Abstract
Reflective teaching-learning methodology is a self evaluation technique adopted by teachers to promote motivation within one’s own self in order to make teaching-learning process more interesting and effective task. “If the teacher integrates mind tools such as metaphorical thinking and visual imagery in his/her reflective teaching methodology, the teaching-learning process becomes more challenging, the teacher will develop radiant or divergent thinking as the result teaching-learning process becomes learner centered. The work shop targets teachers or teacher trainees to get acquainted with the technique of practicing metaphorical thinking and visual imagery in reflective teaching methodology. Metaphorical thinking [1] is a natural phenomenon of the human brain to find similarity between two different universes of meaning. Visual imagery is another natural phenomenon in which human brain associates text material with structures in one’s own mind’s eye. Integrating these two mind tools consciously in reflective teaching-learning process transforms the teachers as well as teacher trainees to highly self motivated individuals.
Highlights
Reflective teaching methodology is a self inquiry approach which is constructivist in nature meaning that the learners construct new knowledge from their experiences related to the mental frame work that already exists in their mind (Jean Piaget 1967)
The reflective teaching methodology integrated with visual imagery and metaphorical thinking kindles the thought process of the learner and helps to retain the information prioritizing and rearranging ideas to create meaningful concept as well as to organize information from their class notes or textbook chapters
Visual imagery is important in facilitating longterm retention
Summary
Reflective teaching methodology is a self inquiry approach which is constructivist in nature meaning that the learners construct new knowledge from their experiences related to the mental frame work that already exists in their mind (Jean Piaget 1967). The role of the teacher is to foster constructivist approach in teaching-learning process integrating metaphorical thinking and visual imagery takes. D. Schon [2] suggested that reflective teaching practice is a continuous process and involves learner thoughtfully considering one’s own experience in applying knowledge to practice while being taught by professionals. Schon [2] suggested that reflective teaching practice is a continuous process and involves learner thoughtfully considering one’s own experience in applying knowledge to practice while being taught by professionals It helps the individual’s to develop their own personality. The aim of the assignment was to encourage the pre-service teachers to articulate their underlying beliefs about teaching and learning and the effectiveness of using metaphors in their own design of teaching-learning process was evaluated by conducting interviews after a period of eighteen months. The findings of the study revealed that though the pre-service teachers used different metaphors for the same content according to their individual teaching-learning design it was found to contribute to their teaching growth
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