Now that you have heard about the idea of "Levels of Reflection", share your thoughts on:
•Give an example of how a teacher could operate at each of the three levels.
•Which level of reflection do you find yourself working at now?
•Do you think a lecturer should always operate (reflect) at any particular level?
Hit the comment link below and write away!
351 comments:
«Oldest ‹Older 201 – 351 of 351Level 1: Reflection on the immediately response to a situation in class and what could be done or improved if the situation arises again.eg. Students appear bored in lecture, then I would think about my delivery of the material as well as the material without really thinking of the bigger context.
Level 2: Deeper reflection with my emphasis on HOW I can specifically deal with the issue. Eg. introducing and implementing some of the teaching activities and structures taught in CT to help improve their learning
Level 3: Being critical about how we set exam papers, assignments and the subsequent grading of these assignments. Recently been faced with the Question of 'How can we grade the students and the work if the exact criteria was not clearly outlined to them?
I find myself working between the 3 levels although I do wish I had more time for Level 2 reflection.
I think all 3 levels of reflection are healthy and crucial. Even without a conscious choice, it is likely that we will be put in situation where we will start to reflect at all 3 levels.
Lorain Kok
For level 1, I think it would concern my conduct, and interaction with students in my class. It would be the communication and delivery methods of knowledge to my students.
At level 2, I would be concerned about I can get students to appreciate the 'big picture' of the subject I am teaching, that is, making sure that my efforts at level 1 be meaningful to them. Eg. story telling or case studies to show students the 'real world' applications of their knowledge.
At level 3, it would be the 'behind-the-scenes' actions that are not directly noticeable by the students that are done by me to hopefully mould them into the persona or professional that my school and Ministry of Education mandates. Eg. the selection and structuring of the lesson material or participation in committees that govern student syllabus, activities in campus - or maybe just socialising with other educators at the canteen talking about the state of our art.
I think all 3 levels of reflective practice takes place at the same time, just that level 1 occurs much more frequently than level 2, and level 2 is more frequent than level 3.
Level 1:
Reflect whether the class is conducted as expected.
Positive body language,clarity and correct level of voice used in class.
Level 2:
Reflect whether the explanation on theories/contents can be improved further so students can understand faster and better.
Level 3:
Reflect whether students can apply knowledge in applications.
I feel that i am routing between these three levels. Because different parts of the teaching process bring you to different level of reflection.
From Teo Wei Keong. During one of mine practical class with a group of year 1 student, one of the students wore slipper into the lab. I ask him straight away to get out of lab and change into the cover shoe before he can step back into the lab. I feel this is a level 1 reflection.
If it is a level 2, I think I would tell him why he has to wear cover shoe. If it is a level 3, I think I would tell him not only why he has to wear cover shoe, but also the safety and danger of not wearing cover shoes.
I think I am still operating at the level 1, Actions.
L1 - how interesting are the lectures and how engaged are the students
L2 - Introduce innovative methods of teaching to enhance the learning process.
L3 - more out-of-classroom activities and live examples to demonstrate the importance of understanding as well as application of the knowledge learned.
As a lecturer in Hospitality Management, i mainly float between L1 & L3.but looking forward to experimenting with various teaching methods next semester!
examples of reflection for each level:
level 1-> teacher recall how he/she handled a student who came late.
level 2-> teacher tried to identify some discipline theory to handle late students.
level 3-> teacher consider all the dilemma and consequences of using a certain discipline technique for late students.
I am mostly working at level 1. Trying to read up some books on teaching which might help me to move to level 2 :)
I think the lecturer will use all three levels. Depending on their experiences, they might spend less time at one level than the other. For example, a more experienced lecturer might spend less time in level one, and can easily go to level 2 and 3.
Level 1: Taking stock of how the lesson was presented, how well the class was managed etc. ( reflection focuses on teacher him/herself)
Level 2: Taking stock of how effective were the objectives being conveyed, how receptive were the students etc. (reflection focuses on students, broader)
Level 3: Reflection done in the "broadest" sense where it involves the impact beyond the classroom to the society.
Where am I now? well, i would gather in between 1 and 2. I do not think a lecturer should restrict him/herself to any respective levels, rather, progressively consider all levels.
Level 1 - The teacher should reflect on the delivery of the teaching material in class, whether it is effective. Also, what they did in response to a situation happening in class.
Level 2 - The teacher should reflect on why they did what they did. E.g. why did they delivery the lesson in that particular way. Or why they responded to the student in that manner.
Level 3 - The teacher should reflect how their teaching and actions in class affects a broader picture, e.g. how it will produce a student in line with the SPCORE values.
I think I'm now at level 1.
A lecturer should reflect at all levels.
Level One-Lecturer tend to focus on delivering the lessons and tutorial activities as planned
Level two-Lecturer focus on how to convey the instructions to the students and ensure understanding through experiencing various teaching theories and medium
Level three-Lecturer focus on how the students can apply what they learn to the real working world.
Currently I am still at level one.As a lecturer, it's important to make good progressive steps to attain the different levels.
Level 1: Mainly about the outward performance of the lecturer himself/herself.Being a novice in teaching, I am mostly operating on this level. I would ask myself questions like: Is my voice loud enough? Does the content I teach look appealing to students? How do I interract with students effectively? How do I deal with the disruptive ones?
Level 2: Having made sure that my performance is good, I may go on to examine if the students really understand and learn what has been taught. I may have them feed back and give them a micro-quiz at the end of each lecture.
Level 3: The lecturers operating on this level really care about his/her students and their future and the society. They not only teach what is on the textbook and syllabus, but they also help the students to see the relevance of each and every piece of knowledge and motivate them to learn.
Xiong Fangli
Level 1:
The responses in the class and general disposition of my students are all indicative of what I can influence in order to get the best outcome from my lesson. This would be the how?
Level 2:
These are governing principles of a particular method of instruction which are essential in that they are the borders in which the subject is taught. However as long as these guidelines are man made they will always be tested and constantly evolve, particularly in a subject like marketing. Less so for Economic theory.
Level 3:
"Beware the barreness of a busy life." Without the underpinning of this moral compass in the decision making process of reaching lesson objectives, we would lose our soul as it were. I think injecting this form of reflection in the form of the why question is important to encourage moderation in the otherwise objective souless learning process.
Carolyn Liu Yang said...
Level 1: Preparing teaching materails and lesson plan for class
Level 2: Observing students reactions while delivering the knowledge; check students' understanding via questions, quiz and test result.
Level 3: Based on the results collected, verify the usefulness of the lesson and find out the improvement to be made either from the content aspect or the delivery method. We need to ask ourself questions like "Are the content of subjuect up to date?" "Are we teaching in the way that Gen Y/Z can appreciate?" etc.
Mostly I am doing level 1 and some level 2 reflection.
I believe a lecturer should be able to reflect at all levels. However, I do not think that there is a hard and fast rule that we have to reflect at certain level at a particular time.
My post dissappeared halfway writing...sigh.
here goes my condensed ramble...
lvl 1,
addressing the how in the delivery of a lesson to equip students with skill set.
lvl 2,
addressing the when, where, what and why for the students to understand at which situation they apply certain skill set that they have learnt.
lvl 3,
the how, when, what, why, where.... letting students know that there is a world out there after school life. So how do they fit into the working population. How do they take the skills that they have learnt and contribute back to society. my emphasis to my students has always been, be a thinking designer, be sensitive to your designer, and don't be a designer that design faults that others have to fix.... hope those words get stuck in their mind some how. =)
lecturers are multi-taskers, so i would say we should always operate in a superhuman level.
Level 1 - Whether the students are listening to me.
Level 2 - Is the strategy correct? Should I deliver the lesson to them in a particular flow?
Level 3 - Will this whole lesson help them when they go out to the industry?
1) Give an example of how a teacher could operate at each of the three levels.
Level 1 (Actions): To be aware of the level of the students' understanding by their expression and to test them by questioning during lesson. Think of an alternative explanation if the students do not understand.
Level 2 (Conceptual): Plan & design lesson for different learning styles of students. Continually evaluate the effectiveness of method and try out new methods of teaching.
Level 3 (Critical): Design lesson such that students will be work ready, life ready and world ready. In other words, it is not just about the transfer of technical knowledge but also on how the students can be prepared for the working world and other challenges in life.
2) Which level of reflection do you find yourself working at now?
Mostly at level 1 and would like to move on to level 2.
3) Do you think a lecturer should always operate at any particular level?
I believe that it is not necessary for a lecturer to always operate at any of the level as it depends on the subject of the teaching and suitability. He or she need to be flexible in deciding which of the level of reflection is appropriate for each individual case.
Level 1 - how the lecturer delivery and manage the class room.
Level 2 - provide enough and correct information, and inspire the students to search for more information themselves.
Level 3 - try to relate the lecture content to contemporary issue, and to incorporate ethical values.
I think I am at level 1 and 2 most of the time. It is good to be at all 3 levels however this is not easy and also depend on the module contents.
Level 1(Actions, Behaviours):
Teachers may observe students' reaction during lessons to understand if students are interested in the topic. For example, a class with many students falling asleep could mean that the students are highly uninterested.
Level 2(Theories, Beliefs):
Upon receiving a response from the student, a teacher may go back and think about the reasons that may lead to a student being uninterested in the lesson. It could be due to the mis-match of the student's learning style versus the type of teaching material used. This could lead to a revision of the type of delivery methods used in the class. It could also mean that students may have a pre-conceived belief of the subject that it is uninteresting. Thus, the teacher will have to provide the student with an experience to change that belief system.
Level 3 (Ethics, Morals):
Making ethically sound decisions may not be apparent at all times especially when handling special cases. For example, if a student calls a teacher for help and is crying bitterly because he/she is unable to meet the project deadline. The student appears to be falling into depression. What should the teacher do? Go by the books and risk the student losing their mind or bend the rules for the student?
I believe I am hovering between level 1 and 2, but mostly in level 1.
I believe that there should not be a specific level at which a lecturer should reflect. Rather, it could be a combination of different levels depending on the scenario and outcome of each situation.
Even when we are just starting to teach, we should endevour to bear in mind the consequences and outcome of our teaching method. I do agree that as new teacher our main focus at present is mainly on level 1 and level 2, that is to find a suitable teaching style and to grab the students' attention. However at the same time, we should also think of what kind skill, moral values and ethics are we imparting. What are we educating our students to be as a person.
