Video Tutorial Script

Introduction & Presentation of Objectives

K: (Slide 1) “Reflective Teaching”
(Slide 2) …and we are your online tutors for this lesson.
(Slide 3) For today’s tutorial, here are our objectives.

At the end of this lesson, the students should be able to:

● Define reflective teaching.
● Explain the ways to use reflective teaching.
● Give examples of reflective teaching.
Reflective Teaching
K: (Slide 4) Let us first define reflective teaching.

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, and is therefore a means of
professional development which begins in our classroom. By collecting
information about what goes on in our classroom and by analyzing and
evaluating this information, we identify and explore our own practices
and underlying beliefs. This may then lead to changes and improvements
in our teaching.
(Slide 5) Richards (1991) also once said that reflective teaching links
experience and reflection providing an impetus for the growth of
understanding and awareness, the keys to a teacher's ongoing
professional development.
(Slide 6) Reflective teaching is a cyclical process, because once you
start to implement changes, then the reflective and evaluative cycle
begins again. And you may consider asking yourself these questions:

1. What are you doing?

2. Why are you doing it?
3. How effective is it?
4. How are the students responding?
5. How can you do it better?

As a result of your reflection, you may decide to do something in a

different way, or you may just decide that what you are doing is the best
way. And that is what professional development is all about.
5 Ways to Use Reflective Teaching
K: (Slide 7) Many different approaches can be employed if one wishes to
become a critically reflective teacher, and here are just some of the ways
to use reflective teaching.
(Slide 8) First off, you may come up with a mission statement. Writing
down a mission statement might seem like a silly use of your time, but
the process of thinking about and putting into writing the things that are
important to you as a teacher, your goals, and desired student outcomes
can help you reorganize your priorities and see your classroom in a new
way. Once your mission statement outlines your core values and goals,
compare it to what is currently happening in your classroom. Think about
your lesson plans, classroom objectives, classroom procedures,
classroom environment, and teaching approach to see whether they
reflect your professional mission as an educator. If there is a
misalignment between your mission statement and classroom reality,
pick one or two areas to modify, then re-evaluate after a few weeks to
see whether the alignment has improved.
(Slide 9) Another way is to keep a teaching journal. Unsurprisingly, a big
part of reflective teaching involves daily reflection. Keeping a teaching
journal allows teachers to reflect on the successes, challenges, and
struggles of each day. Journal entries don’t have to be long to be
effective. The process of reflection is more valuable than the entry itself.
Allocate five minutes for journal writing after the final bell each day. Once
you have at least a month’s worth of entries, start looking for patterns. Is
there a particular day of the week or class period that tends to be more
successful or challenging? Is there a specific pedagogical approach that
tends to be more or less effective? A journal is a great way to find
patterns or trends that you may not have noticed otherwise.
(Slide 10) Third is, to encourage student participation— because
reflection isn’t just for teachers! Journal writing can be effective for
students in every subject – especially the ones that aren’t typically
associated with writing – like math, science, and technology. Students
should be reflecting on their understanding of new concepts, struggles
with homework or projects, additional questions they have, etc. Students
tend to be more honest if journal entries are kept private and checked
only for completion. Let students know that they can put a star or some
other indicator at the top of any entries they want you to read if they want
your feedback or extra support. Giving students opportunities to work on
their communication and critical thinking skills will prepare them for
success in 21st century jobs.
(Slide 11) And fourth, you may also try asking colleagues for help. It can
be intimidating to invite another teacher into your classroom, but doing so
can provide you with some great insights. Just as it is difficult to edit your
own writing effectively, it can be difficult to see your classroom and
teaching style objectively. Asking a trusted colleague to observe your
classroom and provide honest, constructive feedback can be extremely
helpful in your reflective teaching quest. If you’ve created a mission
statement, share it with your colleague before the observation so that he
or she can understand your goals and focus on helping you achieve
them.
(Slide 12) And the last but not the least: reflect during class— not just at
the end of the day. If you are like most middle or high school teachers,
 you teach the same subject – and therefore the same lesson – several
times during the school day. Don’t wait until the end of the day to reflect
on the effectiveness of the lesson you just taught six times in a row.
While teaching your first class of the day, be aware of which examples,
explanations, and activities seemed to engage students and which fell
flat. Make adjustments to the lesson the next class period, spending
more time on the methods that were effective and either removing or
reducing the time spent on less effective pursuits. It can be scary to
change a lesson plan on the fly, but simply paying attention to your
students’ engagement and understanding can help push your teaching in
the right direction.
Reflective Teaching Examples
M: (Slide 13) Good day, everyone. I am Mastura S. Samud III, and I am
assigned to present to you the reflective teaching examples.
(Slide 14) So, the first in reflective teaching examples is the Self-
Assessment, and in self-assessment we have Reflection journal, where
instructors might reflect on the following questions:

