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Chapter-5

Chapter 5 discusses reflective teaching, emphasizing its importance in monitoring and improving teaching practices through a cyclical process of planning, acting, collecting data, and evaluating. It outlines tools for assessing learner attainment, such as Daily Lesson Logs and Electronic Class Records, and suggests practices for effective monitoring and evaluation. The chapter highlights the benefits of reflective practice, including professional growth, improved teacher satisfaction, and enhanced student outcomes.

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10 views

Chapter-5

Chapter 5 discusses reflective teaching, emphasizing its importance in monitoring and improving teaching practices through a cyclical process of planning, acting, collecting data, and evaluating. It outlines tools for assessing learner attainment, such as Daily Lesson Logs and Electronic Class Records, and suggests practices for effective monitoring and evaluation. The chapter highlights the benefits of reflective practice, including professional growth, improved teacher satisfaction, and enhanced student outcomes.

Uploaded by

glecyrosebastawangbanno
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Chapter 5:

Reflecting Practice
Using Assessment
Data
Learning Outcomes:

a. Explain what reflective teaching is


b. Discuss the tools used to know and
monitor the learners’ attainment data
What is Reflective Teaching?

Dewey
✓ considered reflection as “notions of open-
mindedness, responsibility, and wholeheartedness”
✓ contrasts “routine action” with “reflective action”
✓ Reflection - “to be an active and deliberative
cognitive process which involves sequences of
interconnected ideas that take into account
underlying beliefs and knowledge”
What is Reflective Teaching?

Schön
✓categorizes three levels of reflection:
a. reflection-in-action (rapid reaction and
repair)
b. reflection-on-action (review and research)
c. reflection-about-action (re-theories and re-
formulation)
What is Reflective Teaching?

Pollard
✓ “Reflective teaching is applied in a cyclical or spiraling process, in
which teachers monitor, evaluate and revise their own practice
continuously
✓ numerous key stages in the reflective process
1. practitioners plan their teaching and make decision on plans as well as
pedagogies
2. they act on teaching
3. they collect data for the further reflective process
4. they analyze and evaluate the data for reflection practice.
❖ This cycle is iterative, continuous, and sometimes repeated.
Tools to know and Monitor Learners’
Attainment Data
A. Daily Lesson Log (DLL)
✓ a template that teacher use to log parts of their daily
lessons
✓ covers a day’s or a week’s worth of lessons

❖ Well-prepared and well-planned lessons are


fundamental in ensuring the delivery quality teaching
and learning in schools.
B. Electronic Class Record
✓ The electronic class record, including the
grading sheet and summary of quarterly
grades, allows the teacher to monitor
individually the learner attainment data per
specific learning area and assess whether the
learner passed or failed.
✓ assess the progress and achievement of each
learner and provide him or her with
instructional intervention or enrichment
B. Electronic Class Record
Suggestions

1. Plan monitoring and evaluation activities.


2. Monitor and evaluate learners’ performance
regularly and consistently.
3. Explore varied monitoring and evaluation
documents.
4. Validate monitoring and evaluation documents
to ensure the accuracy of learner attainment data.
5. Involve the learners in certain types of monitoring
and evaluation.
Year-Round Plan of Monitoring
Year-Round Plan of Monitoring
Year-Round Plan of Monitoring
Some Practices

1. Portfolio Assessment Checklist


2. Assessment Rubric
3. Item Analysis
4. Monitoring and Evaluating Learner’s
Reading and Progress and Achievement
through Phil-IRI (Phil. Informal Reading
Inventory)
Other Illustrations of Practice
✓ The teacher regularly (daily or weekly) gives his or her learners
assessment activities, such as quizzes, seat works, group works,
performance tasks, among others to test their learners' progress and
achievement.
✓ The teacher keeps a daily checklist of the learners' outputs. The teacher
regularly checks the portfolio to monitor if the learner is on track.
✓ The teacher tracks the achievement of learners through achievement
chart record.
✓ The teacher uses variety of techniques in tracking the developmental
sequences of a learner's school and academic status (appropriate
utilization of data from class records and report card through Progress
Chart Review or Competency Monitoring Grid)
Reflective Practice Through
Performance Evaluation
Reflection
✓ a process of continually examining and reflecting upon one’s behaviors and
practices and making adjustments to improve performance
✓ reflective practice involves regularly investigating one’s behaviors in the
classroom through various lenses
✓ Example: educators can reflect on the effectiveness of their teaching
practices by
a. videotaping and watching their instruction or educators can reflect on the
effectiveness of their instructional strategies
b. analyzing student assessment data.
✓ allow teachers to reflect on personal areas of strength and weakness and
should challenge teachers to adjust their practices to benefit student
learning, as well as one’s own growth
Reflective Practice Through
Performance Evaluation
Donald Schön
✓ First coined engagement in reflective practice
✓ particularly critical to teachers’ growth and development as
professionals

2004 Braun and Crumpler study


✓ “to be unreflective...results in a teacher who is merely a
skilled technician, i.e. one who has limited ability to make
good decisions; to consider the consequences of their actions;
and, to alter their actions”
Reflective Practice Through
Performance Evaluation
Reflective Practice Investigation (RPI) pilot
✓ explored the process of providing Highly Effective teachers with
a more in-depth opportunity to reflect on their instructional
practices as part of their evaluation process
✓ found that the majority of participants felt that the studied
method of evaluation was valid and accurate with 96% of
participants agreeing that the process was fair.
✓ the video and reflective conversation provided a fuller picture
of their instructional practices
✓ Both teachers and supervisors agreed that the pilot processes
drove teachers to think more deeply about how they could grow
and improve their instruction
Benefits of Reflective Practice
A. Ownership - Self-Driven Professional Growth and Development
Teachers plan to remain in their schools for six years longer than
those who do not. Reflection can help empower teachers to guide
and shape their own growth and improvement process.
B. Buy–in – A New, Holistic Approach to Feedback
Results in: higher teacher satisfaction with the experience;
better perception of their supervisors’ fairness; more engagement in
self-critique; and, higher-quality, actionable next steps that arise
from post-observation conferences.
C. Results - Classroom & Student-Level Impact
Teachers gain clarity and set goals that address the needs and
this improves both teacher and student motivation.
Thank You
Any Questions ?

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