Reflective Educators

ForDiverse Learners

Mrs. Lilibeth A. Roldan-Ph.D.-Educational Mgt.Ms. Mary-Ann M. Villaseñor-M.A.-Educational Mgt.

Dr. Eladio R. Santiago Professor

Every College of Education assumes leadership for the preparation and continuing development of a teacher and other professional school personnel in collaboration with other colleges on campus, public schools, and related educational agencies.

It promotes student growth and success through creative strategies for using technology, enhancing learning, and connecting all they do to those around them.

The theme, Reflective Educators for Diverse Learners,represents a vision of professional practice for program graduates and faculty.

Commitment to the Knowledge, Skills and Dispositions of the Profession

It is of primary importance for a teacher to possess:adequate knowledge of the subject matter they plan to teach (including a thorough understanding of the central concepts, tools of inquiry, structures of their fields as delineated in professional, state and institutional standards.)

These standards provide the framework for the College of Education unit assessment system and for each program’s on going assessment and revision efforts.

A teacher must be knowledgeable about learning theories and related methodologies, the application of emerging technologies, and the influence of human growth and development on the educational process, coupled with a strong subject-matter knowledge base grounded on a firm ethical foundation.

Educators must have the ability and the knowledge to create and evaluate personal guidelines for decision making in a professional context.

A teacher should work with change both proactively and reactively and recognize its implications on the future of individuals and groups with which they work.

This represents the wide spectrum of educational activities in the College of Education and recognizes the dynamic nature of the work environments in which a teacherare or will be engaged.

Commitment to Diversity

The necessity of a strong historical understanding of one's profession and the willingness to view knowledge as a personal construction affected by one's cultural beliefs.

What are the characteristics of a reflective educator?

•The reflective educator has time set aside specifically for thinking about his professional practice, growth needs, and students’ needs.

•The reflective educator takes action upon his focused thoughts about professional practice.

•The reflective educator analyzes his own lessons to see what worked and what did not. He makes changes as necessary.

• The reflective educator recognizes the inherent differences in his class ( when he has more than one group of students) and does not treat all classes the same by teaching exactly the same lesson.

•The reflective educator takes planned time within class to determine the efficacy of the lesson and take steps to improve it, if need be.

•The reflective educator knows both his strengths and his students’ strengths.

• The reflective educator is cognizant of his own weaknesses and takes planned steps to improve in those areas.

•The reflective educator seeks feedback from many sources, such as other teachers, students, parents, and administrators.

•The reflective educator understands that he cannot optimally teach students by himself.

The reflective educator shares his experience with the understanding that can benefit others who may be able to learn from experiences.

In order to prepare future generations of teachers adequately, teacher education programs must:

Help preservice teachers develop the knowledge, skills, attitudes, and abilities to be capable of challenging the wide diversity of students populating our classrooms.

According to Zeichner, essential components for building cultural responsiveness through educator preparation programs include:

High expectations Scaffolding Educator knowledge Instructional strategies Assessment and parent involvement

Field experiences

The dimensions of knowledge is important for the preservice educator to understand(include subject matter knowledge, general pedagogical knowledge, and pedagogical content knowledge).

Teaching skills needed for working with culturally diverse students are those procedures from simple to complex that need to come from varied experiences, especially work with race, class, and gender issues and pluralistic groups, and a rich fund of knowledge from different disciplines that includes a multicultural perspective.

Commitment to Technology

Educators must recognize the critical role of technology in all facets of the educational process

Advanced teacher education integrate technology and other multimedia resources to maximize learning opportunities for all students.

Teachers Use The Information Technologies to:

1. Present the material in more interesting and attractive way.2. Guide and help students in searching the qualitative material.3. Make best use of time.4. Provide individualized instruction.

5. Direct the students toward cooperative as well as collaborative learning activities.6. Prepare learning material for students, rather teaching in conventional situations.7. Diagnose the learning problem of students and help them to overcome.

Commitment to the Practice of Continuous Reflection and

Assessment“The Professionalism of Educational Practice”

The notions of diverse learner populations and reflective educators are supported by and grounded in the emerging literature regarding the professionalization of teaching.

Lee Shulman has led the movement toward establishing and legitimizing the profession of teaching.

Built on the work of John Dewey, Shulman proposes six common places or attributes, that are characteristic of all forms of professional education.

Six attributes that can be associated with the teaching profession:

Service to othersUnderstanding of a scholarly or theoretical kind

Skilled practice or performance Informed judgmentLearning from experience as theory and practice interact in the presence of chance and unpredictability

A professional community which monitors quality and aggregates knowledge.

“Reflection”

Reflective thinking dates back to ancient times; however, recently, reflective practice is associated with the works of John Dewey and Donald Schön.

Dewey’s decision-making model:1. problem identification2. delineation of alternatives3. selection of appropriate solutions4. application and evaluation of the

chosen approach.

Its special domain is what Schön refers to as the intermediate zone of practice:

UncertaintyUniquenessValue conflict

Schön describes this sense-making process as problem-setting.

“Assessment/Evaluation”

Educators must continually engage in self-assessment and assessment of student learning.

Educators evaluate the results of past actions and use the information to anticipate or plan for the future.

“Reflective Educators for Diverse Learners considers all learners and represents a vision of professional practice. It must be said that all educators must acknowledge the multifaceted nature of their work and engage in practice that reflects a commitment to the knowledge and dispositions of the profession, diversity, technology, and the practice of continuous reflection and assessment.”

THANKYOU..!