ALS 9:REFLECTIVE PRACTICE Course Outline

 Republic of the Philippines

ZAMBOANGA STATE COLLEGE OF MARINE SCIENCES AND TECHNOLOGY

Fort Pilar , Zamboanga City

College of Education and Liberal Arts

VISION
A learning institution that transforms individuals into globally competitive human capital in fisheries, maritime and information technology, pedagogy and industries for the rational management of aquatic resources.
 MISSION
Generate and manage knowledge in the institution's academic disciplines, produce ecologically-conscious professionals, provide leadership in the ssustainable development of aquatic ecosystems, and contribute to the improvement of the quality of life of the people.
Core Values:
Z- zealous
S- Service Oriented
C- Commitment
M-Mission Driven
S-Sincerity
T – Trustworthy

 Course No. and Title:: ALS 9 :Reflective Practice

Course Description: The course is an introduction to the approach of Reflective Practice that enables education students to understand how they use their knowledge in teaching and in practical situations and how they can combine practice and learning in a more effective way. Through greater awareness of how they deploy their knowledge in teaching and practical situations, education students can increase their capacities of learning in a more timely way. Understanding how they perceive and manage/implement certain situations and ideas helps learners to achieve greater flexibility and increase their capacity of learning and skills in teaching.
Course Objectives: The objective of the course is to introduce students to the approach and methods of reflective practice by raising their awareness about their own cognitive resources and how they use them in their learning and teaching practice. The course will introduce theories of learning, knowledge generation, theories of action, and reflection-in-practice, and provide students with opportunities to experiment with these theories in real life through practical exercises using tools in which they reflect on real situations that they have faced in their past learning/teaching experience. Through these practical exercises, students will have the opportunity to reflect on their thinking capacities in the context of education.
I. Terminologies and Definitions
a. What is reflection?
b. What is reflection in learning ?
c. What is reflective Practice?
d. What is reflective practice in education?
e. What are the challenges associated with reflective practice?
f. How do we understand ourselves?
g. Why reflect? And what are  the benefits of reflective practice?
II. Theories and models of reflective practice
a. Argyris and Schön 1978
b. Kolb 1975
c. Gibbs 1988
d. Johns 1995
e. Brookefield 1998
f. Rolfe 2001
g. Introduction of Roffey & Barentsen’s model of professional reflective practice
h. Donald Schon
III. Touch base on how to reflect
a. “ I am Like” activity
b. Picturing your reflections activities
c. Critical analysis about your teaching/learning  incident activity
IV. Levels of reflections
a. Descriptive reflections
b. Dialogic reflection
c. Critical reflection
V. Tools used for reflection  (traditional and on-line) in teaching
a. Generic Visualization Tools
b. Visual tools for reflection with DATA
c. Twitter for reflection
d. Mind Mapping

LIfe skills of Teaching and Learning Course Outline

 Republic of the Philippines

ZAMBOANGA STATE COLLEGE OF MARINE SCIENCES AND TECHNOLOGY

Fort Pilar , Zamboanga City

College of Education and Liberal Arts

VISION
A learning institution that transforms individuals into globally competitive human capital in fisheries, maritime and information technology, pedagogy and industries for the rational management of aquatic resources.
 MISSION
Generate and manage knowledge in the institution's academic disciplines, produce ecologically-conscious professionals, provide leadership in the ssustainable development of aquatic ecosystems, and contribute to the improvement of the quality of life of the people.
Core Values:
Z- zealous
S- Service Oriented
C- Commitment
M-Mission Driven
S-Sincerity
T – Trustworthy

 Course No. and Title:: ALS 6 : Life Skills of  Teaching and Learning

Course  Description:  This course covers the skills and competencies that an individual needs for sustaining and enriching life and also the kind of behaviour-based learning that the individual needs for coping with predictable developmental tasks in which the  BSED ALS students will learn and utilize to teach and develop the Life Skills of  ALS learners in the future.
Course Objectives: Equip the BSEd ALS students  to develop personally their life skills as well as to develop lesson plans focusing on development of life skills  for  their ALS learners.
 Course Aims:
To enable BSEd ALS students (future teachers or IMs)  to understand that education means more than just giving learners  the knowledge of textbooks
To enable future ALS IM’s to understand definition, importance of life skills and techniques used to enhance them
To enable the future ALS  IMs  to focus on instilling social norms in ALS leaners
To enable future ALS IMs to use Blooms Taxonomy of educational objectives to prepare assessments.

