Teaching writing as reflective practice

Download the Welsh version of the full UKPSF Ensuring good practice and excellent student experience A comprehensive set of professional standards and guidelines for everyone involved in teaching and supporting learning in HE, it can be applied to personal development programmes at individual or institutional level to improve teaching quality. The framework identifies the diverse range of teaching and support roles and environments. These are reflected and are expressed in the Dimensions of Professional Practice.

Teaching writing as reflective practice

July 11, by Kenneth Bernstein As a teacher, I cannot imagine not reflecting as a regular part of my teaching practice. Part of this is because, as a shy person who was also an extravert, I had to think about how to interact with other people. I would even as a child take time to step back and reflect—What had I done and why?

Had it achieved what I wanted? Why or why not?

With a profession as challenging as teaching, self-reflection offers teachers an opportunity to think about what works and what doesn’t in their classroom. In TEACHING WRITING AS REFLEXIVE PRACTICE, George Hillocks asks, "What is involved in the efficient teaching of writing?" His book is his attempt to provide a metatheory that would be useful to secondary and college teachers of English/5(3). Teaching Writing As Reflective Practice: Integrating Theories (Language and Literacy Series (Teachers College Pr)) (Language & Literacy Series)/5(3).

Was what I wanted an appropriate goal? From this I began to learn that reflecting after the fact was insufficient: I needed to think about the "why" before I did an action, and to some degree I needed to be able to be metacognitive, that is, to be teaching writing as reflective practice to observe and reflect even as I was acting and speaking, to take in and process visual and auditory cues, such as tone of voice and body language.

I was fortunate that, when relatively late in life I decided to become a school teacher, I wound up in a Master of Arts in Teaching MAT program at Johns Hopkins University, which required that we reflect constantly, in all of our courses. Recently I had occasion to clean out some of the accumulated boxes and folders of papers of a lifetime I am now 67 and we were literally running out of space in our basement.

In the process, I reencountered many papers I had written in the MAT program, as well as all of the notebooks I have kept since I was In a few cases, I was able to match up notebooks written at the same time as papers and reflections for my MAT.

It was interesting to see how each fueled the other. Certainly when we plan, we who teach are thinking about what we hope to achieve. But we need to go beyond that. We need to think about why we teach. As I learned in my teacher training, "because it is in the curriculum" is an insufficient answer, and as a teacher of social studies, this reasoning will not enable me to connect the material with students in a class merely because it is a requirement for graduation.

Why is it important?

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Why should it matter to the students? I remember experiencing this when my mentor at Hopkins observed my student teaching as I introduced a unit on Vietnam to 10th graders. I had not thought about that question and also was not paying close enough attention to realize that one of my students had said quietly that her grandfather had served there.

I had barely considered that some students would have parents or aunts and uncles who might have been there at that time. I had not considered the previous generation, and what that fact could mean in helping students in their early teens to connect with one of the most disruptive, and thus transformational, periods of American history.

My mentor and I spoke after that lesson. I grasped the importance and was at least partially able to recover by changing my plans for a subsequent lesson and instead used music of the period to help the students connect with it. One essential part of the NBCT process is reflection.

There are Five Core Propositions to the National Board Certification process, of which the fourth is " teachers think systematically about their practice and learn from experience.Browse over educational resources created by Reflective Practice in the official Teachers Pay Teachers store.

Your little astronomers will love capturing their creative writing ideas or writing about their scientific discoveries on this set of colorful writing papers. student projects and digital teaching.

Subjects: For All Subject. As a teacher, I cannot imagine not reflecting as a regular part of my teaching practice..

Reflective writing - Oxford Brookes University

Part of this is because, as a shy person who was also an extravert, I had . Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works - a process of self-observation and self-evaluation.

teaching writing as reflective practice

Reflective writing as an assessment is a great way for your marker to see your thoughts progress. You can ask questions, add suggestions, argue with the material and question your own experiences or previous understanding. Grammar Bytes!

Grammar Instruction with Attitude. Includes detailed terms, interactive exercises, handouts, PowerPoint presentations, videos, and more! 4.

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1. INTRODUCTION. The purpose of this guideline is to briefly guide teachers and learners on the aspects of writing and resentingp. Furthermore, the guideline presents and shares information with.

5 "Q.U.I.C.K." Steps of Reflective Practice | TeachHUB