Yulia Jomono
Level 1 (Actions):
Lecturers could give a practical demonstration in order to provide a visual illustration of the subject matter
Level 2 (Theories):
Provide a vivid concept/analogy with respect to real life practices for the students to relate & hopefully understand what the lecturer is trying to deliver
Level 3 (Morals):
This is a combination of both level 1 & 2 & most of the time, students will only learn to appreciate this when they go out to work in the industry when they are faced with a particular problem.
As lecturers/facilitators, we could instill this value in them by giving them the idea (eg through casual or 'pep-talks') in order to gear them up.
I believe currently most of us are operating at level 1 & 2. Occasionally, we might operating in level 3 whenever we had the chance to chat with the students outside classroom context.
Ideally yes...but not necessarily so...
An example would be a student coming up to the lecturer to ask the lecturer about a topic which he has gone through in detail.
At level one, the lecturer may reflect on the fact that maybe his explanation had too many gaps in them or that he was speaking too fast.
At level two, the lecturer now formulates an understanding of the average profile of his students. At that particular stage, an average student may not be able to make as many mental connections between the concepts. He then structures this lesson accordingly, so that the average (or so he believes) student will be able to follow it with some effort.
At level three, the lecturer is convinced that it is good not to explain everything in detail, but leave out some gaps for the student to fill in by himself. He may signal that he wants the student to engage in some thinking about the concept by making it explicit during the lesson. The lecturer now believes that it is good for a student to exert some mental effort because he believes that hard work is a prerequisite for true success.
Currently I believe I am somewhere between level 1 and 2.
Yes I believe that a lecturer should operate at all levels. However, the higher the level, the less frequent it needs to be done.
level 1: Lecturer conducting the lesson base on the behaviour of the students using teaching skills to get attention from students then impart knowledge to them.
level 2: Focus on the theories. Understand the students profile and introduce basic fundamental concepts and quote some past experiences and examples for the concepts. To engage the student learning interest.
level 3:Lecturer focus on how the students can apply and relate what they learn in class to the industries/everyday life.
Currently I am working both at level 1 and 2.
I think that all lecturers should operate at all levels.
1. Case example: A student was very noisy in class. Lecturer pinpointed him and asked him to leave the class to create conducive learning environment for others.
Level 1: Reflect on action and behavior: "Is my action true? Should I do something better/more creatively next time?"
Level 2: Reflect on beliefs. "Why did I do that? What are the beliefs that cause me to do that?"
Level 3: Reflect on ethics. "Will my actions have side impacts? What happens if that student feels rejected?"
2. For me, I do all 3 levels at the same time. It is difficult to just focus on action without ethics or beliefs.
3. No, for effective reflection, should always do all together.
Brad Yeo:
Level 1 for me is about engaging the students with interactive activities and get them to find out more about the subject
Level 2 is about using past experience and practices and deciding the best method of bringing points across to students.
Level 3 is about aligning what is being thought in class and how it is practiced in the current industry
I find myself flipping from and 1 and 3 most of the time as I still want what’s thought to be relevant to what works outside and yes, always reflecting in each level time to time helps to re-align the goals of each levels effectively
This is Adeline Ho.
1) Give an example of how a teacher could operate at each of the three levels.
Level 1 (Actions): E.g. When no student responds to my questions in class, I will point to someone to answer.
Level 2 (Conceptual): E.g. Brainstorm how can I encourage active participation. Perhaps through group games.
Level 3 (Critical): E.g. If I were to introduce group work or games, it will encourage team work which is a social skills that students need to learn beside academic work.
2) Which level of reflection do you find yourself working at now?
Working mostly at Level 1 & 2.
3) Do you think a lecturer should always operate at any particular level?
No. Sometimes, ideas may just popped out and may be suitable at any levels.
Level 1: engaging the students during class through class interaction
Level 2: Engaging the students with a new teaching approach when level 1 does not work
Level 3: Engaging the students beyond what is to be learnt in class- motivating, mentoring etc
Action: Prior to class, there has to be a teaching agenda, update the students what is ahead of them be it a 1 hour lecture or a 2 hours tutorial.
Belief: Like a politician or an entertainer a lecturer have to convey the academic theories, information but more importantly exemplify with examples and how it will impact everyday life or in terms of making future decisions.
Morals: Integrity is key, plagarism must be avoided. Encourage students to read and absorb the information but adopt a critical thinking approach so that every individual will illustrate their understanding in their own way.
L1- Reflect action with action. Example; when class is noisy, we just usually ask them to keep quiet or motion them to listen to us.
L2- Reflect deeper and find out who the person who started talking or engaged in conversation with classmate. Impart our belief to them that unproductive talking is not going to be useful for any body
L3- Reflect even deeper and share with them about the value of SP. And how SP's value talk of a conducive learning space for everybody. Or even just basic principal in life that if you don’t wish to learn, do not affect other people who wish to learn.
Level 1- This probably happens even before the class starts... Like planning for the class, setting the agenda for the lesson at the start of the class, etc.
Level 2- This reflection happens after class... One can reflect on what areas of class worked and which ones did not, how can the next lesson be further improved, etc.
Level 3 - To encourage students to be morally upright and to avoid plagiarism, etc.
Level 1: Action
Using teaching skills to get attention from students then impart knowledge to them. For example, tones, body language, interactive powerpoint slides and pesentation materials
Level 2: Conceptual
Focus the teaching by introducing concepts. Gather the student's past experiences and put them as examples for the concepts.
Level 3: Moral
Lecturers play the role of facilitators or coach in developing/cultivating their capabilities to achieve targets in their life.
As a new lecturer, I am currently at Level 1 and moving forward to Level 2.
A lecturer should always reflect at every level.
ShuFen:
Level 1- ethics, morals- should I lower/increase the standard,for etc reasons, when I mark the exam papers or keep to international/industry standards.
Level 2- theories & beliefs - From the VAK survey, I can see that my students are mostly visual & kinesthetic, they are poor in auditory learning. Hence, my teaching style has to enable them to learn from V & K activities.
Level 3- action & behaviours - I am speaking too fast in class, I need to slow down and repeat what has been said.
All 3 levels.
A lecturer should operate at all levels at all times.
Level 1 (Actions): I could foresee myself on reflecting on the delivery of the lectures and the adequacy of the content. Speaking and learning for other fellow lecturers always help in this area.
Level 2 (Theories): Students should not be short changed on their receiving of adequate knowledge and information and of course, a delightful learning experience.
Level 3 (Morals): Lecturers should not only be seen as purveyors of knowledge and information, but as someone who can excite and inspire learners.
Liow Zhengping
For Level 1:
Well for me, Level will be lesson planning how I would deliver certain concepts in class in the forms slides, activities..... which will most likely be based on past experiences like how I was taught that particular concept
For level 2
That will be after lesson delivery and it will be the time to find other ways to improve the delivery of the concepts
For level 3,
It will be how you can actually guide them to their own thinking pathway to approach questions in a logical and ethical manner
For myself, I find that I am mostly at level 1.
Level 1: Would be the observation of students' behaviour, through their body language, actions and speech during lessons. From that, we could tell if students can understand and are interested in the lessons and then reflect upon it so that we could make improvements on the lesson.
Level 2: This may be in the form of personal development where we always check back on our knowledge and practices to see if they are always relevant and applicable.
Level 3: This may be through giving the students different case scenarios and hear their thoughts and reactions to them and then probably trying to lead them to having the correct mindset.
I think we should try to work at all three levels as they are all equally important.
IVAN HO
At level 1, action: objectives of the lesson should be established, in some cases draw them close to industrial practice, thus student can see the relevance. Encouragement is important as well...
Level 2, beliefs: we can then compile students' works into portfolios as a measurement of individual student's progress and whether our actions at level 1 have encouraged student learning.
At level 3, we are able to analyse student's skill development, we can reflect through lesson delivery on how certain topics could be delivered more efectively.
I think that lecturers should reflect throughout different levels.
The fact that we are now role models in the eyes of students means that we are constantly operating at all 3 levels. As inexperienced lecturers, we will likely spend more time on Level 1 (which is happening to me).
Technical rationality - What I say and do in class
Contextual - Why I say what I say and do what I do
Critical/Dialectical - T-shaped graduate attributes
Various levels at various points, usually dependent on how successful the module team and I perceive a class/cohort/semester has performed.
All of us would agree that today student’s approach and thought structure is different to that of earlier days. With all the knowledge available just a ‘click away’, I believe the focus of teachers have shifted from imparting direct knowledge to demonstrate the application of the knowledge. Hence, I am not so sure if operating/reflecting on either of the levels at a time would be helpful. I believe that it is more of a cyclic pattern for these three different levels of reflection rather than a straight hierarchy, where in all three levels to operate in tandem with each other depending on the need of the students.
For eg. While preparing a lecture notes (level2_conceptual), one also has to thing about how shall it be presented to the students, should it be supported with some demonstrations etc (level1_action) and at the same time also determine the higher learning (level 3_ethical)of this actions in the class. Hence I find myself working in a amalgamated situation of all the three levels.
Ujjaval Parekh
An example is a lecturer has to change the way to conduct the class depends on the style, levels and preference of the students. I have one class, they like lot of extra information from the news and society, i used to share with them these. Im sure this is part of the reflective practise as well. When sharing the topic, students are asked for their opinion and reasons too.I guess i may engage myself in level 1 and 2. A good lecturer should not restrict herself to a particular level, but to move and adjust on the students
Level 1: Lecturer reflects on his/her ability to articulate the lecture contents to the students.
Level 2: Lecturer considers and weighs the pros and cons of selecting whether to use interactive teaching methods or more lecturing teaching style for a particular topic.
Level 3: Lecturer stick to enforcement of submission datelines and assessments standards. This may not may him/her popular but it teaches students to respect datelines which they will have to meet in the real world.
Struggling with level 1.
Should always oscillate between all levels as it touches on very different aspects of teaching.
For level one - lecturer will focus on better communication and presentation skills so that the students can understand the lesson.
For level two - lecturer will conduct the lesson in a different way to get better results from the students. Try to teach in a different method and experiment and learn from it.
For level three - Lecturer will teach students to be socially aware and get them to be engaged in social work.
Currently, I feel that I am still learning and thus in level one.
I think being a lecturer, we should adopt all three levels to be at our best.
Level 1: By reflection, we can improve teaching materials, talking speed or our explanation.
Level 2: From the feedback of students or the results of assessment, a lecturer can improve our teaching strategies.
Level 3: At this level, a lecturer should educate how their attitude and consciousness can affect the community and society. Furthermore it is also important for them to be aware how their working life can contribute the global issues.
