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Most Important final subjective solved questions:

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Total Question 26 Subjective Question 16
Q1. What are critical characteristics of situated learning for reflective practice?
- Provide authentic context that reflect the way the knowledge will be used in real-life;
- Provide authentic activities;
- Provide access to expert performances and the modelling of processes;
- Provide multiple roles and perspectives;
- Support collaborative construction of knowledge;
- Provide coaching and scaffolding at critical times;
- Promote reflection to enable abstractions to be formed;
- Promote articulation to enable tacit knowledge to be made explicit;
- Provide for integrated assessment of learning within the tasks 5 marks
Q2. Write down seven dimensions that characterize school as learning organization? 5marks

2
Q3. What is importance of good communication of teacher in classroom?
When communication is effective, both the student and the teacher benefit. Communication makes learning easier,
helps students achieve goals, increases opportunities for expanded learning, strengthens the connection between
student and teacher, and creates an overall positive experience
Self Esteem

In general, people want to be heard. If a teacher shows interest in a student's opinions, that student will feel that
their thoughts or ideas are appreciated. This increases self esteem and confidence. A confident student is less likely
to second guess his answers on tests, and a self- assured student is more likely to speak up in class. Class participation
leads to increased learning for the entire class.
Class Performance

Teachers who reward student communication and class participation will notice an improvement in overall class
performance. A teacher can gauge the effectiveness of a lecture by student feedback. By asking questions, a teacher
can determine if students were able to retain the imparted information. If there are a lack of responses from the class,
it is likely that the students were unable to understand the lecture. This can lead to poor performance on exams.
Professional Growth

A degree of communication is required in every profession, and communication skills are necessary at even the most
preliminary stages of career growth. For example, an applicant must be able to communicate her skills and abilities
during an interview in order to acquire a job.
5marks

Q4. Write down the overview of the approach for reflective practice?
What are the benefits of reflective practice?

3
Roffey-Barentson and Malthouse (2009) introduce 10 useful 'benefits of reflective practice' (p 16) which are
summarised below:

1. Improving your teaching practice

If you take the time to reflect on your teaching, and reflect on how different parts of what you do work well, where
aspects of your teaching can be improved, and how problems which arise could be solved, that is bound to help you
to improve your teaching.

2. Learning from reflective practice

There is a good range of evidence that purposeful reflection helps 'deep' learning take place, and for you as a teacher,
it will help you to make connections between different aspects of your teaching and what goes on around your
teaching. Reflective practice will help you gain new learning and use it in your teaching.

3. Enhancing problem solving skills

When starting off with reflecting on your teaching you may tend to concentrate on problems which arise. By
carefully and honestly considering and analysing those problems, you will improve your own capacity to find
solutions.

4. Becoming a critical thinker

Critical thinking is about 'thinking well', and 'taking charge' of your own thinking (Elder and Paul, 1994), and reflective
practice will help you recognise and adjust what you think to take account of changes in circumstances, and by doing
that help you to be better equipped to find solutions which work.

5. Making Decisions
As you reflect on your practice, you will find you need to make decisions about what to do (or not to do) next.
You may well have a number of choices which you have to weigh up, and deciding which one to take can be
difficult. If you regularly reflect on your teaching in depth, you are regularly going to come across the need to
make decisions, but the results of your reflective practice will help you to make those decisions in a more
informed, thoughtful and objective manner.

6. Improving your own organisational skills

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You will notice as this section progresses that the benefits of reflective practice can reaching into every aspect of your
professional work as a teacher. If you are thinking carefully about what you are doing, identifying possible actions
and choices, trying out solutions, and adjusting what you do to take account of the results, this involves a good deal
of organisation. By breaking down issues and problems into steps or stages, you will get better at organising your
time and your activity to concentrate on the important, 'solution-focussed' actions.

7. Managing personal change

Working in education involves managing regular, rapid, pressured and often confusing change, which can be one of
the most difficult aspects of being a teacher. If you are using the techniques of reflective practice, which involves,
calm, thoughtful, honest, critical and organised thinking and action, this should introduce a calming and less
emotional response to that change. As reflective practice is itself focussed on seeking positive improvements and
solutions, managing change more effectively should take place.

8. Acknowledging personal values

There will be things which take place within your professional situation as a teacher which you will wholeheartedly
agree with, and others which will worry or alarm you. This is because they may agree or disagree with your own
personal values such as what you believe in, and what you think is wrong or right. How these are affected by teaching
will vary, but you will almost certainly come across major clashes of values as part of your work. Reflective practice
is an excellent way of acknowledging and recognising that those values exist and have an effect, but which
concentrates on helping you to choose approaches and actions which can help you to resolve those clashes without
it adversely affecting the professional balance of your work as a teacher.

9. Taking your own advice

Teachers are often more critical of their own teaching than anyone else, and it could be possible for this to develop
into an attitude about teaching which is negative and destructive. The techniques and approaches of reflective
practice will place you in a position where you are an informed, positive agent in your own development and
improvement and one where you can 'take your own advice' with a confidence tht it is reflective, focussed and
informed advice.