CONTENTS
1. Overview of Course Outline, Grading systems, Rules & Guidelines, etc.
2. Quality Education - Definition and components
3. Definition of Life Skills and its core components

•  Life Skills- Self Awareness
• Life Skills- Decision Making and Goal Setting
• Life Skills- Problem Solving 
• Life Skills- Communication skills
• Life Skills- Interpersonal Relationships
• Life Skills- Critical Thinking
• Life Skills- Creativity
• Life Skills- Empathy
• Life skills- Coping with stress and emotions

4. Importance and Benefits of Life skills
5. How to impart Life skills  to ALS leatners
6. Teaching Techniques and methods to be utilized in teaching Life Skills to ALS learners
7. Student Assessment- Blooms Taxonomy
8. Principles/Steps for Lesson Planning
9. Preparing Lesson Plans in teaching Life skills to ALS learners
10, Life Skills Activities

using Fotobabble in Reflective practice

An online tool with a good deal of potential for a number of things, which describes itself as follows: 'Fotobabble lets you create talking photos in two clicks. Simply upload a photo and then record your voice directly through your computer to create a talking photo. You can easily share it by e-mail, Facebook, Twitter or embed it into a blog or website. It’s free and all completely web-based. No software to download, just register and get started in seconds.' Having just one photo is a bit of a limitation, but the fotobable below was completed in about 5 minutes including signing up for the service. You can upload photos as a stimulus for reflection, then ask for reflections in a number of ways .. the activity does not have to take place in a classroom. Fotobable is avaiable at http://www.fotobabble.com/

Using Twitter for reflection

Reflecting on … Using Twitter for reflection

Preparation – ensure both teachers and students have the technology available to set up and use a twitter account.

Purpose:

• To reflect on practice using Twitter.

Learning outcomes:

By the end of this activity, participants will be able to:

• Develop their capacity to reflect on their own teaching or the teaching of others
• Record those reflections and share them with others
• Identify strengths in their teaching and areas for development
• Act on the learning gained from this reflection

Resources needed:

• Twitter account / s

Activity:

Part 1 – Individual work

This activity may need to take place over a series of sessions

Ensure all protocols relating to online behaviour / language are clear to all participants

• Ensure enough Twitter accounts are created for a group of people to use, and that all are following each other.
• Tweet about an incident from your teaching, or a teaching topic
• Respond to replies / tweets from others
• Use the Reflective Practice generic questions to guide your reflection

Part 2 – Plenary

• Discuss the results (use an archiving tool with support from your tutor) which were produced
• Discuss what difference the online element made to the reflection, and in particular the small amount of words available.

Using visual tools for reflection with DATA

Learning Activity

Reflecting on … Using visual tools for reflection with DATA

Purpose:

• To reflect visually on practice using a particular model.

Learning outcomes:

By the end of this activity, participants will be able to:

• Develop their capacity to reflect on their own teaching or the teaching of others
• Record those reflections and share them with others
• Identify strengths in their teaching and areas for development
• Act on the learning gained from this reflection

Resources needed:

• Reflecting on … DATA resource

Activity:

Part 1 – Individual work

• Ask participants to reflect on a selected piece of teaching (e.g. video clip / case study / recent teaching of their own / observation:

Using the DATA questions for that example, participants use a visual tool to represent the results, such as:

• A mind map
• A word cloud
• A slide show
• A video clip
• An audio clip
• A display of objects

Part 2 – Plenary

Discuss the results with others and their planned actions as a result
Build a summary group teaching action plan to be revisited on another occasion
Discuss what difference the visual element made to the reflection.

