EDLM 6200 - Reflective-Reflexive Practices in Technology Enabled Environments
- 1. EDLM 6200 - Reflective- Reflexive Practices in Technology Enabled Environments NATHIFA LENNON Reflective Practices in Reading for Grade 2 Learners.
- 2. Overview This is a presentation on reflective – reflexive practices in teaching and learning. In this presentation the Driscoll Model is used in a primary school students to reflect on their reading performance Grade 2 learners were selected as this is the present grouping of students I teach. Padlet is the technology that will be used as an e- portfolio for reflective purposes. In using Padlet, students will upload reflections on their reading using either audio recording, written or video recording means.
- 4. Overview of Lesson Learners • These 12 students in a grade 2 class. Eight students read at their normed grade level, while 4 read above the grade 2 level. Lesson Summary • In this lesson, students will build on their fluency skills in reading. Fluency skills involves the rate of reading, prosody of reading as well as the accuracy of reading. This lesson specifically focuses on their ability to read with inflection and expressions caused by punctuation marks in texts. Objectives • Using a Level Q book, students will be able to read aloud with correct expression of punctuation marks making less than 3 errors. • Using a level M book, students will be able to read aloud with prosody, making less than 5 errors.
- 5. Technology Used in Lesson This lesson will performed in a synchronous and asynchronous setting. The technologies used included:
- 6. Students' Activities 1st – students responded to Entrance Ticket in Lumio . They responded to the question " How do we read fluently?" 2nd – students share their thoughts on the topic of the featured reading book. 3rd - Students look at a video and a graphic organizer on fluent reading. They discussed the content of the two resources with the teacher and classmates. 4th- Students listen to teacher's modelling of fluent reading. 5th – Students highlight punctuation marks in their reading material and then were split into groups using Zoom Breakout to practice their fluency skills with peers. They peer assessed each other. 6th - Students read individually to the teacher and recorded their reading. Students assessed their own reading. 7th – Students will go to Padlet to reflect on their reading performance, self and peer assessment, teacher feedback. 8th- They are given opportunities to practice fluency on other reading materials.
- 7. Educator's Role What are the perceived roles of an educator to contribute to engaging students in reflective- reflexive practice?
- 8. Educator's Role and Strategies When? What? How? Pre – reflection Create a class roomenvironmentfor reflection Discuss thebenefits of reflection to young learners Teach students how to reflect (Shea, 2021; Aronson, 2011 as cited in Poole, 2013) Setting realistic learning goals, giving students list of emotional vocabulary and performing question demonstrating strategies. Model reflective practicefor students Includereflection in lesson plans (Gerstein, 2020; Pooleet al , 2013; Aronson, 2011 as cited in Poole, 2013) Build lessons with components that supports inquiry, curiosity and reflective thinking. Create objectives that links reflection in learning, appropriate time for reflection Be an effectivefacilitator (Reed & Kolida, 1995) Havean open minded attitude, effectively communicate, manage class dynamics. Chooseappropriatemethods and resources ( Reed & Kolida, 1995) Choosereflective methods that can be adopted by students and resources thatare readily available. Providea variety of experiences (Snider & Hirschy, 2009) Give students many differentways to solveproblems and to reflect in differentmeans. Parentalsupport(Snider & Hirschy, 2009) Get parentalsupportfor reflective writing. Discuss its significance in positive lifelong learning and student performance. Supporting parents and students Providetutorials and explanation on how to use the technology and reflective methods.
- 9. Educator's Role and Strategies When? What? How? During reflection Maintain afacilitatorrole (Rogers, 2001 as cited in Poole et al, 2013; ) Give studentsautonomy, motivatestudents, provide remindersto foster effective reflection and maintaina supportive environment After reflection Maintain afacilitatorrole (Rogers, 2001 as cited in Poole et al, 2013; ) Provide feedback on reflection so that students can find ways to improve. Assist studentsin setting new goals and expectations. Give guidance on following reflective method.
- 10. Reflective Model What was the chosen reflective- reflexive model?
- 11. What is reflection? ❖Reflection is a persistent, active and precise consideration of your beliefs and the underpinnings of these beliefs (Dewey, 1910 as cited in Benade,2015). ❖Taggart (2005), solidifies that reflection occurs in modes that are technical ( reflecting on achieving content, objectives and learning), contextual (focuses on reflecting on underlying assumptions that affect behavior) and dialectical (looking into moral and ethical concepts that affect teaching practice ❖ Reflection as cognitive process that brings about awareness of feelings and thoughts, promoted critical analysis of these feelings and encourages a generation new perspective (Aktins & Murphy, 1993 as cited in Poole et al, 2013)
- 12. Reflective- Reflexive Method Model: Borton(1970)adapted by Driscoll (2007) Three simple questions about: ❖ the experience ❖ how one feels about the experience ❖ what is the course of action to create a different outcome in the future What happened? So what? Now what? Cite: Essay Writing Service (n.d)
- 13. Now What? What can I do to improve these mistakes to read better next time? So What? So, what does that mean about what I understand? So, why did I make those reading mistakes? So what are my feelings about class? What happened? What was my reading goal? What happened in class today with my reading? What grade did I get in the different assessments? What did I learn in reading today?
- 14. Reflective Technology What technology can support this reflective – reflexive practice in technology – enabled environments?