My teaching is probably focusing on level 1 & 2. But when I found naughty students, I seem to do a bit of level 3.
Of course a lecturer should operate all the level. Although it's not easy, we should make an effort for it.
Examples:
Level 1 - How I behave in class and how I relate to my students to keep them engaged
Level 2 - How I can make the most out the modules that I teach and truly resonate its learning objectives to the students
Level 3 - How can I create a lasting impression and impact on my students long after they have graduated from SP
As a new staff, I am still very much into levels 1 and 2 and continue to try and seek new ideas to be better at what I do.
Examples:
level 1: teacher executes an activity for student discussion, but realises the students are not talking. Upon reflection, the teacher can change/modify the activity so that it can meet the desired outcome better. e.g. break them up into smaller groups/ask open questions and elicit answers, etc.
level 2: if the teacher is using a facilitative approach but realises and reflects on the fact that her students are not getting the concepts, the teacher may want to change track, switch teaching methodology so that it can align better with the learning outcomes.
level 3: teacher can relate content in module to real-life and help students see the significance of what they are learning in relation to the society at large? Help students draw connections between classroom discourse and applications in the world out there.
I think I'm mainly operating at level 1, and sometimes on level 2.
A lecturer should be able to develop the flexibility and ability to reflect on all 3 levels, as each informs the other. The actual level of reflection in any given case will depend on the situation.
L1:
Lecturer is only concern on how well the resourses/technology are being utilised during class, for instant projector, youtube, ppt, facebook etc
L2:
Lecturer looks into the needs of the students when delivering the course materials. Fine adjustment is needed to suite the individual of the students. Pure delivering without receiving is negative input.
L3:
Lecturer help the students to see a bigger picture out of the class room environment. For instant, how can they apply their classroom knowledge in the real world. Help them to engage with the reality.
As for myself, I try to force myself to work out of the box. I feel ashame to say that currently i am still a junior lecturer, so most of the time I am still reflecting at level 1.
L1- Give good examples with use of visual and audio aids
L2- Provide real life practical applications for students to understand
L3- Combination of both L1&L2
At present, will be working between L1&L2 most of the time
As and when it is needed, we should operate amoung the 3 levels.
-Fang Siong
Level 1: Action in classroom
Invite students to have presentations on subject content.
Level 2: Reasons for Action
Make the students read up on the subject content and be confident speakers.
Level 3: Justify the work they do
Students need to be confident to present their ideas and knowledge in society.
Lecturers should be able to link all 3 levels to an activity.
Level 1: Action in classroom
Punish students who are late for class by giving extra tutorials.
Level 2: Reasons for Action
Reflect and determine whether the punishment actually works for the late students and if not, to devise better ways to help the late students.
Level 3: Justify the work they do
Seek external sources, e.g. experienced colleagues, books and videos, on the reasons why students behave in certain ways and how best to help them.
I believe I'm working at the first two levels and all lecturers should work in all three levels to be more effective.
Level 1 Action:
Talk to students to find out why students are not paying attention in class
Level 2 Conceptual:
Explaining a concept on which students used to have a wrong impression on it
Level 3 Moral:
Motivate students to have self-learning. Lecturers play the role as a facilitator to coach them
I am currently in level 1 and still learning.
A lecturer can either operate at 1 level or multi levels depending on the learning environment and materials
Hi. This is Goh Kok Min
Level 1: Action, Behaviour
Students not paying attention in class. Busy Facebooking,
talking, SMSing and surfing the internet.
level 2: Reasons for Action, Behaviour
Reflect and tries to understand whats are the possible
method to encourage the students to work harder in class.
Is advising them a good technique to deal with them, considering
the students mostly have high ego. If not, are there better ways?
try to reflect and think of better ways to encourage the students
to pay attention in class.
level 3: Justify the work they do
Seek advice from more experienced lecturers for the students'actions.
Talk to the students directly to understand their situation and scenario.
Read books, articles and published papers to have an indepth knowledge
of this particular behaviour of students.
Lecturers should be working on all 3 levels to have a better outcome.
But currently i am focusing on level 1 and 2.
Goh Kok Min
I think reflection is one of things that a anyone should always do every night...
Can reflect while looking at the students facial expression.. whether they look 'blur' a not...
I would think that if viable, lecturers should operate different levels in different scenarios/stages of module delivery:
Level 1: Actions Behaviour
A reflective process where the lecturer can analyse how the students responded to his/her actions via video capture and playback.
Level 2: Theories, Belief
The lecturer can reflect upon the skills and theories he/she drew on during the delivery of certain lessons.
Level 3: Ethics, Morals
Consideration of how the delivery of the lessons need to be considered in the greater scale of things.
L1: Based on prescribed syllabus, we transfer our knowledge to our students to the best of our ability.
L2: We design a method of delivery that will effectively ensure smooth transition of infomation to our students.
L3: Upon successful knowledge transfer, we need to assess if the students have indeed benefited from the learning experience.
Lecturers have been engaging in all 3 levels but we must constantly remind ourselves that level 1 and 2 will be futile if we do not reinforce level 3.
Level 1: Action/Behavior
When students start to get uninterested about the lesson, start to do their personal things during lectures, the teacher could reflect on how to get the students' attention and interest, eg. by reworking the way the lesson is conducted, get more class interaction activities, or even to become very strict and create a climate of fear.
Level 2: Theories/Beliefs
At some point if substantial feedback/observation opposes the teacher's original beliefs; eg. the teacher thinks the students understood the lessons but the tests consistently show otherise, this forces the teacher to re-evaluate his confidence and belief in that his lessons are well-designed. He reflects and tries to come up with theories on why the students aren't learning correctly. These theories usually stuick and would be applied to teaching future batches of students.
Level 3: Ethics/Morals
Sadly, a situation could be like, in schools which compete against one another, the school indirectly wants the students to achieve as good results as possible, ie. 100% pass-out, high % of disctinctions in nation-wide exams, or high % of university entrants; some teachers may teach students to be "exam-smart", and not exactly more knowledgeable about their subjects. Over time, peer and environmental pressure, teachers who do have different ethics may just change their ethics standpoint, and conform to such influences.
L1: Do a physical demonstration in a lab and observe if my students are following correctly, if not get the students to practise repeatedly.
L2: Get students to recite and meditate on theories learned so that the theories can will become knowledge and beliefs.
L3: Work with students to design and develop ethical products & services which wholesomely look into the well being of the consumers.
I am currently operating at various levels depending on the teaching methods and content, however most teachers would tend to overlook L3 due to our society's educational norms, which ironically L3 is the most important criteria to impart to students which is the essence of education!
Simon Tan
I hope/think I am at level 2.
Level 1: CD4/8 is used to check on clinical progression of HIV infection
Level 2: Pathogenesis of HIV with decreasing CD4/8 level; patients' suffering; family's reaction
Level 3: No cure but several promising drugs. Prevention is better than cure.
Level 1:
I observe what went well, what went wrong, then I teach in a different way, tactically.
Level 2:
I discuss my teaching practice with others (colleagues and students), then modify the design and strategy of my lessons.
Level 3:
I question the purpose, assumptions and system of what I am teaching, and seek to build the underlying structures (support systems) for more complex teaching.
A lecturer can operate at all three levels, as the thinking feedback onto one another.
Level 1: This is the commonest level of practice. It is an observe-and-react situation to the general class' responsiveness. If the class is responsive, just keep going; if not, adopt practices (like telling a story or a joke) to draw them in.
Level 2: People can tell if you are selling something you actually believe in. Hence, believing in what we teach is important to draw the interest of students to what we teach.
Level 3: The general perception about getting an education is how it will benefit the student. But it is important that we reflect on how to instill the fact that through education, a student can impart or give back to the industry and society.
I think I am at level 2. Hoping to practise level 3.
What level should we operate at? My take: seize the moment, and apply any level where applicable.
Edmund Lui say
Level 1 Actions
Reflection on actions such as lectures or teaching such as
Teaching style according to the crowd
Level 2 Beliefs
Reflection on belief such as strategies and review of active learning techniques and theories and if learning objectives of students can be achieved
Level 3 Morals
Reflection on how our teaching style could mould the future of singapore to be. Do we want student who are only good at doing examination or one who whould actually solve problems such as steve jobs?Then come up more effective teaching methods.
Yes, lecturer should always operate at these 3 different levels according to situation
Level 1 -
Design Lesson Plan
Deliver the lesson
Observe Students' reaction and collect feedback
Review Lesson Plan and redesign if need be.
Level 2 -
Reflect on how the module sync with teaching pedagogy introduced by MARK at CT..
Reflect if the module design and content are in line with personal teaching aspirations and goals & that of SP.
Level 3 -
Reflect on the impact the curriculum content & contact time with students have on the students and how it will affect students' development as a socially responsible citizen of the world.
Most lecturers operate at level 1, where the most rudimentary reflections on their actions/behaviours take place. This can be as simple as planning an activity for the class with an intended purpose, and carrying it out.
At level 2, a higher 'order' of reflection and thinking occurs. Because it is based on theories (on pedagogy, etc.), the activity could be based on that.
Level 3 involves my teaching philosophy and the highest level of learning, where a broad (social) awareness is experienced.
I believe I am somewhere between levels 1 and 2 - whether because the material is new to me could be the reason for that.
Reflections at all three levels should be done, although I am not sure if this can be done consistently and all the time...
Level 1 where involves actions and behaviors could be the most obvious one to deal with! At this level we are actually reflecting on what we say, do, or even the way (tone) we say it. The reflection at this level is mostly based on observations.
Level 2 on the other hand requires more thinking and evaluation of our approach and practices. At this level we are reflecting on the way we do things in the teaching process. This level would lead to changing the methods and practices that we engage for teaching the students.
Level 3 where ethics and morals are involved goes beyond ourselves! Here we also need to seek advices from our colleagues which leads to better understanding and consequently improving our performances. Sharing experiences would be a very good way to improve as we can benefit from different views expressed by our colleagues.
I see myself to be working on all the levels, but need to work more on the 3rd level.
Whether a lecturer should always reflect or not is very subjective. We know that relection is good but there might be occasions where this practice would not be helping?!
level 1 action means how we conduct the lesson, our questioning techniques
level 2 beliefs, i do question the syllabus contents.
level 3 ethics/ morals. how to be fair to every student.
Level 1 - Actions, Behaviours: Can be reflected from students feedback, student's result and response in class.
Level 2 - Theories, Beliefs: Application level, whether students can explain how their learning can be applicable.
