REFLECTIVE

TEACHING
BY: JOHN CONCEPCION
 INTRODUCTIO
Te a c h i n g
N
a t re fl e c t i v e l e v e l re p re s e n t s
the highest level of the teaching act
that can be carried out at the most
t h o u g h t f u l m o d e s o f o p e r a t i o n p ro v i d i n g
the desirable quality of teaching –
learning situation and experiences to
the learner for utilizing and enhancing
their cognitive abilities to the maximum.
 ORIGIN

T h e c o n c e p t " r e fl e c t i v e
t h o u g h t " w a s i n t ro d u c e d b y
John Dewey in 1910 in his
b o o k e n t i t l e o n " H o w We
Think", a work designed for
teachers.
 REFLECTIVE
TEACHING
R e fl e c t i v e t e a c h i n g i s a p ro c e s s
w h e re t e a c h e r s t h i n k o v e r t h e i r
teaching practices, analyzing how
something was taught and how the
p r a c t i c e m i g h t b e i m p ro v e d o r
changed for better learning
outcomes.
 WHAT IS
REFLECTION?
R e fl e c t i o n i s a m e t a -
cognitive strategy that helps
teachers to think critically
upon their experiences, actions
and decisions during their
teaching practices.
 WHAT IS
REFLECTION?
• T h e w o r d re fl e c t i o n s t a n d s f o r
t h e a c t o f re fl e c t i o n ( t u r n i n g
back).
• P ro c e s s o f s e l f e v a l u a t i o n
and self observation.
 TEACHER’S
Te a c h e r
REFLECTION
should evaluate each lesson
• Did things go as planned ?
• What went well ?
• W h a t c o u l d b e i m p ro v e d ?
• Wa s p re p a r a t i o n a d e q u a t e ?
• We re o b j e c t i v e s f u l fi l l e d ?
• Wa s t h e l e s s o n re l e v a n t t o t h e o b j e c t i v e ?
• Did the lesson develop logically ?
• We re s t u d e n t s m o t i v a t e d a n d i n t e re s t e d ?
 WHY DO TEACHERS NEED TO
REFLECT?
• Re fl e c t i v e p r a c t i c e h e l p s
teachers to have a deeper
understanding of their own
teaching styles.
• A s w e re fl e c t , w e w i l l b e t t e r
u n d e r s t a n d o u r ro l e a s
teachers!
 PURPOSE OF REFLECTIVE
TEACHING
• Re fl e c t i v e t e a c h i n g i s a p e r s o n a l t o o l
that teachers can use to observe and
evaluate the way they behave in their
c l a s s ro o m .
• H e l p s t e a c h e r s i n t h e i r p ro f e s s i o n a l
development
• S e l f- a w a re n e s s i s a p o w e r f u l s t r a t e g y
for a teacher, especially when so much
of what and how they teach.
 PURPOSE OF REFLECTIVE
TEACHING
• Re fl e c t i v e t e a c h i n g i s a p e r s o n a l t o o l
that teachers can use to observe and
evaluate the way they behave in their
c l a s s ro o m .
• H e l p s t e a c h e r s i n t h e i r p ro f e s s i o n a l
development
• S e l f- a w a re n e s s i s a p o w e r f u l s t r a t e g y
for a teacher, especially when so much
of what and how they teach.
REFLECTIVE CYCLIC
REFLECTIVE CYCLIC
• Teach
• Self - assess the effect
your teaching has had on
learning
• Consider new ways of
teaching which can
improve the quality of
learning
• Try these ideas in practice
• Repeat the process
 METHODS

