INNOVATIVE TEACHING MANUAL

ASSIGNMENT - TOOLS FOR REFLECTIVE PRACTICE

Tools for Reflective Practice

With the benefits of reflecting upon my professional journal I was able to

observe and review my learning and progression of development over the semester.

2nd year student teacher Flinders University 2005

Reflective journals

The tools most frequently used to assist the development of professional reflective practice in the teacher education context include reflective learning journals, autobiographies, portfolios, critical group audience and mentoring. However, micro-teaching or video reflection and the use of web based journals called ‘blogs’ are more widely regarded now as valid tools for on-line learners in particular.

According to Gil-Garcia and Cintron (2002), a reflective journal involves learners in ‘self-assessment, collaborative critique, self-reflection and goal setting’ (p.1). Reflective journals vary in the way that they aid the reflective process. For instance, a journal may become a shared dialogue between a trusted lecturer, or mentor teacher in the classroom or it may be used for an individual journey of professional self-reflection and supported by the use of a framework for self assessment at specific times throughout the journal keeping project.

Reading response journal

One type of journal commonly used in teacher education programs for professional learning is the reader response journal where learners read recommended content in the form of written text or view a film and then record their responses in their journal.

These responses may then be used in different ways but usually they are shared at some stage with their lecturer and often orally with their peers in order to make further meaning from the text and to ‘articulate connections between new information and what they already know’(Kerka 1996 p.2).

Kerka (1996) claims that writing is a critical aspect of knowledge processing and that the learner’s journal can become a text in itself for later metacognitive learning and community knowledge building.

Double entry journal

Whitton, Sinclair, Barker, Nanlohy & Nosworthy (2004) recommend the double entry journal which involves a statement of context or quote from a reading on the left hand side of the page and reflections and proposed actions on the right side. Their model is based on Smyth’s (1989) four phase model of ‘describe, inform, confront and reconstruct’ (p.227).

Whitton et al (2004) also remind student teachers that it is important not to restrict reflections to the theory/classroom interaction but to feel free to refer to related issues in the media as well.

They suggest that reflection can be in the form of poetry, drama or music as long as it fulfils the requirements of critical analysis and future action.

Interactive journal

Maloney and Campbell-Evans (2002) have written extensively on the use of interactive journals in their work with pre-service teacher education and believe that the interaction between journal writers and their audience ‘provides opportunities for student teachers to make practical theory explicit’ (p.39). The relationship that can develop between the lecturer as a trusted ‘interested party’ in encouraging and deepening reflection and the student teacher is a unique and valuable outcome of interactive journal work.

Dialogue journal

At Flinders University, lecturers teaching the course Reconciliation Education use a dialogue journal to support …..

the process of deconstructing and reconstructing how they [pre-service teachers] perceive Australia’s Indigenous history, Indigenous peoples and the provision of education to Indigenous students and communities.

They can begin to engage with the topic and the historical and contemporary analysis of Indigenous histories, Indigenous education, the construction of knowledge and theoretical underpinnings. (Rigney, Rigney & Tur 2003 p.142)

This approach to journal work creates a ‘culturally safe space’ where undergraduate student teachers can make personal sense of the conceptual and theoretical understandings relevant to education and Indigenous education and share their thoughts and feelings with their lecturers in their journals.

Narrative journal

Reflection upon the values and beliefs which ‘form the essence of teaching practice’ (Bain, Ballantyne, Packer & Miller1997 p.3) emphasised in the above Reconciliation Education topic is also developed through the use of the narrative approach. Bain, Ballantyne, Packer and Mills (1997) state that this approach provides opportunities for students ‘draw inferences from their own experiences thus creating personal pedagogical principles’ (p.3).

Practicum reflections

Journal entries for pre-service teachers are often in response to guided questions about teaching practice from their lecturers or mentor teachers and through this structure, important professional discoveries about teaching goals and strategies and the needs of classroom students are facilitated.

