CHAPTER IV: REFLECTIVE TEACHING

Lesson 1: Reflective Teaching and its Significant

Objectives:
At the end of this lesson, student shall be able to,
 Define reflective teaching and its importance.
 Identify methods for reflective practice.
 Evaluate personal teaching experiences through reflection.

Pre-Test:
Direction: Write the letter of the correct answer.
1. What is reflective teaching?
a) A casual, spontaneous thought process about teaching.
b) A structured and deliberate examination of teaching practices.
c) Randomly trying new teaching methods.
d) Avoiding changes in teaching methods.

2. Which of the following best describes 'reflection-in-action'?

a) Reflecting on teaching methods after a lesson is completed.
b) Making real-time adjustments during a lesson based on immediate feedback.
c) Planning lessons without any adjustments.
d) Evaluating student performance only at the end of the term.

3. How does reflective teaching support professional growth?

a) By allowing educators to stick to the same methods.
b) By encouraging educators to avoid new strategies.
c) By helping educators critically assess and refine their practices.
d) By minimizing the need for professional development.

4. What is the goal of reflective learning for students?

a) To avoid self-assessment.
b) To improve academic performance through self-evaluation and adjustments.
c) To only focus on final grades.
d) To rely solely on teacher feedback.
 5. Which tool might an educator use in a structured reflective practice?
a) Unplanned changes during a lesson.
b) Reflective journals or guided questions.
c) Ignoring student feedback.
d) Standardized tests only.

Introduction:
Reflective teaching is a practice where educators systematically review and analyze their
teaching methods and classroom experiences. This process helps in understanding how different
strategies impact student learning and in identifying areas for improvement. By engaging in
reflective practice, teachers can continuously refine their techniques and adapt to the needs of
their students, leading to more effective teaching and better student outcomes.

Discussion
“Teachers who engage in reflective practice can develop a deeper understanding of their
teaching, assess their professional growth, develop informed decision-making skills, and
become proactive and confident in their teaching.” -Farrell

Reflective teaching is a process where teachers think over their teaching practices, analyzing
how something was taught and how the practice might be improved or changed for better
learning outcomes.

The concept of reflective teaching also stems from Dewey (1933) who contrasted “routine action
with „reflective action‟ ‟. According to Dewey routine action is guided by factors such as
tradition, habit, and authority and by institutional definitions and expectations.

Reflective teaching is like investigating a case in the classroom, a teacher should collect some
evidence of his/her teaching, analyze the evidence, and decide what to do later based on the
evidence, the evidence can be some data that taken from the students.

It is used by a teacher to know what the students need in their learning and what should do the
teacher. It is about remembering and thinking about the teaching and learning process and then
evaluating it to make decisions about future plans and actions, by doing it, the teacher can make
the class more effective.

A personal tool that teachers can use to observe and evaluate the way they behave in their
classroom. A quieter and more systemic approach to looking at what happened. Jack Richards,
reflection or “critical reflection, refers to an activity or process in which an experience is
recalled, considered, and evaluated,
Reflective teaching is more than just casual introspection; it is a deliberate and structured
process. This means that educators engage in a systematic approach to examining their teaching
practices.

 Deliberate Nature: Reflective teaching requires intentionality. Educators purposefully

set aside time to think critically about their teaching methods, classroom management,
and interactions with students. This intentional effort ensures that reflection is not merely
a spontaneous or occasional activity but a regular and integral part of teaching.
 Structured Approach: The process involves specific steps and methods to facilitate
meaningful reflection. For instance, educators might use structured tools such as
reflective journals, guided questions, or formal evaluations. The structure helps to focus
the reflection process, making it more effective and actionable.

Reflective Teaching is:

It is looking at what the teacher does in the classroom and giving it meaning.

A process whereby teachers reflect on their teaching practices.

Teacher is using reflection techniques to convey, analyze, and deliver information to generate
feedback.

Reflection involves:

[Link] to experiences

[Link] to feelings

[Link] experiences

Reflection can be 3 main types:

1. Reflection for action – It is thinking about future actions with the intention of improving or
changing practice. This type of reflection requires teachers to anticipate what will occur during a
lesson, as well as reflect.