Analytic method, discovery

method, problem solving
method, assignment method
a n d p r o j e c t m e t h o d p ro v e
q u i t e u s e f u l a t t h e re fl e c t i v e
level of teaching.
STRATEGIES
 REFLECTIVE DIARY
• T h i s i s t h e e a s i e s t w a y t o b e g i n a p ro c e s s o f
re fl e c t i o n s i n c e i t i s p u re l y p e r s o n a l .
• Af t e r e a c h l e s s o n y o u w r i t e i n a n o t e b o o k
about what happened.
• Yo u m a y a l s o d e s c r i b e y o u r o w n re a c t i o n s a n d
feelings and those you observed on the part of
t h e s t u d e n t s . Yo u a re l i ke l y t o b e g i n t o p o s e
questions about what you have observed.
• D i a r y w r i t i n g d o e s re q u i re t e a c h e r t o b e
disciplined.
 PEER
• Invite a
OBSERVATION
colleague to come into your class to
collect information about your lesson.
• This may be with a simple observation task
o r t h ro u g h n o t e t a k i n g .
• T h i s w i l l h e l p t o i d e n t i f y t h e a re a s w h i c h
re q u i re d t o b e re fl e c t e d u p o n .
• T h e y a l s o s u g g e s t h o w t o o v e rc o m e m i s t a ke s
committed during teaching
 RECORDING A
• Vi d e o o r a u d i o re c oLESSON
rdings of lessons c a n p ro v i d e
v e r y u s e f u l i n f o r m a t i o n f o r re fl e c t i o n .
• Yo u m a y d o t h i n g s i n c l a s s y o u a re n o t a w a re o f
o r t h e re m a y b e t h i n g s h a p p e n i n g i n t h e c l a s s
that as the teacher you do not normally see.
• It is useful in showing the aspects of teachers
behaviour in class.
• P h y s i c a l a s p e c t s s u c h a s , w h e re d o e s t h e
teacher stands, who does she speaks to, how
d o e s t h e t e a c h e r c o m e a c ro s s w h i l e d e a l i n g w i t h
the students.
 STUDENTS
FEEDBACK
• Yo u c a n a l s o a s k y o u r s t u d e n t s w h a t
they think about what goes on in
t h e c l a s s ro o m . T h e i r o p i n i o n s a n d
p e rc e p t i o n s c a n a d d a d i ff e re n t a n d
valuable perspective.
• This can be done with simple
q u e s t i o n n a i re s
 ADVANTAGES
• Reflective teaching develops the quality of teaching through
continuous improvements.
• It gives educators new opportunities to reflect on and assess their
teaching.
• It enables teachers to explore and test new ideas, methods,
approaches, and materials.
• It provides opportunity to assess how effective the new approaches
were.
• Teachers share feedback with fellow team members.
• They make decisions about which new approaches to include in the
school’s curriculum, instruction, and assessment plans.
 LIMITATIONS
• Not all teachers may understand the reflective
process.
• May feel uncomfortable challenging and
evaluating own practices.
• Could be time consuming.
• May have confusion as to which
situation/experience to reflect.
 DIFFERENT
CRITICAL
REFLECTION
 CRITICAL REFLECTION
Critical reflection in teaching is a process where educators
actively examine and analyze their own teaching practices,
considering different perspectives, questioning assumptions,
and using theoretical knowledge to identify areas for
improvement, ultimately aiming to deepen their
understanding of student learning and make informed
changes to their teaching methods; it involves going beyond
simply describing an experience and delving into the "why"
behind actions and outcomes to better inform future practice.
 DIFFERENT CRITICAL
REFLECTION

• R e fl e c t i v e J o u r n a l
Writing
• Learning Log
• Learning Journal
 REFLECTIVE JOURNAL
WRITING
R e fl e c t i v e j o u r n a l w r i t i n g i s a
p ro c e s s o f re c o r d i n g a n d
analyzing your thoughts,
feelings, and experiences. It can
h e l p y o u l e a r n m o re a b o u t
y o u r s e l f a n d g ro w p e r s o n a l l y a n d
p ro f e s s i o n a l l y.
 REFLECTIVE JOURNAL
WRITING
HOW TO WRITE A REFLECTIVE
JOURNAL
• Re c o r d a n e x p e r i e n c e o r e v e n t
• Describe what happened
• Consider who or what was involved
• Re fl e c t o n y o u r re a c t i o n s a n d
feelings
• Analyze your thoughts and feelings
• C o n s i d e r h o w t h e e x p e r i e n c e re l a t e s
to your values and beliefs
 REFLECTIVE JOURNAL
WRITING
EXAMPLE OF A REFLECTIVE JOURNAL
WRITING
• W R I T I N G D O W N O B S E RVAT I O N S A B O U T
YO U R DAY
• W R I T I N G A L E T T E R T O A C H A RA C T E R
I N A B O O K YO U R E A D
• A N A LY Z I N G YO U R B E H AV I O R S A N D
M O T I VAT I O N S
• E X P LO R I N G P E R S O N A L VA LU E S A N D
BELIEFS
 LEARNING LOG
A learning log is a place to
re c o r d t h o u g h t s a n d re fl e c t i o n s
a b o u t w h a t y o u ' re l e a r n i n g . I t
can be used in any subject and is
a way to deepen learning.
Learning logs can be used by
students in school and by adults
in the workplace.
 LEARNING LOG
PURPOSE
• RECORD LEARNING AND PROGRESS
• E N C O U RA G E R E F L E C T I O N O N
LEARNING
• MAKE CONNECTIONS BETWEEN
C L A S S A N D O U T- O F - C L A S S
LEARNING
• ASSESS LEARNING FROM
EXPERIENCE
 LEARNING LOG
BENEFITS
• L E A R N I N G LO G S C A N H E L P YO U
R E M E M B E R , U N D E R S TA N D , A N D
A P P LY N E W C O N C E P T S
• T H E Y C A N H E L P YO U D E V E LO P A
" P L AY BO O K " O F E F F E C T I V E
P RA C T I C E S
• T H E Y C A N H E L P YO U M A K E
PERSONAL CONNECTIONS WITH
LEARNING LOG
 LEARNING JOURNAL
A learning journal is a
re c o r d o f y o u r t h o u g h t s ,
observations, and learning
experiences. It's a personal
t o o l t h a t c a n h e l p y o u p ro c e s s
a n d re fl e c t o n w h a t y o u ' re
learning.
 LEARNING JOURNAL
PURPOSE
• To e n h a n c e y o u r l e a r n i n g
• To ke e p a re c o r d o f u s e f u l
information
• To re fl e c t o n y o u r l e a r n i n g
experience
• To s h a re i d e a s w i t h o t h e r s
LEARNING JOURNAL
REFLECTIVE
TEACHING
LESSON
WORKSHEET
 A "reflective teaching lesson worksheet" is a
tool used by educators to systematically analyze
and evaluate their teaching practices by answering
guided questions about a specific lesson, allowing
them to identify areas of strength, weakness, and
potential improvements to enhance student
learning outcomes; essentially, it's a structured
way to reflect on your teaching experience and
make informed changes going forward.
 STRUCTURE