Level 3 - Ethics, Morals: This is slightly "long term" to measure, but the "short term" can be observe from students' total "change" to a "work ready" mentality..
I think I am currently reflecting at level 2
I think lecturer should try to reflect at all levels.
Wales Ong, SB
Level 1 - identify the recipients of the communication we are going to pass on to them. They are not just Singaporean but foreigners as well, so we need to address the level of understanding issue. Hence, our actions and behaviour during our teaching period have to cater to the recipients' (students') capability of reception.
Level 2 - When we are able to complete level 1 above, we could then proceed further to conceptualise our teaching in context.
Level 3 - What I will do at this level is to compare and analyse the speaker/lecture in a seminar with my presentation style and to identify both good and bad points of that speaker/lecture for my self-improvement.
Although I am new in SP, I am not new in teaching. I believe I use all 3 levels.
I do think that a lecturer should always operate (reflect) at all level.
- Cheong Kwee Thiam, SMA
Level 1 appears to be more on knowledge (content to cover), Level 2 on teaching pedagogy (e.g., theories, concepts) and Level 3 (a deeper/broader understanding by looking at the moral/ethics). Think I am largely operating at Levels 1 and 2 but do veer into Level 3 when there are suitable opportunities. Level 3 is more impactful when having one to one conversations with the students.
Level one:
Reflect on how I teach in class, eg. whether I have been clear and whether I have explained well and what were students responses to the way I have teached them.
Level two:
Think of how to make my lesson more interesting. Engage with my students in class so that I know whether I have been clear and that they can understand my teaching.
Level three:
Talk and discuss with fellow lecturers and exchange ideas about making lesson more interesting, engaging and easy for students to understand.
Jimmy Fan here. At Level 1, a teacher could probably be reflecting on a class activity and wondering whether he/she could do it differently so as to elicit more participation from the students. At Level 2, the teacher might be deliberating over how the same class activity might be better aligned with the key learning objective of today's session so as to create a more coherent framework for more effective learning. At Level 3, a broad-based reflective approach of the class will be required.
L1 defines the reflection as the actions in the classroom, e.g. could be in the form how a lecturer conduct the class for the students, whilst L2 are more academia intuned, where one could adopt a particular teaching approach based on a personal belief, to deliver a lesson. We could always present the background or historical facts and if the student choses a particular method, then a certain outcome would be derived or we could conceptualise the lesson in such a way that many alternatives could be adopted to get to that one answer. Of course the above e.g.s are taken out of its context, it will depend greatly the overall course objective and also the students' needs. Whilst finally on the ethnics and morals reflections,perhaps we could present real life unethical incidents, such as invention of the the ponzi schemes, or even the benefits of innovating solutions for the betterment of mankind's well being, such as Jacques Cousteau invention of scuba diving, Wright's brother invention of flight, or Thomas Edison invention of electric-power generation, what it did to the industrial revolution and how it affects current issues like global warming due to increased carbon footprint. What is it we invent, innovate that could both change and affect the industry behaviour with its cause and effect evetually hurting or beneiting mankind.
Personally, I worked on all three levels, these are essential tools to allow design approaches evolve.
One would reckon lecturer should operate at theorectical level, this is where the focus is concentrated on the student needs. It is the area where one could constantly change, adapt and improve so as to achieve optimum learning experience. Nevertheless, all levels of reflections are necessary, where one lack will compliment the other.
Level 1- Action
Reflecting whether the student have understood the meaning of my words.
Level 2 - Conceptual
Reflecting whether the theories and concepts has been understood and see if students can extrapolate the idea and concept into real life problems.
Level 3 - Moral
Reflecting how the theories and concepts taught to the students would impact their lives later on after they have graduated. Would the information bring good or harm once the students have learnt or failed to learn it?
Shwu Lan said...
Level 1: What is the most effectively way to communicate with students? How to catch their attention?
Level 2: Modify the teaching technique with the purpose to enhance the student's learning experience during lecture (especially for those descriptive topics)
Level 3: Prepare student for working world by sharing the industry practice and personal experience with them every now and then.
I'm working on mostly level 1 & 2 and occasionally 3.
nan feng here.
examples:
level 1: I usually reflect on whether i should use the whiteboard or tablet PC with projector to conduct my lesson.
level 2: I sometimes debate with myself whether I should guide students to develop mathematical thinking or i should just tell them to follow mechanical steps to answer questions. While my belief is that the thinking is more important to them, it is often difficult given the tight lesson schedule.
level 3: When some students show bad attitude I can choose ignore them or I can confront them...
i think lecturers should operate on all levels.
Level 1: Actions / Technical
Through observation and understudy several senior lecturers on how their best teaching menthods. After which start to plan and adopt the best teaching method that suit both students and lectuer.
Level 2: Theory
Gather feedback from students and also consult your mentor who was also present in one of your lecture class. Analysis the teaching format, ways of presentation, material usage effectiveness and also students' behavior during your lecture.
Level 3: Ethics
Lecturer's own ethics and morals are very crucial. It would be useful to bring certain case studies and discuss with the students. Also to seek some professional helps on issue to improve and advise accordingly.
I am now at Level 2, still trying to improve, adopt and create my own style of teaching method.
I think as a lecturer, we should operate (reflect) at all levels. However, should consider focusing on our basic teaching foundations and slowly build up.
An example of Level 1 – Descriptive reflection – reflecting on what we do in class (actions, behaviours)
Teacher preparing the lecture notes and materials through power point slides, visualizers etc in order to impart the knowledge to the students. The learning outcome involved the appropriate selection and implementation of lessons. Teacher observed the students on how much they will understand the lecture and their response to the lesson.
An example of Level 2 - Contextual reflection - reflecting on ‘why’ we used the teaching method and ‘how’ we improve our teaching strategies (Theories, beliefs)
Once we have some information recorded about what goes on in our lecture, teacher can ask the students what they think about what goes on in the classroom. Their opinions and perception can add a different and valuable perspective. This can be done with simple questionnaires or learning diaries for example. What do we do next? As a lecturer, we should focus on the theoretical bases for classroom practices, understanding concepts, contexts and noticed the problems occurring in our teaching through the observation and try to relate to the student needs. We may notice things that we were previously unaware of and have been surprised by some of our students' feedback. Teacher will then have ideas for changes to implement.
An example of Level 3 - Critical reflection - reflecting on moral and ethics
This is the highest level of reflective thinking. At this level, we as a lecturer will contemplate ethical and moral concerns relative to our teaching planning and justify what we did within the context of society. For example, every time when a lecturer asked a student a question, he will say “I don’t know”. The lecturer then generated possible reasons for the student’s conduct and comments and used his behaviour as a prompt to assess her classroom practice. The lecturer need to question about her classroom practice on what root cause might be prompting or perpetuating this student behaviour. The lecturer identified a weakness in her teaching: She talked so fast and there was no way the student could have understood. The teacher will improve the way to talk during the lecture. Dialectical reflection enabled the teacher to justify what they did and to gain understanding of a situation and generate solution.
At my present experience in teaching for almost 5 months, I would find myself in level 1 most of the time. But sometimes I was in level 3 too when received feedback from my RO or peers. In my opinion, lecturers should operate at all 3 levels of reflection thinking depending on the situation and when it required.
level 1: Reflecting on how I teach in class and the students' response.
level 2: Thinking about how the lesson can be conducted creatively so that the students grasped the concepts that are taught
level 3: Thinking about whether the lesson can be applied in the real-world situation and workplace
Level 1: Reflect on how I reacted/handled to any situation. How would I react/handle it were to happen again.
Level 2: Adopt different ways of teaching, and pick one that improves to be useful or I'm comfortable with.
Level 3:Reflect on how I can instill ethical and moral values though the way i teach.
I think I'm still hanging around level 1 and 2. Hopefully as I gained more experience I'll start going to level 3 or even doing it simultaneously.
I think reflection should not only be at one particular level. It should vary based on the situation.
Jessica:
1) actions - whether i have engaged the class well. have i been encouraging. was i clear in my explanations.
theories - have i employed my pedagogical theories and beliefs effectively. were my behaviours in line with those.
morals - is the content relevant to the students. academically or work-ready wise
2) i think i'm at actions now. hmm. quite embarrasing. guess that's how much i'd need to practise this technique.
3) i think a teacher should be able to move from one to another fluidly.
Level 1: I could do a dry run (without students) to anticipate the time and the space I operate in. If I have a second class on the same module, I would quickly do a reflection to see what worked well and what went wrong, and adjust accordingly.
Level 2: I could read up on materials related to the theory and purpose of the lesson before conducting my lesson.
Level 3: If I have a moral dilemma, I could discuss this with my RO or colleagues who are teaching the same module to see if my personal take on the lesson is acceptable or on track.
I actively perform at Level 1 and frequently on Level 2.
Ideally, we should perform at all three but 1 and 2 would be the minimal for me. 3 would require a deeper reflection that may take a longer time to complete.
Level 1: To share knowledge to the students through tutorials and lesson plan.
Level 2: Get students to voice their opinions and thoughts.
Level 3: To have a conclusion of where the students are coming from... in other words, to research and reflect on their views.
Level 1: Actions/ Behaviours
Talk to the students casually before class starts to get a feel/ read the energy levels of the students on that particular day. Bearing in mind the lesson content that needs to be covered, pitch the lesson to the students' energy level
Level 2: Theories/ Beliefs
Have a game/ short quiz to understand the students' past experiences/ prior knowledge. Try to relate lessons to these experiences to maximise learning effectiveness
Level 3: Ethics/ Morals
Understand what is important to the students in life and what their aspirations are. With that knowledge, it will be much easier to know how to motivate the students/ push them to their full potential
As a new lecturer, I would think that I am presently at Level 1, moving towards Level 2.
It is important for a lecturer to reflect at all levels.
I notice that many entries put immediate classroom management issues at level 1. Just an observation.
OK my contribution —
Level 1: Access the pace and absorption capability of the class and plan according to it. Detect learning issues and deterrents and deal with them within the class.
Level 2: Compare how each class reacts to the content and teaching methods used. Perhaps think of alternative methods to make learning more effective.
Level 3: Think about the impact of such practices on the students. Is it positive or negative? Is it not desirable in the short term against the long term desirable effects? Can we find a more way to impact the students for a long term take home message that never is forgotten in terms of changing their behaviors?
Lau Chi Kan
Level 1: Student's response and behavious.
Level 2: Feedback from the class and their understanding.
Level 3: Referencing lecturer's previous work experience to the students.