According to Gil-Garcia and Cintron (2002), analysis and critical observation of their teaching decisions in their journals helps student teachers to ‘critique and modify their practice’ (p.4) and a recent study of Australian pre-service teachers of mathematics supports this claim. Kaminski (2003) found that keeping a reflective journal about teaching strategies and the learning responses of students during field placement facilitated the teaching of mathematics well ‘beyond technical rationality levels’ (p.30).

Self-assessment

Whilst the advantages of interactive journals are well established in the literature, it is important to mention the work of Bain, Ballantyne, Packer and Mills (1999) who found that student teachers can still develop reflective skills without intensive outside feedback, depending on the opportunities for self-assessment frameworks and the initial reflective abilities of the learner.

There are several self assessment models mentioned in the literature including that of Smyth (1989) cited in Whitton et al (2004 p 227), Campbell-Evans and Maloney (1998), Dietz (1998) mentioned in Clarke (2004) and Francis (See Resources section of this website).

Portfolios

The creation of portfolios and e-portfolios as a form of assessment and professional preparation is becoming more prevalent in teacher education programs. Whitton, Sinclair, Barker, Nanlohy and Nosworthy (2004) refer to the Ontario College of Teachers (1999) professional standards in their support for this reflective activity tool.

Portfolios, as described by Wolf and Dietz (as cited in Whitton et al 2004), are a collection of structured professional ‘artefacts’ that demonstrate accumulated knowledge, skills and practice about teaching that is underpinned by critical reflection. They can be paper based or electronic and are considered to be an important new way for student teachers to portray their higher level cognitive thinking and self-reflective growth upon graduation.

Examples of artefacts often chosen by beginning teachers include a reflective statement of their teaching and learning philosophy, unit and lesson plans, student work and feedback, videotapes of their teaching, photographs of classroom displays, reflective comments from parents, mentor teachers and peers, formal appraisals from university supervisors and self-evaluations throughout their course.

Evidence of a professional journal is an essential component in any portfolio and can be included intact as a way of demonstrating continuous professional reflective ability, or used selectively as desired.

Group dialogue and yarning

Group reflection as a scholarly reflective tool is identified by Priest and Sturgess (2005). They claim that reflection in a group setting provides a richer experience by enabling ‘the individual to subject their personal beliefs to critical analysis in a safe environment’ (p.2). Collective reflection, whether formal or informal provides a scholarly experience for practitioners that also builds community.

The advantages of shared group discussion as a useful form of professional reflection are also described by Clarke (2004) who offered final year ‘internship’ student teachers opportunities to debrief and share their teaching experiences through group discussion as well as journal writing. Clarke (2004) analysed the type and depth of reflection from both groups according to the Professional Learning Cycle model by Dietz (1998), and found that the structured collegial sharing environment generated safe reflection on common teaching practice issues which resulted in greater confidence of action amongst student teachers.

The significance of yarning as a means of deep learning in a cross cultural context is described by Power (2004). As a non-Indigenous researcher in an Aboriginal community she found that that yarning, or deep but informal dialogue, provided the opportunity for ‘profound, complex and subtle understanding’ (p.37).

Mentoring

Mentoring partnerships have a long tradition across cultures and life contexts. Whilst they often emerge informally within families, amongst friends or ‘on the job’ (Carr 1995 p.5), in recent years they have become more formally recognised by the workplace as playing a crucial role in the personal and professional lives of successful employees and their leaders.

Malcolm Anderson (2003), Indigenous Australian community elder and leader in human services provision, defines a mentor as ‘a friend, a person we can walk alongside, a guide, an achiever and someone who we can look up to as an example’(Introduction).

Mentor teachers have a significant role in the development of reflective practitioners for the future. According to Moran and Dallart (1995), mentors in the teaching practice classroom facilitates the development of reflective skills by both modelling reflection on their own practice and by direct challenging and affirming the critical thinking process in the student.

