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Appendix B: Block B Reflection

Appendix B

Assignment: BLOCK B Reflection

A defining condition of being human is that we have to understand the meaning of our experience.

—Jack Mezirow

Purpose of the Assignment

The above quote expresses the essence of what differentiates humans from all other animals. We are “meaning-seekers”; we are actually genetically wired to resolve confusion. Simply stated, we need to know the “why” of things.

But, in today’s demanding and information-flooded world, we are also busy. Busy “doing” and responding to all manner of things. And teachers are some of the busiest “doers” there are. Teachers spend an average of 2 hours a day doing tasks like taking roll, distributing materials, collecting assignments, doing hall duty, making copies, calling parents…things that are important to, but not actually, teaching. Even during actual teaching, teachers must think on their feet and make hundreds of decisions. Did you know that teachers ask an average of about 300–400 questions per day and as many as 120 questions per hour! All this doing leaves little opportunity to think clearly about what you, the teacher, are learning from the experience. To continuously improve our practice, we must make time to reflect.

 

What is reflection and why should a Teacher do it?

Reflection involves linking a current experience to previous learnings and understandings. Reflection is very different than simply describing what happened. “Critical” reflection occurs when we analyze and challenge our assumptions and evaluate the appropriateness of our knowledge, understanding and beliefs. If we do it well, reflection can help a teacher:

  1. gain new perspectives and understandings;
  2. clarify our assumptions and beliefs, and develop a clear rationale for how and why we teach the way we do
  3. promote a positive sense of self-awareness and self-confidence
  4. take informed action about our practice; and,
  5. develop the habits of mind that lead to continuous growth and improvement

How do I Reflect?

  1. To truly reflect, we must slow our thinking down, act upon and process information, synthesize, and evaluate the “data” gathered during the experience. Reflecting also means applying what we've learned to our future instruction. One of the most straight-forward frameworks for reflection is called “What? So What? Now What?”

What? So What? Now What? Framework

What was the experience? What happened? What did you learn? What did you do? What did you expect? What was different? What was your reaction? Analyze and Reflect on the Meaning of the experience. Why does it matter? What are the consequences and meanings of your experiences? How do your experiences link to your academic, professional and/or personal development? How will the experience influence your teaching? What are you going to do as a result of your experiences? What will you do differently? How will you apply what you have learned?

Completing The Assignment

Step 1. Identify four (4) experiences during your BLOCK B semester; one relevant to each of the following critical areas that impact teaching, learning, and professional practice. The experience can be something you observed, or something you were involved in. It should be something that you really noted for some reason; an event that was important to you. The experience may have been positive, negative, or somewhere in the middle of those extremes.

Area 1: KNOWLEDGE OF EC-12 LEARNERS (InTASC Standards 1, 2, and 3)

For example:

-Creating learning opportunities that attend to the developmental characteristics of children;

-Engaging students who differ in their development and approaches to learning;

-Engaging students who are diverse through inclusion, accommodation, and differentiation;

-Understanding children within the context of their families, peer groups, communities, and society; and

-Establishing equitable, caring, and productive learning environments.

Area 2: TEACHER CONTENT KNOWLEDGE (InTASC Standards 4 and 5)

For example:

-Integrating major concepts from core academic subjects to help students learn and apply content;

-Planning that encourages higher order thinking, inquiry, exploration, and problem solving;

-Engaging in activities designed to extend your own knowledge in one or more core academic subject/s.

Area 3: PEDAGOGICAL (Teaching) KNOWLEDGE (InTASC Standards 6, 7, & 8)

For example:

-Using a variety of teaching and assessment strategies that are effective

-Using a variety of teaching/learning strategies and resources that motivate students;

-Integrating state-of-the- art technology and interdisciplinary skills into the teaching fields;

-Using strategies that promote active inquiry, collaboration, and attention to real issues in the classroom.

Area 4: PROFESSIONAL LEARNING AND COMMUNICATION (InTASC Standards 9 &10)

For example:

-Communicating effectively with families in light of varied life contexts, cultures, experiences, and socioeconomic challenges;

-Understanding relationships among, and resources available to support students in the school and the community;

-Engaging in professional development, ongoing-learning and reflection for improved practice;

-Advocating, modeling and teaching safe, legal and ethical attitudes and behaviors for children.

Step 2. For each experience, write a separate reflection using the questions in the “What? So what? Now what?” Framework to guide your thinking. Describe the experience (What?), Explain why it mattered to you as a teacher (So what?), and describe how the experience will affect what you will do in your future classroom (Now what?). Your final product should include four reflections. To really do the work well, your final product should have the following:

  1. Each answer is a minimum half page single-spaced or one page double-spaced (250 words for each area).
  2. A minimum of 1000 words total.