As a new lecturer, I am currently at level 1
A lecturer should always reflect at every levels.
Definitely working at level 1 in this first month of teaching especially when i am delivering classes that have been designed and put together by others mid way through the semester. And the wonderful thing about level 2 reflection is that it would force me to consider if the delivery met the needs of the students and when facilitating a module like SIP, level 3 reflection will surely be critical in ensuring that the values that I imbue and instill are consistent with not only my own mores but also of the community of young adult learners who will go out to become leaders in their own time and space.
Lesson: Create a Radio Podcast
Level 1: Actions: A classroom activity to teach students about effective communication.
Level 2: Beliefs: When interviewing a guest for the podcast, it is important you learn to LISTEN EFFECTIVELY. Through that activity you just did, you are now convinced that we often fail to listen, now you will listen actively during your interviews.
Level 3: Ethics: Can the interview get too personal? Are there personal boundaries for the interviewee that you mustn't cross? Moral dilemma of confidentiality. Lecturer will get students to thinking about these moral issues before sending them off to create their podcast.
Level 1 - Observing... Were they listening to me? Or distracted by their phones/by each other? Were they nodding their heads? Was anyone frowning in confusion?
Level 2 - Why were they asking the questions they were asking? Why were they not asking any question at all?
Level 3 - How does this relate to how they will behave when they enter the workforce? What kind of person will my students become?
I'm swinging between levels 1 and 2, as thinking about the motivations and intents of the students help me understand why they behaved in certain manner. Long way to go before going to level 3 though.
Dr Vel:
I would see myself as working on the actions and behaviours level. For when I lecture, I often look out to the positive and negative facial reactions of the students to assess myself. In that way, I do reflect upon the delivery or the teaching method used to get my message across. I am guessing that that is the best what one could do for the level 1 of reflection. As for Level 2, maybe one could converse with some other teaching colleagues to understand the common beliefs that lingers around or proven and tested theories which could later be experimented by ourselves. And as for Level 3, a teacher should be ethically and morally savvy when reflecting along those lines instead of being just assignment or work based. I think subjective to the level of their experiences in the teaching field, I am quite sure that reflection will take its course subconsciously from Level One to Level Three hence I disapprove that teachers operate at any one particular level only.
Level 1: During my lectures, I tend to look out for any positive or negative reaction. What is distracting them? The lecture materials too boring? Too long winded? Or maybe they just don't like the lecture.
Level 2: My reaction will usually be how to deal with the negative reaction they produce. Sometimes, I will pop in some quiz in between, make them stand up to do some stretching, ask personal questions such as how their design relates back to what I'm talking about.
Level 3: This usually happens after everything and deep reflection thinking kicks in. An educator will process what have happened that day, what reaction was taken and how in future could a lesson be structured to tackle those issues. Ultimately, how we can continue to improve ourselves in delivering education materials to the students.
I find myself working from level 1 to 3 but I tend to have weakness for level 1. I read too much into their expression that sometimes distract what I need to deliver and caused the whole lecture to off track abit.
Personally, I strongly recommend lecturers to operate at all 3 levels to have a 'total' approach towards education. :)
Level 1 - Voice level
Level 2 - Teaching methodology
Level 3 - Relate to current affairs and values
Am currently stuck at level 2.
Lecturers should operate at whichever level a reflection is called for.
Agnes Tan said....
Level 1: Behaviours and Actions
- Observe and reflect on students' response/behaviours in class. - Evaluate on how well the lesson is received.
- Modify teaching materials & improve on delivery style to capture students' attention.
Level 2: Conceptual
- Buffer "dry" topics such as theory with life experience, case studies, field trip and etc to enhance learning experience for students.
Level 3: Ethnics & Moral
- Incorporate holistic elements into the syllabus such as Social Innovation Programme and community services.
- It is by "dirtying" their hands, sharing and experiencing that students will have better appreciate of what community service is all about.
Currently I still working on Level 1 and hopefully will move progressively into Level 2.
Personally, I think that a successful lecturer should be able to access the situation well and make use of each level of reflection appropriately.
Ye Wei said:
Level 1 -> How was the lesson presented, class management.
Level 2 -> How effective were the theories conveyed, receptiveness of the students.
Level 3 -> What impact has been made beyond the classroom and onto the society.
I think I am at level 1. In addition, I think a lecturer should be dynamic enough to be able to change between levels as each student is fundamentally different from each other.
Level 1 - draw attention
Level 2 - obtain effective teaching by using feedback and discussion with studetns
level 3 - Quality of teaching in terms of material deliveryand studetn results.
I am still at level 1
Stewart - my hypothesis to begin with level 3 - introduce to them the big picture of what they learn and apply can they contribute to the society, company and themselves. Giving a cause for them to excel in what they do. the end justify the means.
then level 1, ways to deliver, motivate and manage class.
then level 2, refining practices.
level 1
When they are talking, playing witht he hp, coming in late for class, i will begin to reflect on my lesson and my planning
Level 2
Observe the majority of the class, if minority is those that gave problems, i will ask them for the reason for their action.
Level 3
Coming from the industry, I will help them to see what type of people that the boss wants.
Which level i am at? Kind of hard to tell, cause i find that i have often bring in the big picture of the outside world to them. I gues i miss the level 2. I find that to acheive level 2, a lot of time is need. There must be sufficient rapport built, before they will honestly come to you.
An example of reflection at the action and behaviour level includes looking back after a lesson on how class discipline could have been better managed, or how a lesson could have been taught more effectively e.g. use of more activities in classroom etc.
An example of reflection at the theories and beliefs level could be asking basic questions about my general pedagogical outlook e.g. is my emphasis more on securing grades (making sure students do well for the CA) or more making sure students really learn life lessons (regardless of grades)
An example of reflection at the ethics and morals level could be looking back on whether my whole pedagogical outlook is appropriate or good for the students.
As a new lecturer, I find myself still struggling with Level 1 reflection. Once in a while, I try to look at level 2. By and large however, I am still trying to figure out how to manage the class etc.
An example of reflection at the action and behaviour level includes looking back after a lesson on how class discipline could have been better managed, or how a lesson could have been taught more effectively e.g. use of more activities in classroom etc.
An example of reflection at the theories and beliefs level could be asking basic questions about my general pedagogical outlook e.g. is my emphasis more on securing grades (making sure students do well for the CA) or more making sure students really learn life lessons (regardless of grades)
An example of reflection at the ethics and morals level could be looking back on whether my whole pedagogical outlook is appropriate or good for the students.
As a new lecturer, I find myself still struggling with Level 1 reflection. Once in a while, I try to look at level 2. By and large however, I am still trying to figure out how to manage the class etc.
- Julian kwok
Level 1: Recap last lesson in some detail to set context for the lesson activity/ plan eg a personality test for group communication skills.
Level 2: Explain the rationale for the activity. Explain how it applies in real-life eg how a dominant personality can come across an organisation that has mostly non-dominant and compliant types.
Level 3: Ask students how knowing personality types apply at an organisational level - in a team, in a workplace, in a church group or a band they happen to be in.
It would be interesting to see how they realise personality traits change across different roles they assume in different organisations - to sensitise them to how they communicate with people. Has implications on the moral tenure and political colour they set.
I feel like I am operating at level 1 & 2 currently and sometimes 3-thats what I think =p. I agree that operating at all 3 levels is definitely going to be very useful but not applicable/achievable for all my classes as yet.
Level 1: Actions, Behaviours
- Am I setting a good example for the student? Am I pacing myself so that the students are not too overwhelmed? Am I intriguing them enough to make them want to learn more about the topic. Did I include real-life examples etc.
Level 2: Theories, Beliefs
- Are the students getting the important bits of the theories which will allow them to have the theoretical knowledge for their hands-on practice? Do I believe that the knowledge I important is critical for their future work?
Level 3: Ethics, Morals
Are the students learning from me both in terms of knowledge and practice. Am I imparting them the right moral approach?
I feel that the three stages do not really have real distinct differences from each other - maybe its just me........
Level 1: Reflection on how the lecture was presented.
Level 2: Reflection whether the students could meet all the objectives at the end of the lecture.
Level 3: Reflection on whether the students could apply their knowledge to the real world.
I think I am working at Level 1 and 2, however a lecturer should operate at all 3 levels to give the students the best possible learning experience
Level 1 Actions:
I believe that all teachers are constantly reflecting on their actions, on what works and what does not, so that they can become more effective teachers. Pedagogies and self-conceived teaching strategies get tested out at this level, modified and improved, or abandoned, based on their effectiveness. In a noisy environment, I find that using a microphone will enable me to be more effective in capturing students' attention.
Level 2 Beliefs:
I believe that teachers are inevitably influenced by the kind of teaching strategies they have been taught at some point in their teaching careers. Whether these strategies worked for them or not will determine whether they continue to use them in the classroom. Personally, I prefer to keep teaching approaches fluid, sometimes combining a few strategies to achieve maximum effectiveness for my charges.
Level 3 Morals:
This is by far the most complicated level of reflection a teacher can engage in. I am aware that I bring into the classroom my own beliefs and value system, and it is necessary for me to conduct my lessons by keeping in mind these values or concepts which are important for me. Without careful calibration of these concepts, however, there can be no effective delivery, because our students' worldview can be very different from ours, causing the lesson to become difficult and unappealing for one or both parties involved. I recall a class which is very disruptive because of the constant chattering which was taking place. To rectify the problem, I stopped the lesson and had a 15 min talk with the students, sharing with them my values and what I think will not work in a classroom. I requested for cooperation and promised them that in return I will do my best to learn how to better deliver my lessons. I was basically asking for a compromise of values in the class, knowing very well how it may cause students to resent being there if I had force my value system down their throats. Because of the honest discussion, we actually never had that problem in future lessons.
- Wong Hongyi
1. Reflecting on students' reactions towards the lesson delivered.
2. Reflecting on the effectiveness of the method/approach used
3. Reflecting on the relevance of the method/approach taught and its effectiveness in real-world situations
In general, it is essential that we consider all 3 levels of reflection to ensure the effectiveness of the lessons planned.
hi Xinli from MS.
examples for different levels of reflection:
level 1: When a lectures notices students talking in class too often, he/she will pause and try to stop them from talking and thus focusing on the lecture.
level 2: After a new concept is introduced, the lecturer will think back of the way he/she did the introduction and change to a different way of teaching next time. Maybe more life-relevant example is a better way to start off.
level 3: When I came across some disturbing situations with my students, I will make a judgement whether it's morally right or wrong. I may discuss about it with my colleagues.
currently I do level 1 the most, sometime I can reach level 2.
