I'd be happy to share. I am studying teachers' growth in their ability to reflect as they go through the National Board portfolio process. I have been able to document a significant difference in many teachers between when they begin their portfolios and when they end in the depth of their reflections. Second, I worked to document the mechanism behind the growth... What made teachers more reflective? I've found that videotaping, coaching questions from candidate support providers, a safe environment, the dialogue with knowledgeable others, the standards as a backdrop to focus reflection were all important. Not surprisingly, another common theme was time. The deepest reflections only come when you make the TIME to think. Hard to do in a busy school setting! :-) completing a meaningful portfolio over a years time seems to force folks to make the time.
I have been struck, time and time again with the parallels between my research and research I have read in fostering metacognitive thinking in young readers. To Understand and Ellin's groundbreaking theory remained in the back of my mind throughout. I am left wondering about the implications of all this for PD. Are more reflective teachers better teachers of reading strategies? And if so, how can I take what I have learned and apply it? Sally, what was your research? I'm sorry if you've shared this previously and I've forgotten... Sent from my iPhone On Dec 30, 2011, at 11:24 AM, "Sally Thomas" <[email protected]> wrote: > Hey Jen, Can you tell us more about your dissertation? I would love to > hear about it and your work. And wishing you well. I remember how life > altering the whole process is! > Sally > > > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
