Models of ReflectionThis document is meant to provide an explanation of the conclusions of the first phase of my research conducted with Suzanne McCotter. The definitions and models described here resulted from analysis of samples of student teacher reflection. This is basically a short version of the paper, “Reflection as a Visible Outcome”. In this presentation you will see that we are not satisfied with the quality of reflection we are currently seeing from student teachers. The main outcome of this research is a matrix describing different levels of reflection.

The research I am currently working on is explained in the presentation, “student learning.” Of course, our big goal is to help student teachers use reflection to improve their teaching. Before considering how to do that, however, I want a better understanding of the challenge. My current research asks, “why is the level of reflection typically produced by student teachers so low?” This research is narrowed to the Focus dimension of our reflection matrix. Specifically, I am trying to understand why student teachers rarely use evidence of student learning as a basis for reflection and improvement of practice.

A Definition of Reflection

Hatton and Smith (1995) reflection involves “deliberate thinking about action with a view to its improvement.”

What are the Qualities that make for meaningful reflection? The next slide defines four qualitatively different levels of reflection.

Levels of Reflection

Routine: Self disengaged from change Technical: Instrumental response to specific situations without

changing perspective. Dialogic: Inquiry part of a process involving cycles of situated

questions and action, consideration for others’ perspectives, new insights.

Critical: Transformative and fundamental questions and change.

The next set of slides describe these levels with models and student examples.

Routine Reflection as Distance from Situation

Routine reflection often involves critiquing others. It can also be about how you are limited in your own practice by others or from a lack of time and resources. Routine reflection does not tend to lead to improve of practice--change is out of your control.

Routine Reflection as a Process

Routine reflection does not involve on-going thinking or change.

The other barrier I found was the ability of many of my students. As an entire class, they did not have much experience working hands-on. I would have liked to teach many more concepts hands-on, but due to the lack of experience in the class it was not feasible. Classroom management was a problem the first few times we tried a hands-on activity. If this had been my classroom, students would have been familiar with my mode of teaching and classroom management would not have been an issue. When I taught my fall week I did not run into any classroom management problems because they knew my expectations.

Sample of Student Teacher Reflection Evaluated as Routine

Technical Reflection as Involved but Isolated

Technical reflection involves improvement of practice to solve specific problems. It is also done alone with limited input from others.

Technical Reflection as a Process

Technical reflection is like routine reflection in that it can be seen as a one-time process, but unlike routine reflection, technical reflection involves change.

I could use more professional development in… getting students more involved in "lecture" material and making a connection from class notes and lecture material to the overall understanding of the lesson. Sometimes there is not the opportunity to do a hands-on activity related to a particular topic. The material can be very dry, but definitely necessary to the understanding of the topic. I try to play review games, and get the students involved in the lecture by asking questions that makes them more active participants. But, I feel I need to find some more strategies on how to make lecture material more interesting and engaging for the students.

Sample of Student Teacher Reflection Evaluated as Technical

Notice that this teacher is not questioning the general use of lecturing, the questionis more a technical issue of how to enhance this specific skill. Also, this reflectiondoes not seem to be responding to peers, students, or ideas from others.

Dialogic Reflection as a Engagement

One of the key characteristics of dialogic reflection is engagement or “dialogue” with others. This model depictsthe importance of dialogue with peer groups and with students.On-going assessment and responsiveness to student learning isalso key to dialogic reflection.

Dialogic Reflection as a Process

Unlike Routine and Technical reflection, dialogic reflectioninvolves on-going inquiry with others.

My first decision to change my instruction came at the very beginning of my unit after my pre-assessment. Student one, who is an English as a second language student, did very poorly on the pre-assessment. My first reaction was to have his ESL teacher give him the assessment. When I found out that this was not feasible, I decided to try it myself. My first step was to borrow one of the student’s English-Spanish dictionaries. I was surprised to find out that a lot of words I needed were not in the dictionary. After finding as many words as I could, I made notes on a blank assessment and set a time to meet with student one. I went through the assessment again with this student, only to find that my efforts did not help. My analysis of this exercise, however, allowed me to understand a little better why he did poorly on the pre-assessment. I found that it was not just his English deficiency that hindered him on the assessment. Student one did not have the prior knowledge needed to answer the questions

on the assessment.

Sample of student teacher reflection evaluated as dialogic

After questioning her behavior I began to question the assignment. Yes, DK is a very good writer, but why was she struggling? …Wow, in the middle of my unit I then began to question the success of the unit. Am I really meeting the needs of all of my students or is this too easy?…First, I would never just do a persuasive writing unit again (even though it was in conjunction with westward expansion). I would love to make a connection between a relevant issue in student's lives and how they can utilize persuasive writing to assist

them with it.