Level 1: Reflect on the teaching method used in the classroom and its effects on the students
Level 2: Reflect on whether this method concurs with a educational concept, e.g reflective practice.
Level 3: Reflect upon how the students' learning will affect society at large
I think I am operating at mostly level 1 and 2 right now.
A lecturer should operate at all three levels
Level 1: Lecturers could adopt different teaching methods to cater the different learning abilities of the students in their classroom, such as sharing more advanced conceptual explanations and examples, engage in group excercises for the class, include a small dosage of leisure chats with students, etc.
Level 2: Lecturers could consider teaching students with a purpose to learn with passion and with interest for that subject. This would affect the mood in teaching and the way the content are delivered. A lecturer could share a real life application of the knowledge being taught by showing photos or documents which students can related to.
Level 3: Critical reflection would involved influencing the mindset of the students positively, such as educating them the higher cause and purpose of their pofessional practice in polytechnic for the society.
I think that currently I emphasize more on level 1 than the other 2 levels. Occasionally, I would also share my opinions on the application of the knowledge with students based on the reflection of the other 2 higher levels.
I think lecturers should always operate at different levels of reflection to widen up their understanding and views.
Q1
Actions, Behaviours
When teaching business subjects, emphasize the benefits of reporting issues (both good and bad) transparently
Theories, Beliefs
Belief- fiduicary responsibility
Ethics, Morals
"Do no evil"
Q2
I'm usually at Level 1
Q3
My gut feel is that the reflection occurs in a loop (from Level 1-> 3 and repeat). So, no; a lecturer should not operate at any single level continuously
Level 1 - Actions/ Behaviours
How we lecturers behave/ carry ourself is important as students tend to look up to us as role models. Though we can be friendly with the students, the line must be drawn and kept clear at all times.
Level 2 - Theories/ Beliefs
As the saying goes "Walk the talk & not talk the walk." Let our knowledge/ expertise in our own area of lecturing speaks for itself in lesson and not "throw smoke" as an avoidance. If there're areas of uncertainty, clarify prior to delivering the lesson.
Level 3 - Ethics/ Morals
This aspect is particularly important for engineering course as we have a duty of care to uphold when doing engineering design. Especially so for civil engineering (which I'm lecturing). A collapsed building will have catastrophic consequences compared to a mechanical/ electrical failure. So I'll advise students to take design works seriously and not haphazardly.
I do have some reflection at the 3 different levels.
A lecturer should endeavour to emcompass all aspects of the 3 levels so as to be an all rounder and effective.
Level 1: Actions/Behaviors
Example: A teacher may think about how he/she could make the students pay better attention during the lecture.
Level 2: Theories/Beliefs
Example: A teacher may think about whether a particular learning task (e.g. a hands-on session in the workshop) has any relevance to or connection with real-world practice.
Level 3: Ethics/Morals
Example: A teacher may think about whether he/she could be biased against certain students (e.g. weaker students or ill-behaved students).
I think a teacher should operate at all 3 levels of reflection.
For me, I am now doing Level 1 reflection most of the time.
Level 1: Action / Behaviour
As lecturers, sine we expect students to be punctual, we should also try to be punctual as much as possible.
Level 2: Theories / Belief
To reinforce learning, besides auditory, I’ll try to include visual means (use of white board, slides). I also try to get students to “do the problem”.
Level 3: Ethic/ Moral
When students come and ask for help for project, how much help should I give so that I will not disadvantage other groups?
I switch between the 3 levels.
We should try to operate among the 3 levels.
Joe Ong,
L1 -Lecturer will reflect how he/she will deliver the lessons and tutorial.
L2-Lecturer will reflect how the students will be able to understand the concept of various theories thought his /her teaching
L3-Lecturer will reflect on how the students can apply what they learn into real live example/application.
I am still at level one. Still trying to progress up the reflective chain. In order to be a good lecturer, its important to look and reflect at a larger angle.
Rubaina -
Level 1 - Reflection upon how I carried out my practical lesson with the apparatus and softwares provided.
Level 2 - Reflection on whether the student got enough information during the class that will allow them to use the software if I were to change the apparatus not given in the procedure sheet.
Level 3 - Reflection on whether my students can use this software with any kind of apparatus in real life and also solve actual problems that they will face in their job.
Lecturers should really focus on Level 3 so that the learning is useful to the students and be able to attack an unknown problem
Gail Goh says:
1st level – reflecting on what he / she has done in class, e.g. classroom management, teaching techniques and see how he / she can improve
2nd level – reflecting the reason of why she choose to discipline a particular student, instead of waiting to address the issue to the student one-on-one after class
3rd level – linking some of the stories on perseverance that she told the students in class to bring across the idea that “nothing in the world is for free; we will need to work hard to be successful in life”.
I find myself working at all three levels at different points in time. I think as a lecturer, we will need to operate at all three levels. This is because we are moulding our students not just in terms of their behaviour in class, but also at a holistic level as a person.
Level one- I believe, this is the level where we, as lecturers, when met with a situation - say, 50% of the students were late for class, ponder if we had failed in our duty and 'demotivate' our students from learning.
Level two - Reflection in context, I believe is about asking ourselves if our teaching method meets the need of our students. We asked questions like, could we have done better to engage them?
Level three - Reflection about why we are teaching what we teach. Is what we teach still relevant in today's society?
To end it off, it is obvious that the higher level in reflection is better and that we should not be stuck in one level. For new lecturers, before we can climb up the 'levels', our priority would be very much placed on standing firm and secure on the ground, by finding our 'place' in the classroom and manoeuvering our 'way' in the school's system. The good thing is we have the support of EDU, colleagues and bosses.
Hello everyone, this is Carol.
A)
Level 1. A teacher reflecting on this level may ask questions related to "what", such as: Am I able to manage class discipline? Are the students responsive when I ask them questions? Are the students falling asleep?
Level 2. This level of relection asks "why", such as: Why did the class fail to understand the concept I was teaching? Why did the class become so restless and noisy? Why did I lose my temper at the students?
Level 3. This level looks at the big picture. Eg. In the current trend where holistic learning is emphasized over content of the subject matter, is my teaching method still relevant?
B) Which level of reflection do you find yourself working at now?
Mostly at level 1.
C) Do you think a lecturer should always operate (reflect) at any particular level?
Given the luxury of time, it is ideal to reflect on all 3 levels. However, much easier said than done :p
Examples:
Level 1 focuses on teaching fuctions, actions or skill.
Level 2 considers the theory and rational of the current practice.
Level 3 is where teachers examine the ethical, social and political consequences of their teaching with the ultimate purposes of schooling.
My current level will be mostly at Level 1 and I think that a lecturer should be able to operate at all 3 levels.
Kher Hsin-
Example on how a lecturer should operate at each level.
At level 1, a lecturer will reflect on his/her behaviour during the conduct of the lecture in terms of the speed of the lesson being conducted, the tone used in teaching, the conduciveness of the teaching environment and many others.
At level 2, a lecturer will reflect on his/her teaching methodology to assess the effectiveness in delivering her lesson to the students. For examples, it could be the teaching methodology used to capture the attention of the students, the type of models or examples prepared and used in class and etc.
At level 3, a lecturer will reflect on the application of the syllabus taught in the lecture at social and political contexts. For example,it could be the relevance of the skills taught in the industrial settings.
Which level of reflection do you find yourself working at now?
I find myself working at all the 3 levels so as to deliver lectures which are socially and politically right in effective manners to my students.
Do you think a lecturer should always operate (reflect) at any particular level?
Personally I believe that lecturers should operate at all levels to significantly improve on teaching. However, he/she should emphasize greater at level 1 followed by 2 and 3 to at least engage the students.
Shawn Lim (SMA)
Level 1:
the teaching plan for the day such as the topcis, my speech tone and how i present the lesson/class
Level 2:
is my theory of teaching suitable for this era student. will it work across the board?
Level 3:
is it still relevant with the industry? is it outdated? is it too basic? should i introduce higher level of things.
Self: I would say i am doing the 3 levels of reflection but more emphsis on level 1
Lecturer:
i think lecturer should be operating at all 3 levels of reflection rather than just at a particular level.
level 1- Lecturer's class room management & how he/she deliver the lessons to students and students' reaction. Teaching materials/ presentation and students' interest.
Level2- Learning outcome of students and their feedback, lecturer can be modify to improve his/her teaching strategies and or update contents.
Level3- This level is their( students) real life. How do they apply their knowledge in industries.
as a new lecturer mine is so far more on level 1 and some time level2. Lecturers should do all levels, not so easy but we have to do the best.
Because we're about to hit the break between semesters, and because I'm about to start teaching a new subject (for which I am the module coordinator), I find myself thinking at level two, thinking about the theories we learned in CT (well, primarily intrinsic motivation) and trying to work out how to apply it in my lessons.
At lunch today, I was sitting with some colleagues, and we were talking about the course we teach, its relevance to society and to industry, and what we think our students will go on to be and do - I think that this is an example (perhaps a limited one) of level three thinking.
As for level one, I usually engage in it only briefly the day before a lesson as I consider the mechanics of the lesson itself, and look at changing or refining the lesson flow, or incorporating more current events into my lesson material.
Ideally, lecturers would be able to reflect at all three levels, which would ensure that our actions and the lessons we teach are worthwhile in the big picture, that we engage students in the most profitable way, and that we utilise the best techniques to get our message across.
Cassy said...
Examples:
Level 1 Reflection-- How to get students interested and more engaged in class? What sort of activities to do in classroom?
Level 2 Reflection- Research on teaching methods that are customised to students' needs. Adopt these methods and monitor students' progress. A survey can also be done to get their feedback to improve on these methods.
Level 3 Reflection- Go beyond the classroom. Plan out both teaching activities and methods that are not only meant to meet learning outcome of a module, but also to ensure that students are enriched beyond the module. The purpose is to make them critical thinkers and enable them to contribute to the industry and society at large.
Currently, my level is Level 1 and 2, although Level 2 is less practised due to time constraints. I believe as a lecturer, he/she must be able to operate at all 3 levels in order to provide holistic education
Examples of Levels of Reflection:
Level 1: How to better manage a class and instil discipline? Possible action e.g. set up expectations at the beginning and regular reminders in class.
Level 2: To research on theories/practices on managing classroom discipline and assess which method is more suitable for one's students.
