background preloader

Reflective Learning

Facebook Twitter

Critical Reflection. Critical reflection has been elevated to the major objective of adult education in the work of Mezirow (1990).

Critical Reflection

“Perhaps even more central to adult learning than elaborating established meaning schemes is the process of reflecting back on prior learning to determine whether what we have learned is justified under present circumstances. This is a crucial learning process egregiously ignored by learning theorists.” (Mezirow, 1990:5) Learning through Reflection. We learn by experiences that allow us to (Wertenbroch & Nabeth, 2000): Absorb (read, hear, feel) Do (activity) Interact (socialize) In addition, we also learn by reflecting on such experiences (Dewey 1933).

Learning through Reflection

Reflection is thinking for an extended period by linking recent experiences to earlier ones in order to promote a more complex and interrelated mental schema. The thinking involves looking for commonalities, differences, and interrelations beyond their superficial elements. The goal is to develop higher order thinking skills. Many educators consider Dewey (1933) the modern day originator of the concept of reflection, although he drew on the ideas of earlier educators, such as Aristotle, Plato, and Confucius . Reflective Teaching Slides. Learning to Learn home page.

"Since we cannot know what knowledge will be most needed in the future, it is senseless to try to teach it in advance.

Learning to Learn home page

Why Reflect? - Reflection4Learning. It is the language of reflection that deepens our knowledge of who we are in relation to others in a community of learners.

Why Reflect? - Reflection4Learning

What are the pedagogical and physiological foundations of reflection for learning? Why is reflection important for learning? What does the literature say about how reflection supports learning? Learning/Process Portfolios involve the focus on Plato’s directive, “know thyself” which can lead to a lifetime of investigation. Self-knowledge becomes an outcome of learning.

The major theoretical roots of reflection can be found in John Dewey, Jürgen Habermas, David Kolb, and Donald Schön. Zull’s overlay of Kolb’s Experiential Learning Model over the structure of the brain (p.18, shown above), and Jennifer Moon’s further elaboration (shown on the right), provide further support for the importance of reflection in supporting deep learning. Gibbs cycle. Developing Habits of Reflection. Sustaining Change: Getting into the Habit of Reflection. Arthur L.

Sustaining Change: Getting into the Habit of Reflection

Costa and Bena Kallick Life can only be understood backwards; but it must be lived forwards. —Søren Kierkegaard A bimonthly school faculty meeting opens with a review of the school's goal and mission statements. The principal asks the staff members to reflect on how their teaching relates to the school's goals. Metacognition. Be aware of your habits. Being aware of your habits as you study is vital to the success of your learning.

Be aware of your habits

Bad habits can hold you back and, unless you analyse what you are doing, you might remain unaware of better ways of doing things. At the OU we call this analysis 'reflective learning'. Like many other aspects of studying, reflective learning is highly individual. There's no guidebook on how or when to do it. Schön's model: Reflection IN Action - Reflection ON Action. Reflection IN Action. Self-Monitoring in Practice - Reflection IN Practice. Reflective Practice. What is Reflective Practice?

Reflective Practice

Reflective practice is, in its simplest form, thinking about or reflecting on what you do. It is closely linked to the concept of learning from experience, in that you think about what you did, and what happened, and decide from that what you would do differently next time. Thinking about what has happened is part of being human. However, the difference between casual ‘thinking’ and ‘reflective practice’ is that reflective practice requires a conscious effort to think about events, and develop insights into them.

Once you get into the habit of using reflective practice, you will probably find it useful both at work and at home. Reflective Practice. Practical Approach to Promote Reflective Practice Within Nursing. Growth Mindset: Personal Accountability and Reflection. I am an adjunct faculty for several teacher education and educational technology programs.

Growth Mindset: Personal Accountability and Reflection

I have been so for a few decades. During that time I have noticed the changing nature of student behaviors and expectations regarding their class projects and assignments. Students seem to expect perfect grades for not so perfect work. I can predict that when I “mark down” a student, I will receive a complaint about that mark down (it happened just this evening) even with clear cut and concrete grading criteria like uses references to support ideas in blog posts, includes copyright available images. I have been studying, blogging and presenting about the growth mindset (see The Educator with a Growth Mindset: A Staff Workshop).

Mediocre is often good enough for me as long as I get the work done.I expect my teachers to give me full credit for completion and submission of my work. Developing Reflective Practice: A Guide for Students and Practitioners of ... - Natius Oelofsen. Reflection in Learning and Professional Development: Theory and Practice - Jennifer A. Moon. Making time for Reflection! & Reflection. As teachers, we all know that we should create time to reflect on our professional practices… we need to experience the process of reflecting, in order to be able to guide our students… ….but what get’s cut the easiest from our schedule if there is little time available?

Making time for Reflection! & Reflection

How can we see reflection as a high priority item on our never ending list of things to do? How can we get into the habit of making reflection time? After two intense days at a recent conference, with most participants probably on information overload, Darren Hudgins (the conference organizer and leader) wanted to make a point and encouraged the attendees, not only to experience the conference (which was very hands on), but also to take the time to reflect. As the organizer, he built time in the schedule to reflect on our experience! Reflective thinking and writing: Reflective thinking and writing. Learning through Reflection. Developing Critical Reflection through Reflective Tools. Teaching and Learning Through Reflective Practice: A Practical Guide for ... - Tony Ghaye. Now in its second edition, Teaching and Learning through Reflective Practice is a practical guide to enable all those involved in educational activities to learn through the practices of reflection.

Teaching and Learning Through Reflective Practice: A Practical Guide for ... - Tony Ghaye

The book highlights the power that those responsible for teaching and learning have to appraise, understand and positively transform their teaching. Seeing the teacher as a reflective learner, the book emphasises a strengths-based approach in which positivity, resilience, optimism and high performance can help invigorate teaching, enhance learning and allow the teacher to reach their full potential. This approach busts the myth that reflection on problems and deficits is the only way to better performance. The approach of this new edition is an ‘appreciative’ one. Reflective Practice in Health Sciences - Raelin - Workbased Learning. Work-based Learning: Bridging Knowledge & Action. Learning in the Real World.

Prof. Joe Raelin (CSOM) admits his is an unorthodox position to take as a faculty member at a business school: As an advocate of "work-based learning" in the development of executives, the veteran management professor calls for "taking learning out of the classroom and putting it back into the workplace. "I think management is the kind of job in which the opportunity to learn presents itself as much in the field of practice as in the classroom," said Raelin, author of a new book, Work-Based Learning: The New Frontier of Management Development . Not that he is trying to put business school teachers out of a job. "The workplace doesn't necessarily provide the opportunity that is needed for reflection with others," said Raelin. "It's in acting and reflecting that you learn. " Work-based learning provides business managers with a way to connect theory to practice through the analysis of on-the-job experiences, Raelin said.

"Some people think I'm anti-theory," Raelin said. Return to Nov. 11 menu. Learning from Everyday Experiences.