Hine (2000) suggests that one of the prime benefits of a mentoring relationship is the development of ‘more self-reflective, meta-cognitively aware and self-directed learners’ (p.1). She claims that by talking, sharing discussion and problem solving and ‘jointly constructing knowledge and meaning’ (p.3), both the mentors and ‘mentees’ are learning to reflect in ways that will ultimately transform their teaching practice.

As Malcolm Anderson reminds us, ‘people are the most important resource to guide our development and to provide inspiration for our growth and learning’ (2003 Introduction).

Electronic dialogue journals and blogs

One relatively recent tool that encourages interactive reflection is the online journal format called a ‘blog’. Oravec (as cited in Williams and Jacobs 2004) describes the weblog or blog as an educational vehicle for student voices which empowers students and encourages them to become more critically analytical in their thinking. Writing a blog can serve many of the purposes of a dialogue journal but needless to say they have a much larger, unknown audience.

According to Williams and Jacobs (2004), blogs challenge students to confront their beliefs and critically analyse how their views might be interpreted and reflected upon by their audience. The blog is already gaining favour in teacher education programs in areas where reflective practice is already established as a professional learning tool.

Kerka (1996) has also written about the uses of electronic journals in distance education and places importance on the support aspect of the journal relationship for geographically isolated students once the extra difficulties of access, equity and technical skill are addressed.

Like each of the above forms of reflective practice, the electronic version of communal discourse serves as an important tool for professional growth in the contemporary teacher education setting.

Educators now have a range of tools through which to foster reflective skills and by varying their approach from course to course, they can offer their students’ additional deep learning experiences which will benefit not only their university studies but their future professional practice.

References

Anderson, M. (2003). Walking Together Mentoring Program: Introduction South Australia: Department of Health.

Carr, R. (1995). Ingredients of successful mentor programs. The Journal of Volunteer Resources Management, 4 (1), 5-7. 

VIDEO LESSON SCRIPT

ON LINE ASSIGNMENT- CURRICULUM CONSTRUCTION PRINCIPLE

ONLINE ASSIGNMENT

ON

Meaning of curriculum, syllabus,

Principles of Curriculum construction and Hidden Curriculum

INTRODUCTION

We have seen that science is taught to pupil’s as it would help to realize certain values and aims by which they would become better individuals. But such goals cannot be reached through a vacuum. We require some appropriate medium through which anticipated changes could be brought about. The science curriculum is the medium required for the purpose. As such , every science teacher has to get a clear and thorough knowledge about the importance, meaning, scope and nature of a good science curriculum together for its development and transaction. It include the meaning of curriculum, syllabus, principles of curriculum construction, hidden curriculum.

            Curriculum is the crux of the whole educational process. Without curriculum we cannot conceive any educational endeavour. School curriculum of a country, like its constitution reflects the ethose of that country.

THE CONCEPT OF CURRICULUM

The term curriculum derived from the Latin word currere which means path. In this sense curriculum is the path through which the student has to go forward in order to reach the goal envisaged by education. Usually the term curriculum is understood as a group of subjects prescribed for study in a particular course. But curriculum is not confined to this narrow concept. Curriculum should be consider as a broad- based term encompassing every aspects concerning a course of study. Curriculum for a course to study may be conceived as the totality of experiences a pupil is exposed to within the boundaries of the school and outside while undergoing that course, with a view to achieve the anticipated educational goals.

Definition of curriculum

            Curriculum has been defined by different persons in different ways. Some base the definition on its narrow scope while others define it in a much broader sense. Let us now acquaint ourselves with some of the definitions of curriculum.

1.    Curriculum embodies all the experiences which are utilized by the school to attain the aims of education –Munroe.

2.    Curriculum is a tool in the hands of an artist (teacher) to mould his materials (pupils) according to his ideals (objectives) in his studio (school) – Arthur Cunningham.

3.    Curriculum is made up of everything that surrounding the learner in all his working hours – H.L Laswell

4.    Curriculum is that which the pupil is taught. It involves more than the act of learning and quiet study. It involves occupations, productions, achievement, exercise and activity – H.H. Horne.