2. Reflection on action – refers to the retrospective contemplation of practice undertaken to

uncover the knowledge used in practical situations, by analyzing and interpreting the information
recalled. Therefore, it involves looking back after the event has occurred. It involves the turning
of information into knowledge by use of a post-mortem done cognitively. It is also believed that
this kind of reflection not only increases one’s knowledge but also challenges the theories and
concepts held by a person.
3. Reflection in action - refers to thinking about what one is doing whilst one is doing it; it is
typically stimulated by surprise, by something which puzzled the practitioner concerned. This
gives the practitioner a chance to redesign what is being done while it is being done and is
therefore associated with experienced practitioners.

Understanding How Teaching Strategies Affect Student Learning

The primary goal of reflective teaching is to understand the impact of teaching strategies on
student learning. This involves:

 Evaluating Effectiveness: Educators analyze how different teaching methods influence

student engagement, comprehension, and achievement. For example, a teacher might
reflect on whether a new instructional strategy helped students grasp a complex concept
more effectively compared to previous methods.
 Identifying Strengths and Weaknesses: By examining the outcomes of various
strategies, teachers can identify what works well and what needs improvement. For
example, if students consistently perform better on assessments following interactive
group activities, the teacher might consider incorporating more of these activities.
 Adjusting Practices: Reflection leads to actionable insights that inform adjustments to
teaching practices. For instance, if reflection reveals that students struggle with certain
types of assignments, a teacher might modify the assignment format or provide additional
support.

Significant of Reflective Teaching

1. Professional Growth

Reflective teaching fosters professional growth by encouraging educators to critically assess

their practices, seek areas for improvement, and implement new strategies. This ongoing
process helps teachers stay current with best practices, refine their teaching techniques, and
advance their careers.

2. Enhance Innovation

Through reflection, teachers can evaluate the effectiveness of current methods and explore
creative alternatives. This encourages experimentation and the adoption of innovative
teaching strategies, leading to more dynamic and effective classroom practices.

3. Facilitate Teaching

Reflective teaching helps educators identify and address challenges in their teaching
methods. By analyzing what works well and what doesn’t, teachers can refine their
approaches to better facilitate student learning, making lessons more effective and engaging.

4. Boost Teacher-Student Relationship

 Reflective teaching enables educators to understand their students better and respond to their
needs more effectively. By reflecting on student feedback and classroom dynamics, teachers
can build stronger, more positive relationships, fostering a supportive and collaborative
learning environment.
5. Make Lessons More Lively and Interesting

Through reflection, teachers can evaluate and adjust their instructional methods to make
lessons more engaging. This might involve incorporating interactive activities, varied
teaching materials, and dynamic presentations that capture students’ interest and enthusiasm.

6. Enhance Problem-Solving

Reflective teaching helps educators identify and address problems that arise in the classroom.
By critically analyzing teaching experiences, teachers can develop effective solutions and
strategies to overcome challenges, leading to a more effective and responsive teaching
approach.

7. Boost Classroom Democracy

Reflective teaching supports classroom democracy by encouraging teachers to consider and

integrate student feedback into their practices. This approach fosters a more democratic
classroom environment where students feel valued and engaged in their learning process.

8. Improve Student Performance

Reflective learning allows students to assess their own work, understand their strengths and
weaknesses, and identify areas for improvement. This self-awareness and targeted effort lead
to enhanced performance and better academic results.

9. Boost Engagement in Class

When students engage in reflective practices, they become more involved in their learning
process. Reflecting on what they’ve learned and how they’ve learned it can increase their
interest and motivation, leading to higher levels of participation and enthusiasm during
lessons.

10. Develop Critical Thinking and Coping Skills

Reflective learning helps students develop critical thinking by encouraging them to question,
analyze, and evaluate their learning experiences. Additionally, reflecting on challenges and
setbacks fosters coping skills, as students learn to address and overcome difficulties
constructively.

11. Enhance Student Motivation

 By engaging in reflective learning, students gain a deeper understanding of their progress and
achievements. This self-recognition and acknowledgment of their growth can boost their
motivation, encouraging them to set higher goals and maintain a positive attitude towards
learning.

