Module: Specialized CFIE - 2nd

Curriculum Term

Reflective
Practice
for Teacher & Supervisors

Trainer: Dr. Mohammed Trainees: Hajar Lesta & Amine

Akkouch Khamlich
Date: April 1st,
2024
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Objectives
★ To shed light on the importance and
benefits of adopting reflective
practices in ELT
★ To provide tools for instilling
reflectiveness in teachers’ and
supervisors’ professional practice

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 Outline
➔ Problematic Situation
➔ Concept Defining
● Reflective Practice
● Learner Centeredness
➔ Brief Historical Background
➔ Reflective Practice Models
● kolb’s Model
● Gibb’s Model
● Schön’s Model
➔ Task 1: Reflect on Teachers’ Practices
➔ Roles of Reflective Practice in Promoting Learner
Centeredness
➔ Tools for Supporting Practitioners’ Reflectiveness
➔ Task 2: Trainee Inspector Reflection 3
 Situation

What would you do in this

situation…?
● A teacher sticks to a traditional classroom layout and
follows a teacher-centered approach. This creates Instructio
classroom management problems for him/her. The ns
Work in Pairs,
supervisor used a Directive Model with this teacher
How would
during the PLD, and approached you make this
him/her at the end of an Educational Meeting…
teacher take
But after visiting him/her again in class, the Sownership
finds of
that that his recommendations
your are
feedback? 4
not implemented.
Your thoughts…

5
Concept Defining
(1)
Introspectiv
Thoughtf e
Evaluativ
ul e
Reflectiv
e
Cogitativ Analytica
e l

Contemplati
ve
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 Concept Defining
(1)
Reflective Practice is:
➢ “the active, persistent and careful consideration of any
belief or supposed form of knowledge in light of the
grounds that support it.” (Dewey, 1933)

➢ “learning through and from experience towards gaining

new insights of self and practice.” (Finlay, 2008)

➢ “a cognitive process accompanied by a set of attitudes in

which teachers systematically collect data about their
practice, and, while engaging in dialogue with others, use
the data to make informed decisions about their practice
both inside and outside the classroom.”(Farrell, 2015)
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Concept Defining
(2)
Learner Centeredness:

“An approach to teaching that focuses on the

learners and their development rather than on the
transmission of content; it addresses the balance
of power in teaching and learning, moves towards
learners actively constructing their own
knowledge, and puts the responsibility for
learning on the learners.”
https://www.igi-global.com/dictionary/creating-collaboration-in-global-onlin
e-learning/40896

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Historical Background: Milestones
J.Dewey(1933) D. Kolb (1984) G.Gibbs(19
88)
“Learning by Doing:
“How We Think” “Experiential Learning
A Guide to Teaching
as the Science of
and Learning
Learning and Methods”
Development”

1910 - 1933

F. Korthagen
D. Schön (1983)
(1985)
Reflective teaching and
“The Reflective preservice teacher
Practitioner: how education in the
professionals think in Netherlands 9
action”
 Instructions:

Use the boxes provided to

Group Activity construct a diagram of the
relationships between
Practice - Reflection Cycle theory, practice and
reflection in the teaching
profession

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The theory - practice - reflection
cycle

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 Active
Experimentat
ion
Planning/Trying Kolb’s
out what you
have learned Model

Reflective Concrete
Observatio Experien
n Kolb ce
Reviewing/ Doing/
Reflection on Having the Reference
the experience experience Kolb, D. A. (1984). Experiential
Learning: Experience as the Source
of Learning and Development.
Englewood Cliffs, NJ: Prentice Hall.
Abstract
Conceptualizat
ion
Concluding/
Learning from 12
the experience
 Descripti
on
What
Gibb’s
happened? Model
Action Feelings
Plan What were
How will you Reference
you thinking
improve Gibb and feeling? Gibbs, G. (1988)
Learning by Doing: A

Conclusi
s Evaluatio Guide to Teaching and
Learning Methods.
n Oxford Brooks
on What was University, Oxford.
What do
good and
you need
bad about
to
the
improve?
Analysis experience?
What sens
can you
make of the 13
experience?
 Reflecting as Schön’s
something
happens Model
Reflection ● Consider the
situation
in action ● Decide how to
act Reference
● Act Schon, D. A. (1991).
immediately The reflective
practitioner: How
professionals think in
Reflecting after action. Aldershot:
Ashgate Publishing
something Ltd.
happens
Reflection ● Reconsider the
situation
on action ● Think about
what needs
changing for
the future 14
Task 1: Based on one of the models,
suggest a reflective activity in order to deal
with the following professional situations in
a more effective way.

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Reflective Practice and
Learner Centeredness

❖ Sense of responsibility

❖ Self-confidence

❖ Innovation

❖ Engagement

❖ Autonomy

❖ Critical thinking

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Tools of Reflective Practice
for Teachers
➔ Experimenting with new ideas

➔ Learning Journals

➔ Portfolios

➔ Peer observations

➔ PLDs

➔ Students’ feedback

➔ “Ghost Writer” technique

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Tools of Reflective Practice
for Supervisors

➔ Reflective Journals (paper-based or electronic, like

reflection.app)

➔ Annual Action Program ( analytical questioning)

➔ Feedback Forms (e.g. surveys to teachers)

➔ Classroom Observation (as a tool to gauge effect of

workshops)

➔ “Cataloguing Nightmare” technique 18

Task 2: Think back to your
Practicum #3, and, within your group,
discuss actions you did which in
retrospect you realize you can do better,
inClass
relation
Visit to one/more
PLD
of the following:
Workshop

Quotes for illustration purposes only

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 “Cateloguing Nightmare”
Technique

Nightmare Procedure Opposite

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Wrap-up: Conclusions
and
Recommendations
futureme.org

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References
● Bubnys, R., & Zavadskienė, L. (2017). Exploring the Concept of Reflective Practice in the
Context of Student-Centered Teacher Education.
● Dewey, J. (1933). How we think. Madison: University of Wisconsin Press.
● Farrell, T.S. (2018). Reflective Practice for Language Teachers.
● Richards, J.C., & Farrell, T.S. (2011). Practice Teaching: A Reflective Approach.
● Schon, D. A. (1991). The reflective practitioner: How professionals think in action. Aldershot:
Ashgate Publishing Ltd.
● Turner, T., Lucas, M., & Whitaker, C. (2018). Peer Supervision in Coaching and Mentoring: A
Versatile Guide for Reflective Practice.
● https://rdene915.com/2023/02/17/creating-a-learner-centered-classroom/
● https://www.cambridge-community.org.uk/professional-development/gswrp/index.html
● https://essentialsoflanguageteaching.net/professional-development/reflective-practice/
● https://teche.mq.edu.au/wp-content/uploads/2018/03/A415_003-Reflection-Resources.pd
f

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