Coaching For Reflection

Dr. Anne Rodrigue July 4, 2007

I cannot teach unless I recognize my own ignorance, unless I identify what I do not know, what I have not mastered.
(Freire, 1996)

Teaching is full of enormous complexities, paradoxes, and tensions and hence, teaching itself invites inquiry.
Dana, Fiteham, Nancy, Silva-Yendol Diance (2003, p.7)

Teacher inquiry invites intentional planned reflection with a focus on problem posing.

Cognitive Coaching
Developed by Art Costa and Robert Garmston.
Method of coaching that focuses on metacognition. The knowledge of ones own thinking process and strategies and the ability to consciously reflect and act on the knowledge of cognition to modify those processes and strategies. Metacognition perception, action, reason, emotion, and memory.

Cognitive Coaching
Metacognition adjective used to describe the awareness of thinking D. Daniels (2002)
Reflection verb of the process of thinking

Cognitive Coaching

Uses Three Conversations:

Planning

Reflecting
Problem-solving

Cognitive Coaching
Planning Conversations: Clarify goals Determine success monitors Anticipate approaches Plan strategies Make decisions Identify personal learning Event - Mentoring, Lesson, Activity, Demonstration, etc. Indicators of success Effectiveness of approaches, strategies, decisions

Cognitive Coaching
Reflecting Conversations: Analyze what was seen and heard; Recall support information; Compare; Infer; Help the individual construct new meanings.

Cognitive Coaching
Problem-solving Conversations: Get the person to move from existing state to desired state.
How? Pose a data search. Ask for justification from research literature. Pose an analytical question: How does this compare to ? What is different about ? Invite creation or imagination. Seek an expression of values. Elicit a choice from among alternatives.

Cognitive Coaching
Coach will: Paraphrase Report Mirror Ask question Invite a shift

Discussion

Solution is reached Return to reflecting conversation Solution is implemented

The antithesis of reflection is mindless routine.

Rodrigue (2006)

Some Starters
Planning Routines Beginning/end of class Use of resources Position in classroom Questioning: who?, how? Materials Instructional techniques Assessment practices Why? what? for whom? Levels of reflection

The Routine T-Chart

Looks Like Sounds Like

What is Reflective Practice?

The Definitions
Barr, Sommers, Ghore & Montie It is a complex process that requires high levels of conscious thought as well as a commitment to making (2001, p.4) changes based on new understanding of how to practice. Brubaches, Case & Regan (1994, p.36) Reflective Practice provides a way to understand and make sense of the world.

Campbell-Jones and CampbellJones (2002, p.134)

Reflective Practice is inner dialogue with oneself whereby a person calls forth experiences, beliefs and perceptions.

The Definitions
Clarke (1995) Costa & Gramston (1998) Reflective educators are decision makers who develop thoughtful plans to move new understandings into action so that meaningful improvements result for students. Deliberate thinking about action with a view to its improvement. Reflection is a process, both individual and collaborative, involving experience and uncertainty. It is comprised of identifying questions and key elements of a matter that has emerged as significant, then taking ones thoughts into dialogue with oneself and with others. Reflection-on-action, reflection-in-action and reflection-for-action.

Halton & Smith (1995, p.40) Jay & Johnson (2002, p.75)

Killian & Todnem (1991)

The Definitions
Lasley (1992, p.24) The capacity of a teacher to think creatively, imaginatively and in time, self-critically about classroom practice. Reflective Practice is the dialogue that should both inform and transform knowledge and action. Reflective Practice is as much a state of mind as it is a set of activities.

Resko, Roskies and Vukelich (2002) Vaughan (1990, p.ix)

Three commonalities exist in most definitions:

Methodical processes Inquiry orientation Improvement as a goal
Taggard & Wilson (1998, p.17)

Reflections as a New Paradigm

Reflective Practice
PURPOSE Understanding & Competence

ASSUMPTIONS

Learning is constructed. Learning is personal and holistic. Knowledge is a tool.

