6.2 Reflection
Candidates regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences. (PSC 6.2/ISTE 6c)
Candidates regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences. (PSC 6.2/ISTE 6c)
While I have had many opportunities to reflect over the course of the program, one reflection assignment stands out above the rest. In ITEC 7640, Technology & Professional Learning, I kept coaching journal as I coached a co-worker through the various stages of the impact cycle, as envisioned by Jim Knight in The Impact Cycle. In order to accomplish this, I kept a record of what I as did as well as notes on what I would like to improve upon the next time around. As part of the assignment, I recorded interactions with the teacher I coached so that I could review and critique my coaching style. I also shared these recordings with instructional technology candidates in the program to get their feedback on how I could improve my coaching practice. All in all, this reflection assignment, represented by this artifact, was one of the most powerful learning experiences in the program.
This artifact demonstrates mastery of Standard 6.2: Reflection. In this coaching journal. I regularly evaluate and reflect on my professional practice and what I can improve. For example, an important component of coaching is active listening. In fact, if a coach tries to steer the conversation too much, she could undermine the ideas of the person being coached. It’s a delicate balance. From watching the videos of my interactions with my co-workers, I did noticed that I talked more than listened in the first video. After a peer pointed this out in the discussion forum, I made an effort let my co-worker steer future conversations. While listening is a soft skill, it is an important disposition for a technology coach. Additionally, in the process of creating videos and reflecting on them afterwards, I discovered that modeling a strategy that is something best done with live students. While I explained a teaching strategy to my co-worker and provided her with resources after the fact, I saw several other videos from students in the program who modeled a strategy in-person. It was a much better approach to modeling a teaching strategy. Through the process of reflection and peer review, I have strengthened my ability to effectively model and facilitate technology-enhanced learning experiences.
I cannot understate the impact of reflecting on videos of my instruction. Sometimes it’s hard to tell, in the moment, how one comes across to others. By completing this artifact, I have discovered the vulnerability and the power of viewing my instructional practices objectively, with a critical eye in order to improve as an educator and a coach. Initially, I was skeptical of video-taping myself, so I can understand why educators might be wary of using video as a reflective tool. However, the insights I gained from the experience were well worth the initial discomfort with recording. If I were to improve this artifact, I would add more information about the process of The Impact Cycle. When I wrote this journal, it was for an audience already familiar with the process; I didn’t anticipate outside viewers.
The work that went into creating the artifact impacted school improvement since I was working directly with a co-worker to improve her classroom engagement. Additionally, I have improved my repertoire of reflective practices which I have shared with other teachers. The impact of reflection on my practices can be measured by comparing my teaching to what it was before the reflection occurred. Furthermore, since I have improved as a coach, these improvements will impact the people who enroll in my coaching program, and the impact can be measured by whether or not they meet their agreed upon criteria for success.
This artifact demonstrates mastery of Standard 6.2: Reflection. In this coaching journal. I regularly evaluate and reflect on my professional practice and what I can improve. For example, an important component of coaching is active listening. In fact, if a coach tries to steer the conversation too much, she could undermine the ideas of the person being coached. It’s a delicate balance. From watching the videos of my interactions with my co-workers, I did noticed that I talked more than listened in the first video. After a peer pointed this out in the discussion forum, I made an effort let my co-worker steer future conversations. While listening is a soft skill, it is an important disposition for a technology coach. Additionally, in the process of creating videos and reflecting on them afterwards, I discovered that modeling a strategy that is something best done with live students. While I explained a teaching strategy to my co-worker and provided her with resources after the fact, I saw several other videos from students in the program who modeled a strategy in-person. It was a much better approach to modeling a teaching strategy. Through the process of reflection and peer review, I have strengthened my ability to effectively model and facilitate technology-enhanced learning experiences.
I cannot understate the impact of reflecting on videos of my instruction. Sometimes it’s hard to tell, in the moment, how one comes across to others. By completing this artifact, I have discovered the vulnerability and the power of viewing my instructional practices objectively, with a critical eye in order to improve as an educator and a coach. Initially, I was skeptical of video-taping myself, so I can understand why educators might be wary of using video as a reflective tool. However, the insights I gained from the experience were well worth the initial discomfort with recording. If I were to improve this artifact, I would add more information about the process of The Impact Cycle. When I wrote this journal, it was for an audience already familiar with the process; I didn’t anticipate outside viewers.
The work that went into creating the artifact impacted school improvement since I was working directly with a co-worker to improve her classroom engagement. Additionally, I have improved my repertoire of reflective practices which I have shared with other teachers. The impact of reflection on my practices can be measured by comparing my teaching to what it was before the reflection occurred. Furthermore, since I have improved as a coach, these improvements will impact the people who enroll in my coaching program, and the impact can be measured by whether or not they meet their agreed upon criteria for success.