2005-06, Part I
Project-Based Learning
11/18/05 | Session 01
12/09/05 | Session 02
12/16/05 | Session 03
01/20/06 | Session 04
02/17/06 | Session 05
2005-06, Part II
Resource-Rich Class
06/06/06 | Session 06
06/16/06 | Session 07
07/14/06 | Session 08
07/28/06 | Session 09
08/11/06 | Session 10
Special Science/Math Session
Archived Sessions, 2004-05
2004-05
Videoconferences List
11/19/04 | Approaches
12/15/04 | Large Classes
01/21/05 | Critical Thinking, I
02/18/05 | Critical Thinking, II
03/18/05 | Integrated Skills
06/03/05 | Virtual Language Lab
06/24/05 | Content-based EFL
07/29/05 | Integrating Culture
08/19/05 | Project-based EFL
09/30/05 | Reflective Teaching
2004-05 Archived Series
Reflective Teaching Practices
Iris Moye and Leslie Opp-Beckman, Speakers
September 30, 2005
Overview
This is the tenth lecture in a 10-part professional development series for English as a Foreign Language educators in Thailand. University of Oregon is partnering with the US Embassy in Bangkok, the Royal Thai Distance Learning Foundation, colleagues at Chulalongkorn University, and at ThaiTESOL on this innovative and exciting project.
Announcement
Be sure to revisit this site for a second series, beginning November 2005.
About the Speakers
Iris Esau Moye is a Senior Instructor at the University of Oregon. She teaches in the Linguistics Department and the American English Institute. She also supervises student teachers in the College of Education.
Leslie Opp-Beckman is on faculty at the University of Oregon in the Linguistics Department and the American English Institute. She develops e-learning curriculum and and teaches courses on Computer-Assisted Language Learning.
Discussion Questions
- What kinds of reflective practices do you already use as part of your daily teaching?
- Which, if any, of the methods described in the readings below might be useful to your reflective processes (e.g. diary, journal, mentoring, portfolio, setting goals or benchmarks, etc.). Explain.
Online Resources
Pedagogical Readings
Following are some readings with an overview of reflective teaching
practices and how they apply to English language classes. The first two
readings in the list will give you a good basis for further understanding
of this topic.
- Reflective
Teaching: Exploring Our Own Classroom Practice, by Julie Tice.
Reflective teaching means looking at what you do in the classroom,
thinking about why you do it, and thinking about if it works. It's
a process of self-observation and self-evaluation. By collecting
information about what goes on in our classroom, and by analysing
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.
- Reflective
Practice and Professional Development,
(ERIC Digest ED449120), by Joan M. Ferraro.
- Think, Writing
a Teaching Diary.
From BBC/British Council. (2004).
- Teacher
Mentoring as Professional Development,
(ERIC Digest ED460125), by Leslie Huling and Virginia Resta.
Practical Resources
Following are some resources that support content-based instruction
and provide practical ideas for the classroom.
- Mentoring
Teachers: A Handbook for Reflective Teaching
Adapted from Reflective Teaching: An Introduction by Kenneth Zeichner and Daniel P. Liston. (1996). This handbook summary asks teachers to "think about what we wish to accomplish in the classroom, why we have chosen these goals, and how we wish to achieve these goals." Learn how to set benchmarks before teaching, study methods of observation, and practice keeping a journal.
- Developing
an Academic Portfolio: Guidelines
From UT Sydney, Australia. (2004). Information on Academic Portfolios, organized records of teachers' academic experiences, achievements and professional development over a period of time. It consists of a collection of documents which illustrate the variety and quality of work, along with reflections on these documents and on the teachers' development over time.
- Portfolio guides and checklists for teacher development, from S. Klinghammer, University of Oregon [MS Word files]: Portfolio Process, Portfolio Contents Guide, Portfolio Conference Guide, Peer Evaluation, Self-Evaluation, Final Evaluation.
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