                              In brief, curriculum is the means of achieving the goals of education. It includes all those experiences, activities and environmental influences which the student receives during his educational career, for the realization of a varity of anticipated goals.

CURRICULUM AND SYLLABUS

                   Curriculum is not merely syllabus, because the latter is only is only verbal, book oriented and theoretical, while the former is not. Syllabus is much more specific, speaking of the details of the study, the hierarchical order of presenting the content etc. It forms the basis for writing text books, preparing teacher’s guide and planning lessons. Syllabus places more stress on the specific learning materials to be internalized. On the other hand, the scope of curriculum is much broader and deeper, for it comprehends every aspect of the educand’s life’ seeks to satisfy all his requirements and aspires to develop every aspects of his personality. Hence, the syllabus of any subjects for a particular course of study can be considered as an important aspect of the related curriculum which states what materials are to be taught and in which order. Because of this limited scope of a syllabus the two terms should not be treated as synonymous. In addition to what is prescribed in the syllabus, the curriculum includes various kinds of curricular and co-curricular activities as well as the various aspects of the social, natural and educational environment with reference to which experiences are transacted. In short, it includes all learning experiences that would lead the learner to anticipated goal.

PRINCIPLES OF CURRICULUM CONSTRUCTION

              Educationists have laid down certain general principles for developing curriculum. Some of these basic principles are indicated below,

1.  The principle of child – centredness

                   Curriculum should be child centered. It must be based on the present need, requirements and circumstances of the child. The child needs more experience than instruction. If we wish our pupils to reveal initiative, co-operation and social responsibility, we should develop these qualities in them by means of meaningful activities appropriate to their stage of psychological development. True education can be acquired only through activity and experience. Curriculum meant for any particular stage, therefore, should be framed in accordance with the child’s developmental characteristics as well as its capabilities and needs at that stage

2.  The principle of community centredness

                  Besides treating each child as an individual, we should also view him as a member of the community to which he belongs. In fact, the learner is going to an active member of the community, as a citizen. It is, therefore, quite desirable that his needs and desires must harmonise with the needs and desires of tose amongst whom he has to live. Te child cannot be educated in a vacuum. He is to be educated in a school established by he society and by interacting with other members of the society. The goals formulated by the school which depend upon the purpose of the society determine the nature of the curriculum. But the society is not static, It is dynamic and continuously changing modern world is not as simple as it used to be in the past. Any curriculum has to prepare the learners to face this challenge posed by the community with efficiency.

3.  The principle of Activity-centredness

               Action is the sign of life. Man is an active being. Therefore, the curriculum should provide for a variety of activities both physical and mental in which children are naturally interested. The activity must be connected with the child’s desires and needs as well as societal and educational requirements. Emphasis should be given to learning by doing through the activities of hand, head and heart. These may be in the form of play activities at the pre-primary stage, project activities at the primary stage and constructive and creative activities at the secondary stage. At the same time. It has to be remembered that physical activities should lead to internal reflections.

4.The principle of integration

     By integration we do not merely mean integration of subjects. Integration warrants that activities carried on in a school and the experiences thus gained should not be treated in watertight compartments. These should be so designed as to lead the child to establish a functional with the environment. Such a curriculum will safeguard the general, liberal, and vocational aspects of education.

5.  Forward looking principle

             The aim of education is to prepare the child for an effective adult life. Therefore, the curriculum should reflect an insight into the future life of the child. It should enable the child to prepare for a vocation. It should equip him with the caliber to meet the challenges of life in future.

6.  Conservative principle

           The curriculum should preserve and transmit the traditions and culture of human race. It should embrance such subjects, topics or activities by which students should cultivate a sense of respect for their traditions and culture selection of such items should, however, be made with great care, according to the mental development of children.

7.Renewal principle

         While conserving and transmitting the cultural heritage education should cater to renewal of the culture to suit the requirements of chainging times. Hence curriculum should be so constructed as to facilitate renewal of the society by infusing dynamism in all aspects.

