Five-Minute Paper as a Reflection Tool in Teaching

Abstract

Being a reflective teacher means developing him/herself continuously, and it requires collecting data about their teaching styles, attitudes and teaching practices and using this information for critical reflection in their courses. In this study, the researcher aimed to change the contents of her courses, materials and teaching techniques in line with the students ‘requests and also show that the students’ ideas were taken into consideration and they were included in the process of deciding what to do in the courses.. For this reason, “five-minutes papers”, which is one of the tools used to achieve formative feedback from learners, was used and two questions  were asked to the students:1- “What were your expectations from the course? Have they been met?” 2.“Is there anything that should be done differently?”. It was administered to the freshmen(49 students) for “Lexical Competence”, to the juniors(75 students) for  “Methodology”  and to the seniors  (54 students) for “English Language Testing and Evaluation” courses at English Language Teaching Department in Buca Faculty of Education at Dokuz Eylül University at the end of the 2014-2015 academic year in the last ten minutes of their courses. Students’ suggestions were collected and analyzed by the researcher and their positive and negative ideas were collected under some main headings for each course and provided with the  number of the students    

Keywords

• Five-minutes papers,reflective teaching,teaching practices,teaching styles

References

1. Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey- Bass Publishers.
2. Ashakiran, S. & Deepthi, R. (2016). One-minute paper: A thinking-centered assessment tool. Internet Journal of Medical Update, 8(2), 3-9. Retrieved from: https://www.ajol.info/index.php/ijmu/article/view/93192
3. Bartlett, L. (1994). Teacher development through reflective teaching. In Jack C. Richards & David Nunan (Eds.), Second language teacher education (pp. 202-214). Cambridge: Cambridge University Press.
4. Brookfield, S. (2017). Becoming a critically reflective teacher. San Francisco: Jossey-Bass
5. Cuseo, J. (2015). Advantages of Minute Papers. Retrieved from http://oncourseworkshop.com/self-awareness/one-minute-paper/
6. Ersöz, A. (2012). Reflections on a seminar at Izmir University of Economics. The INGED Newsletter, 1(3), 42.
7. Fatemipour, H. & Hosseingholikhani, F. (2014). The impact of reflective teaching on the EFL teachers’ performance. Journal of Education and Management Studies , 4(4), 796-799.
8. Gray, J. (1998). The language learner as teacher: The use of interactive diaries in teacher training. ELT Journal, 52(1), 29-36.

9. Heigham, J. & Croker, R. A. (2009). Qualitative research in applied linguistics: A practical introduction. London: Palgrave Macmillan.
10. Lang, J. (2016). The beginning and end of classes. Retrieved from https://poorvucenter.yale.edu/Beginning-End-Class.
11. Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307.
12. Li, Z. & Ye, Z.(2016). On reflective teaching of EFL teachers in local universities of China: A case study of Leshon Normal University. English Language Teaching, 9(6). 154-161. http://dx.doi.org/10.5539/elt.v9n6p154.
13. Murphy, J. (2001). Reflective teaching in ELT. In M. Celce-Murcia (Ed.), Teaching English as a second language (pp. 499-513). Boston: Heinle & Heinle Thomson Learning.
14. Navaneedhan, C. G. (2011). Reflective teaching pedagogy as innovative approach in teacher education through open and distance learning. Journal of Media and Communication Studies, 3(12), 331-335. http://dx.doi.org/10.5897/JMCS11.028
15. Porter, P., Goldstein, L., Leatherman, J., & Conrad, S. (1994). An ongoing dialogue: Learning logs for teacher preparation. In J. C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 227-240). Cambridge: Cambridge University Press.
16. Richards, J. C. (1995). Towards reflective teaching. English Teachers Journal Israel, 59-63. Retrieved from: https://tttjournal.co.uk/uploads/File/back_articles/Towards_Reflective_Teaching.pdf
17. Ruth-Sahd, L. A. (2003). A critical analysis of data-based studies and implications for nursing education. Journal of Nursing Education, 42(11), 488-495. https://doi.org/10.3928/0148-4834-20031101-07.
18. OECD (2009). Teacher evaluation: A conceptual framework and examples of country practices. Retrieved from: https://www.oecd.org/education/school/44568106.pdf
19. Vian, L. (1994). Using one-minute papers for immediate feedback of student comprehension of mathematics in the classroom. Second Annual College Continuing Education Faculty Symposium on Teaching Effectiveness, 57-65. Retrieved from:
20. Whittard, D. (2015). Reflections on the one-minute paper. International Review of Economics Education, 20, 1-12.
21. Zalipour, A. (2015). Reflective Practice. Retrieved from: https://www.waikato.ac.nz/__data/assets/pdf_file/0006/360861/Reflective-Practice-June-2015.pdf