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- Reflective Practitioner Teacher
Title |
Reflective Teacher |
Duration: |
15 hours |
Prerequisites: |
Teachers with bachelor’s degree |
Material: |
Training Guide, Program Kit, and online resources on Marifah |
Level - Track: |
Advanced Educational Qualification |
Target Audience : |
Teachers (KG, Math, Science, English, and Computer Science) grade (1-3). |
This program is aimed at making teachers aware of their teaching philosophy; it encourages them to develop a professional portfolio that is in line with the context, mission and vision of their institution and with good teaching standards, and will provide them with the skills of reflection, evidence-based writing and analysis. Teachers should regularly evaluate where they are now and where they want to be, plan the way to their goals, which should be based on their and their students’ needs.
Active teachers are reflective practitioners. Their performance is focused on students learning and their decisions are based on their students’ learning evidence. They monitor and are aware of both their behaviour, professional developments and their impact on students. They seek to improve their performance on the basis of documentation, analysis, and interpretation of written reflection evidence. Active teachers efficiently use their personal and professional development portfolio in light of the standards of good learning, and plan for effective professional development in cooperation with their peers.
Big Ideas
• |
The teaching portfolio broadens horizons in order to improve teaching. |
• |
The teaching portfolio enables teachers to benefit from self-reflection. |
• |
Reflective teaching enhances teacher practices. |
• |
Reflective teaching affects a teacher's beliefs and attitude. |
• |
Reflective writing helps teachers in reviewing their beliefs and practices. |
• |
Reflection, documentation and portfolios empower teachers in offering effective teaching. |
Essential Questions
• |
How can a teacher's philosophy affect his practice? |
• |
How can teachers use portfolios to improve their practice? |
• |
Why do teachers need reflection? |
• |
How does reflective writing enhance a teacher's practice? |
• |
How does documentation improve a teacher's professional development? |
Outcomes
Unit |
Outcomes |
1 |
- • Identify effective ways of using teaching portfolios.
- • Create a portfolio showing your professional development .
- • Develop portfolio elements.
- • Use the portfolio to exchange experiences.
|
2 |
- • Explain the concept of teaching philosophy.
- • Revise one's recent teaching philosophy.
- • Create a teaching philosophy for documentation and reflection upon the based on high teaching standards /li>
- • Explain the importance of reflective teaching
- • Demonstrate teacher awareness of reflective teaching.
- • Explain the importance of reflective practice.
- • Demonstrate teacher awareness of reflective writing.
- • Explore the process of reflective writing.
- • Write a reflective journal..
- • Use reflection to enhance one's practice.
|
Assessment
No |
Component |
Weight |
1 |
Activity 1.1: What is a Portfolio, and Why is it Needed? |
5 |
|
Arrange subheadings in your portfolio (Part of Activity 1.1) |
5 |
2 |
Peer Assessment for Portfolios (Part of Activity 1.2) |
10 |
3 |
Activity 2.7: Reflective Writing |
10 |
|
Reflective Writing Rubric (Part of Activity 2.7) |
5 |
4 |
Peer Assessment for Individual Reflective Journals (Part of Activity 2.9) |
15 |
5 |
Exit Task |
30 |
6 |
Final Portfolio |
15 |
7 |
Participation |
5 |
|
Program Total |
100 |
Time Distribution
No |
Item |
Time (MIN) |
1 |
KWL-Q |
15 |
2 |
Vocabulary Tool |
15 |
3 |
Pre-Program Questionnaire |
10 |
4 |
Terminology |
10 |
5 |
Ice Breaker Activity: Guess the Phrase Game |
20 |
6 |
Activity 1.1: What is a Portfolio, and Why is it Needed? |
100 |
7 |
Activity 1.2: Building Portfolios |
80 |
8 |
Activity 2.1: Teaching Philosophy |
60 |
9 |
Activity 2.2: Teacher in My Mind |
60 |
10 |
Activity 2.3: My Experience as a Teacher |
60 |
11 |
Activity 2.4: Advanced Organizer |
60 |
12 |
Activity 2.5: Reflection & Reflective Teaching |
60 |
13 |
Activity 2.6: Stop & Think: Why Reflection? |
70 |
14 |
Activity 2.7: Reflective Writing |
90 |
15 |
Activity 2.8: Shared Reflective Writing |
80 |
16 |
Activity 2.9: Write a Reflective Journal |
60 |
17 |
Exit Task |
40 |
18 |
Post-Program Questionnaire |
10 |
|
Total |
900 |
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