Criteria for Success: This assignment is Pass/No Pass

  1. You selected 4 significant experiences; one in each of the 4 areas.
  2. For each experience, you address each step of the “What? So What? And Now what?” Framework in a substantive paragraph.
  3. The quality of your written work reflects the standard expected of a future teacher.

This assignment complies with the requirements of 19 TAC §228.35(b)(1) Revised: August 26, 2019

Assignment: BLOCK B Reflection Rubric

Area 1: KNOWLEDGE OF EC-12 LEARNERS

(InTASC Standards 1,2, and 3)

Relevance to Standards

Reflection Cycle (What? So what? Now what?)

Quality of Written Expression

For example:

-Creating learning opportunities that attend to the developmental characteristics of children;

-Engaging students who differ in their development and approaches to learning;

-Engaging students who are diverse through inclusion, accommodation, and differentiation;

-Understanding children within the context of their families, peer groups, communities, and society; and

-Establishing equitable, caring, and productive learning environments.
  1. Experience is not related to target standard/substandard
  2. Experience is indirectly related to target standard/substandard
  3. Experience is directly related to target standard/substandard
  1. Reflection does not address all three questions in the reflection cycle
  2. Reflection addresses all three questions in a primarily descriptive manner.
  3. Reflection addresses all three questions; and includes interpretation of the experience.
  4. Reflection addresses all three questions; and indicates attempts to develop new understandings to inform future teaching
  1. Quality of written expression does not reflect the standard expected of a future teacher
  2. Quality of written expression reflects the standard expected of a future teacher

Area 2: TEACHER CONTENT KNOWLEDGE

(InTASC Standards 4 and 5)

 

For example:

-Integrating major concepts from core academic subjects to help students learn and apply content;

-Planning that encourages higher order thinking, inquiry, exploration, and problem solving;

-Engaging in activities designed to extend your own knowledge in one or more core academic subject/s.
  1. Experience is not related to target standard/substandard
  2. Experience is indirectly related to target standard/substandard
  3. Experience is directly related to target standard/substandard
  1. Reflection does not address all three questions in the reflection cycle
  2. Reflection addresses all three questions in a primarily descriptive manner.
  3. Reflection addresses all three questions; and includes interpretation of the experience.
  4. Reflection addresses all three questions; and indicates attempts to develop new understandings to inform future teaching
  1. Quality of written expression does not reflect the standard expected of a future teacher
  2. Quality of written expression reflects the standard expected of a future teacher

 

Area 3: PEDAGOGICAL

(Teaching) KNOWLEDGE

(InTASC Standards 6,7, & 8)

 

For example:

-Using a variety of teaching and assessment strategies that are effective

-Using a variety of teaching/learning strategies and resources that motivate students;

-Integrating state-of-the- art technology and interdisciplinary skills into the teaching fields;

-Using strategies that promote active inquiry, collaboration, and attention to real issues in the classroom.
  1. Experience is not related to target standard/substandard
  2. Experience is indirectly related to target standard/substandard
  3. Experience is directly related to target standard/substandard
  1. Reflection does not address all three questions in the reflection cycle
  2. Reflection addresses all three questions in a primarily descriptive manner.
  3. Reflection addresses all three questions; and includes interpretation of the experience.
  4. Reflection addresses all three questions; and indicates attempts to develop new understandings to inform future teaching
  1. Quality of written expression does not reflect the standard expected of a future teacher
  2. Quality of written expression reflects the standard expected of a future teacher

 

 

Area 4: PROFESSIONAL LEARNING AND COMMUNICATION

(InTASC Standards 9 &10)

For example:

-Communicating effectively with families in light of varied life contexts, cultures, experiences, and socioeconomic challenges;

-Understanding relationships among, and resources available to support students in the school and the community;

-Engaging in professional development, ongoing- learning and reflection for improved practice;

-Advocating, modeling and teaching safe, legal and

ethical attitudes and behaviors for children.
  1. Experience is not related to target standard/substandard
  2. Experience is indirectly related to target standard/substandard
  3. Experience is directly related to target standard/substandard
  1. Reflection does not address all three questions in the reflection cycle
  2. Reflection addresses all three questions in a primarily descriptive manner.
  3. Reflection addresses all three questions; and includes interpretation of the experience.
  4. Reflection addresses all three questions; and indicates attempts to develop new understandings to inform future teaching
  1. Quality of written expression does not reflect the standard expected of a future teacher
  2. Quality of written expression reflects the standard expected of a future teacher

 
                 

POINTS

0-1 Not Passing

2-3 Passing; Developing

4-5 Passing; Proficient

6     Passing; Accomplished