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Conceptual Framework: The Reflective Practitioner

Conceptual Framework: The Reflective Practitioner. Department of Education The Catholic University of America. What is a conceptual framework?. A tool that integrates philosophy with application. A scaffolding device that allows more nuanced reflection and professional development.

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Conceptual Framework: The Reflective Practitioner

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  1. Conceptual Framework: The Reflective Practitioner Department of Education The Catholic University of America

  2. What is a conceptual framework? • A tool that integrates philosophy with application • A scaffolding device that allows more nuanced reflection and professional development

  3. Dominant Theme of the Department of Education Conceptual Framework A reflective practitioner considers the immediate and long-term consequences of all educational decisions with the goal of constant refinement of the teaching/learning process. Reflective Practitioner

  4. Dominant Theme of the Department of Education Conceptual Framework A reflective practitioner uses reflection in, on and for practice. • In: during practice, what is working and why • On: after practice, what worked and why • For: before practice, what should work and why

  5. How can we teach “reflective practice”? There are three main pieces: • elements of the learning environment • essential dilemmas of education • reflective decision making process

  6. Learner Diversity of Student Needs Stakeholders Personal Educational Beliefs Collaborative Practice Assessment Discipline Knowledge Classroom Structures Instructional Strategies Elements of the Learning Environment: What to think about

  7. How does one’s own beliefs and value systems impact the learning environment? What other major educational philosophies could be used to understand the teaching/learning process? Personal Educational Beliefs

  8. How does the intellectual, emotional, social, physical development as well as cultural and spiritual needs of students affect the teaching/learning process? What impact does a student’s interest, prior knowledge, exceptionalities and learning style have on his/her learning? Diversity of Student Needs

  9. What people and institutions have a stake in what happens in the learning environment? How might the needs and expectations of other stakeholders affect the learner? Stakeholders

  10. How are educational resources shared to benefit the learner? How does educational research inform classroom decisions? Note: cooperative learning – building new knowledge collaborative practice – sharing resources Collaborative Practice

  11. What knowledge, skills and/or dispositions was the educator trying to foster? How did the new material fit into overall goals of learning? Discipline Knowledge

  12. What instructional strategies were used? What other instructional strategies might have been used? How proficient is the teacher at implementing the chosen strategy? Instructional Strategies

  13. How did the educator work to maximize motivation while minimizing disruptive behavior in a positive learning environment? How did the physical environment and classroom or school policies impact the teaching/learning process? Classroom Structures

  14. What assessment strategies were used? What assessment strategies could have been used? How effective were the chosen strategies at evaluating student achievement? Assessment

  15. International Nation District / State Community School Considering the Context

  16. Problems - clear, if difficult, solutions Educational Problems & Dilemmas • Dilemmas - values and needs in conflict with • no single best answer

  17. Various ethically defensible positions on educational dilemmas are possible Consider: Who should get the greatest amount of limited classroom resources: the strongest, the weakest or exactly the same for everyone? Why? Reflecting on Dilemmas

  18. Berlak & Berlak (1981) described a method for understanding how educators chose solution strategies (essential educational questions) Reflecting on Dilemmas • Classroom decisions can be viewed in terms of a • set of philosophical positions – by understanding • the range of possible positions it is possible to • imagine other solution strategies

  19. Societal Control Curriculum Grouping dilemma issues (examples) • Should schools transmit culture or encourage change? • How should resources be distributed? • Should childhood be different than adulthood? • Who controls time in class? • Who sets standards in class? • For what are schools (vs the parents vs the community) responsible? • What is important to know? • Is it more important to know or to do? • Personally meaningful or publically valued?

  20. Student Control of Activities Teacher Control of Activities Examples of Essential Question Teacher Control of Time Student Control of Time Whole Child Child as Student Personal Knowledge Public Knowledge

  21. C C Public C C Public St St WC WC Personal Learner Learner T T T T Personal Using dilemma language to understand classroom choices Control of time Control of activities Whole child vs student Public vs Personal knowledge Who should choose the books for free reading time?

  22. Decision-Making Process What to ask Philosophical Mode Interpretative Mode Reflective Practitioner Descriptive Mode

  23. Descriptive Mode • What is happening / has happened / should happen? (reflection in, on, and for practice) • Not value decisions – statements of fact • Key questions to ask • What exactly is going on? • What actions and behaviors are involved? • What techniques are used? • What techniques could have also been used? • What external pressures are shaping classroom actions?

  24. Interpretive Mode • What meaning is conveyed to the student, teacher and other stakeholders? • How can misunderstanding perspectives weaken the teaching/learning process? • Key questions to ask • What message was sent by this decision? • How do individuals and groups experience events? • How did individual interpretations impact the teaching/learning process?

  25. Philosophical Mode • What is the overall purpose of the teaching/learning process in and for society? • What is being valued and emphasized? • Key questions to ask • Is this the most worthwhile solution and for whom? • Does it have merit, value? By whose criteria or philosophy? • Does it recognize each learner as a unique, spiritual being? • Why is it “good” or “not good”? • Is it ethical? Is it just?

  26. Decision-Making Process • Reflective practitioner (teacher, administrator, observer) is at center • Each type of reflective questioning is considered a component of the decision-making process

  27. Decision-Making Process • All modes must be considered, and each adds to the understanding of the previously considered components • Decisions occur when starting the next cycle, regardless of where you start – but process doesn’t end there! • ITERATIVE!

  28. Reflective Practice Moving steadily from practice to reflection and back to improve both reflection and practice requires tools – the conceptual framework is one such tool

  29. Reflective Practice Each piece (element, essential dilemmas, and decision-making process) is designed to foster reflection, NOT to determine the answer!

  30. Reflective Practice Any Questions?

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