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Reflective Practice카테고리 없음 2020. 2. 10. 02:49
.FUNDAMENTAL ROLE OF REFLECTIVE PRACTICE IN LEARNING PROCESS Effective teaching does not only entail the successful use of certain instructional strategies and behaviours related to academic achievement, it as well includes the ability to determine just when, where as well as with whom these strategies and behaviours should be used. Having these considerations in mind, effective teaching necessitates high levels of informed as well as reasoned decision-making. Reflective teachers ought to have and use the capability to decisively evaluate what they do along with the decisions they make. This examination is called reflection and the process in its totality is known as the reflective teaching.
Reflective practice has huge benefits in increasing self-awareness, which is a key component of emotional intelligence, and in developing a better understanding of others. Reflective practice can also help you to develop creative thinking skills, and encourages active engagement in work processes. “Describe one social work method and how you could use it in practice” The social work method I could use is that of reflective practice as I believe that coming into a new profession one will be faced with various new challenges and it is from these challenges that one gains experience and becomes a. Remember, though, that introducing reflective practice into any program is an ongoing process. The two exercises in this handout simply offer an opportunity to introduce the concept of learning from unexpected successes to your organization. Additional Resources: • Reflective Leadership as a Strategy for Accountability, by Terri Pease, PhD.
Reflective teachers ought to think deeply concerning their actions, and are thoughtful, self-critical, analytical as well as informed decision-makers. They take time considering the impact of their job in addition to the potential needed to alter or adjust their actions. Reflective practice is the process of conducting a decisive self-examination of one’s teaching. Reflective practice entails a purposeful pause taken by the educator to assess beliefs, goals as well as practices so as to attain new or deeper comprehension that will lead to action that improves students’ learning (Hunt G. And Touzel 2009 p.A load of research has been done on learning and reflective practice and its effectiveness on the practitioners and one of the first people to research reflective Practice was Donald Schon in his book “The Reflective Practitioner” in 1983.
Schon was an influential writer on reflection and had two main ways of identifying reflection and they were reflection in action and reflection on action. “The practitioner allows himself to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique. He reflects on the phenomenon before him, and on the prior understandings which have been implicit in his behaviour. He carries out an experiment which serves to generate both a new understanding of the phenomenon and a change in the situation”. (Schon 1983) Reflective practice has been described as ‘paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively.
This leads to developmental insight’. (www.wikipedia.org, 3rd Jan 2011). Reflection is an important part of the learning process and is needed for effective learning. Reflection is a form of self-awareness and learners that can reflect are better able to understand themselves and the learning process. Reflection can help us control over our own learning and achievements. Reflection leads to.Student Reflective Practice Building Deeper Connections to Concepts Kathleen R. Murphy My classroom is quiet except for the light sounds of tapping keys on keyboards.
There is an occasional rustle of papers as students pour through their labs searching for data and information. I move slowly through the rows of tables, looking over shoulders, commenting quietly on work, and answering a question here and there. Suddenly a student calls out, 'Oh, I get it, Ms.
I just had an aha moment.' The other students stop and look up at her. 'What do you mean by that?'
'This lab makes so much more sense now. Now I get what it was all about,' she responds. 'Writing this reflection made me realize why planets go faster when they are closer to the sun. It all has to do with more gravity! I mean, I know you told us that before, but I didn't really get it.'
The students are in my 9th grade earth science class, and they are typing structured lab reflections for a laboratory experience they conducted earlier in the period. The student is referring to the connections she has just made from the lab data she gathered to the objective and conceptual knowledge in the exercise. What I am searching for with this activity is the 'aha moment.' I see it as the proof that the students have a deeper understanding of what they have just learned. From their reflections, I can see that this was not just another lab where students simply followed. Reflective practice – A tool for learning Introduction/Rationale When something goes wrong or something unexpected happens during a lesson or activity, we ask ourselves questions such as, could I have done something to avoid it? These experiences usually make us grow and we learn from experience, and we will be better prepared to face the situation if it happened again.
