As school leaders and teachers try to prepare their students for the challenges of an ever-changing and technologically advanced world, reflective learning is becoming increasingly relevant to educators around the world. ‘Reflective learning’ is a broad topic so the major areas covered include:
- What does it mean to be a reflective learner?
- What does it mean to be a reflective teacher?
- How can schools create a culture of reflective learning?
- How can schools manage and evaluate reflective learning practices?
Reflective learning isn’t a one-off event, it’s an ongoing process. It’s only once we start to fully embed that process in our lives that we start to see the benefits. Strong reflective practices enable educators to teach in a way that engages young people, challenges them and builds their desire to learn more. Continuous reflection really is the way to help develop teachers and learners who are confident, responsible, reflective, innovative and engaged.
After this short basic course, participants will be able to:
- Address various stages involved in the process of reflective learning.
- Extend diagnosis of critical incidents and their remedial solutions as tools of reflection.
- Apply reflective learning with their own learning style as active or passive learners.
- Acquire the habit of using ICT in building teaching-learning activities.
- Change teaching practice based on their professional judgement of reflective learning.
- Associate critical self-reflection to their own style of reflection.
- Devise a complete action plan for their own self-reflection in teaching and learning situations.
Face-to-face and on-line mode
7.5 hours ( 5 hours face to face and 2.5 hours on-line)
Computer, Internet connection
Basic ICT skills (basic computer and ICT literacy)
Text to be submitted as part of the course
Certificate of successful completion provided by NUML