EDLM6200 - Reflective-Reflexive Practices in Technology Enabled Environments Link for full lesson plan: https://drive.google.com/file/d/17adoZAcv0x5clfB0IbgXc328d08awnJ3/view?usp=sharing In today’s slideshare, we look at the use of digital technology to enhance reflective-reflexive practice in a 5E lesson plan. It is in response to a teacher’s sudden and drastic shift from the traditional classroom to a strictly online learning environment. While learning takes place in the synchronous environment through live conferences, it is supported using an asynchronous learning management platform. The 5e model of instruction will empower the students to take responsibility for their own learning. The teacher will guide the students through the five phases - engage, explore, explain, elaborate, and evaluate. Students will engage in reflective-reflexive practice in each phase using online digital tools.. The reflective-reflexive process will incorporate works from reflective gurus such as Kolb - learning through experience Gibbs - emotional feelings, action plan Brookfield - four critical lenses - self, peers, experts and literature Schön’s reflective models - reflection before, during and after

1. Brehaniea Wight
A 5E Lesson Plan
to Promote the Use of Reflective-Reflexive Practices
by Integrating Digital Technologies in Pedagogy

2. 5E ICT MODEL (5E Model of Instruction, 2021)

3. Pedagogical Approach
• 5E Model of Instruction
• Five (5) sequential phases
• – Engage, Explore, Explain, Elaborate and
Evaluate
• Student-centered (Granger et al., 2012)
• Inquiry-based approach (Spencer & Walker,
2011)
• Experiential learning (Ergin, 2012)
Reflective-Reflexive Process
Kolb
• learning through experience (Tomkin & Ulus,
2016)
Gibbs
• emotional feelings, action plan (Markkanen et
al., 2020)
Brookfield
• four critical lenses – self, peers, experts,
literature (Brookfield, 2002)
Schön
• reflection before, during and after (Williams,
2001)
5E ICT LESSON PLAN
Using Digital Technology For Reflective-Reflexive Practice

4. 5E ICT LESSON PLAN
• Grade: Form 1 (Grade 6) 11 – 13 years old
• Modality: Online (Asynchronous supported by Synchronous sessions)
• Duration: 2 sessions – 60 minutes each
• Topic: Computer Care and Safety
• Benchmark: Trinidad and Tobago National Certification Secondary
Education (NCSE) – ICT Curriculum, Module 1: Health and Safety
Click for complete lesson plan

5. Learning Objectives - By the end of the lesson, students will
• Identify at least FIVE (5) potential computer hazards at home and in the office
• Describe at least FIVE (5) ways to care a computer and computing devices
• Propose at least THREE (2) ways to promote good computer care and safety practices
• Create at least ONE (1) artifact to promote good computer care and safety practices
Cognitive
• Willingly participate in group activities
• Listen to others with respect
• Advocate for good computer care and safety practices
• Reflect the importance of computer care and safety practices
Affective
• Design a poster on good computer care and safety practices OR
• Produce a video on good computer care safety practices OR
• Create a slide presentation on good computer care and safety practices OR
• Give an oral presentation on good computer care and safety practices
Psychomotor

6. 5E ICT LESSON PLAN
• Key skills required:
• basic word processing skill
• basic presentation skills
• basic video editing-skills (optional)
• Prior learning:
• students can recognize physical dangers in their everyday lives
• students may be able to respond adequately to physical dangers in their environment
• students are aware there are rules and guidelines to stay safe when using electrical and
sensitive items
• Assessment criteria:
• students will identify computer hazards
• students will produce design artifacts promoting good computer care and safety practices

7. 1. ENGAGE – capture students interest and make connection with
prior knowledge of hazards and safety practices
Teaching Strategies
Individual activity
• Graphic organiser (KWHL)
• Questioning
Group activity
• Group discussion
• Whole class
• Oral presentation
Digital Tools
• editable online KWHL worksheet
• record responses
• online fillable activity sheet
• breakout room activity via live
conference
• Group discussion
• live conference

8. Keywords
 Safety
 Computer
 Practices
(National Safety Council, 2016)
(The ICT Lounge, 2021)

9. 2. EXPLORE – students explore the topic using a real-life example,
formulate questions, and make their own inferences
Teaching Strategies
Individual/Group/Whole Class
activity
• Think-Group-Share (TGS)
• Case study
• Group discussion
• Oral presentation
Digital Tools
• editable online TGS worksheet
• Record responses
• breakout room via live conference
• Group discussion
• live session
• Whole class oral presentation

