1. MODELS OF
SUPERVISION/REFLECTION
Dr. Stephen Harvey – West Virginia University, USA
PET 485 Supervision in Physical Education

2. Today’s aim
• Know, understand and be able to evaluate
various models of supervision and reflective
practice and apply these in the evaluation of
their teaching effectiveness and challenge
assumptions and beliefs about learning (PET
485)
• WVU TES REPORT;
• SUPERVISION PRESENTATION

3. Last week
• Established existence of a subjective warrant
• Affects beliefs and assumptions about
learning and/or how you ‘view the world’
• Acts as a ‘filter’ to ‘new’ ideas

4. Effect of beliefs

6. Challenges
• The aim of professional socialization is to
challenge these warrants
• Some research suggests this is very difficult as
beliefs are so ingrained

7. What can we do?
• Use tools to stimulate reflection-in and
reflection-on-action

8. Teacher development
• Inquiry-orientated programs which seek to
challenge orientations by generating ‘NEW’
knowledge by teaching, field experiences
and/or through reflection, discussion and
dialogue

9. The Student Teaching Triad

10. Traditional models of supervision
• Formal
• Retention of (new) knowledge
• Teacher-centered
• Learning in individual mind
• Deliberate
• Content-driven
• Acquiring info in discrete packages

11. Situated learning model of
supervision

12. Situated learning model of
supervision

13. Situated learning model of
supervision – Unique factors
• Learning is becoming
• People learn content through activities rather
than acquiring information as organized by
instructors
• Content is inherent in ‘doing’ the task
• Learning is dilemma-driven
• Subject matter emerges from cues in the
environment and from dialogue in and among the
community (i.e. normative rules, behaviors,
practices)

14. Situated learning model of
supervision
• Content is embedded in:
– Context
– Community of Practice (CoP)
– Participation
• Learning is:
– Social (connected)
– Active
– Authentic (situation/context specific)
– Student takes responsibility / is empowered to
reformulate identity / change perspective

15. Situated learning model of
supervision
• Informal
• Application of new knowledge
• Participatory / community
• Participative / cooperative
• Authentic situations
• Unintentional / incidental
• Learning content through activity
• Structure of learning implicit in experience

16. Questions?

17. TASK
• In pairs from last weeks teaching episode
• One of you take the role of the teacher
• One of you take the role of the cooperating
teacher / university supervisor
• Cooperating teachers role if to assist teacher in
reflecting on the lesson
• Cooperating teacher can ONLY ask questions
avoiding closed questions (i.e. do you think?) and
using open ones (i.e. can you explain to me…what
did you think of…were there other ways to…)

18. Reflection
• What did you think of the task?
• What did the task force the student teacher to
do?
• Based on the model we have discussed earlier,
how might this be useful?
• When should this be done after a lesson? (i.e.
right after, a while after, a week after?)

19. Implications for Student Teaching
Placement

20. TASK
• Based on what we have discussed, please
come up with a list of roles that you perceive
the following actors to have on your student
teaching placement:
1. Yourself
2. University supervisor
3. Cooperating teacher
4. Student teaching coordinator

21. Did you have similar roles?

22. Models of reflection

23. Chelladuri’s model

24. Cyclical Models (i.e. Rolfe, 2001)

25. Cyclical Models (i.e. Gibbs, 1988)

26. Donald Schön (1993)

27. Donald Schön (1993)

28. Donald Schön (1993)

29. Reflective tools
• Post-Teaching Reflective Analysis
• Video-taping
– Using data
– Critical incident analysis
• Reflective writing
• Journal writing
• Action Research
• Professional portfolio

30. Reflective tools
• Post-Teaching Reflective Analysis
• Video-taping
– Using data
– Critical incident analysis
• Reflective writing
• Journal writing
• Action Research
• Professional portfolio

31. Reflective tools
• Post-Teaching Reflective Analysis
• Video-taping
– Using data
– Critical incident analysis
• Reflective writing
• Journal writing
• Action Research
• Professional portfolio

32. WVU TES Lab

33. Reflective tools
• Post-Teaching Reflective Analysis
• Video-taping
– Using data
– Critical incident analysis
• Reflective writing
• Journal writing
• Action Research
• Professional portfolio

34. Reflective Writing Task

35. Today’s aim
• Know, understand and be able to evaluate
various models of supervision and reflective
practice and apply these in the evaluation of
their teaching effectiveness and challenge
assumptions and beliefs about learning (PET
485)
• WVU TES REPORT;
• SUPERVISION PRESENTATION

36. Reflective tools
• Post-Teaching Reflective Analysis
• Video-taping
– Using data
– Critical incident analysis
• Reflective writing
• Journal writing
• Action Research – PET 489
• Professional portfolio

37. Teacher development
• Field experiences
– Early and well planned
• Reflection
– Inquiry-orientated – little knowledge = retreat to
authoritarian and custodial orientation
– Action Research – systematically reflecting on
practice

38. Questions?