- 29. Strategies: modeling • “Students are quick to pick up the inconsistencies between what a teacher says and what a teacher does.” Costa (2001) • Emphasizes the need to show that you also value this kind of thinking and behaviour
- 30. Strategies: modeling • Share your professional and program goals with students • Make your thinking heard, eg. verbalise how you would self assess a piece of work
- 31. strategies: questioning • Use of effective questions in feedback • Self questioning and self talk
- 32. when reflecting students use questions to: • Make connections between information • Clarify, review, compare • Focus their thinking • Improve their understandings, explanations • Consider consequences • Understand other perspectives • Analyse and draw conclusions • Reason and make judgements
- 33. when using metacognition students use questions to focus on: • Their own thinking processes, strategise, consider their own capacities and limitations • Think more deeply about their own understandings • Content specific knowledge • How to approach a task, what needs to be done • Monitor their own thinking/progress • Make connections between ideas • Factors that impact on their own thinking, eg feelings
- 34. strategies: environment • Interactive displays - charts, questions, prompts • Exposure - start small, build up the repertoire of tools available for your students to use
- 35. strategies: technology • Use collaborative tools that promote reflection (example - https://voicethread.com/? #q.b3548760.i18567413) • Social media - consider how different types of social media could be used to promote reflective learning (example todays meet)
- 36. from theory to practice.. • What facets of learning could I target to promote reflective learning? eg. skills, knowledge, concepts, attitudes • Where would reflective learning fit best into my classroom practice? • Choose one strategy that appeals to you and plan to incorporate it into your next unit of study
- 37. REFERENCES: Wilson, J & Wing Jan, L (2008) Smart Thinking: Developing reflection and metacognition Costa, A (2001) Developing Minds: A resource book for teaching thinking Murdoch, K & Wilson, J (2008) Creating a Learner Centred Primary Classroom Project for School Innovation (2003) Cultivating Student Reflection. Teachers for Teachers Series No 6 Perkins D (2009) Making Learning Whole
Notas do Editor
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n
- \n