Activity 1: Applied Practice
Applied Practice
After reading the article by Linda Finlay, I now reflect more in-depth on how I reflect as an
educator. At present I reflect mainly with having discussions with colleagues and other
educators. I then write these reflections as anecdotal notes into my planning or I engage in
further discussions with colleagues and other educators. These reflective notes may sometimes
be used as a reference point in future planning, teaching and testing.I often find myself
reflecting with my colleagues during planning sessions. We look at what strategies have worked
for us so that we can “better” student outcomes. I also look on social media sites to see if there
are educators who can present ideas and suggestions which can also assist me as I critically
reflect. I already tend to reflect at the end of a teaching session but I have found “critical
reflecting” more beneficial when I am prompted to. An example of this is when I am on a
teaching inquiry journey. I will continue to do this to improve myself as an educational
practitioner.
After reading the article by Linda Finlay, I now reflect more in-depth on how I reflect as an
educator. At present I reflect mainly with having discussions with colleagues and other
educators. I then write these reflections as anecdotal notes into my planning or I engage in
further discussions with colleagues and other educators. These reflective notes may sometimes
be used as a reference point in future planning, teaching and testing.I often find myself
reflecting with my colleagues during planning sessions. We look at what strategies have worked
for us so that we can “better” student outcomes. I also look on social media sites to see if there
are educators who can present ideas and suggestions which can also assist me as I critically
reflect. I already tend to reflect at the end of a teaching session but I have found “critical
reflecting” more beneficial when I am prompted to. An example of this is when I am on a
teaching inquiry journey. I will continue to do this to improve myself as an educational
practitioner.
Having analysed the results of the survey and after looking at Jay and Johnson’s (2002) reflective
model, I realised that I need to engage in more readings where there is research to support
successful reflective models. Within the school teaching inquiry, I tend to base my reflections
just on what I believe to be true and especially on what I think will be best for me to change and
improve my practice. Through readings, including Finlay (2008) and Absolum (2006), I now know
that there is merit in sharing reflections with others and seeing things from others’ perspectives.
This is a direct result from the the realisation that I am sometimes adamant about changing my
personal perspective. I will need to use more research to question my own comprehension of “self
reflection”.
model, I realised that I need to engage in more readings where there is research to support
successful reflective models. Within the school teaching inquiry, I tend to base my reflections
just on what I believe to be true and especially on what I think will be best for me to change and
improve my practice. Through readings, including Finlay (2008) and Absolum (2006), I now know
that there is merit in sharing reflections with others and seeing things from others’ perspectives.
This is a direct result from the the realisation that I am sometimes adamant about changing my
personal perspective. I will need to use more research to question my own comprehension of “self
reflection”.
Finlay (2008) says that “reflective practice involves examining assumptions of everyday practice.” (p.1). Having joined the Mindlab course, I’ve noticed that educators either reflect on their own or with other like-minded educators. For example, educators who teach the same year levels tend to share with each other. I have realised now that I need to share my reflections more openly with others within the wider education community. I need to make use of more research to support how I critically reflect. I have since joined Twitter and have now been following sites like Ted-ED, Education Council and edutopia. I will to continue to keep up-to-date on how to reflect critically on this journey.
Reflecting on my teaching practice has been something I have been doing for many years.
I was quietly confident that I had been doing this well to improve my practice.
Finlay (2008) has made me realise that I need to do more than just engage in “rapid reflection,
repair, review” (Finlay 2008, p. 4), as “research, retheorizing and reformulating” (Finlay 2008, p. 4)
are the other two levels that seem to be the gaps within my critical reflection. Absolum (2006) says
that “reflection enhances the learning process” (p. 30). From the research read and to be read,
I aim to become more involved with sharing my reflections one-on-one with colleagues and through
educational social media sites, like Twitter, the Mindlab facebook page, Ted-ED, etc.
As I undertake a teaching inquiry this year, I plan on using the reflective model to raise student
outcomes in the core learning areas within my class and as team leader within the intermediate
school.
I was quietly confident that I had been doing this well to improve my practice.
Finlay (2008) has made me realise that I need to do more than just engage in “rapid reflection,
repair, review” (Finlay 2008, p. 4), as “research, retheorizing and reformulating” (Finlay 2008, p. 4)
are the other two levels that seem to be the gaps within my critical reflection. Absolum (2006) says
that “reflection enhances the learning process” (p. 30). From the research read and to be read,
I aim to become more involved with sharing my reflections one-on-one with colleagues and through
educational social media sites, like Twitter, the Mindlab facebook page, Ted-ED, etc.
As I undertake a teaching inquiry this year, I plan on using the reflective model to raise student
outcomes in the core learning areas within my class and as team leader within the intermediate
school.
Finlay, L. (2009). Reflecting on reflective practice. Practice-based Professional Learning Centre, Open University. Retrieved from http://www.open.ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/Finlay-(2008)-Reflecting-on-reflective-practice-PBPL-paper-52.pdf
Jay, J.K. and Johnson, K.L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.
Absolum, M. (2006). Clarity in the Classroom, Using Formative Assessment. Hodder Moa
It will be interesting to see how you use the reflective model in your teaching inquiry. I look forward to seeing how the reflections support our collaborative inquiry model.
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