Models of supervision reflection

MODELS OF SUPERVISION/REFLECTION

Dr. Stephen Harvey – West Virginia University, USA

PET 485 Supervision in Physical Education

Today’s aim

• Know, understand and be able to evaluate various models of supervision and reflective practice and apply these in the evaluation of their teaching effectiveness and challenge assumptions and beliefs about learning (PET 485)

• WVU TES REPORT; • SUPERVISION PRESENTATION

Last week

• Established existence of a subjective warrant

• Affects beliefs and assumptions about learning and/or how you ‘view the world’

• Acts as a ‘filter’ to ‘new’ ideas

Effect of beliefs

Challenges

• The aim of professional socialization is to challenge these warrants

• Some research suggests this is very difficult as beliefs are so ingrained

What can we do?

• Use tools to stimulate reflection-in and reflection-on-action

Teacher development

• Inquiry-orientated programs which seek to challenge orientations by generating ‘NEW’ knowledge by teaching, field experiences and/or through reflection, discussion and dialogue

The Student Teaching Triad

Traditional models of supervision

• Formal• Retention of (new) knowledge• Teacher-centered• Learning in individual mind• Deliberate• Content-driven• Acquiring info in discrete packages

Situated learning model of supervision


Situated learning model of supervision – Unique factors

• Learning is becoming• People learn content through activities rather than

acquiring information as organized by instructors • Content is inherent in ‘doing’ the task• Learning is dilemma-driven• Subject matter emerges from cues in the

environment and from dialogue in and among the community (i.e. normative rules, behaviors, practices)


• Content is embedded in:– Context– Community of Practice (CoP)– Participation

• Learning is:– Social (connected)– Active– Authentic (situation/context specific)– Student takes responsibility / is empowered to

reformulate identity / change perspective


• Informal• Application of new knowledge• Participatory / community• Participative / cooperative• Authentic situations• Unintentional / incidental• Learning content through activity• Structure of learning implicit in experience

Questions?

TASK

• In pairs from last weeks teaching episode• One of you take the role of the teacher• One of you take the role of the cooperating teacher /

university supervisor• Cooperating teachers role if to assist teacher in

reflecting on the lesson • Cooperating teacher can ONLY ask questions

avoiding closed questions (i.e. do you think?) and using open ones (i.e. can you explain to me…what did you think of…were there other ways to…)

Reflection

• What did you think of the task? • What did the task force the student teacher to

do?• Based on the model we have discussed earlier,

how might this be useful?• When should this be done after a lesson? (i.e.

right after, a while after, a week after?)

Implications for Student Teaching Placement

TASK

• Based on what we have discussed, please come up with a list of roles that you perceive the following actors to have on your student teaching placement:1. Yourself2. University supervisor3. Cooperating teacher4. Student teaching coordinator

Did you have similar roles?

Models of reflection

Chelladuri’s model

Cyclical Models (i.e. Rolfe, 2001)

Cyclical Models (i.e. Gibbs, 1988)

Donald Schön (1993)



Reflective tools

• Post-Teaching Reflective Analysis• Video-taping– Using data– Critical incident analysis

• Reflective writing• Journal writing• Action Research• Professional portfolio

Reflective tools



Reflective tools



WVU TES Lab

Reflective tools



Reflective Writing Task

Today’s aim

• Know, understand and be able to evaluate various models of supervision and reflective practice and apply these in the evaluation of their teaching effectiveness and challenge assumptions and beliefs about learning (PET 485)

• WVU TES REPORT; • SUPERVISION PRESENTATION

Reflective tools


• Reflective writing• Journal writing• Action Research – PET 489• Professional portfolio

Teacher development

• Field experiences– Early and well planned

• Reflection– Inquiry-orientated – little knowledge = retreat to

authoritarian and custodial orientation– Action Research – systematically reflecting on

practice

Questions?