10. Recognising emancipatory benefits

If you reflect on the nine benefits of reflective practice which have so far been described, you will clearly see that this
is a model of practice which represents the teacher as someone with influence over their own teaching and their own
destiny as a teacher. This is what is at the heart of reflective practice, and as such it should help considerably to free
you from some of the burdens which can weigh teachers down, and refresh your confidence and your teaching 5
marks

5
 Q5. What is john's smith framework for reflective practice?

Topic: 039 - From Theory to practice John Smyth's Framework for Reflection on action (1993) Smyth's
framework takes the teacher through a number of phases

• A descriptive Phase
• A Reflective Phase
• An emancipator Phase The Descriptive Phase
• Descriptive accounts and narrative The Reflective Phase
• Reflective analysis against adopted theories
• Reflective analysis of the situation
• Reflective analysis of intentions The Emancipator Phase
• Critique of practice regarding conflicts distortion an inconsistencies
• Engagement in emancipatory and change processes
• Self-critique and emancipation
Smyth operationalizes these phases of reflection for teachers as a set of activities developed from
question cues:

Activity: describe Cue: What did I do?

Smyth proposes reflection for teachers as a set of activities developed from question cues: Activity:
Inform (analysis)

Cue: What does this mean?

Smyth proposes reflection for teachers reflection for teachers as a set of activities developed from
question cues:

Activity: confront (self-awareness)

5marks

Q6. Being a teacher how will you explain vision and goal?
Differences between setting a goal and a vision. ... Most of us, often interchangeably, use the terms
'vision' and 'goals' to our own liking. Vision is the destination that one visualises and wants to achieve,
but the path is unknown. This is where goals come into play.3marks Q7. Why constant comparison is
necessary in RP?

Definition. The goal of the Grounded Theory approach is to generate theories that explain how some
aspect of the social world 'works.' The goal is to develop a theory that emerges from and is therefore
connected to the reality the theory is developed to explain. 3 marks Q8. write down weaknesses/
disadvantages of peer observation?

Advantages

Both parties can get new ideas. It provides instant feedback.

1
• It causes the teacher being observed to re-think their lesson.

Disadvantages

• The observer is often biased and may give high marks to avoid confrontation.
• Is often only done once so there's no way to compare how the teacher has improved.
• It's often unreliable and un organized. They're only observing one class and the time of day, class,
being nervous, and more can affect the observation. In addition, it's usually not video taped, observers aren't
trained, and the feedback form isn't valid.
3 marks

Q9. what are three properties of intelligence according to researcher?

Intelligence has been defined in many different ways including as one's capacity for logic,
understanding, self-awareness, learning, emotional
knowledge, planning, creativity and problem solving. It can be more generally described as the ability to perceive
information, and to retain it as knowledge to be applied towards adaptive behaviors within an environment or
context.
Intelligence is most widely studied in humans, but has also been observed in non-human animals and in plants.
Artificial intelligence is intelligence in machines. It is commonly implemented in computer systems using program
software.
Within the discipline of psychology, various approaches to human intelligence have been adopted. The psychometric
approach is especially familiar to the general public, as well as being the most researched and by far the most widely
used in practical settings
3marks

Q10. How teacher improve the reflective teaching practice in classroom?

Reflective teaching is a personal tool that teachers can use to observe and evaluate the way they behave in their
classroom. It can be both a private process as well as one that you discuss with colleagues. When you collect
information regarding what went on in your classroom and take the time to analyze it from a distance, you can
identify more than just what worked and what didn't. You will be able to look at the underlying principles and beliefs
that define the way that you work. This kind of self-awareness is a powerful ally for a teacher, especially when so
much of what and how they teach can change in the moment. Reflective teaching is about more than just
summarizing what happened in the classroom. If you spend all your time discussing the events of the lesson, it's
possible to jump to abrupt conclusions about why things happened as they did.
Reflective teaching is a quieter and more systemic approach to looking at what happened. It requires patience,
and careful observation of the entire lesson's experience. Learning how to learn, as this Udemy
course details in full, requires intuition and practice.
3marks

Q11. Define Tacit knowledge?

Tacit knowledge (as opposed to formal, codified or explicit knowledge) is the kind of knowledge that is difficult
to transfer to another person by means of writing it down or verbalizing it. For example, that London is in the
United Kingdom is a piece of explicit knowledge that can be written down, transmitted, and understood by a
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recipient. However, the
ability to speak a language, knead dough, play a musical instrument, or design and use complex equipment
requires all sorts of knowledge that is not always known explicitly, even by expert practitioners, and which
is difficult or impossible to explicitly transfer to other users Tacit knowledge - personal; wisdom and
experience; context-specific; more difficult to extract and codify. 2marks

Q12. three example of kinesthetic learning?

Building, imitating, performing

this means you learn by touching and doing. You will:

• Need lots of breaks and will want to move around

• Speak with your hands and gestures
• Remember what was done, but have difficulty with what was said or seen
• Learn through doing activities
• Make comments like: % "How do you feel about this?" % "Let's move forward together." % "Are you in
touch with what I am saying?"
2marks

Q13. Describe kolb's theory of experiential learning?

David Kolb published his learning styles model in 1984 from which he developed his learning style inventory.

Kolb's experiential learning theory works on two levels: a four stage cycle of learning and four separate learning
styles. Much of Kolb's theory is concerned with the learner's internal cognitive processes.

Kolb states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of
situations. In Kolb's theory, the impetus for the development of new concepts is provided by new experiences.

"Learning is the process whereby knowledge is created through the transformation of experience" (Kolb, 1984,
p. 38).

The Experiential Learning Cycle

Kolb's experiential learning style theory is typically represented by a four stage learning cycle in which the
learner 'touches all the bases':

1. Concrete Experience - (a new experience of situation is encountered, or a reinterpretation of existing

experience).

2. Reflective Observation (of the new experience. Of particular importance are any inconsistencies between
experience and understanding).

