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Jennifer York-Barr (2001) and colleagues provide a simple
process for guiding reflection that can be used at a faculty
or team meeting any time during the year. Teachers should
endeavor to write individually without discussion first, and
then compare thoughts. A journal is recommended to encourage
individual reflection and writing. Four questions adapted
from the book (p. 47) guide the process:
- What happened? (Description;
capture one's own and others actions)
- Why? (Analysis and interpretation
of actions and feelings)
- So what? (Overall meaning
and application; what have I learned? future?)
- Now what? (Define actions
one must take as a result of this situation)
York-Barr (2001) also identified five characteristics of
the reflective educator (p.10) as one who:
- is committed to continuous improvement in practice.
- assumes responsibility for his or her own learning.
- demonstrates awareness of self, others, and the surrounding
context.
- develops the thinking skills for effective inquiry.
- takes action that aligns with new understandings.
Next: 2.
Devote Interview Time for Reflecting
on Professional Learning Plans
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