8.  Creative Principle

God has created the universe and men have created other things in it. By nature, man is creative therefore, education should be 30 moulded as to enable one develop one’s creativity. The curriculum should consist such items that would enable children to exercise their creative powers so that creativity is fostered, which in turn will enable them to modify their environment according to the needs of time.

9.  Motivation Principle

The curriculum should be tailored to suit the needs and interests of the pupils. It must be goal directed. It should thus motivate the pupils to actively particiapte in the learning process with an innate desire arishing our of intrinsic motivation

10. Maturity Principle

The curriculum should be suited to the mental and physical maturity of the pupil.

11. The principle of preparation for life.

The school curriculum should include such elements that would prepare children for their future life. That is, they should be able to earn their livelihood sufficiently and adjust themselves with the society efficiently. It should equip the child with the calibre to meet the challenges of life.

12. The principle of elasticity and flexibility

Since the needs of individual and the society go on changing, a rigid and static curriculum cannot meet the requirements of the child or of the society. Moreover, experiences to be presented have to be modified to suit the environment. Societal conditions, learning atmosphere etc, Also, pupils differ in intelligence, tasted and skills too. The curriculum by its elasticity can cater to all auch requirements posed by environmental and individual differences

13. The principle of comprehensiveness

The curriculum must be comprehensive enough to confirm to the needs of various individuals or communities. It must be broad based to include a wide variety of subjects suited to the needs of various types of pupils and the society with all its diversities. Comprehensiveness has to be reflected also in it’s potential to cater to the comprehensive or total development of an individual

14. The Principle of Balance

Curriculum should maintain proper balance between direct and indirect experience, liberal and professional education, individual and social aims, compulsory and optional subjects etc.

15. The Principle of Utility

Curriculum should be of practical use of the pupil and hence should maintain vocational and technical bias. Due emphasis should be given work experience.

In short, a curriculum should be will balanced, property-graded, fairly broad based and appropriately designed for meeting the needs of the child on the one hand and those of the society, on the other.

HIDDEN CURRICULUM

The phrase hidden curriculum was orginally coined by Philip Jackson to draw attention to the idea the school do more than simply aid transmission of knowledge between one generation and next.

ie, it is a process that involves the transmission of normals and values as well as a body of socially approval knowledge.

The term hidden curriculum refers to unofficial and informal indtructional influences, which may support the attainment of manifest goals. It is also called because its term are not explicitly stated in the prescribes curriculum. But it forms part of the curriculum as it helps the learner achieve the educational goals envisaged. Hidden curriculum can be identified through an X-ray eye only. In order to deal with it, teach require insight.

The basic idea behind the concept of hidden curriculum, therefore is that pupils learn things that are not actually taught in the firmal curriculum refers to the way, the learning process is organised.

Creating proper class climate, school diama and environmental conditions condu ceive to the realisation of educational goals is the first step in realising the hidden curriculum presenting models for the desired life style and value systems in an indirect manner and motivating pupils to internalise these consciously or unconsciously also nill help in realising many aspects of the hidden curriculum. The educational goals thus realised are mainly concerned with modification of the affective demain-say interests, attitudes, values etc.

CONCLUSION

Curriculum is intimately related with all aspects of education. While education is a developmental process, gearsed towards a conveted goal, curriculum is the input as well as the medium that provides with the goal oriented direction to that process. While education is the result of learning, curriculum signifies situations and experinces for learning, education deals primarily with why or for what purpose, but curriculum deals with what and what way, curriculum is the plan for guiding the goal-oriented educative process.

REFERENCE

“METHOD OF TEACHING PHYSICAL SCIENCE”

                                                                                      Radha Mohan

“Science Education Methodology of Teaching And Pedagogic Analysis”

                                                                          Dr : K Sivarajan

                                                                                      and

                                                                                         Prof . A. Faziluddin

POWER POINT PRESENTATION - ACIDS & BASES