3. Abstract Conceptualization (Reflection gives rise to a new idea, or a modification of an existing abstract
concept).

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 4. Active Experimentation (the learner applies them to the world around them to see what
results).

Q14. Write down peer supervision and reflective team?

Peer supervision usually refers to reciprocal arrangements in which peers work together for mutual
benefit where developmental feedback is emphasised and self directed learning and evaluation is
encouraged 2marks

Q15. wrtie down the purpose of Experimentation?

The purpose of an experiment is to test a hypothesis and draw a conclusion. When a scientist has a
question about the world or a fact that they wish to prove, they experiment. 2marks Q16. Elaborate
the Guidelines for conducting a pre-observation conference?

A Pre-Observation Conference. In her framework for teaching, ASCD author Charlotte Danielson discusses
how understanding the various levels of performance—what teaching looks like at an unsatisfactory, a
basic, a proficient, and a distinguished level—can help educators analyze their own performance.5marks.

Paper 2:

Type of reflection .. ?
There are three main types of reflection offered by Farrell (2007):

1) Reflection-in-action is when teachers are in the classroom teaching in their everyday routine
knowledge. Given that teachers carry out such actions everyday they have to employ a kind of knowing-
in-action Schon (1983). Knowing-in-action is essential since teachers in KSA continue teaching in the
classroom without the thought of our actions or producers we follow. What teachers do in the
classroom is unconscious since they are unable to describe what they do and it is quite difficult
according to Schon (1983) who indicated that such information frequently is at the unconscious tacit
and universalized stage of our feelings (Clark & Yinger, 1979). On the other hand, if something
happened in class like a faulty application, teachers can employ reflection-in-action which undergoes a
certain process (See Schon, 1983).
2) Reflection-on-action is less problematic since it is viewed as teachers' thoughts and retrospective
study of their presentation (Schon, 1983). Russell & Munby (1992:3) describe it succinctly as the
'systematic and deliberate thinking back over one's actions'. Another definition which involves thinking
back on what teachers have done to discover how knowing-in-action might have contributed to
unexpected action (Hatton and Smith, 1995)
3) Reflection-for-action is different from the other two types since it is proactive in nature (Farrell,
2007). Killon and Todnew (1991:15) disagree with this idea as this type of reflection is the product of
the prior types of reflection.
2. Observable teaching characteristic?
1. Begins class promptly and in a well-organized way.
2. Treats students with respect and caring.
3. Provides the significance/importance of information to be learned.
4. Provides clear explanations. Holds attention and respect of students.. ..practices effective 4
classroom management.
5. Uses active, hands-on student learning.
6. Varies his/her instructional techniques.

5
7. Provides clear, specific expectations for assignments.
8. Provides frequent and immediate feedback to students on their performance.
9. Praises student answers and uses probing questions to clarify/elaborate answers.
10. Provides many concrete, real-life, practical examples.
11. Draws inferences from examples/models.. ..and uses analogies.
12. Creates a class environment which is comfortable for students.. ..allows students to speak freely.
13. Teaches at an appropriately fast pace, stopping to check student understanding and engagement.
14. Communicates at the level of all students in class.
15. Has a sense of humor!
16. Uses nonverbal behavior, such as gestures, walking around, and eye contact to reinforce his/her
comments.
17. Presents him/herself in class as "real people."
18. Focuses on the class objective and does not let class get sidetracked.
19. Uses feedback from students (and others) to assess and improve teaching.
20. Reflects on own teaching to improve it.

3. Dewey method?
Step One: Define the Problem

Step Two: Analyze the Problem

Step Three: Determine Criteria for optimal Solution

Step Four: Propose Solutions

Step Five: Evaluate Proposed Solution

Step Six: Select a Solution

Step Seven: Suggest Strategies to Implement the Solution

4. Dewey theory..?
❖ Experiential education:
• Dewey focused his concept of instrumentalism" in education on "learning by doing or hands-
on learning", which means to learn not only by the theory, but also by the practice. "Instrumentalism"
is a theory of knowledge created by Dewey in which ideas are seen to exist primarily as instruments
for the solution of problems encountered in the environment.
• Dewey thought that people learn the best through experience. He thought knowledge could
be falsified. Thus, It needed to be consistently challenged and experimented on.
He emphasized on inquiry based education
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❖ The school's Role:

• "The school is simply that form of community life in which all those agencies are concentrated
 that will be most effective in bringing the child to share in the inherited resources of the race, and to
use his own powers for social ends."
• Dewey stressed the importance of education in school not only as a place to gain content
knowledge, but also as a place to learn how to live.
• He believed that students should be actively involved in real-life tasks and challenges. (Neill,
2005)
❖ Role of Curriculum:

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 • Dewey advocated for an educational structure that makes a balance between the child and the
curriculum, that is to say, delivering knowledge while also taking into account the interests and
experiences of the student.
• He also rejected curriculum-centered view of education rather than student centered
education.
• Active curriculum should be integrated, rather than divided into subject-matter segments
(Brewer, 43)
• Flexible and Changeable in according to Child's Interest.
• Reflect social life and social activities- utilities.
• The Teacher's Role:
• He believed that the teacher's role should be that of facilitator and guide since the teacher
becomes a partner in the learning process who leads students to independently discover meaning within
the subject area.
• Teachers are responsible for achieving the goals of the school, but the specific topics to be
studied to meet those goals, cannot be determined in advance because they should be of the interest of
the children (Brewer, 43).
Learner's past experience should be taken into account the teaching-learning process, as well as the
environment

"Education is not preparation for life; education is life itself. Education, therefore, is a process of living
and not a preparation for future living."

