BTE2601 ASSIGNMENT 2
221732
JUNE 1, 2022
, QUESTION 1:
1.1. There are 7 roles of the teacher, list at least five.
- Specialist in a phase, discipline, or practice.
- Assessor
- Learning mediator
- Leader, administrator, and manager
- Interpreter and designer of learning programmes and materials.
1.2. Mention and describe five tools to guide reflection
The 'DATA process' is the initial tool for guiding introspection. The acronym 'DATA'
stands for the four steps of this reflection process. The letter 'D' stands for description,
and it entails detailing exactly what occurred during a specific situation in order to
obtain insight into the general nature or attitude of a scenario. The first 'A' stands for
analysis, and it entails disclosing information about the cause for a given situation's
occurrence, as well as any potential contributing variables influencing the outcome,
such as motives and beliefs. The 'T' stands for theorising, which is combining past
experiences and theory to brainstorm potential, helpful solutions to a specific
scenario. The second 'A' stands for action, and it entails putting this research and
formulation of helpful ideas into effect in order to deal with a specific circumstance.
A skilled instructor can use this tool to reflect in depth on the quality of their own
personal or individual efforts, as well as to acknowledge this feedback in a way that
will benefit their future behaviour. A trained teacher, on the other hand, could enlist
the help of another instructor to conduct the reflection. Furthermore, while the use
of this instrument by a scholar is not strongly recommended, the involvement of their
instructor or lecturer in such contemplation is strongly encouraged.
The 'Guided reflection protocol', which shares some characteristics with the DATA
process, is the second tool for guiding reflection. It comprises of a slightly less
extensive description of what happened in order to avoid a contaminated view or
interpretation, as well as a brief context setting. The procedure then progresses to
gaining an understanding of why an event occurred in the provided or specified
context. Only then does reflection occur, in order to answer the question of why' more
profoundly or comprehensively, and only then does the search for meaning begin. The
different meanings of these circumstances are then discussed, in order to emphasise
the necessity of split-second decision-making. The third step would be to think about
how this contemplation might affect your own teaching practise.
The usage of a 'reflective journal' is the third tool for guiding reflection. This tool is
primarily intended for new, inexperienced teachers to utilise during their practical and
observation periods in order to help their efforts in gaining personal understanding.
This is because, over time, proper use of such a journal will make it clear to spot
patterns, strengths, and shortcomings, and therefore might be viewed of as a teaching
"diary." This tool will only be useful if it is used on a regular basis and completed
diligently and enthusiastically.
The fourth tool to guide reflection is by 'being observed by your colleagues'. This
request for a teacher to observe a lesson is a useful tool because the reflection is
221732
JUNE 1, 2022
, QUESTION 1:
1.1. There are 7 roles of the teacher, list at least five.
- Specialist in a phase, discipline, or practice.
- Assessor
- Learning mediator
- Leader, administrator, and manager
- Interpreter and designer of learning programmes and materials.
1.2. Mention and describe five tools to guide reflection
The 'DATA process' is the initial tool for guiding introspection. The acronym 'DATA'
stands for the four steps of this reflection process. The letter 'D' stands for description,
and it entails detailing exactly what occurred during a specific situation in order to
obtain insight into the general nature or attitude of a scenario. The first 'A' stands for
analysis, and it entails disclosing information about the cause for a given situation's
occurrence, as well as any potential contributing variables influencing the outcome,
such as motives and beliefs. The 'T' stands for theorising, which is combining past
experiences and theory to brainstorm potential, helpful solutions to a specific
scenario. The second 'A' stands for action, and it entails putting this research and
formulation of helpful ideas into effect in order to deal with a specific circumstance.
A skilled instructor can use this tool to reflect in depth on the quality of their own
personal or individual efforts, as well as to acknowledge this feedback in a way that
will benefit their future behaviour. A trained teacher, on the other hand, could enlist
the help of another instructor to conduct the reflection. Furthermore, while the use
of this instrument by a scholar is not strongly recommended, the involvement of their
instructor or lecturer in such contemplation is strongly encouraged.
The 'Guided reflection protocol', which shares some characteristics with the DATA
process, is the second tool for guiding reflection. It comprises of a slightly less
extensive description of what happened in order to avoid a contaminated view or
interpretation, as well as a brief context setting. The procedure then progresses to
gaining an understanding of why an event occurred in the provided or specified
context. Only then does reflection occur, in order to answer the question of why' more
profoundly or comprehensively, and only then does the search for meaning begin. The
different meanings of these circumstances are then discussed, in order to emphasise
the necessity of split-second decision-making. The third step would be to think about
how this contemplation might affect your own teaching practise.
The usage of a 'reflective journal' is the third tool for guiding reflection. This tool is
primarily intended for new, inexperienced teachers to utilise during their practical and
observation periods in order to help their efforts in gaining personal understanding.
This is because, over time, proper use of such a journal will make it clear to spot
patterns, strengths, and shortcomings, and therefore might be viewed of as a teaching
"diary." This tool will only be useful if it is used on a regular basis and completed
diligently and enthusiastically.
The fourth tool to guide reflection is by 'being observed by your colleagues'. This
request for a teacher to observe a lesson is a useful tool because the reflection is
