Critical Reflections on Teaching What is reflective teaching? Reflection defined | |[pic]|recognising |[pi| | | | |+ |c] | | |Reflection means | |examining | |the way we teach. | | | |+ | | | |
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Reflecting on my teaching practices Benefits of critical reflection Research has shown how deliberate and critical reflection on teaching practices contributes to excellence in teaching‚ and improved educational outcomes for all children. Critically reflective teaching practices encourage teachers to: • • • • • regularly evaluate their approaches to teaching and learning understand more about the positive impacts of high-quality effective pedagogies on children’s learning become more aware of the
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In what ways can critical theory shed light on professionalism? This presentation explores how critical theory can provide a perspective for critiquing professionalism in education. In so doing the nature of the relationship between the professionalisation and social movement trends in education is addressed. An attempt at a definition of professionalism is going to be the focus of the first part of the presentation. Several concepts articulated within critical theory are discussed for their relevance
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Montessori (1870-1952). Translated by Anne Everett George (1882-). New York: Frederick A. Stokes Company‚ 1912. [Frontispiece] DR. MONTESSORI GIVING A LESSON IN TOUCHING GEOMETRICAL INSETS [Title Page] THE MONTESSORI METHOD SCIENTIFIC PEDAGOGY AS APPLIED TO CHILD EDUCATION IN "THE CHILDREN’S HOUSES" WITH ADDITIONS AND REVISIONS BY THE AUTHOR BY MARIA MONTESSORI TRANSLATED FROM THE ITALIAN BY ANNE E. GEORGE WITH AN INTRODUCTION BY PROFESSOR HENRY W. HOLMES OF HARVARD UNIVERSITY
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Critical Literacy and Multiliteracies In 1970‚ Paulo Friere envisioned schools as critical spaces where students could be empowered to interrogate and question social circumstances through the use of discourse about issues of high interest and relevance to their lives (Dewey‚ 1910; Marzano‚ 2003; O’byrne‚ 2014). Educators‚ in this model‚ work with students to synthesize and critique power systems and dissect truths while facilitating classroom discourse. According to Friere‚ “knowledge emerges only
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“fixed” by the normative demands of high-stakes‚ standardised tests. This paper employs Hilary Janks’ (2010) synthesis model of critical literacy to explore some of the risk and possibilities for innovative and equitable pedagogy inherent in this contemporary demographic‚ policy and practice mix. KEYWORDS: Critical literacy‚ access‚ diversity‚ dominant discourse‚ equity‚ pedagogy‚ design‚ standardised testing. INTRODUCTION School-age populations in many nations are becoming increasingly diverse (in terms
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origins of poverty and I do not think she was attempting to‚ but she does help teachers understand students who live in poverty. Her “hidden rules” can be an aha moment for many educators. The authors of the article “Poverty and Education: A Critical Analysis of the Ruby Payne Phenomenon seem to take offense of the fact that Ruby Payne has made money from her crusade. It appears they do not like the fact that Dr. Payne see the primary positive role models in children from poverty being their
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term conscientização‚ which is also translated as "consciousness raising" and "critical consciousness". The term was popularized by Brazilian educator‚ activist‚ and theorist Paulo Freire in his 1970 work Pedagogy of the Oppressed. Freire was teaching the poor and illiterate members of Brazilian society to read at a time when literacy was a requirement for suffrage and dictators ruled many South American countries. Critical consciousness proceeds through the identification of "generative themes"‚ which
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Jessica Morris 9/2/2012 EN 106 Instructor Kerry Jones Oppressive Education Paulo Freire was a Brazilian educator‚ philosopher‚ and influential theorist of critical pedagogy. He is best known for his influential work‚ Pedagogy of the Oppressed‚ which is considered one of the foundation texts of the critical pedagogy movement. The Banking Concept of Education‚ New York: Continuum‚ 1993 which was translated by Myra Bergman talks about an authoritarian way of teaching. In the essay‚ The
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Chapter 2 is a part of Pedagogy of the Oppressed Paolo Freire’s book published in 1970 in New York. In this chapter‚ Freire compares two concepts of education. They are banking and problem-posing concepts. The banking approach considers students as the passive‚ lacking initiative “containers”‚ while teachers “fill” these “receptacles”. Students have to memorize mechanically information given them by teacher excluding the processes of inquiry. In contrast‚ the problem-posing concept encourages the
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