12. Improve Overall Effectiveness

Reflective learning contributes to overall effectiveness by helping students understand what

strategies work best for them. By reflecting on their learning processes and outcomes,
students can refine their approaches, improve study habits, and enhance their overall
academic effectiveness.

Summary

Reflective teaching and learning are vital for enhancing educational practices. Reflective
teaching involves a deliberate and structured process where educators critically analyze their
teaching methods and classroom interactions. This practice supports professional growth, fosters
innovation, refines teaching strategies, and strengthens teacher-student relationships. By
evaluating their effectiveness and adjusting practices, teachers can create more engaging and
effective lessons. For students, reflective learning encourages self-assessment, boosts academic
performance, and enhances engagement and motivation. It develops critical thinking and coping
skills, helping students understand their learning processes and improve their overall
effectiveness. Together, these practices lead to a more dynamic, responsive, and successful
educational environment.

Post-test

Direction: Write T if the statement is TRUE and F if the statement is FALSE.

1. Reflective teaching involves a deliberate and structured approach to analyzing teaching

practices.
2. Reflection-in-action' refers to evaluating teaching methods only after the lesson is
completed.
3. The main purpose of reflective learning is to enhance student self-awareness and improve
academic performance through self-assessment.
4. Reflective teaching helps educators avoid using new strategies by sticking to traditional
methods.
5. Using tools like reflective journals is an example of a structured approach in reflective
teaching.
6. Reflective practice leads to a static teaching environment where no changes are made
based on student feedback.
7. Reflection-on-action happens during the lesson to make immediate improvements.
8. Engaging in reflective practice can lead to improved classroom engagement and better
relationships with students.
9. Reflective learning does not contribute to the development of critical thinking and
problem-solving skills in students.
 10. Reflective teaching and learning are ongoing processes that continuously enhance
educational practices.

References:

Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic
Books.

Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. Jossey-Bass.

Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Further
Education Unit, Oxford Polytechnic.

Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice.
Routledge.

Larrivee, B. (2000). Transforming Teaching Practice: Becoming the Critically Reflective

Teacher. Reflective Practice, 1(3), 293-307.

Answer key:
Pre-test:

1. b
2. b
3. c
4. b
5. b
Post-test:

1. T
2. F
3. T
4. F
5. T
6. F
7. F
8. T
9. F
10. T
 CHAPTER IV: REFLECTIVE TEACHING
Lesson 2: Different Critical Reflection Techniques

Lesson Objectives:

 Students will be able to explain the purpose and importance of reflective practices,
including reflective journals and learning logs.
 Students will practice writing reflective journal entries, using prompts to explore their
thoughts, experiences, and learning outcomes.
 Students will differentiate between reflection-in-action and reflection-on-action,
demonstrating the ability to reflect both during and after experiences.

Pre-test

Instructions: Choose the best answer for each question.

1. What is the primary purpose of a reflective journal?

a) To document daily events

b) To reflect on experiences and learn from them
c) To track academic performance
d) To write creatively

2. Which type of reflection occurs during an activity?

a) Reflection on-action
b) Reflection in-action
c) Reflection after-action
d) Reflection before-action

3. What does the "So What?" component of reflective writing focus on?

a) Describing the event in detail

b) Interpreting the significance of the event
c) Planning for future activities
d) Listing factual information

4. Which of the following is NOT a benefit of keeping a learning log?

a) Enhances metacognition
b) Provides a structured record of learning
c) Guarantees better grades
d) Reveals perceptions of the material
 5. What is a key feature of a "Change Journal"?

a) It focuses on new vocabulary.

b) It documents changes in knowledge, attitudes, or behaviors.
c) It lists facts about a subject.
d) It summarizes lectures.