-John Dewey

5. Interpersonal or Intrapersonal?
Intrapersonal learning through feeling, values and attitudes. This is a decidedly affective component of
learning through which we place value on what we learn and take ownership for our learning

Interpersonal learning through interaction with others. Not being simply talkative or overly social.
This intelligence promotes collaboration and working cooperative with others

6. As a teacher how you solve the problem and guide grade 1-5..?
Problem-solving is a process—an ongoing activity in which we take what we know to discover what we
don't know. It involves overcoming obstacles by generating hypo-theses, testing those predictions, and
arriving at satisfactory solutions.

Problem-solving involves three basic functions:

1. Seeking information

2. Generating new knowledge 8

3. Making decisions
 8. Mentor qualities?
Consider these seven key qualities that can help you become an effective mentor.

• Ability and willingness to communicate what you know. ...

• Preparedness. ...

9
• Approachability, availability, and the ability to listen. ...
• Honesty with diplomacy. ...
• Inquisitiveness. ...
• Objectivity and fairness. ...
• Compassion and genuineness.

9. Effective teacher?
According to Harry Wong, there are three main characteristics of an effective teacher:

■Has positive expectations for student success

■Excels at classroom management
■Designs lessons for mastery
Since effective teachers trust that their students are capable of the tasks set before them, positive
expectations are the cornerstone of their beliefs. Effective teachers know that students can achieve their
goals if given proper, differentiated instruction and guidance.

Effective teachers run their classrooms efficiently. They have set procedures for handling daily tasks that
could otherwise become overwhelming and consume instructional time. Effective teachers are able to
identify what needs to be done and find ways to consistently achieve order. They understand that the
greatest discipline/management problems stem from lack of procedures. If teachers can address
potential difficulties ahead of time, these situations can easily be avoided. Effective teachers also know
the content of their subject(s) and what their students need to learn. They use this knowledge to design
lessons for mastery. Effective teachers are familiar with national and state standards for the content,
and are able to examine data to understand the strengths and weaknesses of their students. Effective
teachers teach the student, not the subject. In his book Qualities of Effective Teachers, James Strange
defines five specific, critical areas of teacher effectiveness:

■ The teacher as a person

■ Classroom management and organization
■ Organizing for instruction
■Implementing instruction
■Monitoring student progress and potential

10. What are three properties of intelligence according to researcher?

10
Intelligence has been defined in many different ways including as one's capacity for logic,
understanding, self-awareness, learning, emotional
knowledge, planning, creativity and problem solving. It can be more generally described as
the ability to perceive information, and to retain it as knowledge to be applied towards
adaptive behaviors within an environment or context.
Intelligence is most widely studied in humans, but has also been observed in non-human
animals and in plants. Artificial intelligence is intelligence in machines. It is commonly
implemented in computer systems using program software.
Within the discipline of psychology, various approaches to human intelligence have been
adopted. The psychometric approach is especially familiar to the general public, as well as
being the most researched and by far the most widely used in practical settings

[Link] contextualized reflection?

11
 .This ensures that the reflection activities or topic are appropriate and meaningful in relation to the
experiences of the teache 2 marks

2. What is meant by IPE?

interprofessional education (IPE) is an important step in advancing health professional education for many
years and has been endorsed by the Institute of Medicine as a mechanism to improve the overall quality of
health care 2 marks

3. Define grounded theory?

Focus on generating theoretical ideas (or hypotheses) from experiences rather than having these specified
beforehand. Grounded theory is inductively derived from the study of the phenomena it represents2 marks 4.
What are two professional relations that teacher have?

he teacher as manager of instruction;

the teacher as caring person;

the teacher as expert learner; and the

teacher as cultural and civic personal

2 marks

5. Define inquiry ?
Inquiry-based learning (also enquiry-based learning in British English) starts by posing questions, problems
or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge.
The process is often assisted by a facilitator 2 marks

6. Enlist the steps of reflection practitioner?

A 'reflective practitioner' is someone who, at regular intervals, looks back at the work they do, and the work
process, and considers how they can improve. They 'reflect' on the work they have done.

They are not happy to carry on at the current standard, they want to improve, they do not believe in the
saying, 'if it ain't broke don't fix it'.

Everyone should be a 'reflective practitioner', in particular, as in my case, when they are writing a
dissertation. You need to learn from the experiences, and mistakes of others, you need to look at what you
are doing and how others are doing the same thing; can anything be improved? Can anything be done
better?

2 marks
7. Write down the choices for teacher in differentiated approach?
To help each individual student reach his fullest potential, teachers should try differentiated instruction
strategies.
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These educational techniques accommodate each student's learning style, readiness, and interest.
Differentiated instruction strategies use a variety of educational methods to teach students the same
information. These techniques may also require teachers to teach content at varying levels based on
students' readiness. The goal of differentiated instruction strategies is to ensure that all students are
engaged in the learning process by providing tasks that match each individual's needs.

