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ACEI New Orleans 2004

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Information about ACEI New Orleans 2004
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Published on October 5, 2007

Author: Sudiksha

Source: authorstream.com

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Teacher Candidates Develop the Disposition of Reflective Thinking Through Practice:  Teacher Candidates Develop the Disposition of Reflective Thinking Through Practice ACEI Annual International Conference & Exhibition April 14-17, 2004 Presented by:  Presented by Kathy Conway Southeast Missouri State University http://cstl-coe.semo.edu/Conway/presentations/ Cindy Gordinier Southeast Missouri State University Deborah A. Moberly University of Memphis Reflective Thinking..:  Reflective Thinking.. “The kind of thinking that consists in turning a subject over in the mind and giving it serious and consecutive consideration” John Dewey (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: DC Heath. Using Reflection:  Using Reflection On-Action (analyzing past event) In-Action Schon, D. A. (1983). The Reflective Practitioner: How professionals think in action. New York: Basic Books MoSTEP Performance Standards Quality Indicators:  MoSTEP Performance Standards Quality Indicators The Discipline Learning and Development Individualization Curriculum Development Instructional Strategies Motivation and Management Communication Skills Assessment Professional Development Partnerships Technology Development and Documentation:  Development and Documentation Knowledge Skills Dispositions Dispositions:  Dispositions “A disposition is a tendency to exhibit frequently, consciously, and voluntarily a pattern of behavior that is directed to a broad goal.” Katz, Lilian G. (1993). Dispositions as Educational Goals. ERIC Digest EDO-PS-93-10. Teacher Candidate Reflection: Skill to Disposition:  Teacher Candidate Reflection: Skill to Disposition Stages:  Stages Focuses on self, is superficial, has misinterpretation Describes experience – Beginning perceptions of others Initial analysis Identifies problems, corrects misinterpretation and questions behavior Changes practice, connects ideas Revises practice, applies criteria, has global perspective Stage One – :  Stage One – Focused on self Describes experience Interpretation is superficial May include misinterpretation Stage One – Examples:  Stage One – Examples TC #1. “Students were participating and reading along in their textbooks or I read.” TC #2. “One thing I believe I did well was introducing tornadoes. This was the first lesson for the tornado unit, and so I really wanted to get the students excited and pumped about the week. I decided to really grab their attention by showing them a clip from the movie Twister.” TC #3. “I was very prepared. Over the weekend I made the “suitcases” complete and with handles and nametags…Also, I did a good job adjusting my lesson to fit a special occasion.” TC #4. “My transitions were smooth between the changes in aspects that we discussed. We reviewed terms, sang a song, that went along with a book focused on the day before, talked about how slaves used symbols to travel along the day before, talked about how slaves used symbols to travel along the Underground Railroad, and introduced the term ‘abolitionist’.” Stage Two:  Stage Two Less focus on self Some perception of cooperating teacher’s views Some perception of students’ views Describes experience objectively with elaboration Sees instructional strategies to model/avoid Stage Two - Examples:  Stage Two - Examples TC #2. “Some of the students had never seen a tornado before, and it is hard to connect to something when you haven’t experienced it. I thought by showing the video clip the students could see a tornado and the kind of damage it can do, They would be experiencing the tornado in a way and will be able to visualize how a tornado looks, moves, etc. when we have discussions in class.” “The students were very active and excited when we reviewed the terminology we already learned up this point in the unit. Hands went in the air almost immediately after I asked the question.” TC #5. “The students were argumentative at first in their groups but ended up doing fairly well working together to come up with a compromised list of items. I was proud of them for voicing their own opinions and coming to group conclusions.” Stage Three :  Stage Three Begins to see through other’s eyes (university supervisor, cooperating teacher, students) Sees cooperating teacher and university supervisor as resources Initial analysis (emotion may be the impetus/drive of the analysis) Begins to see ways to grow Stage Three - Examples:  Stage Three - Examples TC #2. “The notebooks worked out great! We spent a few minutes decorating them and then we read chapter 1 out of our book. After reading chapter 1 I asked the students what they thought was important and what we should write down in our notebook.” “Karen [the classroom teacher] and I decided the best way to get the tornado tubes ready is to have us do it. Karen was afraid there would be too much playing around in the bathroom [and with] the water.” Stage Four:  Stage Four Analyzes situation (emotion becomes secondary) Identifies problems Corrects misconceptions Questions own behavior Sees ways to improve Stage Four - Examples:  Stage Four - Examples TC #2 “One thing I did not do well during this lesson was keeping up with our notes taking. I had planned that after each