Kristin Grayson, M.Ed.

Reflective Teaching – Podcast Episode 61 | Classnotes Podcast 61

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Classnotes Podcast (November 13, 2009) No matter how long a person has been teaching or how well-prepared he or she is, there is always room for improvement. And while keeping up with professional development training is critical, teachers also can improve their skills through reflection. Kristin Grayson, M.Ed., an IDRA education associate, describes her working in coaching teachers through the process of reflective teaching where teachers reflect on a particular lesson from the perspective of how well the students were engaged. Kristin is interviewed by Christie Goodman, APR.

Show length: 15:08

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Resources

Cultures of Teaching: A Focus for Change
By Andy Hargreaves, in Understanding Teacher Development by Andy Hargreaves, Ed., and Michael G. Fullan, Ed.
http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED369784&ERICExtSearch_Search
Type_0=no&accno=ED369784

Coaching and Mentoring for Novice Teachers
Dynamic induction training for mentors and new teachers.
http://www.idra.org/resource-center/coaching-and-mentoring-new-teachers/

IDRA Engagement Based Sheltered Instruction Model and Training
Intercultural Development Research Association
http://www.idra.org/services/engagement-based-sheltered-instruction/

“Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection”
By T.C. Howard, Theory Into Practice
https://muse.jhu.edu/article/45874/pdf

“You Can’t Win if You Don’t Get to Play – Effectively Engaging All English Language Learners”
By Adela Solís, Ph.D., and Kristin Grayson, M.Ed., IDRA Newsletter
http://www.idra.org/resource-center/you-can-not-win/

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Show Notes

  • Kristin defines reflective teaching and offers an overview of how it is incorporated into IDRA's models and workshops.

  • Kristin talks about how she uses mentoring and in-class assistance as part of the reflective teaching approach.

  • Kristin explains the importance of first focusing on what the students – rather than the teachers – are doing in the classroom and on the need to engage students cognitively.

  • Kristin discusses how IDRA gathers data and measures the success of its reflective teaching training.

  • Kristin describes how IDRA builds continuity into its program so that reflective teaching can be extended across the school campus.

  • Christie asks Kristin whether reflective teaching is as valuable for veteran teachers as it is for newcomers to the profession.

  • Kristin talks about the impact of reflective teaching in science classes in elementary schools, and for instructors of English language learners.

  • Kristin shares her parting words on reflective teaching.