W6D1

"Reflective Practitioner"  Please respond to the following:

· Refer to Table 2.1 “Reflection-on-practice means . . .”  Determine the statement that most closely resembles your view of reflection-on-practice. Justify your response.

· The Ghaye textbook discusses Argyris and Schön’s, Dewey’s, and Habermas’ models of reflection. Select the model that most aptly illustrates your perceptions of reflection, and include one (1) example of a scenario that depicts the manner in which you may apply the model that you selected within your current or prospective work environment.

 TABLE 2–1 Different Types of Portfolios for Elementary Teachers Background: An elementary school has implemented a new reading program. The principal has decided to require teachers to build portfolios in relation to the reading program. This chart shows how each type of portfolio can be used in relation to the new program. The teachers are the developers. All three types of portfolios, process, product, and showcase, are identified, with the four components outlined for each. Type Purpose Audience Sample Evidence Reflection Focus Process To show the teacher’s individual growth in using the new reading program over 1 year Principal, teacher* 1. Lesson plans showing reading program being implemented 2. Student work 3. Audiotapes of various students reading once a month for the school year 4. Running records showing successful and struggling students’ progress over the year 5. Parent conference write-ups indicating the new program had been implemented For each piece of evidence, the teacher could describe how it is related to the reading program and the strengths and weaknesses of implementing the program. Product To show that each teacher had implemented specific components of the reading program Principal Specific components outlined by the principal at the beginning of the year. Each teacher would have the same types of evidence; e.g., all teachers might be required to have lesson plans showing the correlation to the reading program. The teacher would focus on the strengths of the required evidence. Showcase For teachers to show their best work in relation to implementing the reading program Principal Teachers would choose evidence that shows their best attempts at implementing the reading program. This could include: 1. Effective lesson plans 2. Excellent student work 3. Running records of students who showed great progress The teacher would reflect on each piece of evidence, emphasizing the strengths of the evidence in relation to the reading program.