Reflective Inquiry

An example (there are other ways of doing it)

Dianne Allen July 2003

How do I improve .
My interactions in Computer Mediated Communications to contribute to the development of a community of practice? My contribution to EDUT422 in Spring 2003?

Dianne Allen July 2003

Reflective pro-forma
Kiplings six servants: Who What When Where How why
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How do I improve ?
What am I doing now? What does the literature suggest I could/should do? Difference between could/should? What do I feel about any of those suggestions? What do I mean by feel? What values do I understand to be operating here? Are they my values that I really do want to own and be called to account for? Or are they just societys, someone elses Mothers, Fathers, Teachers, peers Can I make the change?
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What did I not do so well last Monday?

E I wanted to talk; they wanted to talk competition; Whos in control around here? What are the behaviour management issues? S I wanted to give the big picture overview; they were more than happy being engaged with the details and talking to one another about it; when I give the big picture, they will tend to find the details that diverge from it, that disprove it
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What did I not do so well last Monday?

F I wanted to help them make logical connections they were busy thinking about how does this apply in so-and-sos case, and talking about it with others J I wanted to do what I am used to doing and bring it to my closure on I/N/T; they were happy to be engaged with the S detail applied to the person dimension F and had much more to talk about before they would need to close; I needed to be more flexible
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What can I change?

How does a J become more flexible my agenda is to have no agenda How does a T focus a bit more on the people make the task the people issues Ted thought what I was doing was going well; I thought it was a disaster who was right? On the basis of what kind of evaluation?
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What are the things that each type component brings to the classroom situation?
What are the implications of your type in the context of a class?: general distribution issues: if you are I, half the class is with you; half the class has another preference; if you are N most of the class is happy with detail and step-by step instructions, only 25% of the class might be interested in the bigger picture, the possibilities; and what happens when you mark their work especially a composition?;
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What are the things that each type component brings to the classroom situation?
What are the implications of your type in the context of a class?: general distribution issues: if you are T, more of the boys will be with you than the girls; and about half the class will be F rather than T; what is your view of justice (for example in administering rewards and punishments) may not be their view of justice!; if you are J, half the class will like the order, the scheduling, the closure; half the class will find this something they cannot work with all that well
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Types as a Teaching Tool

Distribution of types in teaching What kind of teaching will suit you and your preferences best ? What do you need to learn to be able to make the adaptations that mean that your teaching will be more comfortable for you and for your students? learning styles and implications
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Are there other ways of

Gardners Multiple Intelligences
Verbal-Linguistic Musical Logical-Mathematical Spatial-Visual Bodily-Kinesthetic Interpersonal Intrapersonal Naturalistic Existential

understanding what is going on here?

[FRAMES OF MIND (1983). He added the last two in INTELLIGENCE REFRAMED (1999). ]

Dianne Allen July 2003

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Other reflective structures

Sue Knights: Critical Incident Questionnaire: experiences as a learner (Q1-4) Critical Incident Questionnaire: experiences as a teacher (Q5-6) Critical Incident Questionnaire: heroes and villains in education (Q7-8) Linking your experience with your practice

Look back over your answers to questions one to eight and think about the influence of those experiences on your own practice. Did these experiences influence your choice of work? What kinds of things do you want to encourage? What kinds of things are you determined to avoid? What would you like to achieve in your own teaching, in your own learning?
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Other reflective structures

Stephen Brookfield Becoming a critically reflective teacher. San Francisco: Jossey-Bass, 1995, p.147 Think about what you mean by good teaching. As you recall good teachers, acts of good teaching, and good classes in which youve been a learner, write down a few comments in response to the following questions. They have been designed to focus your attention on actions that embody good teaching rather than on general ideas about its qualities. If a home-schooled, self-taught student decided to become a teacher and came to you asking to see good teaching in action, what would you tell her to look out for as she visited a classroom? If you were serving on a Teacher of the year award committee, what kinds of actions that you saw teachers taking would make you want to give them the award? Think back to the last time you saw something happen that made you say to yourself, This is great teaching. What was going on that made you have this reaction?
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Other reflective structures

Check out EDUT422 page 9 Check out EDUT422 Appendix 9 Ghaye & Lillyman page 21-23 Check out EDUT422 LOL for more options In the end, you may need to design your own for your own learning needs
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Exercise
In groups of 4-5, consider: How you would re-design my 22/7 lesson with this group, with new content, and some experiential activity and reflective work to allow them to learn under their own steam
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