TEACHING ENGLISH THROUGH ENGLISH
MODULE 0 – WHAT IS REFLECTION?
By Rebecca Fox and Kelley Webb
© 2021 by George Mason University. Teaching English Through English Module 0 – What is Reflection?
for the English Speaking Nation Program for Uzbekistan, sponsored by the Embassy of the United States,
Tashkent. This work is licensed under the Creative Commons Attribution 4.0 License, except where noted.
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TETE MODULE 0 - ORIENTATION
Improving Your Communicative Teaching
Practice Through Reflection
What is
reflection?
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TETE MODULE 0 - ORIENTATION
As a result Consider what reflection and deep reflection are for English
teaching professionals
of an in
depth Learn how reflection might be used to support your
communicative English classroom
look at
reflection, Demonstrate an understanding about why teachers should
teachers reflect systematically and deeply about their teaching
practice
will be Articulate the value of the reflective process and its role in
able to… improving communicative English teaching practices in
your classrooms
GEORGE MASON UNIVERSITY
TETE MODULE 0 - ORIENTATION
Current research indicates that
the most effective teachers
take a deeply reflective
approach to their work.
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TETE MODULE 0 - ORIENTATION
STOP & REFLECT
What does this mean…
…to teachers and other educators?
…to the students in our classrooms?
Is there a difference between reflection…
…and deep or critical reflection?
How do I reflect on my educational
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practice on a daily basis?
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TETE MODULE 0 - ORIENTATION
Why is it important to reflect?
Reflective teachers…
• are more open to innovation and build more favorable
relationships with colleagues and students (Bolin, 1988; Munby & Russell,
1989)
• exhibit more heightened connections between theory and practice
(Cruickshank, 1985)
• demonstrate effective teaching that correlates with levels of reflective
dispositions (Giovannelli, 2003)
Taggart, G. (2005). Promoting reflective thinking in teachers: 50 action strategies. Thousand Oaks, CA: Corwin Press.
GEORGE MASON UNIVERSITY
TETE MODULE 0 - ORIENTATION
TAGGART’S
PYRAMID
AND
MODES OF
REFLECTION
Taggart, G. (2005). Promoting reflective thinking in teachers: 50 action strategies. Thousand Oaks, CA: Corwin Press.
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TETE MODULE 0 - ORIENTATION
Technical Level of Reflection
• Descriptions or observations
• Focus on describing behaviors, content, and skills from past
experiences or observations
• Task oriented; presents teaching as a set of skills or competencies to
meet
Taggart, G. (2005). Promoting reflective thinking in teachers: 50 action strategies. Thousand Oaks, CA: Corwin Press.
GEORGE MASON UNIVERSITY
TETE MODULE 0 - ORIENTATION
Contextual Level of Reflection
• Reflects on teaching practices; considers how they affect student’s
learning
• Reflects on decisions within the context of the situation – did
something work?
• Relates theory to practice – connects actions to research and theory
• Looks for approaches to teaching that are based on knowledge
(communicative classroom activities to promote student learning)
• Analyzes, clarifies, and validates teaching decisions based on
educational theory
Taggart, G. (2005). Promoting reflective thinking in teachers: 50 action strategies. Thousand Oaks, CA: Corwin Press.
GEORGE MASON UNIVERSITY
TETE MODULE 0 - ORIENTATION
Dialectical Mode or Level
• Systematically questions existing practices and seeks why
• Suggests alternatives and competing theories to result in new results
• Reflects on decisions made and resulting consequences that happen
during the course of the action
• Brings moral, ethical, and student learning results to bear on
educational practices
• Expresses ideas verbally and in writing with sureness, efficacy, and self-
confidence
• Looks for change to promote desired results
Taggart, G. (2005). Promoting reflective thinking in teachers: 50 action strategies. Thousand Oaks, CA: Corwin Press.
GEORGE MASON UNIVERSITY
TETE MODULE 0 - ORIENTATION
STOP & REFLECT
What is your thinking with regard
to the three levels of reflection?
Where does your own reflective
practice currently fall within
these three levels?
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licensed under CC BY-SA
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TETE MODULE 0 - ORIENTATION
More on reflection!
In the 1970s, Donald Schön added to earlier research on
reflection:
Reflection-in-action, or how teachers think on their feet. This
involves examining our beliefs & experiences, and how they connect
to our theories in use
Reflection-on-action, evolves from making connections
between our subconscious actions and our knowledge about
content/teaching theory/learning and making them visible to
ourselves
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Reflection: The Bottom Line
Reflective teaching is evidence based.
Changes emerge as
Educators a result of analysis of
Educators reflect on concrete evidence
collect data or evidence to
evidence about make and not merely
their work. informed impulse, tradition, or
decisions. random/quick
thought.
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TETE MODULE 0 - ORIENTATION
I WRITE BECAUSE I
DON’T KNOW WHAT I
THINK UNTIL I READ
WHAT I SAY.
~ FLANNERY O’CONNOR
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GEORGE MASON UNIVERSITY
TETE MODULE 0 - ORIENTATION
Try this out!
Self-reflection on your classroom
Think of one impactful moment in your teaching that had a profound
influence on you and your teaching. Describe that moment and reflect
on why it was significant. Try to describe it and it’s influence on you.
What questions did it raise for you? What is or will be the significance for
you and your students? Were there any changes you made in your
teaching as a result of this moment?
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TETE MODULE 0 - ORIENTATION
Achieving
deep
reflection is
an active and
ongoing
journey.
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TETE MODULE 0 - ORIENTATION
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