Introduction

Reflective practices are vital for enhancing learning and fostering personal growth. They encourage
individuals to think critically about their experiences, making connections between theory and practice.
This guide explores various techniques, including reflective journals and learning logs, which serve as
powerful tools for self-reflection and deeper understanding.
By engaging in reflection, students and professionals can gain insights into their thought processes,
identify areas for improvement, and align their actions with their core values. These techniques not only
promote metacognition but also help individuals articulate their experiences, leading to a richer and more
meaningful learning journey.
Discussion
DIFFERENT CRITICAL REFLECTION TECHNIQUES
 Reflective Journal
A reflective journal is a place to write down your daily reflection entries. It can be something good or bad
that has happened to you that you can self-reflect on and learn from past experiences.
A reflective journal can help you to identify important learning events that had happened in your life. The
events include your relationships, careers, and personal life. By writing a reflective diary, you can find the
source of your inspiration that defines you today. A reflective journal also provides a better understanding
of your thought process.
Reasons to Write a Reflective Journal
1. To understand the things that have happened.
2. To reflect on why it happened this way.
3. To align future actions with your values and lessons learned from your past experiences.
4. To share and get your thoughts and ideas out of your head.
How to Reflect Effectively
According to Schön, there are two types of reflection, one during and one after an activity or event.
Reflection In-Action
When you are thinking about or reflecting while you are in an activity, you are using reflection in-action.
Some reflection include:
  Experiencing
 Thinking on your feet
 Thinking about what to do next
 Acting straight away
Reflection On-Action
You can do reflect-on-action once the activity has finished based on what you can remember about it.
Step back into the experience, explore your memory and retrieve what you can recall. Reflect and
understand what has happened and draw lessons from the experience.
 Thinking about something that has happened
 Thinking what you would do differently next time
 Taking your time
Examples to Reflect Effectively
Before the Experience
• Think about the things that could have happened.
• What are the things that you feel might be a challenge?
• The things that you can do to prepare for these experiences.
During the Experience
• Observe what is happening at the moment, as you make a particular decision.
• Is it working out as expected? Are you dealing with the challenges well?
• Is there anything you should do, say, or think to make the experience successful?
After the Experience
 Describe your thoughts immediately after, and/or later when you have more emotional distance from
the event.
 Is there anything you would do differently before or during a similar event?
 What are the takeaways from this experience/lesson?
Use the three "W"s to write reflectively. The three "W"s are What, So What and What next.

What (Description) Recall an event and write it down descriptively.

 • What happened?
• Who was involved?

So what? (Interpretation) Take a few minutes to reflect and interpret the event.

• What is most important / interesting / relevant / useful aspect of the event, idea or situation?
• How can it be explained?
• How is it similar to/different from others?

What's next? (Outcome) Conclude what you can learn from the event and how you can apply it next
time.

• What have I learned?

• How can it be applied in the future?

2. Reflective Journal Prompts

Here are the 10 writing prompts to guide you in self-reflection and self-discovery.

1. What makes you unique?

2. Name someone that means a lot to you and why?
3. Write a letter to your younger self.
4. What is something you can do to focus more on your health and well-being?
5. What makes you feel at peace?
6. List 10 things that make you smile.
7. What does it mean to live authentically?
8. What is your favorite animal, and why?
9. How do you maintain your physical/mental health? What can you do to improve the methods of
recovery?
10. List the things that you want to achieve this week.

3. Learning Log
Learning Logs are like diaries students keep that record their reflections about what they are learning and
how they are going about learning it. Learning Logs are useful because they promote metacognition.
They are also useful tools for teachers because they can reveal students' perceptions (and misperceptions)
of the information, as well as reveal how they are reacting to the way the material is being taught. You
will probably find that students respond best to Learning Log activities when provided some structure.
For example, you can provide a set of “guiding questions” that students can select from and respond to. If
you decide to allow students to select from a list of questions, be sure to limit the number of options from
which students may choose. Often, providing students with too many questions to choose is
counterproductive. Some students feel overwhelmed by a list that is too long and spend much of their
time deciding which of the questions to answer. Likewise, human nature being what it is, some students
will select only those questions that require minimal effort. Ultimately, what you want is for students to
think deeply and grapple a little, so it is important to include some questions that require such an effort.
Often the best format of Learning Log questions is to:
 Provide a limited number of questions from which students may choose to respond, and
  Provide a few questions that students are required to respond. Below are examples of two
different Learning Logs.

