5. Reflective Thought

No Goals without Reflexive Thought 

 

Teachers often feel that they are taught by theories that ignore contextual difficulties. Standardized models are one small part of the practice of teaching, which can lead to neglecting adaptive qualities, necessary for working with students. It represents a theoretical ideal unsustainable by the reality in the classroom. 

REFLEXIVE TEACHING ADAPTS ITSELF TO STUDENT PROJECTS

The professionalism of teachers is defined by reflexive interaction. Reflexive teaching represents a dynamic process: teachers reflect in the moment and make decisions, they play a mediating role in the apprenticeship of reflection thanks to their first hand knowledge. Reflexive pedagogy places thinking in the foreground.

DEEP, REFLEXIVE TEACHING REQUIRES FLEXIBLE PLANNING


Teaching is a task much more complicated than transmitting easily digestible content taxonomically organized according to a Cartesian ideal. Researchers who observe in the classroom state that teachers are lead to conceive plans that are flexible and interconnected in that they are only partially fixed. These plans constitute a dynamic interaction under constant regulation; it includes instructional content, learning methods and their rhythm, evaluation and contextual factors. Teaching is a negotiated process that gives a sense to the material in organizing it in educational projects relatable for the students, allowing for the material’s integration.

DEEP LEARNING IS REFLECTIVE AND DOES NOT IMPOSE A NORMATIVE FRAMEWORK


Contrary to models, which impose normative frameworks, complete with fixed goals, reflective pedagogy does not respond to a focus on prescriptive rigor. It includes the capacity for the teacher to adapt the academic goals in reference to a moving context applied to student projects, drawing on a repertory of knowledge, which allows the anticipation of problems and assuring a coherent progression.

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