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"Reflective learning"
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Using stories for professional development : 35 tales to promote reflection and discussion in schools
\"This book offers a selection of stories about teaching, learning, and school life that you can use in a variety of PD formats and settings. Grouped into four categories-students, teachers, administrators, and parents-these tales offer a powerful entry point for thinking and reflecting on your school environment in a new and meaningful way. Each brief tale is presented to spark a 10-15 minute group discussion that will help educators think more deeply about the complex, human problems they confront on a daily basis. Suggested questions and a brief commentary following each tale can be used to explore the issues embedded in the tale and, thereby, empower staff to generate creative responses to them. Ditch your \"sit and get\" professional development and \"tap into the wisdom of the ages\" by using these powerful tales to give educators the gift of time to think and talk about what it really means to educate hearts and minds\"-- Provided by publisher.
Book
Improve Every Lesson Plan with SEL
Jeffrey Benson draws from his 40-plus years of experience as a teacher and an administrator to provide explicit, step-by-step guidance on how to incorporate social and emotional learning (SEL) into K-12 lesson planning--without imposing a separate SEL curriculum. The book identifies SEL skills in three broad categories: skills for self, interpersonal skills, and skills as a community member. It offers research-based strategies for seamlessly integrating these skills into every section of lesson plans, from introducing a topic in a way that sparks students' interest, to accessing prior knowledge, providing direct instruction, allowing time for experimentation and discovery, using formative assessment, and closing a lesson in a purposeful rather than haphazard manner. In addition to practical advice on lesson planning that can lead to improved student motivation and achievement, Benson offers inspiration, urging both new and veteran teachers to seize every opportunity to develop caring, joyful communities of learners whose experiences and skills can contribute to a better, more equitable world both inside and outside the classroom.
eBook
Global goals. Guiding reflection
The sense of connection is crucial as global citizens take action to make the world a better place, and it's reinforced through reflection. Explore how guiding students' reflection builds global competence and gives practical classroom examples.
Streaming Video
Teaching reflective learning in higher education : a systematic approach using pedagogic patterns
This book is about understanding the nature and application of reflection in higher education. It provides a theoretical model to guide the implementation of reflective learning and reflective practice across multiple disciplines and international contexts in higher education. The book presents research into the ways in which reflection is both considered and implemented in different ways across different professional disciplines, while maintaining a common purpose to transform and improve learning and/or practice. Readers will find this book innovative and new in three key ways. First, in its holistic theorisation of reflection within the pedagogic field of higher education; Secondly, in conceptualising reflection in different modes to achieve specific purposes in different disciplines; and finally, in providing conceptual guidance for embedding reflective learning and reflective practice in a systematic way across whole programmes, faculties or institutions in higher education. The book considers important contextual factors that influence the teaching of forms and methods of reflection. It provides a functional analysis of multiple modes of reflection, including written, oral, visual, auditory, and embodied forms. Empirical chapters analyse the application of these modes across disciplines and at different stages of a programme. The theoretical model accounts for students' stage of development in the disciplinary field, along with progressive and cyclical levels of higher order thinking, and learning and professional practice that are expected within different disciplines and professional fields.
Book
Reflective Learning and Teaching in Social Work Field Education in International Contexts
Unlike many other reported international social work (ISW) experiences, this article aims to analyse strengths and weaknesses in overseas placements and to present strategies to improve the quality of field education in international contexts. Drawing on primary data, field education documents and critical field experiences, it demonstrates how two students from an Australian social work programme reflectively attempted to deal with weaknesses, build on strengths, and improve their practice knowledge and skills in international placements. They undertook second placements in two non-government organisations focusing on community development activities in Mumbai, India. The analysis shows that focus on early and systematic preparation and reflections on typical experiences enhance learning. It discusses what students were able to do and learn in international placements. Such sharing offers useful insights to social work educators and practitioners, particularly those intending to offer field education abroad and to students wishing to undertake such placements in international contexts, and to those undertaking further research and developing related policy.
Journal Article
Reflexivity and Critical Pedagogy
Reflexivity and Critical Pedagogy is concerned with understanding the complex political, cultural and psycho-social dynamics that define knowledge and that constitute the contexts in which learning takes place. Reflexivity is key to achieving truly useful approaches to knowledge creation and dissemination.
eBook
Work Discussion
Work Discussion brings together a combination of close observation of, and personal and interpersonal responses to, the minutiae of the work setting and its dynamics, both internal and external. Such a model depends on the development of hard-won capacities, and the descriptions offered here, both by students and by experienced staff, fully demonstrate the immense relevance of the approach, both to training and to a wide variety of work situations. The book first outlines the process of the method itself, followed by descriptions of a range of settings, both in Britain and abroad, in which that method has been successfully applied. The contributors draw on experiences across age, culture, and race in, for example, schools, hospitals, residential homes, in a prison, and in a refugee community. The final chapter explores the implications of work discussion for research and policy-making more generally.
eBook