STRATEGIES

Adapted from Osterman & Koltkamp (2004) Reflective Practice for Educators

Instructor as Facilitator Practitioner as Action Researcher Dialectic Collaborative Contextually-Based Experiential Knowledge and Formal Knowledge

Individual Reflection contributes to:

enhanced educational practice;
greater awareness of personal performance; increased recognition of professional dilemmas; different ways of thinking about dilemmas; and

making adjustments in practice.

Individual Reflection contributes to:

increased student learning;
increased personal capacity to learn and improve; restored balance and perspective a time out for reflection and change; renewed clarity of self, personal, and professional growth; and empowerment.

Deweys Three Characteristics/Attitudes of a Reflective Teacher:

Open-mindedness Responsibility Wholeheartedness
Taggard & Wilson (1998, p.17)

Reflective Break
(Open-mindness, Responsibility, Wholeheartedness)
1. Do you possess these characteristics now? At what level? (High, Medium, Low) ________________________________________________________________ ________________________________________________________________ Which areas need more development? ________________________________________________________________ ________________________________________________________________ Where can you begin? ________________________________________________________________ ________________________________________________________________ Which other desirable characteristics should a reflective practitioner have? ________________________________________________________________ ________________________________________________________________

2.

3.

4.

Four Processes to Develop and Sustain a Critical Focus of Teaching

Describing Informing Confronting Reconstructing - What do I do? - What does this description mean? - How did I get here? - How might I do things differently?
(Smyth, 1991)

Reflective Thinking Model

(G. Taggart, 1996)

Hierarchical Levels of Reflection

LEVEL 3 Ethics, Morals
LEVEL 2 Theories, Beliefs LEVEL 1 Actions, Behaviours
Level 1: Level 2: Level 3: The level of a teachers actions in the classroom - a teachers observable behaviours The theoretical level - the theories behind the teachers behaviours in Level 1 The ethical, moral level - the role of the wider community in influencing a teachers theories (Level 2) and practices (Level 1)

Activity Levels of Reflection

1. Give an example of how a teacher could operate at each of the three levels. ________________________________________________________________ ________________________________________________________________
Which level of reflection do you find yourself working at now? ________________________________________________________________ ________________________________________________________________ What does this mean to you as a reflective teacher? ________________________________________________________________ ________________________________________________________________ Do you think a teacher should always operate (reflect) at any particular level? Explain. ________________________________________________________________ ________________________________________________________________

2.

3.

4.

The Reflective Schema

8 Areas of Inquiry Reflective Stems Teacher Perceptions

Beliefs About Practice Personal/Professional Identity Student Context Curriculum Content Knowledge Assessment Instructional Strategies Social Justice

Who? What? When? Where? How? Why?

Reality

Destination

Two Essential Conditions for Reflective Practice

Trusting relationships

Thought and inquiry

York-Barr, Sommers, Chere, Monte, (2001) Reflective Practice to Improve Schools

Trusting Relationships
Treat information with confidentiality. Deprivatize practice.

Provide framework for a relationship based on learning.

Let participants feel safe, secure, and able to take risks.

Components of Trust
Being present. Being aware of oneself, others and the environment. Being open. Listen without judgment and with empathy. Seek understanding. View learning as mutual. Honour the person. Honour the process.

Coaching for Reflection Six Levels of Transfer

Fogarty & Pete (2004)

Six Levels of Transfer

Overlooks Duplicates

Replicates
Integrates Propagates Innovates
Fogarty & Pete (2004)

Overlooks
Participates in the training but

Is unable to see how to apply it when she/he returns to school.

Fogarty & Pete (2004)

Duplicates
Takes the learning strategy and Duplicates it exactly as was taught. No modification or contextualization.
Fogarty & Pete (2004)

Replicates
Strategy is applied and it looks slightly different, but

Is used in a similar context and with similar applications.

Fogarty & Pete (2004)

Integrates
Uses new strategy/ learning. Blends new learning with old.

Fogarty & Pete (2004)

Propagates
Uses new strategy/ learning. Maps the new strategy onto a different context or application. Strategizes how and where it can be used.
Fogarty & Pete (2004)

Innovates
New learning, strategy is adapted, reworked, rethought and

May not even look like the original.