Sample Learning Log questions about

4. Learning the Content

• What are you thirsting to learn? Why?
• What connections did you make between today’s lesson and your own personal experiences?
• What was an idea/ experience that came up today that you think should be “trashed”? Why?
• What was the most important thing you learned today? Why was it important?
• How was it the same as or different from what you already knew?
• What was the CORE IDEA of the whole lesson? What makes it “core”?
• How did it relate to what you already know?
• How does the core idea of the lesson relate to our class theme of ?
• What were some general things you learned today? specific things?
• How were they the same as or different from what you already know?
• What were some reactions you had to the information we addressed today (e.g., surprises,
conflicts, regrets? joys? etc.)?
Sample Learning Log questions about...
Habits of the Mind adapted from Marizano
• What did you notice about your thinking when working on?
• When did you notice others thinking about their thinking?
• How did you go about planning?
• When did you realize that you could use other resources to help solve?
• When did you realize that you needed other resources?
• How did you go about evaluating.t did you focus on when evaluating? What evidence can you
offer that shows your commitment to being accurate? seeking accuracy?
• What evidence can you offer that shows your commitment to being clear? seeking clarity?
• What evidence can you offer that shows stick-to-it-ness (persistence) even when the task was hard
or unclear? When did you want to give up? What did you do to prevent it?
• How did others’ ideas differ from yours? How were differences discussed/addressed?
• What did you say to yourself today about yourself that was positive? negative?
Sample Learning Log questions about

5. Collaborating
• What did you notice about how well your group collaborated?
• When one of the members of your group seemed to dominate or take over, what happened? What
could have happened instead?
• Did you offer assistance (or receive an offer of assistance) to another student? How did this make
you feel?
• What would have been a good time to offer assistance to someone? Did you offer encouragement
to or compliment (or receive encouragement or compliment) another student?
• Which of the members of your group need more encouragement? How well are the member of
your group listening with interrupting?
• When someone interrupts, what would be the best way to handle it?
 • When everyone is not doing his or her share in your group, what happens to the process? What
could you do to help everyone do his or her share?
• For each member of your group, identify at least one talent this person has that would be valuable
to the group. How is each valuable?
• What evidence can you offer that shows you respect differing opinions?
• What evidence can you offer that shows you recognize and celebrate others' successes? Why is
this important to do?
• What evidence can you offer that your group built a consensus when making a key decision?
• Was there a time when someone in your group provided someone else in the group negative
feedback? How well was it provided?
• How could the person providing the feedback do it better?
• How might the person receiving the feedback receive it better? What evidence can you offer that
shows that you are committed to peacefully resolving conflicts?

6. Teaching Tips
Step 1: Teach the core ideas and supporting points of the lesson.
Step 2: Provide students with a set of Learning Log questions. It is often best to provide a limited
selection of questions from which students are to select for responses and also provide some questions
that all students are required to respond to.
Step 3: Provide sufficient time for students to reflect and note responses. In lieu of traditional homework
focused at learning additional content, you may wish to assign writing in Learning Logs as homework.
Common Questions about Learning Logs
• How do less capable writers use Learning Logs? Students who are poor or extremely reluctant to
write are often mistakenly characterized as poor thinkers. You may find that some reluctant
writers, they are willing to note ideas in a Learning Log because they are sharing personal
perceptions. Regardless of how motivated some students may be to write in Learning Logs, some
simply lack the writing skills. These students can attain many of the same advantages by having
them communicate their reflections concerning each of the Learning Log questions into a tape
recorder.
• Should students’ Learning Logs be shared with other students? Occasionally, students will note
powerful insights that you may want to share with other students to help make a point. ALWAYS
ASK PERMISSION of the author before sharing the student’s response. If conducting a group
activity after students have written in their logs, you can ask open-ended questions and allow
students to volunteer to share their responses. Calling on specific students in not a good idea.
• Should the teacher read students’ Learning Logs? Ultimately, this is an individual decision that
each teacher must make. A key advantage of reading students Logs is that they provide valuable
insight into what students are thinking about their learning. If you decide to read students’ Logs,
INFORM THEM PRIOR to their writing in the journals that you plan to read their responses.
•
7. Learning Journal
A learning journal is a collection of notes, observations, thoughts and other relevant materials built-up
over a period of time and usually accompanies a period of study, a placement experience or fieldwork. Its
purpose is to enhance your learning through the very process of writing and thinking about your learning
experiences. Your learning journal is personal to you and will reflect your personality and experiences.
 A learning journal may be called several different things: a learning log, a fieldwork diary or personal
development planner, for example. Different subject areas may ask you to focus on different aspects of
your experiences and may also have a different format. A journal could be a notebook, an electronic
document or sometimes can be recorded verbally on a tape. You will need to check which format is
required with your module tutor.