Sample of student teacher reflection evaluated as critical

As you may have noticed, we don’t have a model that illustrates critical reflection. Critical reflection is similar to dialogic reflection, but there is a qualitative distinction based on the commitment to inquiry and the depth of the questions being asked.

It is also difficult to demonstrate the critical qualities that we found inthis short excerpt. Generally critical reflection involves asking biggerquestions-especially questions that fundamentally challenge personallyheld beliefs. It also involves a fundamental shift of perspective.

A typical distribution of Ratings

37

51

51

0

10

20

30

40

50

60

Routine Technical Dialogic Critical

This distribution is based on analysis of student teacher reflective writings from our students as well as the students from 11 different universities. The quality of reflection is not what we hope for.

We would like to see something more like this

25

40

25

10

0

10

20

30

40

50

Routine Technical Dialogic Critical

We do not think routine or technical reflection is bad. In fact, it is important and developmentally appropriate for student teachers. Yet we believe that more dialogic and critical reflection would help even new teachers improve their practice.

One student suggested that I teach more aggressively and to develop more confidence in myself as well as (I love this) to not “take any crap from us students.” I understand what that student was saying. I was definitely not confident in teaching this unit, partly because probability was a topic in mathematics that I wasn’t comfortable with and partly because this was the first unit I taught with this class. As the semester went on, I did develop more confidence in teaching them as well as becoming more comfortable with displaying my personality, which another student had suggested.

Why Routine reflection is important...

This sample of reflection was evaluated as Routine in focus (see the reflection matrix),because the focusis on self and control in the classroom. Yet it is dialogic in terms of process because the student teacher is listening to her students.

Reflection is about change and change is threatening. For new teachers, it is important to have room to think about themselves, or to have a chance to critique others before they engage in deep questioning that could shattertheir developing confidence as new teachers.

My greatest insight in teaching this unit was the fact that children want to learn. When concepts are presented to children in a way that is meaningful to them, they will naturally learn. My students wanted to know why, when, where, and how. They wanted to show they could apply their knowledge in a new situation. They wanted to analyze their learning by breaking it down and then they wanted to create thereby using synthesis. My students had no problems evaluating their work. They were able to justify their need and their ability to conquer the subject matter. The students had within them the desire to learn. I just had to allow that desire to express itself. I realized that I did not have the ability to “force” a student to learn. Instead, I recognized that I could lead the student and provide an environment that allowed the student to learn.

The most difficult to evaluate...

We jumped back and forth between rating this reflection aseither routine (because of the overgeneralization and definitivestance) and Critical, because of the fundamental insight. This sample points to the difficulty of evaluating reflection based onwriting. Was this student thinking deeply or just saying what her supervisor wanted to hear? Written reflection is only an indicator of true reflective thinking and action.

Less Useful Views of Reflection

Baskin Robbins

One reason we think student teachers produce low quality reflection is because they believe that reflection is personal and so all reflection is a matter of personal choice, like choosing your favorite flavor of ice cream. When there are no guidelines for quality, students tend to devalue reflection and see it is “make work”. We believe that reflection can be evaluated in ways that are meaningful.

Less Useful Views of Reflection

Joe Friday--Just the Facts

Other students think reflection is primarily reporting what happened. We don’t consider this type of writing to be reflection.

Less Useful Views of Reflection

The Thinker

In many of the rubrics we have seen used for grading reflective writing, the predominant quality emphasized is critical thinking. Although dialogic and critical reflection have much in common with critical thinking, we believe this is not a useful way to understand reflection.

Less Useful Views of Reflection

The Thinker

Here is one definition of critical thinking that we think expresses the common understanding of critical thinking very well:

Critical Thinking Definition: “Consistently does all or almost all of the following: Accurately interprets evidence, statements, graphics, questions, etc. Identifies the salient arguments (reasons and claims) pro and con. Thoughtfully analyzes and evaluates major alternative points of view. Draws warranted, judicious, non-fallacious conclusions. Justifies key results and procedures, explains assumptions and reasons. Fair-mindedly follows where evidence and reasons lead.” Facione & Facione

Comparison with Critical Thinking

Critical thinking involves– Making and supporting a claim rather than questioning and wondering

– Defense of ground rather than broadening of ground

– Thinking from a distance as opposed to thinking through engagement

– Analysis done alone rather than with others

– Thinking as opposed to thinking and acting.

While there are many definitions of both critical thinking and critical reflection and it is certainly possible to equate the two, we believe it is useful to make a clear distinction between reflection and the most common interpretations of critical thinking. Too often reflection is understood as essentially an analytical task rather than as engagement and dialogue with practice. Dewey described reflection as “thought bound up in action or about action”