DISCUSSION BOARD
Week 3
Connections: What connections do you draw between the text and your own life or your other learning?
As a teacher for about fourteen years, this article reminded me to continually reflect my planning process, my teaching, how I assess the students. One of the things that are connected with my teaching life is the collaborative reflection process. Every time that my grade teacher/partner has collaboration time, I always initiate the situations that I reflect on. For example, when I taught the topic “culture” to 4-5 year olds, only some of them were engaged. After reflecting on it, my collab teacher and I came to an idea to have a fashion time/modeling time — students will create their own traditional clothes or wear their traditional clothes and it became a fun activity.
Challenge: What ideas, positions, or assumptions do you want to challenge or argue with in the text?
I think, one of the challenges about reflection is allotting ample time for proper reflection. The two schools that I was teaching 4 years ago don’t have any teaching-reflection process. What the school owner wants to talk about are activities that could earn money. I assume that not all schools are like that. So I was hoping that the article also poses some suggestions on a situation like those.
Concepts: What key concepts or ideas do you think are important and worth holding on to from the text?
“He likened this process to a physician identifying symptoms (Dewey 1910)”
“Framing and reframing were ideas that helped to put problem setting in context and illustrated the importance of becoming better informed about situations rather than simply seeking a solution”
These top two ideas are want I want to take away. I think, I have been reflecting my teaching and learning most of the time, but what really made an impact to me is that we are “like physicians” identifying what is the that thing that make my teaching/classroom engagement not good. In connection to my real-life situation, I believe that, it is important to reflect about the previous day’s teaching before planning again. The previous experience, when we look back, we can make our teaching better.
Changes: What changes in attitudes, thinking, or action are suggested by the text, either for you or others?
In connection to my real-life situation, I believe that, it is important to reflect about the previous day’s teaching before planning again. The previous experience, when we look back, we can make our teaching better.
Framing and reframing were ideas that helped to put problem setting in context and illustrated the importance of becoming better informed about situations rather than simply seeking a solution.
Theories of reflection involve discussions of various types of reflection teachers undertake, such as practical, technical and critical reflection (van Manen 1977). Others consider the timing and context of reflection such as reflection in or on action (Schon 1987) and reflection undertaken for future adaptive purposes (Killion and Todnem 1991).
In van Manen's view these types, timings and purposes matter because "retros~ctive reflection on (past) experiences differs importantly from anticipatory reflection on (future) experiences" (van Manen 1991 as cited in van Manen 1995, p. 2). What is clear from a review of these contributions to the discussion is that what constitutes reflection and when it most usefully takes place can be difficult to anchor to a single action or timeframe.
Other theories have given central importance to reflective processes. Dewey, for example, described reflection as a method that involves the act of looking at and describing experience. He likened this process to a physician identifying symptoms (Dewey 1910), adding that such examination needs to be augmented with consideration of multiple ways of understanding the experience being studied.
TEACHER REFLECTION
Week 3
1. How do the IB Standards and Practices support a reflective practice in professional learning communities? (you can give examples of specific practices that achieve this goal and explain how they do so)
In my current school, teachers adhere to a structured schedule for teacher-partner collaboration and Professional Development. This discussion will center on the Professional Learning Community within our institution.
Our administrators, including the PYP Coordinator and Principal, organize professional development sessions every Wednesday afternoon. One prominent topic of discussion is assessment and differentiated learning. Regarding assessment, we explore methods beyond just summative projects, emphasizing the significance of formative assessments in gauging student progress within our Units of Inquiry (UOIs). Another significant aspect is differentiated instruction, where we recognize the diverse levels and interests of our students. By aligning formative assessments with their individual interests—be it arts, Lego, or other pursuits—we ensure assessments resonate with their learning experiences.
Additionally, our school principal has initiated a program wherein teachers formulate goals aligned with enhancing the learning community. This initiative commenced at the onset of the school year, with regular check-ins from our principal to monitor progress. My personal goal is to develop assessments tailored for kindergarten students. Currently, my focus lies in crafting learning stories and designing meaningful activities to enrich their educational experience. I aim for these assessments to align with the IB Approaches to Learning (ATL) skills, equipping students with lifelong learning competencies.
Purpose 1.2: The school develops a mission, philosophy and/or strategy that includes a holistic approach to education that goes beyond academic development and encourages awareness beyond the individual and the immediate community. (0101-01-0200)
Purpose 3: The school community fosters internationally minded people who embody all attributes of the IB learner profile. (0101-03)Purpose 3.1: The school ensures that the school community is aware of the IB learner profile and is committed to international-mindedness and its importance in embodying the IB mission. (0101-03-0100)
2. Keeping these practices in mind, what are the strong points and areas for improvement in your current school (or a school in which you completed a practicum)?
One area of improvement in my current school lies in consistently valuing the ideas of the community. While my school boasts promising programs and initiatives, including effective advertising, there's a need for greater consistency in implementing their vision, particularly regarding collaboration and valuing individuals within the learning community.
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