Artifact Project
TE 807 - Prof Development & Inquiry
Summer 2015
Summer 2015
Standard 4: Reflective, systematic inquiry and study/refinement of one’s practice
Thoughtful, accomplished teachers are critically reflective and systematically inquire into their own beliefs, assumptions, and practices in order to plan for instruction and to understand and anticipate the consequences or effects of their decisions and actions for students. Thoughtful teachers are serious students and independent researchers of their own practice and their students’ learning so that they can develop and refine their repertoires, and ensure that all of their students have opportunities to learn in meaningful ways.
Thoughtful, accomplished teachers are critically reflective and systematically inquire into their own beliefs, assumptions, and practices in order to plan for instruction and to understand and anticipate the consequences or effects of their decisions and actions for students. Thoughtful teachers are serious students and independent researchers of their own practice and their students’ learning so that they can develop and refine their repertoires, and ensure that all of their students have opportunities to learn in meaningful ways.
Commentary
This artifact was created in TE 807: Professional Development and Inquiry. The course was designed to engage learners in teacher-centered inquiry through autobiography and documentation of one's self as a learner. We examined the relationship of personal research to classroom-based research and looked at how to turn application into practice.
Module 2 of the course focused on answering the question "What is Teacher Inquiry?" Within this part of the course, we examined how teachers might begin to reflect on and learn from their own practice, as well as how to apply course concepts to our personal practice. Multiple times throughout the course, we were asked to reflect on our own constructions of education and inquire as to how they might change or be strengthened based on new and relevant information and theories.
The Artifact Project required us to identify an artifact or a physical item from our teaching that related to our conception of quality teaching. Using this item, we engaged in personal reflective inquiry using course readings to support how this exemplified and connected to our stance on quality teaching. I chose to investigate the math section of my classroom website and inquired as to its ease of access and efficiency in supporting and empowering families to help their child with the grade-level concepts. Through this inquiry, I had to develop focus questions to help refine my thought process and think systematically in my reflection.
After reflecting on this item, its strengths, flaws, and the questions I had for improving it, we were tasked to engage in a coaching session with our peers. This manifested in an in-person meet-up where we were able to discuss and collaborate on our different artifacts. This was the third module of the course which focused on answering the question "What is Peer Coaching?" Within this part of the course, we investigated how teachers might be able to learn from others' practices and how in helping others to examine their practice, it in turn develops a stronger understanding of our own practice. This took reflective inquiry to another level by engaging in the process with peers. As important as it is to develop independence in this practice, by engaging in inquiry with peers, the level of thought and reflection deepened causing more substantial change and improvement to the artifact. This project clearly demonstrates my ability to be reflective and also use those inquiries to refine my practice ensuring better success and more meaningful opportunities for my students.
This artifact was created in TE 807: Professional Development and Inquiry. The course was designed to engage learners in teacher-centered inquiry through autobiography and documentation of one's self as a learner. We examined the relationship of personal research to classroom-based research and looked at how to turn application into practice.
Module 2 of the course focused on answering the question "What is Teacher Inquiry?" Within this part of the course, we examined how teachers might begin to reflect on and learn from their own practice, as well as how to apply course concepts to our personal practice. Multiple times throughout the course, we were asked to reflect on our own constructions of education and inquire as to how they might change or be strengthened based on new and relevant information and theories.
The Artifact Project required us to identify an artifact or a physical item from our teaching that related to our conception of quality teaching. Using this item, we engaged in personal reflective inquiry using course readings to support how this exemplified and connected to our stance on quality teaching. I chose to investigate the math section of my classroom website and inquired as to its ease of access and efficiency in supporting and empowering families to help their child with the grade-level concepts. Through this inquiry, I had to develop focus questions to help refine my thought process and think systematically in my reflection.
After reflecting on this item, its strengths, flaws, and the questions I had for improving it, we were tasked to engage in a coaching session with our peers. This manifested in an in-person meet-up where we were able to discuss and collaborate on our different artifacts. This was the third module of the course which focused on answering the question "What is Peer Coaching?" Within this part of the course, we investigated how teachers might be able to learn from others' practices and how in helping others to examine their practice, it in turn develops a stronger understanding of our own practice. This took reflective inquiry to another level by engaging in the process with peers. As important as it is to develop independence in this practice, by engaging in inquiry with peers, the level of thought and reflection deepened causing more substantial change and improvement to the artifact. This project clearly demonstrates my ability to be reflective and also use those inquiries to refine my practice ensuring better success and more meaningful opportunities for my students.