New learning results from first exposure.
Fogarty & Pete (2004)

Activity Group Discussion

What is the value of knowing the levels of transfer? How can the levels of transfer be used to stimulate reflection?
Model lessons Demonstrations Use of resources Video analysis Student work

Teachers need to get out of the old mode of thinking that knowledge can be acquired, taught and trained through manuals, books and lectures.
Nonaki & Takeuchi, 1995

Activities to Promote Teacher Reflection and Learning

Action Research Book Clubs Cadres Cases Classroom Walk-Through Coaching Critical Friends Examining Student Work Journaling Letters to Myself Metaphor as Reflection

Mentoring
Teaching Portfolios Scrap-Booking

Shadowing Students
Study Groups
Tuning Protocols

Sample Activities
How do you view teaching?
An art form/or craft? Instinctive? Set of technical skills? Provide your own philosophy of teaching. ____________________________________ ____________________________________ ____________________________________

Teacher As Professional-Metaphor Activity

Using a metaphor, describe how you believe you are viewed as a professional and how you view yourself. Societys view of Teacher as Professional My view of Teacher as Professional

What would it take to change societys view to my view? _____________________________________________________________________ _____________________________________________________________________

Reflective Journal
Reflective teachers can look back on events, make judgments about them, and alter their teaching behaviours in light of craft, research and ethical knowledge.
Valli, 1997

What is Journaling?
The process of thinking in writing A way to reflect on experience

Benefits of Using Reflective Journals

Journals Provide: A record of events and our reactions. A source of data on which to base reflective discussions. A means to analyze and reason through a dilemma. An opportunity for us to challenge our assumptions and our practices and to make changes. An impetus to take action that is informed and planned. A lens through which to objectively view our teaching. A reflective space for innovation. A space in which to develop a personal philosophy of teaching.
Scholarly teaching involves an appreciation of the teaching and learning process and the ability to intervene purposefully and positively in the learning experience.

A scholarly approach to teaching requires critical inquiry into practice and into learning.

Journals can be structured:

as a diary; as a single page; as a personal learning journal; in terms of issues; as a critical reflection.

Reflective Thinking
1. 2. Set aside 5-10 minutes per day for reflective writing. Ask yourself:
Was I as effective as I would like to be? Answer the four main questions:
What happened? (description of the event) Why? (analysis of the event) What does it mean? What can I do? (Implications for action)

3. Record the impact your actions are having on others and yourself. 4. When you feel brave enough, share the news.

Journal Writing Takes Place At Three Different Levels

Describing

Reflecting
Theorizing

Describing Questions
What happened? What did I do? Where was I? Who was I interacting with? Who else was in the range of interaction?

Reflecting Questions
Reflecting is about looking beyond the surface and asking questions such as: Why did I do that? What was I thinking and feeling at the time? Where did these thoughts and feelings come from? What assumptions was I making at the time? What values and beliefs underline my decisions to act in this particular way? How did relationships with other people influence what happened?

Reflecting Questions
Reflecting questions can become more complex over time Is this way of acting or speaking part of a pattern? Whose interests does my acting or speaking in this way serve? What competing views or value systems are apparent? Are there personal or contextual factors which constrain/limit my view of what is possible in my professional practice? Can or should these factors be changed? Who would benefit or suffer if they were?

Theorizing
Theorizing goes beyond reflection. Takes the writer beyond the context of her personal experience. Links personal experience to the theories of the profession.

Theorizing Questions
How well does my practice fit in with contemporary practices in education? How can my experience shape, revise or develop these theoretical perspectives/pedagogical approaches?

Ideas for Getting Started

1. Use an Agenda: What is the current problem or issue? Describe the context. What additional information would be useful? How is it related to other issues? Who or what could help?

What are my assumptions? How can I test them? What can I do to create a change? What are the possible outcomes of these? What action will I take? Why? List the outcomes you hope to achieve. Reflection on the actual outcome. What worked well? What could I do differently next time?

Ideas for Getting Started

2. Focus on the experience and think (not aloud) in writing:

Take something you have read in the literature on teaching and learning, or take something that occurred as part of your activities undertaking this module and use the following questions to guide your reflection: How does this connect with an aspect of my practice? What are the teaching and learning principles that are involved? What could I change in relation to this? What would happen if I did?