chapter we would wrote [write] down at least four things that we wouldn’t have time to do our activity, and so I cut out the not [note] taking so we would have time to read both chapters. I wanted the students to get practice taking notes. I should have had them continue to take notes rather than cut that out of the lesson.” TC #6. “I think if I was going to teach this lesson again then I would put paper on the tables so they didn’t get painted by the tractors. I think I would also have them help me make rules about what they could and couldn’t do with the tractors.” TC #3. “My original lesson plan was too short for time allowed. The Spanish numbers went over smoothly, especially with the book I read earlier in the day. However, I am really glad I had the Spanish clothing ready as a back up activity. This was fun for the students and helped fill in the spare time.” Stage Five:  Stage Five Examines complexity of the situation Connects ideas Intellectualizes the situation (reasoning, considering ramifications) Seeks new and better ways Stage Five - Examples:  Stage Five - Examples TC #2. “One thing I did not do well during this lesson was checking the video very closely before I had the students watch it, While I was making sure that the video was in the right place to start, I heard the “s” word a couple times being said. I was so glad I doubled-checked the video because I don’t think the kind of language would have been right for the classroom. I also realized the movie is rated PG-13. I should have showed a movie that was rated G for the students to see. Although we only watched about 10 minutes of the movie, some parents might have not wanted their children to watch PG-13 movies without their permission.” “The students were to predict what would happen if they moved their tubes in different ways. They were to answer would it still create a tornado? It was a great way to get the students thinking and using their minds to think of different ways to move th bottles It was also a way to get the students involved in the lesson. They were telling each other how they found different ways to create the vortex, and then the other students would try their way and it turned out to be a great cooperative learning activity.” TC #3. “Next time I teach this lesson, I will remember to point out that there are some discrepancies among the poster and activity page Spanish color names. This would avoid confusion. To help clarify this I may also compare this to a box of crayons. (Crayola has several names for basically the same color.” Stage Six:  Stage Six Thinks about clearly defined criteria Applies criteria to practice and change Solicits comments/resources from others Uses information from others Identifies interrelationship of ideas (global picture, holistic perception) Reflects on change Plans and/or revises practice Stage Six - Examples:  Stage Six - Examples TC #2 . “One thing I would keep the same is the word Notebook. I believe that the student really gain information when they do this activity. When they draw a picture for the meaning of a word the picture really sticks with them. I also think having the students draw a picture shows if they comprehend the word and understand its meaning.” TC #6. “If I could change this lesson I would change the sentence I had them write. I do think that this sentence is [too] long and complex for them. I think that if I had them do this activity I would change the sentence to something shorter for them to read. If the sentence was more on their level then they would be able to read and understand what they were reading to me and to the class.” TC #3. “The crossword puzzle was a little difficult for the students to do, so I allowed them to work with people around them. They did a really good job about not just copying off of each other As I was walking around they were actually talking about the handout and figuring out the answers together.” Teacher Candidate Reflection: Skill to Disposition:  Teacher Candidate Reflection: Skill to Disposition Program at Southeast:  Program at Southeast Observation of cooperating teacher Writing prompts for observation College classroom discussion/scaffolding Teach in the k-6 classroom Writing prompts for teaching College classroom discussion/scaffolding Reflection as a Disposition:  Reflection as a Disposition Stage One – Example Revisited:  Stage One – Example Revisited TC #3. “I was very prepared. Over the weekend I made the “suitcases” complete and with handles and nametags…Also, I did a good job adjusting my lesson to fit a special occasion.” Stage One – Example Revisited:  Stage One – Example Revisited TC #4. “My transitions were smooth between the changes in aspects that we discussed. We reviewed terms, sang a song, that went along with a book focused on the day before, talked about how slaves used symbols to travel along the day before, talked about how slaves used symbols to travel along the Underground Railroad, and introduced the term ‘abolitionist’.” Recommendations for future research:  Recommendations for future research Is there a transfer of this reflective process during student teaching that results in the development of reflection as a true disposition? Do beginning teachers continue their development of reflective practice? How can self assessment be used by teacher candidates to help them act upon their reflections? Is there a relationship between teacher candidates’ affective development and their ability to be reflective? end

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