Teachers differentiate instruction through a variety of different ways: Flexible grouping, learning centers,
and independent study, to name a few. Here we will take a look at each of them

3 marks
8. Explain role of teacher as professional in your own words?
The roles and responsibilities of a teacher

13
• Learning styles
• Planning a course
• Planning a lesson
• How people learn Learning from Reflection
• What do you know about and how confident are you about:
• Lifelong learning
• Communication skills
• Presentation skills
• Demonstration skills
• Questioning and explaining
• Using a range of teaching methods
• Designing and uses resources
• Using ICT
• Assessing learning
• Reflection
• Subject knowledge and skills 3 marks
9. Being a teacher how will you explain vision and goals?
Differences between setting a goal and a vision. ... Most of us, often interchangeably, use the terms 'vision'
and 'goals' to our own liking. Vision is the destination that one visualises and wants to achieve, but the
path is unknown. This is where goals come into play.3 marks

10. Write down three purposes for action research?

• Basic and applied research
• The primary purpose of basic research is the extension of knowledge
The primary purpose of applied research is the solution of an immediate, practical
problem 3 marks

11. Write down the key feature of becoming reflective procedure?

Teaching is a complex activity, in which decision are made in complex contexts.

In addition, there are theoretical perspectives to consider and the process of reflection brings all

these aspects together.

There are some key features of reflection that are widely considered

1. Reflection results in learning- through changing ideas and your understanding of the situation.
2. Reflection is an active process and is more than thinking or thoughtful action
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3. Reflection involves problematizing that practice is not without dilemmas and issues.
4. Reflection is not a linear process but a cyclical one where reflection leads to the development of new
ideas which are then used to plan the next stages of learning.
5. Reflection encourages looking at issues from different perspectives, which helps you to understand the
issue an scrutinize your own values, assumptions and perspectives.

15
Therefore when the term critical reflection is used, it refers to a combination of the analytical, questioning
(0or critical thinking) and reflective approaches 5 marks

12. Elaborate guidelines for conducting pre-observation conference?

Pre-Observation Conference. In her framework for teaching, ASCD author Charlotte Danielson discusses how
understanding the various levels of performance—what teaching looks like at an unsatisfactory, a basic, a
proficient, and a distinguished level—can help educators analyze their own performance.5 marks

13. Write brief note on Kolb's learning style?

Kolb's learning theory sets out four distinct learning styles (or preferences), which are based on a four-stage
learning cycle. (which might also be interpreted as a 'training cycle'). In this respect Kolb's model is
particularly elegant, since it offers both a way to understand individual people's different learning styles, and
also an explanation of a cycle of experiential learning that applies to us all.
Kolb includes this 'cycle of learning' as a central principle his experiential learning theory, typically expressed
as four-stage cycle of learning, in which 'immediate or concrete experiences' provide a basis for 'observations
and reflections'. These 'observations and reflections' are assimilated and distilled into 'abstract concepts'
producing new implications for action which can be 'actively tested' in turn creating new experiences.

Kolb says that ideally (and by inference not always) this process represents a learning cycle or spiral where
the learner 'touches all the bases', ie., a cycle of experiencing, reflecting, thinking, and acting. Immediate or
concrete experiences lead to observations and reflections. These reflections are then assimilated (absorbed
and translated) into abstract concepts with implications for action, which the person can actively test and
experiment with, which in turn enable the creation of new experiences.
Kolb's model therefore works on two levels - a four-stage cycle:
1. Concrete Experience - (CE)
2. Reflective Observation - (RO)
3. Abstract Conceptualization - (AC)
4. Active Experimentation - (AE)
and a four-type definition of learning styles, (each representing the combination of two preferred styles,
rather like a two-by-two matrix of the four-stage cycle styles, as illustrated below), for which Kolb used the
terms:
1. Diverging (CE/RO)
2. Assimilating (AC/RO)
3. Converging (AC/AE)
4. Accommodating (CE/AE 5 marks
14. What are five dy function of a team in a pyramid model presentation by lencioni?
Pyramid Diagrams helps you to visualize the relationship building blocks as a triangle divided into horizontal
slices, and may be oriented up or down. Labelled slices represent a hierarchy. Pyramids are used in marketing
presentations to show and analyze hierarchy levels.

Five level pyramid model

A five level pyramid model of different types of Information Systems based on the information processing
requirement of different levels in the organization. 16
The first level represents transaction processing systems to process basic data .

The second level represents office support systems to process information in office.

The third level represents management information systems to process information by managers.

The fourth level represents decision support systems to process explicit knowledge.

The fifth level represents executive information systems to process tacit knowledge.

15. What is the nature and purpose of professional role of teacher? 5 marks
16. What is the importance of action research for reflective practitioner ? 5 marks
• Ground theory,
What is Grounded Theory?
Focus on generating theoretical ideas (or hypotheses) from experiences rather than having these specified
beforehand. Grounded theory is inductively derived from the study of the phenomena it represents.

Core Elements of Grounded Theory

Inquiry shaped by the aim to discover social & social psychological processes.

Create analytic codes and categories from the data Data

collection and analysis proceed simultaneously.

Analytic process employed prompts theory discovery and development rather than verification of pre-existing
theories = Inductive

Theoretical sampling refines, elaborates and exhausts conceptual categories.

Systematic application of grounded theory analytic methods will progressively lead to more abstract analytic
levels.

• attributes of Dewey model,

Topic: 025 - Foundation Models 1:John Dewey What
is reflective practice?

It is ongoing, dynamic process of thinking honestly, deeply and critically about all aspects of professional
practice What is reflective practice?

It occurs spontaneously as well as in planned reflection activities

Reflective practice leads to action Routine action Vs Reflection Action

17
Dewey's models is based on the fundamental difference that he sees between routine action-guided primarily
by tradition, instruction and imitation (quoted in Furlong and Maynard: 31)
Which action amount to prejudices that is pre-judgments proper that rest upon a survey of evidence". (Dewey
1910: 4-5), and Reflection action.

