Where is reflection in the learning process? Today, we finished the second week of an interpersonal communications course.
The students in the course are first term college students, a few fresh out of high school. As is my common practice, I end my week of instruction with reflective questions for the students: What was your significant learning this past week? What principles for everyday life can you extract from our class activities? (Note: The activities are experiential).What did you learn or what was reinforced about yourself?
I asked the students to get in small groups to discuss these questions. Products of a Standardized System I began to get frustrated by their lack of response until a major AHA struck me . . . Critical Reflection in the Learning Process There are those who believe as I do that deep, meaningful, long-lasting learning is left to chance if it is not a strategic, integrated part of the learning process. Critical reflection is an important part of any learning process. Educators as Reflective Practitioners. A Taxonomy of Reflection: Critical Thinking For Students, Teachers, and Principals (Part I)
My approach to staff development (and teaching) borrows from the thinking of Donald Finkel who believed that teaching should be thought of as “providing experience, provoking reflection.”
He goes on to write, … to reflectively experience is to make connections within the details of the work of the problem, to see it through the lens of abstraction or theory, to generate one’s own questions about it, to take more active and conscious control over understanding. ~ From Teaching With Your Mouth Shut Over the last few years I’ve led many teachers and administrators on classroom walkthroughs designed to foster a collegial conversation about teaching and learning. The walkthroughs served as roving Socratic seminars and a catalyst for reflection. But reflection can be a challenging endeavor. In an effort to help schools become more reflective learning environments, I’ve developed this “Taxonomy of Reflection.” – modeled on Bloom’s approach. 1. Take my Prezi tour of the Taxonomy Trackback URL. The Reflective Student: A Taxonomy of Reflection (Part II)
Reflective student Reflection can be a challenging endeavor.
It's not something that's fostered in school - typically someone else tells you how you're doing! At best, students can narrate what they did, but have trouble thinking abstractly about their learning - patterns, connections and progress. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection" - modeled on Bloom's approach. It's posted in four installments: 1. See my Prezi tour of the Taxonomy 2. Each level of reflection is structured to parallel Bloom's taxonomy. Taxonomy of reflection Bloom's Remembering: What did I do? Bloom's Understanding: What was important about what I did?
Bloom's Application: When did I do this before? Bloom's Analysis: Do I see any patterns or relationships in what I did? Bloom's Evaluation: How well did I do? Bloom's Creation: What should I do next? Image credit: flickr/Daveybot Trackback URL. The Reflective Teacher: A Taxonomy of Reflection (Part III) Reflective teacher Reflection can be a challenging endeavor.
It's not something that's fostered in school - typically someone else tells you how you're doing! Teachers are often so caught up in the meeting the demands of the day, that they rarely have the luxury to muse on how things went. Moreover, teaching can be an isolating profession - one that dictates "custodial" time with students over "collaborative" time with peers. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection" - modeled on Bloom's approach. 1. See my Prezi Tour of the Taxonomy 3. Each level of reflection is structured to parallel Bloom's taxonomy.
The Reflective School by Peter Pappas by Peter Pappas on Prezi.