This introspection is generally called “reflection”, and all professionals have adopted it in order to improve their practice, but for educators reflection involves “critical thinking” about past experiences or current experiences that occur or are occurring in classroom settings and looking at them in a positive light on how to make improvements for their teaching techniques and smooth the progress of children’s learning. But reflection is not an innovation in teaching, it has its roots in the work of a number of educational theorists for over 60 years such as Dewey and Schon who devised theories on reflection which include, Dewey’s theory of “thinking on your feet” and Schon’s theory of “reflection in action” and “reflection on action”. As many theorists are out to prove their theory, many will criticize others, Moon is for one who criticises Dewey’s theory and describes it as “an unconscious act”. After studying the ‘ Reflective Practitioner’ module, I decided to undertake a project involving reflective teaching.The aim of this assignment is to give a reflective account on group presentation and the peer assessment process as well as the development of a personal action plan.
It would involve using ‘The What? Model of Structured Reflection’ (Driscoll 2007) to analyse the experience of using a group designed assessment tool to assess my peers and the experience of being peer assessed. Additionally, experience of completing a group presentation would be reflected upon. A personal action plan which identifies areas for personal development and the designed assessment tool is attached as appendix 1 and 2 respectively. Reflection entails reviewing experience from practice so that it may be described, analysed, evaluated and consequently used to inform and change future practice in a positive way (Bulman and Schutz 2013, p6). Reflection could be (Oelofsen 2012, p4) in real time (reflection in action) or retrospectively (reflection on action).
Several authors (Jay and Johnson 2002; Taylor 2006) have suggested the use of frameworks to guide students undertaking reflective writing. However, John (cited in Bulman and Schutz, 2013, p118) cautions that reflective frameworks are guides rather than a rigid prescriptive format. Jasper (2006) also warns that frameworks come with the author’s perspective and values base and leads reflectors in a specific direction.
Reflective Practice Quotes
It is therefore imperative to be critical of the model of.Development Complete research on a range of models of reflective practice such as:. Schon D. Moon J.
Gibbs reflective cycle. Atkins and Murphy’s models of reflection Prepare a report that compares these models and how you could use them. Reflecting on our practices enables us to identify areas where improvement may be needed and hopefully, this will give us the motivation needed to make these changes. Reflecting on our own practice is important because it allows us to assess what we are doing well and help us identify areas where we think we might like or need more training or guidance. Help us ensure that we are performing our best that we can, and to ensure that we are meeting all standards and expectations within the nursery/school policies and procedures. It helps us to think about what we are doing and to always be aware of how we work with the children, families & colleagues.
By reflecting on our practices, we evaluate our personal effectiveness which allows us to assess how effectively I am working in my setting and helps me to see if targets and goals are being met. By reflecting, we are looking back on a situation, pondering over it, learning from it and then using new knowledge we have to help us in future similar situations. Reflecting on a situation enables us to stand back and think about the situation, gain a new perspective and make sense of. Reflective Practice Introduction: Reflection its self is looking into personal thoughts and actions. For nurses this would mean looking at how they performed a particular task taking into consideration their interaction with their colleagues and other members of staff, patients and in some cases relatives This then enables the nurse to assess their actions and thought processes. There are various frameworks of reflection that one could choose and the examples used for this work is by Gibbs (1988), Johns (2000) and Benner (1982) Gibbs: Gibbs reflective cycle encourages one to think in order about the different areas of an experience. It is presented in a number of questions that the reflective practitioner needs to answer to enable them to learn from the experience that they have had.
The Reflective Cycle, Gibbs (1988) Description What happened? Actions Feelings If it happened again what would you do? What are you thinking and feeling?
Conclusion Evaluation What else could have.development plan should be regularly evaluated, actions agreed and changes made if required. As the plan develops the SMART model is ideal for ensuring goals and progresses are met. Be able to improve performance through reflective practice 4.1.
Reflective Practice For Teachers
Reflective practice is being self-aware, challenging and objective. It is also about recording and reviewing your learning and keeping track of your performance. Reflective practice means that we learn by thinking about things that have happened to us and seeing them in a different way, which enables us to take some kind of action. There are different types of reflection. Below are some different models of theories of reflective practice. Top of FormBottom of FormEdgar Schon Schon 1993 described reflection in two main ways: Reflection on action and Reflection in action. Reflection on action is looking back after the event and reflection in action is “happening” during the event.
Reflective Practice
(1983) The Reflective Practitioner. London: Temple Smith Reflective practice can also be summarised as having three components Experiences that happen to us(DO) The reflective process that enable the person to learn from their experiences(Review) The action taken that results from the reflection (Plan) Gibbs Reflective cycle 198 Professor Graham Gibbs wrote.