Reflective action is instead based on active, persistent and careful consideration (1910: 6), based on the need
to solve a problem. For Dewey, it is in problem solving that we find "the steadying and guiding factor in the
entire process of reflection and without which the course of suggestions flows on at fandom.

Reflection as Rationality

18
Teacher John Dewey, saw reflection as a further dimension of thought, and as such in need of education: while
we cannot learn or be taught to think, we do have to learn to think well, especially acquire the general habit of
reflection" (Dewey, 1933).

For Dewey, reflection is a rational and purposeful act, an active persistent and careful consideration of any belief
or supposed form of knowledge in the light of the grounds that support it and further conclusions to which it
leads it includes a conscious and voluntary effort to establish belief upon a firm basis of evidence and rationality
(Dewey 1933)

Reflection as rationality

Interestingly, from a modern educational perspective, Dewey's reference to different forms of belief and
knowledge may reveal his willingness to apply objective rationality to m ore affective and emotional concerns.

Dewey's 5 Stage Model

1. We identify a problem that is perplexing and felt
2. We observe and refine the identified problem to create a fuller understanding
3. We develop a hypothesis or an understanding about the problem, its origins and possible solutions.
We subject the hypothesis to scrutiny and reasoning, we test the hypothesis or understanding in practice

4. Dewey placed great emphasis on reflective thought and saw it as an important part of a cycle that enabled us
to learn from experience.
5 .He believed that reflective thought began when we found ourselves having an experience that raised some
difficulties or dilemmas.

Characteristics of higher standard school,

1. A Clear and Shared Focus
2. High Standards and Expectations for All Students
3. Effective School Leadership
4. High Levels of Collaboration and Communication
5. Curriculum, Instruction, and Assessments Aligned with State Standards
6. Frequent Monitoring of Learning and Teaching
7. Focused Professional Development
8. Supportive Learning Environment
9. High Levels of Family and Community Involvement
socrated method ,
A useful strategy for developing teacher identity through reflective practice is the Socratic Method. Socrates
developed this approach to questioning reality based on thorough understanding of skills for questioning
19
and cross examining evidence in order to arrive at the truth of a situation and a reflective practitioner can
use this approach to help the reflective approach. It is a process of developing thinking skills and the ability
to reason deeply and thoroughly. The focus is on giving students questions, not answers. It is an effective
thinking

20
tool and help promote an inquiring, probing mind by continually probing into the subject with questions.
Fortunately, the abilities we gain by focusing on the elements of reasoning in a disciplined and self-assessing way,
and the logical relationships that result from such disciplined thought, prepare us for Socratic questioning.

The six steps in Socratic Questioning are:

• Which topic to choose to question

• What examples can we find to help us explore the experience?
• Which example suits the topic best?
• Can you explain the examples in detail? (Can be in verbal or written form)
• Examining the underlying principles
• How to make broad understanding from a specific question? This is also known as regressive
abstraction.
It is useful for the reflective practitioner to see that the Socratic Method continuously relies on questioning and
answering back and forth and through question and answer; the reflective practitioner will begin to understand
and interpret situations and experiences very deeply.

• situated learning .....

Learning and development for RP does not happen in isolation and there is a notion around modelling and
mentoring in school where learning is considered to be situated. This is in a sense looking at the formal integration
of learning from the work place. It can be looked at learning to teach and teaching to learn. But this means for RP
that teacher is not only a teacher but a learner and as such learning to think critically and to question the practice
to explore new principles. Situated learning implies learning is not simple transfer of knowledge or skill from one
individual to another indeed transfer of knowledge is quite inadequate. It is better to think of 'situated learning'
process as a transitional process of boundary- crossing to become an expert in order to achieve high level of
performance. So teachers as RP need to think like a teacher to look at teaching from a perspective of a learner.
This situates learning within a practice. There are certain stages that we can consider:

Stage 1: Implicit modelling of strategies and values. This point the individual is looking at modelling behaviors
expressing certain values.

Stage 2: Much more explicit modelling of reflective learning and change in practice.

Stage 3: Linking practical wisdom to abstract theory

Stage 4: Reconstruction by teachers in the classroom through new strategies and technologies. 21

Situated learning focuses in a holistic way on teacher learning enabling them to think critically and originally,
question existing practices and exploring ideas and new principles resonance with Loughran's learning to teach
and teaching to learn. This is through situated learning that the RP

22
can make strong connections between theory and practice. This can be looked as a very powerful tool for RP.

Paper 5:

Define Reflective practice...

The place of Reflective Practice in Teaching What is Reflective Practice?

• Teaching should value reflection and evaluation of their own practice and their continuing professional
teachers.
• There is one quality above all that makes a good teacher-the ability to reflect on what, why and how
we do things and to adopt and develop our practice.
• Most teachers spend time thinking about what they did in class but they don't always take it a step on
their actions and make plans to do things differently.
• What is the implication of this for reflective practice?
• In a professional setting, reflection is:
• Deliberate
• Purposeful
• Structured
• A process which links theory to practice
• Deep learning.
• John Moon says:
• "Reflection is a form of mental processing that we use to fulfill a purpose or achieve some anticipated
outcome".
• applied to gain a better understanding of relatively complicated or unstructured ideas and is largely
based on the reprocessing of knowledge, understanding and possibly, emotions that we
already possess." (Moon, 2005:1)