Level 3: To tie in the relevance of what students have learnt in class to the societal or even a global perspective, thus preparing them to be positive agents of change for the world stage.
I am currently a Level 1 mostly, with limited reflection on Levels 2 and 3. I believe a lecturer should be able to reflect at all 3 levels so as to improve his or her teaching and learning. However, I think it takes time and practice to develop this set of reflective skills.
Level 1: An example is the teacher reflecting on his/her command of language, the tone etc when delivering the lesson.
Level 2: An example is the teacher will reflect from the behavior of the student using why, how, when, what.
Level 3: An example is setting questions for students and yet helping those weaker ones.
I am most often at between level 1 and 2 because these questions will always be in my mind to try to improve the students' learning and teaching objectives.
I think a lecturer should not be operating specifically at a particular level. It all depends on the situation that the lecturer is handling.
A teacher can reflect at each level as such:
Level 1 - reflecting on the technical details about lesson delivery.
Level 2 - conceptualizing and researching on the teaching methods. this is an overlay and does not directly concern details of subject.
Level 3 - presenting ourselves as role models for students, on the ethical and moral aspect.
Before viewing the slides, I mainly reflecting on level 1, maybe a bit on level 2. Yet I have the mindset to also reflect on levels 2 and 3 now.
Lecturers may focus more on a particular level at a certain phase, but the 3 levels of reflective practise form a loop and they are interconnected.
*Level 1 Actions/Behaviours
e.g. ask questions like do I put too much pressure on students by leaving lots of homework, am I being too strict on students or am I being too lenient, should I scold them or should I appraise and encourage them more?
Level 2 Theories/Beliefs
e.g. ponder over thoughts like does being strict really help keep students disciplined or does it make it worse for rebellious youngsters? due to time constraint during a lesson, is playing fun more important for learning or delivering knowledge in a structured way more useful?
Level 3 Ethics/Morals
e.g. How should one establish good rapport with students and at the same time keep boundary and safe distance with them?
*For all the above 3 levels of reflections, I have been working at them at the same time.
*I think lecturers should operate at all 3 levels concurrently and constantly.
Level 1: Action
Using SHAPE designing lesson principle to increase and prolong students concentration in class.
Level 2: Theories
Able to twist around the teaching tools with different classes of student.
Level 3: Moral
Sharing of real stories, personal view and experiences leading students to feel, to reflect or to inspire.
Being new in teaching, I would say I am still working on level 1. With more teaching experiences, I think a good lecturer should be able to reflect at all levels.
Level 1 - when a lecturer is reflecting on whether the class response better to certain stimuli (i.e. activities, stories) or that certain techniques to help student recall better (i.e. mindmapping).
Level 2 - when the lecturer is reflecting on the effectiveness of a lesson plan (i.e. taking into account recency, primacy effect, how long-term memory work with reinforcements, etc.)
Level 3 - when reflection involves module syllabus/ subject matter (i.e. the relevance of ethics and corporate governance in business education)
Level of reflection most commonly used - Level 1 and 2. Mainly around classroom management and content/subject matters.
i do think even as a new lectucer, we actually doing three type of reflections,as they are all inter connected to one another.
Generally, as a new lectucer, we are working on the first two levels of reflections. The last reflective levels i think only comes in when we have more teaching time under our belts
Examples:
Level 1 - What is actually done in class? How can we make students be on time for class.
Level 2 - Conceptual reflection. Focus on the theory behind the teaching method. Ex: How could flip classroom helps in different type of classrooms.
Level 3 - Think of the bigger picture. Ex: teach the students not only the content knowledge but also their contribution to the society.
My current level will be mostly at Level 1 and 2. I think that a lecturer should be able to operate at all 3 levels.
Tiffany Loy (SD):
Level 1: Changing the pace of the lesson activity according to students' responses (whether the task is too simple for them, and they complete it earlier than planned...)
Level 2: Doing some research on attention span, triggers of interest for students, etc, to get a better understanding on students' varying learning pace.
Level 3: Update oneself on trends related to youth habits, to make connections between their upbringing, social activities, behaviour, and how these may have an effect on their pace of learning.
Level 1:
I imposed a rule for the students to be at the classroom at all time unless given permission to leave and they must silently listen to lecture when it's been conducted.
Level 2:
I incorporatad the Beliefs that they have a chance to become someone significant in the industry if they really put their efforts into it. The Theories that they can be leaders of the industry is one thought that I been inputting into their belief system.
Level 3:
I emphasized to them in order to become a successful person in life, they must have the right ethics and morals to conduct their professional duties. All of this attributes must start from doing their best in school assignments and making it a good habit after graduating to joi the work force.
I am currenting working at level 2 because of my professionalism and self belief to do the best in everything I do.
Lee Martin:
Level 1 – Reflect on which way of explaining something to students has worked the best. Reflect on which of my strategies for capturing students attention works best.
Level 2- Reflect, for example, on why it is important not just to tell students answers to questions but to get the students to derive answers themselves from their previous knowledge.
Level 3- Sometimes I have students who have borderline fail for their mid-semester tests. Reflective thought can be used to decide whether it is a good thing to push the grade into a pass or let them fail. Passing the student can lead them to believe they have understood the course, but failing them might spur them to work harder. Reflection here is about the long term implications.
Lecturers will naturally operate at all levels.
Level 1 - Looking at actions only. For example, I reflect upon whether my class activities worked.
Level 2 - Looking at overarching conceptual level, beliefs that govern actions. I reflect upon what are the beliefs that influence my choice of teaching methods and activities. For example, I realised that two of my fundamental beliefs about SP students are that they have a very short attention span and a very small appetite for theoretical concepts. The former has shown itself to be true, but through reflection, I'm starting to realise that the latter may not be the case. Taught using an active learning method, students actually show keen interest in theory.
Level 3 - Looking at societal, cultural forces that govern concepts and actions. In this level, I may reflect upon issues such as our society's beliefs about the student-teacher relationship.
At Level 1 - Actions - One need to be conscious of the body language during lecture, and the speed of talking.
At Level 2 - Beliefs -
One's belief on the student attitude towards learning will reflect on the way the lecture being deliverd.
At Level 3 - Morals & social ethnic - this level looks at the overall picture. Eg. is my teaching method still relevant to the subject matter? Are the student ready for the industries and further study institutions when they graduate from SP?
So I think mostly reflect at level 1 & 2 first, given the luxury of time, can then reflect on Level 3.
For level 1 reflections on actions and behaviours, I would often review the scope and depth of my content to be taught, any needs for pre-requisite/teaching and material to assist the student to better understand the topics. Classroom management and delivery techniques will also be reviewed, reflected,and adjusted based on the interaction and responses from the class.
In level 2 theories and beliefs, the reflections are often on whether the content delivered are still the most updated, if the practises are still relevant in the industry. In this level, research on the relevant materials are often required.
For level 3 morale and ethics, it will be reflection on questions such as if we have correctly instil the right ethics, behaviours and professionalism in our student to get them prepared for the outside industry. And in another thought, are we also instilling the right morale values in them.
I would think a balance in all 3 levels is important.
I think I'm now at level 1.
For level 1 reflections on actions and behaviours, I would often review the scope and depth of my content to be taught, any needs for pre-requisite/teaching and material to assist the student to better understand the topics. Classroom management and delivery techniques will also be reviewed, reflected,and adjusted based on the interaction and responses from the class.
In level 2 theories and beliefs, the reflections are often on whether the content delivered are still the most updated, if the practises are still relevant in the industry. In this level, research on the relevant materials are often required.
For level 3 morale and ethics, it will be reflection on questions such as if we have correctly instil the right ethics, behaviours and professionalism in our student to get them prepared for the outside industry. And in another thought, are we also instilling the right morale values in them.
I would think a balance in all 3 levels is important.
Level 1 - Action & behaviour
I believe that a teacher should be mindful if he/she is setting a good example or giving a wrong message to the students through his/actions with regards to body language, speech & communication, attitude, attire. Sometimes, the student’s behaviour may be a direct response to a teacher’s actions.
Level 2 - Theories & beliefs
Times are changing and social behaviour and values are changing too. It is necessary for teachers to question themselves if their belief system is similar with that of students, if educational theories of the past are still applicable. If a teacher is unable to change the students’ belief or apply educational theories, he/she has to find alternatives.
Level 3 - Ethics Morals
Educators should have ethics and moral in teaching (e.g. giving the best effort to help every student) but sometimes it is necessary to look at the broader perspective and question if that is practical or what we are looking for in return. Some students may have different maturity level and different pace of learning; our actions and expectations may not be the best option in helping the student and hence a teacher’s moral may be just a form of self-gratification.
I am currently working on Level 2.
I think that a teacher should operate at the appropriate level(s) depending on the students’ situation.
I believe most of us will engage in levels of reflection at some point in the course of the semester/term.
Level 1: During lecture you are aware of the delivery of your lecture, whether you are monotone, etc.
Level 2: The use of lesson plans so that you make sure the objectives are being met.
Level 3: This is perhaps where mentors come into place and making sure you are setting a good example for the students.
Level 3: The teacher could go beyond and communicate that the learning is more than the immediate application on hand. He/she can encourage students to consider the impact of the learning on their behaviour, their lives, and the lives of others. Not only does this help the students to turn the concrete into the abstract, they begin to develop their own sense of ethics and morals from the concepts they observe in their lives.
Level 2: In order for us to fulfil our lives, we subscribe to sets of theories and beliefs. The theories could be found from a basic ethic (eg, nature is life, so we protect our Earth). In teaching, we might lead by example (if we align ourselves to the theory that students may consider us as role models), and we behave according to our moral beliefs. In reflection, however, is leading by example sufficient? Is there more we can do? Are we fully sure about the theories and beliefs we subscribe to? Are they effectively aligned with our morals and ethics? Are we capable of carrying them out in action?
Level 1: In class, we may discuss the effective ways (theories) to solve a problem. We may then expand the student's abstract understanding by applying the concept to areas of life that can positively benefit others (morals). However, to internalise it and to actualise it such that they are not merely discussions that can be very well forgotten once class ends, how do we take actions such that the learning stays with us? For example, the concept may relate to efficient data flow, such that one bit of info can easily follow the preceding info. Wouldn't this apply to the scenario of someone holding the door for the person behind? Yes, it is efficient because human traffic would be smoother, but it is also an act of kindness. In reflection, how do we start to take actual steps in our behaviours, such that the morals (Level 3) and the theories (Level 2) are all aligned? We could simply remember to take the action ourselves, and to encourage and to acknowledge the action by expressing our appreciation when others have done so. This is but just one such reflection that encourage actions and behaviours of not only from ourselves, but also from others.