Why use a learning journal:

 To provide a ‘live picture’ of your growing understanding of a subject or experience

 To demonstrate how your learning is developing
 To keep a record of your thoughts and ideas throughout your experiences of learning
 To help you identify your strengths, weaknesses and preferences in learning
Essentially, a learning journal helps you to be reflective about your learning, this means that your
learning journal should not be a purely descriptive account of what you did etc. but an opportunity to
communicate your thinking process: how and why you did what you did, and what you now think about
what you did.

Content of your learning journal

A learning journal should focus on your own personal responses, reactions and reflections to new
ideas or new ways of thinking about a subject that have been introduced to you through:
 Lectures, seminars and workshops
 Research and reading including any visual research: e.g. television, film etc.
 Conversations and discussions with other students or tutors
 Significant experiences that have happened in the work place, on placements or field trips
 What should you write about?
 The most important thing is to make time for your writing – regularly set aside some time to
think, and then write down your thoughts. Try to focus on using the journal to help you to
communicate:
 What you think about issues raised on your course/ placement etc
 Any flashes of inspiration you have had
 What you understand so far
 What you find puzzling, difficult or contradictory
 How you can reach a better understanding of the above
 What do you need to know more about, and how can you go about finding out more?
 What resources have helped you to understand and/or been interesting to use?
 How do you feel about the way you have approached the issue/topic so far?
 What new knowledge, skills or understanding have you gained during the process of writing your
learning journal?

Types of Learning Journals That Help Students Think

1. Question Journal
• Explanation: This type focuses on the generation and refinement of questions. Students use it to
document and explore their queries about the subject matter, seeking answers or contemplating
possibilities.
• Significance: Encourages critical thinking and inquiry. By focusing on questions, students
become more engaged and curious, leading to a deeper understanding of the material.
2. Metacognitive Journal
• Explanation: Centers on thinking about one’s own thinking processes. Students reflect on how
they approach problems, their cognitive strategies, and any changes in their thinking over time.
• Significance: Enhances self-awareness and cognitive control. It helps students understand their
learning habits and thought processes, improving their ability to manage and direct their learning
effectively.
3. Change Journal
• Explanation: Focuses on how learning has led to personal or social change. Students reflect on
shifts in their knowledge, attitudes, or behaviors as a result of their learning experiences.
• Significance: Highlights personal development and the impact of learning. By tracking changes,
students can see the tangible effects of their learning and understand how it influences their
perspectives and actions.
4. Connecting Journal
• Explanation: Emphasizes making connections between new and existing knowledge. Students
write about how new concepts relate to previous knowledge or real-world applications.
• Significance: Facilitates deeper learning by linking new information with what is already known.
It helps in building a cohesive understanding of the subject and encourages students to apply their
knowledge in various contexts.
5. Transfer Journal
• Explanation: Focuses on how students apply their learning to new and unfamiliar situations. It
involves reflecting on how knowledge can be used outside the classroom or in different contexts.
• Significance: Promotes practical application of knowledge. It encourages students to see the
relevance of their learning in real-world scenarios and helps in transferring theoretical knowledge
into practical skills.
6. ‘I Wonder…’ Journal
• Explanation: This journal is used for exploring imaginative and speculative questions. Students
write about what they are curious or uncertain about, often in a more informal or creative manner.
• Significance: Stimulates creativity and curiosity. It allows students to explore their thoughts and
ideas in a less structured way, fostering a sense of wonder and exploration.
7. ‘I Notice/I Think…’ Journal
 • Explanation: Focuses on observations and personal thoughts about learning experiences.
Students note what they observe and reflect on their interpretations and feelings.
• Significance: Encourages observation and self-reflection. It helps students articulate their
thoughts and reactions to their learning experiences, providing insight into their cognitive and
emotional responses.
8. Visualization Journal
• Explanation: Involves creating visual representations of learning concepts. Students might use
diagrams, drawings, or metaphors to illustrate their understanding of a topic.
• Significance: Enhances comprehension through visual learning. It helps students conceptualize
complex ideas and relationships visually, making abstract concepts more concrete.
9. Doodle Journal
• Explanation: A less formal journal where students doodle or sketch their reflections. It allows for
creative expression alongside written thoughts.
• Significance: Offers a creative outlet for reflection. It can be particularly useful for students who
are hesitant to write extensively, providing a way to express their ideas through art.
10. Concept/Example Journal
 A type of learning journal that promotes thinking through concepts (abstract) or thinking through
examples (concrete). Learning about gravity in science class? Learners can write about gravity as
a kind of concept, especially in relation to other concepts–momentum or centrifugal force, for
example. (This is similar to the Connection Journal.) But they can also simply write about
examples of gravity, which is more visible, immediate, and ‘easier’ for learners with emerging
knowledge.
11. 5Ws Journal: A journal framed through the iconic 5 Ws: Who/What/Where/Why/When
 Civil Rights? Who was for and against Civil Rights? What was the most impactful event in this
history of the Civil Rights era in the United States? Where in the world today is Civil Rights a
critical issue? And so on. Students can combine this approach with the Question Journal and
focus on asking the questions or consider the ‘I wonder…’ approach and ‘wonder’ about possible
responses to ‘5 W questions’ the teacher creates–and do so without the worry of being ‘wrong,’
which makes learning journals fantastic assessment tools.