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Sir sarfraz

What are the Teacher’s levels of functioning? 23

406 Grounded theory
Teacher reflection according to grounded teory

Motivation theory
Jhons 7 phases
Apperciative learning
Teacher development model
Contructivism

Questioning of quo state

Define reflective practice
Reflective practice is the habit of inquiring and investigating a problem
situation in order to understand how to frame a solution .Reflective
practice is a way of studying your own experiences to improve the way
you work. It is very useful for health professionals who want to carry on
learning throughout their lives. The act of reflection is a great way to
increase confidence and become a more proactive and qualified
professional
Define action research
Role of teacher as professional
Reflections on a teacher's professional role encompasses contributions to
extracurricular activities, to whole-school initiatives and to the corporate
life of a school. The idea of living out the ethos of a particular school and
helping to shape it, is at the heart of rather special role of being a
reflective practitioner
Suqrat sahab ka method
Gibbs model k 2 questions the ek long ek short
Questioning que 24

1. Questioning about status quo? (5 marks) 2. Teacher role as a

reflective practitioner?(5 marks) 3. Teacher as professional , explain
nature(5 marks) . 4. Gibb's model(5 marks) 5. Socratic 4 steps(5 marks)
6. Models of Supervision(5 marks)
2.
7. Boud Model

to the experience and attending to feelings. • The strength of this model

is it addresses emotions. • Returning to the experience and attending to
feelings. • The strength of this model is it addresses emotions. Returning
to the experience – recall and detail of the salient points. Attending to –
connecting with feelings – using helpful feelings and removing or
containing obstructive ones. Evaluating Experience – re-examining the
experience in light of one‘s intent and existing knowledge. The
Importance of Emotion • Boud is concerned about the role emotion plays
in blocking or facilitating reflective processes. • In this way, reflection is
essentially a private process where emotional influences - such as
avoidance of an area of thought - can steer the process of reflection more
strongly than any other influence.
8. Purpose of action plan
Action plans sum up anything you need to know and do to improve for
next time. • Perhaps you feel that you need to learn about something or
attend some training. For example In future, I will ensure that I build up
a relationship with colleagues. I am working alongside several different
teachers and I intend to speak to each of them about my worries about
students‘ behaviour. I have already had a useful conversation with one
teacher and together we have developed a programme of team-teaching
for the next few weeks so that I do not feel so pressurised. • I plan to25do
this with the other class teachers, as it will help them to understand how
I feel. I also need to speak to colleagues more often about how they feel,
as I think I will be able to learn from them. In terms of training, I have
booked onto a behaviour management workshop. •
9. How to become refective practitioner?
10. Appreciative Inquiry
Appreciative Inquiry (AI) is the study and exploration of what gives life to
human systems when they function at their best • This approach to
personal change and organizational change is based on the assumption
that questions and dialogue about strengths, successes, values, hopes, •
An Introduction and dreams are themselves transformational. • AI simply
put… • If we continue to search for problems, we will continue to find
problems • If we look for what is best and learn from it, we can magnify
and multiply our success •
Gibbs model Socratic method Supervision waly sy 2 questions thy Statys
quo questioning ke importance

PDP

PDP is a way of recording, reflecting on and writing about the practical

outcomes of experiences and then reflecting on them through a writing
process. It‘s a very personalized record of one‘s career or experiences and
can be used for cataloging of career development. It, therefore, becomes
a very useful means of updating a curriculum vitae and as a record can
be checked back on the skills and knowledge acquired over the years.
action research k purpose
John model k kch aya tha Structured reflection Self reflection
Critical thinking 26
Critical thinking gives a comprehensive view of a situation by looking at
it from various perspectives and essentially the ultimate goal is quality.
The goal of critical thinking is to establish an additional level of thinking
to our thinking, a powerful inner voice of reason, to monitor and assess
in order to re-constitute in a very meaningful way and understand our
responses.
Collegugues k dth relation
Reflecting on Professional roles leads teachers to consider their
professional relationships with pupils and what is regarded as
'professional' must therefore be linked with inaction responsibilities.
Reflective practitioners must be seen to treat pupils with respect and
fairness. This underlies the professional relationships that we have.
Teachers need to be consistent with their approaches so they can be
viewed as professionals and this underlies a notion that they have a
particular stance which is about 'unconditional positive regard' for
students as learners. This notion requires reflective practitioner to
operate with a working knowledge of students' background, their social
and cultural backgrounds, their experiences and interests as they move
through school and this is not just the simple knowledge to acquire. It is
complex in nature because our students are always growing and their
culture influences this development and therefore, any relationship that
teachers have needs to reflect this development and change. It is
important for a teacher to understand this because it helps her/ him to
interpret a particular situation the student might be facing and then
learning ways to tackle it. For professionals, these concerns direct their
focus and role. One important role, the teacher needs to play is the role
of a mentor. A mentor is somebody who is working along-side students 27
in the classroom, supporting and encouraging vast challenges and cheer
leading the successes of students. The teacher also take on the role of
parents in classroom. They reflect on their responsibilities of care, nurture
and support. Another role is teacher as professional in action is to work
as a participant observer. In this way, their professionalism can grow and
the objectivity about their professional role can support the professional
relationships they have with students. Teacher as carer in the classroom.
The professional relationship that teachers have with students is that
they are not only teaching the subject but needs to understand their
needs and how they learn. Caring for students leads to better learning
process.
Pupil k sth relation
Reflecting on Professional roles leads teachers to consider their
professional relationships with pupils and what is regarded as
'professional' must therefore be linked with inaction responsibilities.
Reflective practitioners must be seen to treat pupils with respect and
fairness. This underlies the professional relationships that we have.
Teachers need to be consistent with their approaches so they can be
viewed as professionals and this underlies a notion that they have a
particular stance which is about 'unconditional positive regard' for
students as learners. This notion requires reflective practitioner to
operate with a working knowledge of students' background, their social
and cultural backgrounds, their experiences and interests as they move
through school and this is not just the simple knowledge to acquire. It is
complex in nature because our students are always growing and their
culture influences this development and therefore, any relationship that
teachers have needs to reflect this development and change. It is
important for a teacher to understand this because it helps her/ him28to
interpret a particular situation the student might be facing and then
learning ways to tackle it. For professionals, these concerns direct their
focus and role. One important role, the teacher needs to play is the role
of a mentor. A mentor is somebody who is working along-side students
in the classroom, supporting and encouraging vast challenges and cheer
leading the successes of students. The teacher also take on the role of
parents in classroom. They reflect on their responsibilities of care, nurture
and support. Another role is teacher as professional in action is to work
as a participant observer. In this way, their professionalism can grow and
the objectivity about their professional role can support the professional
relationships they have with students. Teacher as carer in the classroom.
The professional relationship that teachers have with students is that
they are not only teaching the subject but needs to understand their
needs and how they learn. Caring for students leads to better learning
process.
Action research 2
Situated learning
Gibbs model
Gibbs‟s Reflective Cycle • Gibbs‘ reflective cycle • Description • Feelings
• Evaluation • Analysis • Conclusion • Action Plan
Socratic method
A useful strategy for developing teacher identity through reflective
practice is the Socratic Method. Socrates developed this approach to
questioning reality based on thorough understanding of skills for
questioning and cross examining evidence in order to arrive at the truth
of a situation and a reflective practitioner can use this approach to help
the reflective approach. It is a process of developing thinking skills and
the ability to reason deeply and thoroughly. The focus is on giving 29

