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Reflective practice

Reflective practice
Reflective practice is the capacity to reflect on action so as to engage in a process of continuous learning.[1] According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. This leads to developmental insight".[2] A key rationale for reflective practice is that experience alone does not necessarily lead to learning; deliberate reflection on experience is essential.[3][4] Reflective practice can be an important tool in practice-based professional learning settings where people learn from their own professional experiences, rather than from formal learning or knowledge transfer. It may be the most important source of personal professional development and improvement. History and background[edit] Professor Emeritus Donald Schön The emergence in more recent years of blogging has been seen as another form of reflection on experience in a technological age.[12]

Related:  Reflective PracticeLearning from Reflection on Experiences & Capturing Lessons

Professional Learning Plan As a pre-service teacher, it is important to critically reflect upon our teaching practice. Crucially, this reflection should go beyond mere strengths and weakness to consider the most important outcomes, those of student learning. In considering my future professional learning needs I have evaluated areas of my teaching that I can actively seek improvement to achieve improved learning outcomes for students. Ingvarson (2002) suggests that “professional development should involve teachers in the identification of what they need to learn and in the development of the learning experiences in which they will be involved” (in Marsh, 2008, p293). This commitment to value and seek continued improvement is at the core of Tasmanian Teachers Registration Board (TRB) Standard A5.

Reflection and Reflective Practice The importance of reflecting on what you are doing, as part of the learning process, has been emphasised by many investigators. Reflective Observation is the second stage (in the usual representation) of the Kolb learning cycle. Donald Schön (1983) suggested that the capacity to reflect on action so as to engage in a process of continuous learning was one of the defining characteristics of professional practice. He argued that the model of professional training which he termed "Technical Rationality"—of charging students up with knowledge in training schools so that they could discharge when they entered the world of practice, perhaps more aptly termed a "battery" model—has never been a particularly good description of how professionals "think in action", and is quite inappropriate to practice in a fast-changing world. Argyris and Schön (1978) differentiate between "single-loop" and "double-loop" learning, drawing on a distinction made by Ashby (1960) in a seminal work on cybernetics.

Developing your teaching skills What is good medical teaching and how can junior doctors enhance their skills? As set out in the Guidance for Junior Doctors, there is no ideal formula for good teaching. Effective learning happens when: Donald Schon (Schön) - learning, reflection and change Contents: introduction · donald schon · public and private learning and the learning society · double-loop learning · the reflective practitioner – reflection-in- and –on-action · conclusion · further reading and references · links · how to cite this article Note: I have used Donald Schon rather than Donald Schön (which is the correct spelling) as English language web search engines (and those using them!) often have difficulties with umlauts). Donald Alan Schon (1930-1997) trained as a philosopher, but it was his concern with the development of reflective practice and learning systems within organizations and communities for which he is remembered. Significantly, he was also an accomplished pianist and clarinettist – playing in both jazz and chamber groups.

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). How We Think: John Dewey on the Art of Reflection and Fruitful Curiosity in an Age of Instant Opinions and Information Overload by Maria Popova “To maintain the state of doubt and to carry on systematic and protracted inquiry — these are the essentials of thinking.” Decades before Carl Sagan published his now-legendary Baloney Detection Kit for critical thinking, the great philosopher, psychologist, and education reformer John Dewey penned the definitive treatise on the subject — a subject all the more urgently relevant today, in our age of snap judgments and instant opinions.

5 Powerful Reasons to Make Reflection a Daily Habit, and How to Do It Post written by Leo Babauta. It’s New Year’s Eve (where I live), and I’ve been doing a lot of reflection over the last year. It’s the perfect time of year to look back and reflect on what you’ve done right this year, to learn from what you’ve done. 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. 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.

Reflections on Leadership and Learning The Habit of Reflection I have written about the value of taking time to reflect before. In that post I shared my desire to develop a habit of reflecting. I’m back today to revisit the idea by sharing two resources that have helped me cultivate that habit. Educational Leadership:Sustaining Change:Getting into the Habit of Reflection Arthur L. 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 Biggest Reasons You Haven’t Changed Your Habits By Leo Babauta Like a chump, I struggled for years trying to change my habits. I started an exercise program or diet with unrestrained optimism, probably a dozen times. A Fitbit For Work: Using “Little Data” To Make Yourself Better Do me a favor: right now, quickly, tell me what you did for your last 30 days at work? Last week? Yesterday?