- 15. What is an e- portfolio? An e portfolio is a digital collection of work created by a student. It can contain videos, audio recordings, pictures, essays etc. E – portfolios are used to facilitate, document and archive student work. It can also be used to have students reflection on what they learnt, how they learnt it and create opportunities to improve learning (Berkeley Centre of Teaching and Learning, n.d) E – portfolios assistin (Basken, 2008): Constructing knowledge Makes learning visible Fosters student agency
- 16. Why use Padlet for reflective purposes? ❖ Padlet is an e- portfolio. It is used to post content that can be accessed on multiple devices, Meletiadou (2021) ❖Meletiadou (2021)postulates that Padlet enhances autonomous learning in learners once they are carefully scaffolded and supported. ❖E-portfolios help learners develop learning strategies in self - management(Cabau,2017 cited in Meletiadou, 2021) ❖Padlet allows students to easily post content and also collaborate with other students post.
- 17. Possible alternatives Pros: Accessible by parents, students and teachers. Many toolsto use. Cons: Manualentry of different aspects in the platform Pros: Customizationof assignments and the abilityto share progress with students. Cons: Does not includesome creativity tools. Pros: Allowscollaborationand design of attractive websites. Cons: Student has to be knowledgeableabout web design Rogowski (2020) Rogowski (2021) Bristol (2019)
- 18. Strengths/ Weaknesses What are the benefits, drawbacks and challenges to using these learning resources?
- 19. Strengths and Weakness: Reflective Model STRENGTHS - it is straight forward, three easy steps to remember - students are already familiar with answering these questions WEAKNESSES - too simple, terms may be too ambiguous - may not be adaptable to all real world experiences. Cannot account for every situation - it is a continual process. Single use has minimal benefits Driscoll, J. (2007) as cited in Essay Writing Service (n.d)
- 20. Strengths and Weakness: Technology
- 21. Limitations of Research ❖ There is limited research on the use of Padlet as an E – Portfolio. There is also limited research on teaching elementary students reflective practice and any prescribed reflective model that should be used. Additionally, much of the limited research in using Padlet as an E – Portfolio is done on university age students.
- 22. Conclusion Reflection is a component of education that fosters lifelong learning, self-monitoring and self- regulation skills in students. Its benefits can improve the performance of students. Steps mustbe taken to first teach students the steps in reflection. Preferably, a simple reflection method should be used (Driscoll's Model). A teacher has to prepare the students to engage in reflective thinking before giving reflective tasks. Once this is accomplished, mastery of skills can occur as students use the method over time. The teacher mustalso select appropriate technology that can facilitate this reflective process. Padlet is an effective e – portfolio tool, similarly to the reflective model, it is simple, straightforward to use for young learners.
- 23. References Basken, P. (2008, April). Electronic portfolios may answer calls for moreaccountability. The Chronicle of Higher Education. Berkeley Centre of Teaching and Learning. (n.d.). e-Portfolio | Center for Teaching & Learning. https://teaching.berkeley.edu/resources/assessment-and-evaluation/design-assessment/e-portfolio Bristol, J. (2021, January 8). GoogleSites Review for Teachers. Common Sense Education. https://www.commonsense.org/education/website/google-sites Essay Writing ServiceUK. (n.d.). DriscollModelof Reflection. https://essaywritingserviceuk.co.uk/advice-and-guidance/driscoll-model-of- reflection Gerstein, J. (2020, December 7). Helping Your Students Learn To Reflect On Their Learning. TeachThought. https://www.teachthought.com/learning/helping-students-learn-reflect-learning/
- 24. References Leon, B. (2015) Teachers’ CriticalReflective Practicein the Context of Twenty-firstCentury Learning, Open Review of Educational Research, 2:1, 42-54, DOI: 10.1080/23265507.2014.998159 Meletiadou, E.(2021) Using Padlets as E- Portfolios to Enhance UndergraduateStudents’ Writing Skills and Motivation. International Academic Forum Journalof Education: UndergraduateEducation.9(5). https://doi.org/10.22492/ije.9.5.04 Poole, G., Jones, L.., & Whitfield, M., (2013) Helping students reflect: Lesson fromcognitivepsychology. Advancesin health sciences education : theory and practice, 18(4), 817–824. https://doi.org/10.1007/s10459-012-9373-0 Reed, K. & Koliba, C. ( n.d.) Facilitating Reflection: A Manual for Leaders and Educatorshttps://www.uvm.edu/~dewey/reflection_manual/
- 25. References Rogowski, M. (2020, November 5). FreshGrade Classic Review for Teachers. Common SenseEducation. https://www.commonsense.org/education/website/freshgrade-classic Rogowski, M. (2020, November 5). FreshGrade Classic Review for Teachers. Common SenseEducation. https://www.commonsense.org/education/website/freshgrade-classic Shea, A. A. (2021) Teaching Young Students How to Reflect on Their Learning.Edutopia.Retrieved (March 14, 2022) https://www.edutopia.org/article/teaching-young-students-how-reflect-their-learning Snider, S. & Hirschy, S. (2009). A self-reflection frameworkfor technology useby classroomteachers of young learners. He Kupu. 2 Taggart, G. L., (2005)TheReflectiveTeacher. Promoting reflective thinking in teachers, 50, 1-10.