T Y P I C A L LY I N C LU D E S P R O M P T S O R
QUESTIONS FOCUSED ON
DIFFERENT ASPECTS OF THE
LESSON, SUCH AS LESSON
OBJECTIVES, ACTIVITIES USED,
STUDENT RESPONSES,
CHALLENGES ENCOUNTERED, AND
A R E A S F O R I M P R O V E M E N T.
 BENEFITS
• HELPS TEACHERS IDENTIFY AREAS
WHERE ADJUSTMENTS ARE NEEDED
• P ro m o t e s c o n t i n u o u s p ro f e s s i o n a l
development
• E n c o u r a g e s s e l f- a w a re n e s s a b o u t
teaching practices
• P ro v i d e s a s t r u c t u re d w a y t o c o l l e c t a n d
analyze data about teaching
e ff e c t i v e n e s s
 TYPICAL SECTIONS
INCLUDES:
• L E SS O N D E TA I L S : S U B J E C T , T O P I C , G RA D E L E V E L ,
LEARNING OBJECTIVES
• P r e - l e s s o n r e fl e c t i o n : I n i t i a l t h o u g h t s a n d ex p e c t a t i o n s
for the lesson
• Classroom observations: Details about student
engagement, activities implemented, and observed
student behaviors
• S t u d e n t f e e d b a c k : A n a l y s i s o f s t u d e n t re s p o n s e s ,
f e e d b a c k re c e i v e d , a n d a n y c h a l l e n g e s s t u d e n t s f a c e d
• S e l f- a s s e s s m e n t : E v a l u a t i o n o f t e a c h i n g s t r a t e g i e s ,
e ff e c t i v e n e s s o f a c t i v i t i e s , a n d p e r s o n a l s t re n g t h s a n d
a re a s f o r g ro w t h
• A c t i o n p l a n : S p e c i fi c c h a n g e s o r a d j u s t m e n t s t o b e
 PROCESSING
QUESTIONS FOR
REFLECTIVE
TEACHING
 Processing questions for reflective teaching
are questions that educators use to guide their
thinking and reflection on their teaching practices.
These questions help teachers analyze their
experiences, identify areas for improvement, and
make informed decisions about their teaching
strategies. Reflective teaching is a process of self-
assessment and self-reflection that allows
educators to continuously grow and develop as
professionals.
 Processing questions for reflective teaching
can cover a wide range of topics, including lesson
planning, instructional strategies, classroom
management, student engagement, assessment,
and professional development. These questions
encourage teachers to critically examine their
teaching practices, consider the impact on student
learning, and make adjustments as needed.
 EXAMPLES OF QUESTIONS
• What were the goals of the lesson, and were they
achieved?
• How did I engage students in the learning
process?
• Did I use a variety of instructional strategies to
meet the diverse needs of my students?
• How did I manage classroom behavior and create a
positive learning environment?
• Did I provide timely and constructive feedback to
students?
• How did I assess student learning and adjust my
instruction accordingly?
• What evidence do I have of student learning and
By regularly asking and reflecting on these types of
questions, educators can gain insights into their
teaching practices, identify areas for improvement,
and make informed decisions to enhance student
learning. Reflective teaching is an ongoing process
that supports continuous professional growth and
development.
 THANK
YOU FOR
LISTENING
SEE YOU NEXT
TIME!