I believe that I operate on all levels, as I do not think there could be a sense of completeness if any of it is unaligned! If a lecturer does not align himself/herself to all levels with consistency, I believe the student will sense it. It would not matter to the student what you say if our actions do not tally up, and vice versa. How could we be tell the students that we should protect the Earth if we are still asking them to submit their work on CDs when super fast connections are easily available? :)
Level 1: Action or technical behaviour in the classroom (i.e tone or body language)
Level 2: Conceptual looks into the theory aspect. (i.e different learning strategies like mind mapping etc)
Level 3: Morals - are there other ways to help the students? different pacing of tutorials to help the struggling students.
level 1 is about analyzing the way how a student or lecturer conducts themselves in a class. like their behaviour, body language etc
level 2 is about the understand of the theory and beliefs that we are teaching and showing to the students. its also about rationalizing these things so that it make sense at the current context.
level 3 is more interpersonal, between the students and teachers, students to students etc. Its the understanding of each other that allows us to work better in either teaching or interpersonal relationships that will enhance the whole learning experience
Level 1: On teaching methods and behaviours. Whether what I have done in class is good or I can do it better
Level 2: Seek to reflect why am I carrying out a particular action... is it based on a conceptual framework ?
Level 3: Reflect as a whole if the action is based on a moral value. Are there elements of discrimination involved.
At level1, I am conscious of my own turn out and bearing, and attitude when interacting with the students. Lecturers set the example for students to follow. For example, I have to wear the appropriate attire when I turn up in school.
At level2, I have to decide which strategy and approach is best suited to engage different students. For example, when I see a delinquent student who is visibly upset, I have to set aside my previous perceptions and find out what is actually happening to him.
At level3, it may not be entirely applicable to me as ethics and morals are not a feature of education in school. However, lecturers do need to be mindful of prevailing social ethics and morals when commenting on sensitive issues like race and religion.
Lecturers have to operate at all 3levels all the time.
At level1, I am conscious of my own turn out and bearing, and attitude when interacting with the students. Lecturers set the example for students to follow. For example, I have to wear the appropriate attire when I turn up in school.
At level2, I have to decide which strategy and approach is best suited to engage different students. For example, when I see a delinquent student who is visibly upset, I have to set aside my previous perceptions and find out what is actually happening to him.
At level3, it may not be entirely applicable to me as ethics and morals are not a feature of education in school. However, lecturers do need to be mindful of prevailing social ethics and morals when commenting on sensitive issues like race and religion.
Lecturers have to operate at all 3levels all the time.
May Lim
Level 1 - My overall gravitational presense in class. How I teach, explain, behave, talk and communicate to the students.
Level 2 - Theories and beliefs on the mechanics of teaching, could be personal, structured or standard.
Level 3 - Ethics and moral values that drive level 1 and 2
Lina Fang:
Level 1 - The delivery of the lesson and classroom management.
Level 2 - The teaching strategies and students' responses to the lessons.
Level 3 - How the student can apply what they learn to the real world?
Probably am more at Level 1 and a weeeeeeee bit of Level 2... Lecturers should look at all three levels to better enhance the student's learning process!
Su Huiping:
I think all 3 levels of reflection come into play.
I think if a teacher plans her next lesson, both levels 1 and 2 come into play during reflection.
Personally, I usually start off with a "broader" view (could be level 2?), asking myself questions such as "Was the previous strategy effective?Why so and why not?" and "What was the reason for using this practice in the first place".
Then, level 1 reflective comes into place,where I zoom into the little actions I do in class, even the jargons I use, the way I talk to students and the way I behave around students.
I think all teachers ,even new ones, subconsciously would have been in level 2.
Level 3 usually happens to me after the term finishes, when I reflect on whether I like my job, should I stay on teaching in future, why did I even teach in the first place etc.
yes all 3 levels are in us!
Examples:
When reflecting at level 1, I think about my own actions in a classroom. Did I drone on too long, or provide too many or not enough examples, or perhaps the content was too simple or too easy?
When reflecting at level 2, I think about the theoretical framework I'm using to deliver my lecture content, as well as the theoretical framework of the content itself.
When reflecting at level 3, I consider how my lecture effects or relates to the students existing ethics or morals, or the ethics and/or morals of the society in which they live. Also, how does it relate to my own ethics? Is there an ethical or moral component to my lecture content or delivery approach?
I do reflect at all levels, although I'm not sure what to do with any conclusions I might come to when at level 3. I'm working against a great deal of social conditioning when operating at the ethical or moral level.
I think a lecturer should reflect at all levels, but 1-2 are the most useful in the short to mid-term.
Level 1: I always reflect about my actions in classroom such as : self evaluation of lesson delivery skills, alignment of content with learning outcomes etc.
Level 2: At the contextual level, I am always reflecting and exploring alternative teaching and learning practices. Introducing new elements from EduTech as well as understanding and applying different forms of learning methodologies (PBL, IBL, CBL etc) in my classes.
Level 3: As lecturers, we have to ensure our students are WORK and LIFE ready, which I believe there are moral values/ ethical components that we have to incorporate into our teaching. It could be sharing from our life experiences when we were in the industry, moral and ethical issues they have to take note when they enter the industry after graduation etc.
For me, I guess I am reflecting mostly on Level 1 and 2. Had started reflecting a little on Level 3... but can be better! :p
Level: I do reflection during and after my lecture. I usually prepare my lecture in a couple of difficulties and deliver accordingly to the class' response. I make sure the basic information is delivered to everyone and the advanced information is channelled to the more hungry students. As I am still new in teaching, I always try to incorporate some new techniques in teaching to test out the effects in additional to the general methods to develop my own teaching style.
Level2: I reflect on how well the information is digested by the students. I focus on more how much the students understand other than how much they know.
Level3: As Design module is a very cultural and environment sensitive subject. Naturally it forces us to consider ethics and morals in relationship to the students and the society. I do often read the students cultural background and experience to understand them and challenge them in a more suitable/individual way to prepare them for the future.
I think the three levels of reflections work parallel to each other. They are necessary to form a complete view of teaching methods and understandings.
Level 1 - Whether the students are still listening to my lecture
Level 2 - Is the delivery of the subject content to the point and adequate enough? Should I deliver the next lesson in another format which they can understand the content and apply it directly to their current project?
Level 3 - Will whatever subject content I deliver be relevant to the current design context and within their capabilities?
SD YANZO SAYS:
Q. Give an example of how a teacher could operate at each of the three levels
A reflective teacher is sensitive to how their instructions and teaching methods affects students and are intrinsically motivated to reflect individually and with peers as part of their daily practice to polish their teaching skills.
To give an example of how a teacher could operate at each of the three levels, I would deem the involvement at LEVEL ONE is more of a classroom level. Lecturer would observe who are the students who tend to sit at the front and who sit at the back. The more driven and keen learners would be seated at the front, whereas those who prefers to have a full control of the class with lesser chances of getting called in class would be seated at the back. With that, look at the students who are more articulated or involved in class, and who are those who are a little more withdrawn from the environment. Reflect on the level of involvement in the learning objectives, can students move with the momentum or are there weaker students who is still stagnant? At level one, it allows the lecturer to understand how students' behaviours can contribute to the overall synergy in the class.
At LEVEL TWO, this is when planning of how lesson could be delivered is in focus. I would reflect if the learning objectives at different week would apply a certain teaching pedagogy which make help the learners learn most. As much as I would be concerned about how to deliver my lecture content, I would also reflect on how well the theoretical framework of the content have been prepared. While information and knowledge are being shared with the students, there is a need to reiterate to student how all these new knowledge, theories can be applied to the industry with relatedness. Hence, the theories and belief part must be scaffolded to allow students to understand why is there a need to learn that learning objectives of the day.
At LEVEL THREE, I would reflect on how students can apply or contribute their new acquired knowledge to a bigger good. Would students be able to apply their knowledge to tackle real world problem? In creating solution to all the tasks given to them, would they be able to also add in consideration of ethical issue or moral issues in relation to their studies. How would their interests or area of studies impact another person or, a community or governance for a better future or worse. etc.
Q. Which level of reflection do you find yourself working at now?
I find myself working at the level 2 and 3 as I am currently tasked to create a new module for my school.
Whilst I am at it, I realise the need to constantly have a check on the materials used for students and how they must be well crafted.
Do you think a lecturer should always operate (reflect) at any particular level?
No. A lecturer should be aware of the existence of all the different level and what each level represent for the lecturer and learners. With that awareness, the lecturer can be flexible to apply and align themselves to what is the focus to help students achieve their goals, whether it is in classroom, preparation for lesson materials or in the apprentice mode to prepare them for the real world . In doing so, it allows the lecturers to play the role like an orchestra conductor, he/she can stay alert to customise the teaching conditions to prepare students to acquire knowledge for different objectives and depth.
Yanzo - SD
Level 1 – Actions & Behaviours
At level 1, a teacher is to be aware of
1. the students’ behaviour and the classroom environment where the students are in. Are the students listening? Are they disconnected? Is the classroom too dark? Who are the enthusiastic students and who are those who are not and why?
2. Her own actions in class, tone of voice and clarity and flow in the delivery of lessons.
Level 2 – Theories & Beliefs
At level 2, a teacher is to reflect on
1. The lesson content and depth – if it is too simple or too difficult for their understanding
2. The lesson structure – if it meets the learning and the relevance of what they learn in the application in the industry.
3. Relevance and purpose of learning the content – if it is conveyed to the students
Level 3 – Ethics & Morals
At level 3, a teacher would have to reflect
1. if we can direct the student’s thinking and create an awareness towards their environment and society.
2. How their actions and decisions in the application of what they learn will affect their environment.
Q. Which level of reflection do you find yourself working at now?
I think I am operating more on level 2 now, occasionally at level 3. I realised the importance of the awareness of the environment and the problems that the society is facing as these would be what our next generation would have to face and deal with.
I don’t think any teacher should operate only at a single level. It should be integral and holistic. So by first reflecting and being aware of it ourselves, then we can begin to plan our lessons to achieve the purposes set out.
- diana leyau
Level 1 - How do we make our lesson more engaging and interesting
Level 2 - Research and preparation needs to be done before we implement/introduce a pedagogy effectively to the students
Level 3 - Take real interest on students’ learning and understand where they are coming from by putting ourselves in their shoes.
A good lecturer should reach out for all levels to have a good balance.
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