12. 3. Explain – students will concretize and develop a better
understanding of computer safety practices with guidance from the teacher
Teaching Strategies
Individual activity
• Reflective pause
• Differentiated content
• Concept map
• Reading material
• Video resources
Group activity
• Group discussion
Digital Tools
• educational websites
• YouTube clips
• interactive video with embedded
questions, e.g. Playposit
• editable online KWHL sheet
• online collaborative tools
• concept mapping tool with slideshow
feature, e.g. Mindmeister
• presentation tools, e.g. Google Slides
• shared word documents, e.g. Google
Docs

14. 4. ELABORATE – students will internalize lesson by using the
vocabulary and concept and applying knowledge to new situations.
Teaching Strategies
Group activity
• Differentiated product
• Poster
• Video clip
• Slide presentation
• Oral presentations
• Rubric feedback
Individual activity
• TAG (peer) review
Digital Tools
• online collaborative tools
• presentation tools, e.g. Google Slides
• shared word documents, e.g. Google
Docs
• video editors
• Live conferencing tool
• LMS discussion forum
• (TAG review)

16. 5. EVALUATE – students will use their metacognitive skills to compare
their previous knowledge with new understandings and prove what they
know
Teaching Strategies
Individual activity
• Guided reflection
• Rubric feedback
Digital Tools
• online word doc
• presentation tool
• video editor
• audio editor
• digital storytelling app

18. Digital Tools to Support Reflective-Reflexive
Practices in Online Learning
• editable online KWHL charts (a modified KWL chart)
• effective to reflect before, during and after a lesson
• students plan for learning by building on their prior knowledge (Vaiyavutjamai et al.,
2012)
• Useful prompts to encourage thinking throughout the lesson
• increases student engagement, achievement and metacognition (Tok, 2013)
• encourages writing your thoughts which allows students to revisit or re-examine
their learning at a later time (Benade, 2015)
What do I Know? What do I want to Know? How will I find out? What Did I Learn?

19. • Online (collaborative) concept mapping tools
• helps organise thoughts by making connections between concepts, and adding new
concept and information
• facilitates reflection when used as a learning and assessment and collaboration tool
(Kandiko & Weller, 2013; Dabbagh, 2014)
• promotes critical thinking about understandings and misconceptions or highlights
the need for a more conceptual framework (Holcombe & Shonka, 1993)
• develops creative thinking and problem-solving skills (Tseng et al., 2013)
Digital Tools to Support Reflective-Reflexive
Practices in Online Learning

20. • Case study/Scenario-based Learning
• Promotes positive self-efficacy and classroom readiness (Bardach et al., 2020)
• Promotes a student-centered approach (Karunanayaka et al., 2017)
• Allows for active participation in real-world problems
Think-Group-Share activity sheet
• encourages students to think, write, collaborate and verbalise their thoughts
• In turn, students learn from self and peer reflections (Usman, 2015)
Digital Tools to Support Reflective-Reflexive
Practices in Online Learning

21. • Online guided reflective journal
• Helps clarify and organize your thoughts to engage in a higher sense of personal purpose
• Provides more opportunity for student to add graphics for visual impact (Pavlovich et al.,
2008)
• Ease of use, convenient and easily accessible
• May allow for more free-flowing, creative and thoughtful reflections (Pavlovich et al., 2008)
• Acts as feedback to instructor on what is happening in the class
• Give students the opportunity to express their inner learning by amplifying their voices
(Cook-Sather, 2017)
Digital Tools to Support Reflective-Reflexive
Practices in Online Learning

22. Changes needed!
• Teacher may require a change in attitude (Reed & Koliba, n.d.)
• Be honest (and ethical) with self and others
• Not seen as an expert but a moderator to guide communication
• Remain open to learning while encouraging others to learn
• Teacher will have to manage communication (Reed & Koliba, n.d.)
• Create a safe environment for communication
• Adopt and promote respectful listening skills (Helyer, 2015)
• Encourage active participation
• Use open-ended questions
• Accommodate both individual and group contributions
• Manage disagreements

23. Drawbacks of Digital Technologies
for Reflective-Reflexive Practice
• Challenging process that requires careful planning and meticulous thinking
(Karunanayaka et al., 2017)
• Cognitive overload – apart from engaging in reflective practice, teachers and
students may need to understand how to use the digital tools (Karunanayaka et
al., 2017)
• Technical problems – problems with connectivity, digital tools and LMS

24. References
5E Model of Instruction. (2021). [Image]. http://www.swiftelearningservices.com/5e-instructional-model-for-elearning-a-model-preferred-by-
nasa/.
Bardach, L., Klassen, R., Durksen, T. L., Rushby, J. V., Bostwick, K., & Sheridan, L. (2020). The Power of Feedback and Reflection: Testing an
Online Scenario-based Learning Intervention for Student Teachers. https://doi.org/10.31234/osf.io/whsny
Benade, L. (2015). Teachers’ Critical Reflective Practice in the Context of Twenty-first Century Learning. Open Review Of Educational
Research, 2(1), 42-54. https://doi.org/10.1080/23265507.2014.998159
Brookfield, S. D. (2002). Using the lenses of critically reflective teaching in the community college classroom. New directions for community
colleges, 2002(118), 31-38.