Generic Visualization Tools

Generic Visualization Tools:

You can use:
Flip charts and pens
Old fashioned Over Head Transaparancies (OHTs) - use up the ones you still have laying around!
Magazine pictures, glue and scissors
PowerPoint
Microsoft moviemaker
Microsoft photostory

Learning Activity

Using visualisation to reflect on any activity / event / incident related to your practice

Purpose:
• To develop the capacity to reflect on events / actions / activities or teaching situations.

Learning outcomes:

By the end of this activity, participants will be able to:
• Use simple techniques to develop reflective practice
• Begin to undertake deeper reflection on their practice
• Share those reflections with others
• Consider further actions which will improve their teaching

Activity:
• Participants decide either individually or in groups on one or more event, action, activity or teaching situation they have encountered
• They represent that activity visually using either no words at all, or very few words, using any tool which will help.
e.g. Flip chart and pens; paint and paper; magazines, glue and pictures; digital cameras; video cameras; PowerPoint; online tools; pre-prepared sets of images

You can be completely flexible about what items / tools to use, depending on your circumstances, equipment and the nature of the group you are working with.

Be aware that some people will naturally be more able to represent items visually than others.

Discussion / Plenary (there may not always be time for all of these)
• The images / representations produced are discussed, and key points collated on flip chart / Interactive Whiteboard etc (or by using images)
• Discuss what it was like to reflect in this way, and how it worked (or not) for them.
• Consider the learning which emerged.
• Discuss how they may be able to use this technique in their own teaching and with their own learners.

Prompt Questions to assist reflection (a full list is on page 2, but for a short starter activity just use the adapted selection below)
What happened?
Why did it happen?
What can you learn from it?
What could be used in your teaching?

Generic Reflective Practice questions

The questions below are split into sections which are based on the different models and stages of reflection to help you with reflective practice. They can be asked in conjunction with many activities.

Tailor them to suit your situation.

What happened?
What took place?
What do your peers / colleagues think took place?
What do your learners think took place?
What worked really well?
What needed improvement or change?
Why did it happen?
What were the factors contributing to the success / problem?
What assumptions, beliefs, motives and emotions were involved from you, your learners and your peers / colleagues?
What theory can you recognise in what took place?
What external factors had any effect?
What can be done?
What are the possible ways to improve?
How could you use some of the success factors in your teaching?
How do your peers / colleagues think you could use some of the success factors in your teaching?
How do your learners think you could use some of the success factors in your teaching?
What ways forward are there?
Which parts of the changes are the most straigtforward / least straightforward?
How will this affect your professional situation?
What will be done?
What action will you take?
When will you take action?
What impact do you believe it will have on you, your learners and your colleagues?
What were the results?
What impact did the action/s have?
How do you know?
How can you evidence the impact?
What will you do next?
What may you do differently next time and why?
What will you do next?

Levels of Reflection

Levels of reflection
Are there different levels of reflection?
Roffey-Barentson and Malthouse (2009) introduce four ‘levels of reflective writing’ (pp 84-5). We have adapted them into a simplfied idea of three levels of reflection below:

Descriptive reflection
A starting point with some reasons or justifications for an event which has happened but which remains a description of or report on that event.

Dialogic Reflection
Stepping back from the description of the event itself to include possible reasons for why things happened and how they contributed to the event.

Critical reflection
Taking a more evaluative position where the event is considered from a range of perspectives or viewpoints and these are all used to help understand what happened and why it happened

Don Clark, in his excellent website, Performance, Learning, Leadership, & Knowledge, includes this piece on levels of reflection.

Surbeck, Han, and Moyer (1991) identified three levels of reflection:
Reacting - commenting on feelings towards the learning experience, such as reacting with a personal concern about an event.
Elaborating - comparing reactions with other experiences, such as referring to a general principle, a theory, or a moral or philosophical position.
Contemplating - focusing on constructive personal insights or on problems or difficulties, such as focusing on education issues, training methods, future goals, attitudes, ethical matters, or moral concerns. The nature of the stimulus or directions initially provided to the learners, as well as the feedback they receive after the initial reflection, will determine the extent to which they reach the contemplation level of reflection.
Source:
Surbek, E., Eunhye, P., & Moyer, J. (1991). Assessing reflective responses in journals. Education Leadership, March, 25-27.