Learning Together

Learning Together

Saturday, 13 February 2016

Activity 3: Responses to Finlay’s (2008)’s article

Read the article “Reflecting on reflective practice” by Lynda Finlay (2008). Create a blog post that discusses your responses to the article and evaluates your reflective practice. Use the following as provocations:

● What is/are the points in the article that you can relate to your reflective practice?

● Are you using any model of reflection? If yes, evaluate the model you are using, is it effective? is there any room for improvement?


Our aim is to grow a community of learners where Together We Care Learn Grow 
  • Developing positive behaviours for learning 
  • Proactively promoting and focusing on the positive
  • Modelling the desired outcome in what we say and how we behave

Appraisal is increasingly becoming an integral part of a teacher’s professional life and is seen as a valid and effective means of effecting changed learning outcomes for students.

The following are guidelines which highlight the purpose of appraisal:-
  • To improve performance, increase teacher job satisfaction and ultimately to raise achievement levels among our students.
  • To increase professional awareness and to improve standards of teaching skills and to help formulate whole school development.
  • To highlight and help solve problems and difficulties facing teachers.
  • To improve both the standard and quality of teaching.
  • To provide assurance that standards of teacher expectations are being met.
The appraisal can include specific reference to performance against the requirements of the Professional Standards which include the following dimensions:-

In essence, our Appraisal Process describes an inquiry model for improvement.  The Inquiry cycle below is similar to the number of models for inquiry found in many educational contexts and resources, but specifically reflects a focus on student, teacher, and school leader capability. 

Our model is consistent with the ‘Teaching as Inquiry’ model in the New Zealand Curriculum (2007, p34) and the model in the Best Evidence Synthesis for Teacher Professional Learning and Development (Timperley et al, 2007).

Our next step is to use this more regularly and independently to improve what and why we do what we do.

Teachers are always reflecting, formally through staff appraisals but also everyday in many ways. Through conversations with colleagues, learning conversations with children and introspectively. 

As outlined in the reading, Quinn (1988/2000) identified that some reflections can be time consuming. In order to address this after each lesson our teachers bring children in together to reflect on how well they achieved and what they think they need to do next. This can be short and simple, through an indication with your thumb - thumbs up, thumbs mid way and thumbs down. This quickly informs the teacher how well it went, or what needs more work and with whom. This simple system works well with junior children.

Rees (2007) identified the need for solitary reflection in private. Goal setting conferences and goal setting charts that align with our school values - together we Care Learn and Grow - provide an opportunity for children to self reflect but also within a context that we all believe in.

We all need to be aware, as educators, mentors and, supervisors, of the risks, and proceed with sensitivity (Morley 2007). We also need to work within carefully established boundaries if learners are to address difficult personal, (Hunt, 2001) academic and behavioural issues.

Educators may themselves be at risk – not least because they may feel tempted to go beyond their own level of expertise. As Boud and Walker (1998) point out, teachers need to “be aware of what they can and cannot handle”. 

What is clear throughout this reading is that there are many types of reflective practices and many thoughts on the processes of reflection. As mentioned earlier, our aim is to grow a community of learners where Together We Care Learn Grow by encouraging children to reflect  and develop positive behaviours for learning. We achieve this by proactively promoting and focusing on the positive, and modelling the desired outcome, in what we say and how we behave.

Boud, D. and Walker, D. (1998) Promoting reflection in professionals courses: the challenge of context.
Studies in Higher Education, 23(2), 191-206. 

Dawson, F. (2012, October 10). Reflective practice.[video file]. Retrieved from https://www.youtube.com/watch?v=r1aYWbLj0U8
Hunt, C. (2001) Shifting shadows: metaphors and maps for facilitating reflective practice, Reflective Practice, 2(3), p.275-287. 

LSU Center for Academic Success (2013, March 26). Think about Thinking - It’s Metacognition!. [Video file].Retrieved from https://www.youtube.com/watch?v=P_b44JaBQ-Q
Morley, C. (2007) Engaging practitioners with critical reflection: issues and dilemmas. Reflective Practice, 
8(1), 61-74. 

New Zealand Curriculum 2007. Teaching as Inquiry. Retrieved from http://assessment.tki.org.nz/Assessment-in-the-classroom/Teaching-as-inquiry/Teaching-as-Inquiry-in-the-NZC

Quinn, F.M. (1998) Reflection and reflective practice, in F.M.Quinn (ed) Continuing professional development in nursing. Cheltenham: Stanley Thornes. 

Rees, K.L.(2007) The lived experience of final year student nurses of learning through reflective processes. 
Unpublished PhD thesis, Bournemouth University. 

Timperley, H., Wilson, A., Barrar, H., and Fung, I,. (2007)., Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (BES). Ministry of Education, New Zealand.

Trinity,A. ( 2010, April 19,). Reflection Models.[video file]. Retrieved from https://www.youtube.com/watch?v=Vt0-2nucCMI&feature=youtu.be
Walker, J. (2012, February 17).Brief Intro to Metacoginition.[video file]. Retrieved from https://www.youtube.com/watch?v=mVE21QhY-lI

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