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Leyla Jordan
ASTL PORTFOLIO DRAFT: Reflection Point 1

My own journey toward becoming a critically reflective practitioner is one that has been
shaped by principal educational theorists and the conclusions at which I have arrived based on
my own personal reflections. Dewey proposes we use a systematic process and he supports that
reflection ends with action. In my understanding prior to EDUC 612 I assumed reflection was
free flowing thought generation of ideas, and feelings around a central topic. Instead, Dewey
defines reflective thinking as making meaning for change. I have been able to complete
reflective processes and arrive at the point where I am ready to take action that and generate new
questions, and it has also allowed me to arrive at my own understanding of the salient principles
of teaching.
Teachers should be able to apply techniques that yield results that lead to student success.
One strategy that can be useful is double-loop reflection, explained by Donald Shon, in which
the practitioner reconsiders the assumption rather than the strategy in the process of reflection. I
discovered the proper term for this method I have been using to reevaluate potential ways to
teach vocabulary in the Spanish classroom, or prepare students for their final exam for example.
Another resource and responsibility for teachers is the use technology to facilitate student
learning and professional development. In the foreign language classroom, using audio and
visual elements to animate course content is a great way to enhance the learning experience for
students. It is especially appropriate for developing the skill sets for communication, which
include reading, writing, speaking, and listening.
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Another valid consideration for teachers is the presence of multiple intelligences and
learning styles of students in their classrooms. Since we must account for the needs of culturally,
linguistically, and cognitively diverse learners, it increasingly important for the teacher to make
effort towards varying instruction and providing sufficient opportunities for differentiation.
Because differentiation is such a general term and only really successful in its application in
classroom activities and lessons, it is important to use critical reflection to identify where it is
best suited for the benefit of the student.
Lastly, the teachers responsibility to manage and monitor student learning can be a
collaborative effort. For example, teachers can involve students in tracking their own progress or
reflecting upon their own learning. Teachers can also collaborate among themselves as members
of a learning community. With these learning communities it is necessary that we take on the
responsibility of being critically reflective and see it as commitment to an ongoing process. We
must work towards answering questions that will improve our practice and call upon the
resources within our schools and communities, to include parents. The successes of critical
reflection will only yield results related to the amount of effort applied, in other words you get
out of it what you put into it. It is important that teachers take on a significant role as a change
agent and leader and through better work we will achieve better results.