Ideas for Getting Started

3. Focus on a critical incident that took place in your classroom: Describe the incident as objectively as possible.

What were the assumptions that you were operating with? Is there another way to see this event? How would your students explain this event? How do the two explanations compare? What could you do differently?

Ideas for Getting Started

4. Take stock of my learning: What is the most important thing I have learned about student learning? What is the most important thing I have learned about myself as a professional?

Ideas for Getting Started

5. And from time to time What has using this journal confirmed that I already know about my students learning and how I affect that? What do I need to do to improve the quality of what I do? What might I do instead of what I do now? What innovation could I introduce? What professional development activities should I be seeking?

Example of a Reflective Journal Entry

Class: ____________________ Focus: Inquiry: Date: _________________ Issue/Challenge or Success of the Lesson. ______________________________________________________________________ Compose questions that help you clarify the issue, or success you have decided to investigate. ______________________________________________________________________ Search for a similar problem or solution from past teaching and from the literature. ______________________________________________________________________ Document how you will solve the issue, meet the challenge or the success. ______________________________________________________________________

Reference: Strategy:

Implementation: What happened when you implemented my solution? ______________________________________________________________________ Where do you go next? ______________________________________________________________________
(Adapted from Reflective Analysis of Student Work, Bella N., 2004, p. 21)

Journaling Activity
Topic Reflective Journaling Objective 1. The participant will journal about the piece of student work they have chosen. 2. The participant will meet with a partner to share their reflections as noted through their journals. Materials A piece of student work. Time 25 minutes Total 10 minutes Personal journaling 10 minutes Sharing of journal reflection 5 minutes Debriefing Procedure 1. Participants will examine the piece of student work they brought to the class and will write about the piece of work using the template provided. 2. Participants will share their journal with a friend. 3. Participants will debrief the process.

Reflective Thinking/Journal Page

What happened? Why? What does it mean? What can I do?

A Pen-Portrait of Me
1. What kind of teacher am I? ________________________________________________________________ ________________________________________________________________ What are my core beliefs about: a) teaching? b) learning? ________________________________________________________________ ________________________________________________________________ How would I describe my teaching style? ________________________________________________________________ ________________________________________________________________ What ideas do I have about teaching? ________________________________________________________________ ________________________________________________________________ How can these ideas contribute to developing a knowledge base about teaching? ________________________________________________________________ ________________________________________________________________

2.

3.

4.

5.

A Pen-Portrait of Me
6. Where do my ideas about teaching come from? ________________________________________________________________ ________________________________________________________________ Who/What helped formulate my ideas about teaching? ________________________________________________________________ ________________________________________________________________ Do these ideas align/conflict with my current views about teaching? Why or Why not? ________________________________________________________________ ________________________________________________________________ What do I feel strongly about in education? ________________________________________________________________ ________________________________________________________________

7.

8.

9.

Conduct an Interview of a Colleague

1. What do you think are his/her core beliefs about teaching? ________________________________________________________________ ________________________________________________________________ What else would you like to know about his/her beliefs/attitudes? ________________________________________________________________ ________________________________________________________________ What needs to be clarified? ________________________________________________________________ ________________________________________________________________ What is missing? ________________________________________________________________ ________________________________________________________________

2.

3.

4.

Write down responses. Provide an analysis of responses.

Taking a Personal Inventory

Self-Rubric

Survey Analysis

Topic Teacher Self-Reflection Survey

Strategies for Reflective Thinking Teacher Self-Reflection

Objective The group will examine a survey contained within the NSTU Teacher Self-Reflection document and make modifications. Materials A copy of the NSTU Teacher Self-Reflection document. Time 40 minutes Total 20 minutes Revision of survey 10 minutes 2-minute group presentation in plenary session Procedure 1. Each group will chose a topic survey from the NSTU Self-Reflection booklet. 2. The group members will brainstorm and will suggest modifications and deletions to the survey. 3. The group will revise the survey. 4. The group will present the revised survey to the group and will justify the revisions.

