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Reflective Practice actually relates to your knowledge of yourself as a person, your reflection on your own behavior, and your application of the results of your reflections to your own practice. Achieving a truly reflective practice is a skill which can be learned, but it requires attention, self-knowledge, and constant usage. Professional reflectivity aids in re-orienting cognitive, behavioral, and affective responses to the contextual demands of teaching.
This one credit module will introduce you to a personal intercommunication analytical tool, the Keirsey Temperament Sorter, which will provide you with some powerful insights into personal thought processes and resulting behaviors. You will then have the opportunity to reflect upon the self-knowledge you have gained and how this knowledge can inform your practice.
Facilitating this examination will be access to multi-media resources which will aid you in your reflection and your learning experience. You will have the opportunity to integrate this information into your own knowledge base, and make application to your practicum. A Capstone project utilizing what you have learned, as well as usage of mastery application skills for your practicum serve as the culmination of this learning experience.
Course Content
- Assembling, reflect upon, interpreting, and communicating evidence of one's own effectiveness as a teacher including evidence of success in fostering student progress in learning.
- When unsuccessful in fostering student learning, analyze and interpret why this was so, and determine what the teacher would do differently if a similar unit were taught again.
Capstone Activity
After completing your examination of the study questions and studying the various theorists and their work which are identified in "The Models of Reflective Practice" you will select one who "speaks to you" and develop a "dialogue" between yourself and this author, using your own insights to examine the areas of agreement and disagreement between you and the author. These differences in theory and philosophy will be brought out in your dialogue.
Some of the dialogues will be selected to be used as a "staged reading" at one of the seminars during the year. Hearing the words spoken reinforces our thought processes and provides its own sensory and cognitive experience.
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Professional Technical Education