First, “What went well today?”

Second, “What could I have done differently?”
And the third is, “How will I modify my instruction in the future?”

And of course, this is to enhance their teaching style for the students to
learn more efficiently.

We also have Teaching inventories, which are usually designed to

assess the extent to which particular pedagogies are employed. The
example of this is assessing whether student-centered practices are
more suitable or the teacher-centered practices.

We also have Video-recorded teaching practices, where instructors can

video-record their lessons informally or formally, along with an
observation protocol, in order to self-assess their own practices. A
teacher should do this if he/she wants to assess his/her teaching
practices inside the classroom.

And of course, Teaching portfolio allows instructors to pull the various

components of their teaching into a cohesive whole, starting typically with
a teaching philosophy or statement, moving through sample syllabi and
assignments, and ending with evaluation from colleagues and students.
(Slide 15) We have the second reflective teaching example, which is the
external assessment. In external assessment, we have Student
evaluations (midterm and end-of-term), where instructors will obtain
feedback from students in the form of midterm and/or end-of-term
evaluations. Student’s evaluation is a form of external assessment
because you are assessing if you have become an effective teacher to
 your students.

We also have Peer or Departmental observation and feedback, where

instructors can ask a trusted colleague or administrator to observe their
classroom and give them feedback on their teaching. Your peer can be
an evaluator by assessing your teaching practice.
Assessment
M: (Slide 16) We have prepared an assessment here. If you have learned
something, so let’s put your learning to test!
(Slide 17)
Question #1
A process of self-observation and self-evaluation, and a means of
professional development which begins in our classroom.

a. Reflective Teaching
b. Self-Assessment
c. External Assessment
d. Cyclical Process

(5-second timer)
So, the correct answer is letter A. Reflective Teaching.
(Slide 18)
Question #2
Instructors might reflect on the following questions: What went well
today? What could I have done differently? How will I modify my
instruction in the future?

a. Teaching Portfolio
b. Reflection Journal
c. Teaching Inventories
d. Student Evaluations

(5-second timer)
So, the correct answer for Question #2 is B. Reflection Journal.
(Slide 19)
Question #3
Allows instructors to pull the various components of their teaching into a
cohesive whole.

a. Teaching Portfolio
b. Reflection Journal
c. Teaching Inventories
d. Student Evaluations

(5-second timer)
So, the correct answer for Question #3 is A. Teaching Portfolio.
 (Slide 20)
Question #4
Instructors will obtain feedback from students in the form of midterm
and/or end-of-term evaluations.

a. Teaching Portfolio
b. Reflection Journal
c. Teaching Inventories
d. Student Evaluations

(5-second timer)
So, the correct answer for Question #4 is D. Student Evaluations.
(Slide 21)
Question #5
Are usually designed to assess the extent to which particular pedagogies
are employed.

a. Teaching Portfolio
b. Reflection Journal
c. Teaching Inventories
d. Student Evaluations

(5-second timer)
So, the correct answer for Question #5 is C. Teaching Inventories.
Finale
M: (Slides 22-23) And here are the references to our presentation, and the
resources of the images and background music, and of course lastly, the
presentation template.
(Slide 24) So that’s all, thank you.