Guided Response:After reviewing the initial posts, substantively reply to at least two peers. Asking clarifying questions and sharing personal experiences are excellent methods of extending the discus

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Guided Response:After reviewing the initial posts, substantively reply to at least two peers. Asking clarifying questions and sharing personal experiences are excellent methods of extending the discussion.

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Though two replies are the basic expectation, for deeper engagement and application of the material, you are encouraged to provide responses to any comments or questions others have given to you (including your instructor). This ongoing engagement in the discussion will deepen the conversation while providing opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.

Respond 1

Part A:

What does it mean to be a reflective practitioner?

To be a reflective practitioner, means to be an educator that uses the framing in formative assessment, to assess students learning by facilitating the differentiated lessons as a tool for researching DIP. Being a reflective practitioner is to be responsive to students learning, interests and needs. A reflective practitioner, questions themselves on their curriculum, what it take to modify the instruction, so that students comes away with understandings and skills that offers guidance to the next phrase of learning. It is by teachers reflective on the nature of needs, and being responsive that change can take place. Reflection assists in aiding the development of the practical knowledge of teachers, and enables them to develop a capacity to learn from experiences. A reflective practitioner improves their ability to effect the purposeful change, and various integrated aspects of teaching. A reflective practitioner is one who “reflects on the understandings which have been implicit in one’s action, and surfaces, that criticizes, restructures, and embodies in further action”.

Why should teachers be reflective?

Teachers need to be reflective because it allows them to take self-inventory on how they are grasping the attention of their students, and how they will equip their student through experience-based learning activities to be able to succeed in mastering identified standards. To be reflective means to maximized learning, and helps to refine reflective skills. There are three reflection framework phrases, such as description, analysis, and articulation.

How would you describe yourself in regard to being a reflective practitioner?

When I began my teaching career, I want to be sure that my lesson plans will catch my student’s attention and challenge their thinking skills. Before presenting a lesson plan, I want to have in mind what I want the lesson to accomplished, and always have a reflective process for myself and my students, that is one’s belief, values, assumptions, context, and goals, in relation to practice.

Part B:

How will you use research to improve your practice in order to facilitate student achievement?

I want to create classroom lessons that challenges my students thinking, while allowing them to be creative. I want my students to be held accountable for their education experience.

What two areas of practice in your educational environment do you think need researching and why?

Topics being presented in lesson plans, needs to be researched before presenting, as well as what outcome or what you want the lesson to accomplish. Students will need a classroom environment where they feel comfortable giving feedback on what they took away from the lesson, how they can apply the lesson to everyday life.

References

Ash, S. L., & Clayton, P. H. (2004). The Articulated Learning: An Approach to Guided Reflection and Assessment. Innovative Higher Education, 29(2), 137–154. https://doi-org.proxy-library.ashford.edu/10.1023/B:IHIE.0000048795.84634.4a(Links to an external site.)

http://collegequarterly.ca/2009-vol12-num01-winter/minott.html

Respond 2

Part A

What does it mean to be a reflective practitioner?

To be a reflective practitioner is to understand why we are teachers and design curriculum that work for our students. Furthermore, able to utilize ethical behaviors and being culturally respectful to our students and ourselves. As reflective practitioners, we have a role in guiding our resources, learning, and teaching to build on instructional practices and assessment. “Reflective practitioner” as one who “reflects on the understandings which have been implicit in action, which surfaces, criticizes, restructures, and embodies in further action” (Ash, & Clayton, 2004, p.1). Reflective practitioners support a school culture that provides teaching, learning, culture, and positive practices that assist educators in academic needs.

Why should teachers be reflective?

Teachers should be reflective because it helps supports their students. Teachers being reflective will allow a better understanding of what their students know and what they may need improvement. Author Minott (2009), suggested, “That reflections a modification of differentiation takes place. It is by reflecting on the nature and needs of schools and teachers and being responsive, that change can take place” (p.1). Learning about self-evaluation and self-observation, a teacher can reflect on the learning in classrooms and think about what did and did not work for the students.

How would you describe yourself in regard to being a reflective practitioner?

Regards to me, being a reflective practitioner are making sure I develop and create a culturally understanding environment. I learned through my experience and professional development while utilizing theory, new and different practices, and critical thinking skills. “When we begin to reflect, we need to move beyond the standard ‘bag of tricks’ of our professional education, by developing the confidence to challenge core beliefs and assumptions” (Forrest, 2008, p.2). Training would also be helpful in my success of becoming a reflective practitioner in the ways I would use practice and knowledge in teaching and learning.

Part B

“How much are you prepared to risk of what is familiar, comfortable, safe, and perhaps working well for you, in the name of better education for others?” (Phelps, 2008p. 4).

The question above makes me think about our everyday lives with our peers, students, and families. I have always believed that we risk what is familiar by knowing how to handle situations in the educational field. We are risking our comfortability and safety by learning and teaching those around us. Everything in our lives is a learning experience. How can we improve our school as educators if we do not take risks? We risk providing our classroom with new curriculums and teaching techniques to improve learning.

How will you use research to improve your practice in order to facilitate student achievement? What two areas of practice in your educational environment do you think need researching and why?

The research will improve my practice to facilitate all student’s achievements by showing me as an educator. The research can support students learning and through research and students’ accomplishments with solutions to problems, teaching new strategies, gaining knowledge on assessments, policies, and improving engagement with students and peers. Two areas of practice in my educational environment that needs research are policies for those with special needs. The reason why is because, as an educator, I can better advocate for the student’s needs. Moreover, being able to utilize my classroom policies will need research because it is essential to use tools for teaching and learning for students correctly.

Reference

Ash, S. L., & Clayton, P. H. (2004). The articulated learning: An approach to guided reflection and assessment. Innovative Higher Education, 29(2), 137-154. DOI:10.1023/B: IHIE.0000048795.84634.4a

Minott, M. (2009). The role of reflection in the differentiated instructional process (Links to an external site.). College Quarterly, 12(1). Retrieved from http://collegequarterly.ca/



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