12. Private Journal

 A type of learning journal private only to thestudent, and only requiring that the student writing
something about learning. It can be about their own experience learning, or their confidence or
other emotion before/during/after the lesson.

13. Digital Journal: Any of the above, but stored digitally.

 This doesn’t have to be ‘published,’ either. There is a strong push for all student work to ‘leave
the building,’ but that couldn’t be further from the truth. Much of learning–especially reflections
and journaling–is necessarily private. Whether you and the students decide that the learning
should be published or not, you can still take advantage of digital tools to store, organize, share
privately, and curate learning to write activities from any type of learning journal.
Summary

The discussion focuses on various critical reflection techniques, emphasizing the importance of reflective
journals and learning logs in personal and academic development. Reflective journals allow individuals to
document experiences and insights, fostering self-discovery and understanding. Learning logs, on the
other hand, promote metacognition by capturing students' thoughts about their learning processes. The
discussion highlights two types of reflection: in-action and on-action, encouraging real-time thinking and
post-experience analysis. It also presents various journal types, such as Question Journals and
Metacognitive Journals, each tailored to enhance engagement and critical thinking. Overall, these
reflective practices serve to deepen understanding, align actions with values, and improve learning
outcomes.

Instructions: Choose the best answer for each question.

1. What is the main goal of a learning journal?

a) To record attendance
b) To track personal thoughts and learning processes
c) To summarize textbooks
d) To prepare for exams

2. What type of reflection occurs after an activity is completed?

a) Reflection in-action
b) Reflection on-action
c) Reflection during-action
d) Reflection post-action

3. Which of the following questions would be useful in a reflective journal?

a) What happened today?

b) How can I apply what I've learned in the future?
c) What were my initial thoughts about the experience?
d) All of the above

4. What is the purpose of using the "I Wonder..." journal?

a) To record factual information

b) To explore curiosity and imaginative questions
c) To summarize lectures
d) To analyze performance

5. Which of the following reflects the concept of metacognition?

 a) Learning new vocabulary
b) Thinking about how you think and learn
c) Taking notes during lectures
d) Memorizing information for tests

Reference:

 Isabela State University. (n.d.). Chapter 4: Reflective teaching. Studocu. Retrieved

September 19, 2024, from [Link]
university/bsed-math/chapter-4-reflective-teaching/56661218
 University of Mindanao. (n.d.). Reflective teaching in mathematics. Studocu. Retrieved
September 19, 2024, from [Link]
mindanao/bachelor-of-secondary-education/reflective-teaching-in-mathematics/40055463

Answer key:

Pre-test:

1. B
2. B
3. B
4. C
5. B

Post-test
1. B
2. B
3. D
4. B
5. B
 CHAPTER IV: REFLECTIVE TEACHING
Lesson 3: Processing Questions for Reflective Teaching

Discussion
Pre-test
Direction: Write T if the statement is TRUE and F if the statement is FALSE

1. Reflective teaching focuses on evaluating and improving your teaching practices.

2. Communicating learning objectives to students is not important.

3. Engaging instructional strategies can lead to moments of enthusiasm in the classroom.

4. Adapting teaching strategies during a lesson is unnecessary if you have a plan.

5. Assessing student understanding can only occur through formal assessments.

Introduction

Reflective teaching is a vital process that encourages educators to critically assess their
instructional methods and student engagement. By systematically analyzing their teaching
experiences, educators can identify effective strategies, recognize challenges, and make informed
adjustments to enhance student learning outcomes. This reflective practice not only fosters
professional growth but also cultivates a positive classroom environment where students feel
valued and engaged. Through the use of guided reflective questions, educators can gain deeper
insights into their teaching practices, ultimately leading to improved educational experiences for
both themselves and their students. This lesson aims to explore the key components of reflective
teaching and provide tools for effective self-assessment.

Processing Question for Reflective Teaching

1. What were my goals?
• What were the main learning objectives of the lesson?
• Did I communicate these objectives clearly to the students?
2. What worked well?
• What instructional strategies or activities engaged the students effectively?
• Did any specific teaching methods lead to notable moments of understanding or enthusiasm?
3. What challenges did I encounter?
 • Were there any difficulties I faced while delivering the lesson?

• Did students struggle with certain concepts or tasks?

4. How did I adapt?
• Did I need to adjust my teaching strategies during the lesson? Why?

• How did I respond to unexpected situations or student inquiries?

5. Student engagement and participation
• Were all students actively participating? If not, why might that have been the case?
• Did I employ techniques to involve quieter or less engaged students?
6. Assessment and feedback
• How did I gauge student understanding during the lesson?
• Did I provide opportunities for students to ask questions or offer feedback?
7. Differentiation
• Did I address diverse learning styles and needs within the classroom?
• Were there strategies to challenge advanced students and support struggling ones?
8. Learning outcomes
• Did students achieve the learning objectives by the end of the lesson?
• How do I know if they gained a deeper understanding of the topic?
9. Reflecting on pedagogy
• Did I use a variety of teaching methods to cater to different learning preferences?
• How did my teaching style contribute to student engagement and learning?
10. Relationship building
• How did I establish a positive classroom environment and build rapport with students?
• Were there moments where my interactions with students positively impacted their learning
experience?
11. Future improvements
• What specific changes or adjustments would I make if I were to teach this lesson again?
• How can I apply what I've learned from this reflection to enhance future lessons?

Summary
This discussion on reflective teaching emphasizes the importance of self-assessment in enhancing
educational practices. By utilizing structured reflective questions, educators can critically evaluate their
lesson goals, instructional strategies, student engagement, and overall learning outcomes. Key aspects
include recognizing what worked well, identifying challenges faced during lessons, and adapting teaching
methods to meet diverse student needs. The process fosters a positive classroom environment and builds
rapport with students, ultimately contributing to their academic success. Through continuous reflection,
educators can make informed improvements, ensuring that their teaching methods align with students'
learning preferences and promote deeper understanding of the material.

Post-test

Direction: Write T if the statement is TRUE and F if the statement is FALSE

1. Reflective teaching helps educators improve their instructional practices.

2. It is unnecessary to assess student understanding during a lesson.

3. Differentiating instruction is important for addressing diverse learning needs.

4. Building positive relationships with students can enhance their learning experience.

5. After reflecting on a lesson, a teacher should not change their teaching methods.

Reference
• Group 4. (n.d.). Reflective teaching [PowerPoint presentation]. SlideShare. Retrieved September
18, 2024, from [Link]
266716346
• Korthagen, F., & Vasalos, A. (2005). Reflections on reflective teaching: A case study. In
Reflective teaching and teacher development (Chapter 4). Routledge.

Answer key:
Pre-test:

1. T
2. F
 3. T
4. F
5. F

Post-test:

1. T
2. F
3. T
4. T
5. F