Reflective

Reflective Practitioner
Practitioner
Stetson University
 Reflective Practice
• Reflective: Characterized by deep careful
thought
• Practitioner: somebody who practices a
particular profession
• Reflective Practitioner: a teacher who uses
deep, careful thought to improve instruction
What does that mean?

– We believe that teachers are decision-makers.

They ask hard questions about conventional
practice.
– They use continuous reflection on their beliefs
and assumptions about teaching and learning
make the process of becoming a teacher a
“conscious effort”.
What does conscious craft mean ?
• Educators who are conscious about their craft
reflection-for-action, reflection-in-action, and
reflection-on-action.
– For-Action suggests you are proactive about your
teaching
– In-Action suggests you have the ability to reflect while
you are teaching
– On-action suggests that you analyze the successes and
failures of your actions.
 Pre-professional
• For-action: Involves planning instruction based on
the data available. That would be information such
as, knowledge of the Sunshine State Standards,
developmental needs of the students the lesson is
designed for, and when available assessment data.
• It also may entail:
– Reflecting on what your cooperating teacher does
– Reflecting about how to set up lesson plans
– Reflect on your management system
– Reflecting on your educational philosophy
– Reflecting on the individual needs of your students
– Reflecting on how educational research may be applied in
the classroom
 Pre-professional
• In-action: This is often difficult for beginning
teachers to do. It involves analyzing the rate
and amount of knowledge obtained while
delivering instruction. The teacher then adjusts
his/her teaching based this analysis.
• It also may entail:
– Checking on comprehension through guided
questions and practice
– Adjusting pace of lesson
– Adjusting class schedule
– Reteaching a previously taught lesson
 Pre-professional
On-action: Involves reflecting on how well the
instruction went. Did the students enjoy the
lesson? Were they on task and engaged? Did
they learn the intended outcomes? How was my
pacing, and delivery? What do I need to improve
on? It also may entail:
• Reflecting on you cooperating teacher’s or university
supervisor’s comments
• Altering or modifying a lesson before the next class or for
future reference.
• Altering your behavior plan
• Looking to literature or research for new or alternative
strategies
 Professional Level
• For-action: Involves planning instruction based on
the classroom data. Such as: knowledge of the
Sunshine State Standards, developmental needs of
the students, informal and formal data such as
standardized tests, reading inventories.
• It also may entails:
– Analyzing classroom, team data and trends
– Developing individual plans and modifying lessons to meet
the diverse needs of your students
– Designing lessons based on best practice and research
– Designing “action research” to test new strategies and
educational theories in your classroom.
 Professional Level
• In-action: This involves analyzing the rate
and amount of knowledge obtained while
delivering instruction and adjusting your
teaching based this analysis.
• It also may entail
– Adjusting schedules
– Implementing “action research”
– Collecting “action research” data
 Professional Level
– On-action: Involves reflecting on how well the
instruction went and monitoring on-going data. Did
the students enjoy the lesson? Were they on task
and engaged? Did they learn the intended
outcomes? Am I meeting the needs of all the
student? Who might benefit from additional
instruction or support?
– It also may entail:
• Reflecting on you a peer’s or supervisor’s comments
• Altering or modifying a lesson before the next class or for future reference.
• Altering your behavior plan
• Looking to literature or research for new or alternative strategies
• Serve as cooperating teacher
• Act as mentor
 Expert Level
• For-action: Involves planning instruction
based on the classroom/school/district data
and which is supported by research. (???)
– Reflecting on how your practice support or verifies
current research
– Reflect/plan for dissemination of best practice
– Participates in district, state or national
committees
– Becomes a trainer or trainers for best practices
 Accomplished Level
• In-action: involves analyzing the system
in which one works and how teaching
practice effects that system

– Mentors beginning teachers

– Becomes National Board Certified
– Develops instructional videos
– Writes for publication
 Accomplished Level
• On-action: Involves reflecting on how
well the instruction went and monitoring
on-going data.
– Publishes training material
– Writes for referred journals
– Conducts
 Reflective
Reflective Practice…being
Practice…being
aa life-long
life-long learner
learner and
and
reflecting
reflecting on on everything
everything you
you
do.
do.