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Reflection in education
What do you understand by reflection in education?
How does this differ from second guessing?
“Connecting thinking and acting in practice” (Beynon, Geddis, & Onslow, 2001)
By three methods we may learn wisdom: First, by reflection, ...salmapatel.com
What benefits does reflection bring?
Find ways to: Build in subject material Promote links with subject material Increase students’ active role in learning Delve into all layers of learning
opportunities
BBC Day in Pictures (2008)
Development of Reflection
Reflection starts with a dilemma or quandary (Danielson, 2009, cites Dewey 1933, 1938)
Reflection addresses issues of ‘why’ Existing and established methods or
tasks Connection to rationale
and learning goals(Danielson, 2009, cites Lortie, 1975)
Development of reflection
Everyone Has experienced education Can follow prepared units, grading
guidelines, previous workshops
But, TAs have varied roles, varied settings, varied material and students & instructors (Beynon, Geddis, & Onslow, 2001)
Need to be able respond in meaningful way
Self-Reflection
Think about own practice Is reflection an integral part of your
practice? Need to reflect before and after
interaction with students Include yourself in
reflection
Escher (1935) Hand with Reflecting Sphere pictify.com
But it all seems so vague!
Create criteria using Bloom’s Taxonomy
Bloom's Taxonomy (1956) iteachu.uaf.edu
Use for planning lessons, office hours, tutorials – and reflection
Four modes of thinking
Technological - formulaic Must cover exam material, take attendanceSituational - office hours, tutorials Students don't ask for help until exam/assignment dueDeliberate - consider interactions with students Why were they engaged, why were they bored?Dialectical - debate to reveal truth, fallacy, and logic Positive situations - reflect on success, look to extend
experiences, try different approaches Negative situations - reframe experience, take
perspective, consider current beliefs
The Thinker, Rodin (1902) www.forbes.com
Questions for reflection
1. What worked in the lesson? How do I know?2. What would I do the same or differently if I
could re-teach the lesson? Why?3. What root cause might be prompting or
perpetuating student behavior? BBC John Waters 2010
4. What do I believe about how students learn? How does this belief influence my instruction?
5. What data do I need to make an informed decision about this problem?
6. Is this the most efficient way to accomplish this task?
Resources
Colleagues, peers, and mentors Available for discussion Can pose questions to stimulate thought
Keep a record of your teaching practice Lesson plans Journals
Feedback From students and instructor
References
Beynon, C. A., Geddis, A. N., & Onslow, B. A. (2001). Learning to teach. Toronto, Canada: Pearson Education Canada Inc.
Cowan, J. On becoming an innovative university teacher: Reflection in action. the Society for Research into Higher Education, Open University Press. Retrieved fromhttp://www.control.auc.dk/~lpj/PBL/Cowan.lit.pdf
Danielson, L. M. (2009). Fostering Reflection. How Teachers Learn, 66, 5. Retrieved from http://www.ascd.org/publications/educational-leadership/feb09/vol66/num05/Fostering-Reflection.aspx
Pappas, P. (2010). A Taxonomy of Reflection: Critical Thinking For Students, Teachers, and Principals (Part 1). Retrieved from http://www.peterpappas.com/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals.html