Using Casebooks for Teacher Education

What Can You Use for Cases?

Problem Sets Critical Incidents Ethnographic Studies Appraisals/Consultant Report Newspaper Stories Armchair Cases Video Cases/Trigger Films Problem-based Learning Activities Slice of Life Accounts Clinical Descriptions Personal Stories/Narratives Case Histories Scenarios Simulation Activities

Ask one opening question to begin discussion of the case. Facilitate a brainstorming discussion on the participants reaction to the question. After reading a case, outline at least three questions that would broaden the discussion around this case. Ask the following questions: What is the problem? When did the problem begin? What is the source of the problem? How can the problem be addressed? Who can help address the problem? How can the possible solutions be evaluated?

Drive Pull - Push

Images of Facilitation:
1. The facilitator drives the discussion by asking the group to: stay with an idea before moving on;

return to a previous idea; slow the pace of the discussion; allow an individual time to fully articulate an idea.

Source: Mathematics Case Methods Project, WestEd, www.wested.org. Used with permission. Powerful Designs for Professional Learning National Staff Development Council www.nsdc.org

Drive Pull - Push

Images of Facilitation:
2. The facilitator pulls the discussion by asking the group to: provide drawings, examples, or evidence;

explain an idea; comment on others ideas; weigh benefits and drawbacks; clarify ideas; explain why? or how?; make conjectures or predictions.
Source: Mathematics Case Methods Project, WestEd, www.wested.org. Used with permission. Powerful Designs for Professional Learning National Staff Development Council www.nsdc.org

Drive Pull - Push

Images of Facilitation:
3. The facilitator pushes the discussion by: asking the group to prove or test ideas;

playing devil's advocate; asking someone to argue a point of view they disagree with; challenging an idea that has been presented; pressing for decisions or generalizations.

Source: Mathematics Case Methods Project, WestEd, www.wested.org. Used with permission. Powerful Designs for Professional Learning National Staff Development Council www.nsdc.org

Drive Pull - Push

Case Discussion Roadmap: Warm up activities Read or quickly review the case Facts Issues framed as questions Begin the discussion Closing reflection activity Process check Read facilitator guide notes

Source: Mathematics Case Methods Project, WestEd, www.wested.org. Used with permission. Powerful Designs for Professional Learning National Staff Development Council www.nsdc.org

Scrapbooks

Scrapbooks

Scrapbooks

 What are the advantages of using scrapbooks for reflection?

What information about the teacher can be learned from a scrapbook? What type of probing questions could you ask about a scrapbook or scrapbook page?

Portfolios
Teacher portfolios are not only useful for show and tell.

They can be useful for reflection.

How?

Strategies for Reflective Thinking

Choosing the Appropriate Strategy Analysis Grid
Topic Objective Examining a series of reflective strategies and determining their appropriateness. To analyze a reflective strategy as to where and how it should be used?, the level of difficulty for using the strategy, and the resources needed.

Materials
Time

A list of the reflective strategies studied in depth and the analysis chart.
30 minutes total 15 minutes preparation of grid 15 minutes presentation 1. Each participant will number off from 1 to 8. The participant will then find her assigned group and the strategy the group must analyze. 2. The group will brainstorm to find the appropriate answers to complete the analysis grid. 3. The group will complete the analysis grid and will present it to the whole group.

Procedure

Activity Grid
Type of Strategy Individual or Group When Should Activity be Used? Rate the Level of Difficulty 1 Low 4 -- High Resources Needed

Journaling

Critical Friends Group

Portfolios

Case Study

Tuning Protocols

Self-Reflection Surveys

Action Research

Cadres

Coaching for Reflection Placemat

Content
What is Reflective Practice?
Areas of Reflection What is Reflective Practice Characteristics Processes ( Levels 6 Levels of Transfer The Practices )

Process and Purpose

What is Reflective Practice? Routine What is Reflective Practice?

Coaching

Characteristics

For
Reflection

Processes ( Levels
6 Levels of Transfer The Practices

Reflection Activity

Record: Three key messages from this session that are significant. Two things that you can apply immediately to your coaching repertoire. One question you are still wondering about.