students questions, not answers. It is an effective thinking tool and help

promote an inquiring, probing mind by continually probing into the
subject with questions. Fortunately, the abilities we gain by focusing on
the elements of reasoning in a disciplined and self-assessing way, and the
logical relationships that result from such disciplined thought, prepare us
for Socratic questioning. The six steps in Socratic Questioning are: •
Which topic to choose to question • What examples can we find to help
us explore the experience? • Which example suits the topic best? • Can
you explain the examples in detail? (Can be in verbal or written form) •
Examining the underlying principles • How to make broad understanding
from a specific question? This is also known as regressive abstraction. It
is useful for the reflective practitioner to see that the Socratic Method
continuously relies on questioning and answering back and forth and
through question and answer; the reflective practitioner will begin to
understand and interpret situations and experiences very deeply. Teacher
motivation theory Critical questions of teaching Mcqs were all of the
above and a & b type. No mcq from quiz.
work based learning

There are many words associated with work- based learning i.e. CPD,
work related learning, professional development, learning through work
etc. A spectrum occurs in terms of work based learning. If we look closely
at the continuum, it shows two perspectives • Narrow perspective •
Broad perspective The narrow perspective talks about learning in the
work place and is driven by employer needs and motivations rather than
individuals. The broader perspective shows learning relates to work and
is driven by individuals not by employer. So work based learning is
complex in nature and has the ability to extend the knowledge and 30
abilities of teachers. Work based learning helps teachers become better
reflective practitioner and can be formal or informal in nature. It is about
improving performance from a personal individual perspective. It can be
very much about developing skills in a new work setting. It is very much
about investing in learning to bring knowledge to work place.
Grounded theory
Jhoun model
Johns model for structured reflection can be used as a guide for analysis
of a critical incident or general reflection on experience. • This would be
useful for more complex decision making and analysis • Johns supports
the need for the reflective practitioner to work with a supervisor
throughout their learning experience. • He refers to this as guided
reflection, and recommends that teachers use a structured diary. • Johns
considered that through sharing reflections on learning experiences,
greater understanding of those experiences could be achieved than by
reflection as a lone exercise
Stage 1: Describe the event/experience What happened? Who was
involved? What part did you/others play? What was the result? Stage 2:
Thinking and feeling What was significant about this experience to me?
What was I thinking and feeling during the experience? What was I trying
to achieve? How do I feel about the outcome of the event? Stage 3:
Evaluation What was good and bad about the experience? What were
the consequences of my action/actions of others? Stage 4: Analysis What
sense can I make of the situation? What factors (e.g., values,
assumptions, meaning perspective, experiences) influenced my feelings,
thoughts, and actions? What sources of knowledge influenced or should
have influenced my actions? How did others feel and how do I know?
What could I have done differently? What would be the consequences31of
those other actions? How do I now feel about the experience? What have
I learned about my practice/myself/my organizations? What would I do
now in a similar situation? What factors might get in the way of me
applying my learning from the experience. Johns
Jhoun 10 Cs
Challenges in professional Value of reflective practice
Gibbs mode
l reflective writing
It is still academic. • It is not a diary entry, blog or email to a friend. • It
is not simply a description of events. Reflection is in the analysis of those
events. • It is the considered exploration of your own role in the
experience. • It should not be chatty (informal) in style. • It should still
contain a clear introduction, a main body, and a conclusion. • It may even
include evidence and references. • It should be clearly linked to theory. •
It should show what you have learned from the process. • It should
consider other perspectives
Teacher as professional role flexible

32
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34