25. References
Cook‐Sather, A. (2017). Virtual forms, actual effects: how amplifying student voice through digital media promotes reflective practice
and positions students as pedagogical partners to prospective high school and practicing college teachers. British Journal of
Educational Technology, 48(5), 1143-1152. https://repository.brynmawr.edu/cgi/viewcontent.cgi?article=1035&context=edu_pubs
Dabbagh, N. (2014). Concept Mapping as a Mindtool for Critical Thinking. Journal Of Computing In Teacher Education, 17(12), 16-23. Ergin,
I. (2012). Constructivist approach based 5E model and usability instructional physics. Latin-American Journal of Physics
Education, 6(1), 14-20.
Granger, E., Bevis, T., Saka, Y., Southerland, S., Sampson, V., & Tate, R. (2012). The Efficacy of Student-Centered Instruction in Supporting
Science Learning. Science, 338(6103), 105-108. https://doi.org/10.1126/science.1223709

26. References
Helyer. R. (2015) Learning through reflection: the critical role of reflection in work-based learning: (WBL). Journal of Work-Applied
Management, 7(1), 15-27. https://www.emeraldinsight.com/doi/full/10.1108/JWAM-10-2015-003
Holcombe, M., & Shonka, A. (1993). Conceptual Mapping: A Tool for Self-Reflection. The Clearing House: A Journal Of Educational
Strategies, Issues And Ideas, 67(2), 83-84. https://doi.org/10.1080/00098655.1993.9956028
Kandiko, C., Hay, D., & Weller, S. (2013). Concept mapping in the humanities to facilitate reflection: Externalizing the relationship between
public and personal learning. Arts and Humanities in Higher Education, 12(1), 70-87.
Karunanayaka, S. P., Naidu, S., Rajendra, J. C. N., & Ratnayake, H. U. W. (2017). Designing Reflective Practice in the Context of OER-
based e-Learning. https://files.eric.ed.gov/fulltext/EJ1149180.pdf

27. References
Markkanen, P., Välimäki, M., Anttila, M., & Kuuskorpi, M. (2020). A reflective cycle: Understanding challenging situations in a school
setting. Educational Research, 62(1), 46-62.
National Safety Council. (2016). Spot the Hazards [Image]. https://thsawc.org/files/12-15-16%20Spot%20the%20hazards%20game.pdf.
Pavlovich, K., Collins, E., & Jones, G. (2008). Developing Students' Skills in Reflective Practice. Journal Of Management Education, 33(1), 37-
58. https://doi.org/10.1177/1052562907307640
Reed , J., Koliba, C., (nd) Facilitating Reflection - A Manual for Leaders and Educators. http://www.uvm.edu/~dewey/reflect.pdf
Spencer, T. L., & Walker, T. M. (2011). Creating a love for science for elementary students through inquiry-based learning. Journal of Virginia
Science Education, 4(2), 18-25.

28. References
The ICT Lounge. (2021). Computer hazards at home [Image]. https://www.ictlounge.com/html/health_and_safety.htm.
Tseng, K. H., Chang, C. C., Lou, S. J., & Hsu, P. S. (2013). Using creative problem solving to promote students’performance of concept
mapping. International Journal of Technology and Design Education, 23(4), 1093-1109.
Tok, Ş. (2013). Effects of the know-want-learn strategy on students’mathematics achievement, anxiety and metacognitive skills. Metacognition
And Learning, 8(2), 193-212. https://doi.org/10.1007/s11409-013-9101-z
Tomkins, L., & Ulus, E. (2016). ‘Oh, was that “experiential learning”?!’Spaces, synergies and surprises with Kolb’s learning cycle. Management
Learning, 47(2), 158-178.
Usman, A. (2015). Using the Think-Pair-Share Strategy to Improve Students' Speaking Ability at Stain Ternate. Journal Of Education And
Practice, 6(10). http://files.eric.ed.gov/fulltext/EJ1081679.pdf.

29. References
Vaiyavutjamai, P., Charoenchaia, S., Ponmanee, S., Danpakdee, A., Chotivachira, B., & Warotamawit, V. et al. (2012). Collaborative Action
Research to Promote Reflective Thinking Among Higher Education Students. Procedia - Social And Behavioral Sciences, 47, 739-
744. https://doi.org/10.1016/j.sbspro.2012.06.727
Williams, B. (2001). Developing critical reflection for professional practice through problem‐based learning. Journal of Advanced
nursing, 34(1), 27-34.