For example, it is important to vary the rhythm of the class from week to week. Why not consider using brainstorming sessions or mind maps to recall what was done in a previous lesson. While working in small groups, the students are free to be innovative and creative in their presentation styles.
Each student or group can share their ideas, raise queries, and contribute. In this flipped classroom setting, the roles are reversed and the students become the teachers since they are given the floor to explain what was taught to them. This unexpected turn of events can surprise the students and make the lesson much more interactive and engaging. Knowledge is power; however sharing your knowledge with others is even more powerful.
For students, reflective learning can help improve their skills in solving problems and challenges. Most students face many different challenges in their attempts to learn new concepts, lessons, subjects, etc. Using reflection will improve their problem-solving abilities and stimulate their cognitive thinking and analytical skills. For instance, when faced with problems or questions related to coursework, students can formulate and note down the issue and then search for creative solutions , such as asking a classmate or friend for assistance or advice.
Developing critical thinking and coping skills will greatly benefit their ability to focus and understand their studies. By noting down troublesome areas, they will be more free to learn and concentrate on finding the appropriate solutions. This will definitely have an effect on their performance and confidence levels Critical thinking and reflective practice The role of information literacy, Monica Vezzosi, source.
Students who wish to improve their critical thinking and problem-solving skills, as well as their creativity levels should strive to adopt reflective practices as part of their study routines.
Motivation is the motor of our classrooms. It is also very important to students. Students who lack motivation can exhibit poor performance and encounter problems with learning acquisition.
This can sometimes lead to absence and erratic behaviour such as overall indifference or skipping a few classes, here and there. For students who lack motivation and investment, reflective learning practices can encourage them to face and overcome their learning issues and problems. Studies show that reflection can have a direct impact on motivation and performance levels. In using reflective learning techniques to improve student motivation, teachers can improve relations with their students.
They can empower their students to take control of the situation by encouraging them to adopt an analytical approach to learning. In critically thinking about their learning process, students are able to better understand themselves, from their personalities, to their limits and behaviour patterns. A motivated student who is successfully learning is more likely to perform better in class.
Those who are less motivated may need some assistance in order to take charge and assume more responsibility in the learning process. In this way, reflective learning strategies foster a productive learning environment for the individual learner and class as a whole. Teachers who encourage students to form learning groups may find the overall experience is much more effective if the students include reflection as part of their routine.
Learning groups are effective, since they create peer forums to share thoughts, process new information, and encourage interaction in a controlled learning environment. This type of activity enhances the development of critical thinking and analytical skills.
A good illustration of this is a learning group that meets to discuss previous lessons, generate questions, and hold discussions on relevant topics. Reflective practices can help improve their assimilation and recall capacity, while boosting motivation levels through active group performance, as well as critical thinking skills development source.
Reflective practices make group discussions much more appealing, interesting, engaging and rewarding. An effective learning group will benefit the entire class and stimulate active investment during the lessons. Sharing reflective teaching processes with direct colleagues may be intimidating due to social pressures.
If you would like to learn methodologies, techniques and best practices from other teachers around the globe, join our reflective teaching forum. On our forum, teachers can share their didactic approaches, ideas, and self reflective processes without fear of judgement from direct colleagues. Reflective teaching offers many benefits for teachers and students alike. As previously mentioned, reflective teaching practices can boost creativity, motivation and critical thinking and the development of metacognitive skills.
Does reflective teaching affect performance? Reflective practices can improve performance for both teachers and students. Teachers can use the techniques to analyse students behaviour and identify potential weaknesses and strengths in their teaching methods. When students provide individual feedback on their learning process, teachers can better understand which methods work and which ones need improvement. How can students use reflective learning practices in their studies?
Reflective learning practices can be very beneficial both to students who are excelling and those who are not. Reflection encourages students to assume responsibility in their learning and this empowers them. Reflection can improve performance, memory, and motivation levels.
It can be part of a strategy to engage with classmates and develop fruitful relationships with teachers and classmates. Her research is focused on ESP and LSP Language Teaching, foreign language learning and teaching, pedagogy, didactics, evaluation, artificial intelligence and language teaching, language policy and professional skills development at the higher education level.
Instructions to apply below. They become more aware of how they learn and they develop key skills and strategies to become lifelong learners. Reflective practice encourages innovation Reflective practice allows you to adapt lessons to suit your classes. You can create and experiment with new ideas and approaches to your teaching to gain maximum success.
By varying learning and experimenting with new approaches, students have a richer learning experience. They will think more creatively, imaginatively and resourcefully, and be ready to adapt to new ways and methods of thinking.
Reflective practice encourages engagement Being reflective helps you challenge your own practice as you will justify decisions and rationalise choices you have made. It encourages you to develop an understanding of different perspectives and viewpoints. These viewpoints might be those of students, focusing on their strengths, preferences and developments, or those of other colleagues, sharing best practice and different strategies.
Reflective practice benefits all By reflecting, you create an environment which centres on the learner. This environment will support students and teachers all around you to become innovative, confident, engaged and responsible. Once you start the reflective process, your quality of teaching and learning will improve.
Reflection helps focus on the learning process, so learning outcomes and results will improve as you reflect on how your learners are learning. By getting involved in the reflective process, you will create an environment of partnership-working as you question and adapt both your own practice and that of your students and other colleagues.
The learning process then becomes an active one as you are more aware of what you want your students to achieve, delivering results which can be shared throughout the institution. By working with other colleagues and students, relationships become positive and demonstrate mutual respect. Students feel part of the learning cycle and are more self-aware.
All of these things together result in a productive working environment. Listen to these educators giving their views on the benefits of reflective practice. Which of the benefits are most relevant to you and your colleagues? Educational researchers have long promoted the importance of reflecting on practice to support student learning and staff development. There are many different models of reflective practice. However, they all share the same basic aim: to get the best results from the learning, for both the teacher and students.
Kolb's learning cycle David Kolb, educational researcher, developed a four-stage reflective model. The aim is to take the learning into new experiences, completing the cycle. Kolb's cycle follows four stages. First, practitioners have a concrete experience. This means experiencing something new for the first time in the classroom.
The experience should be an active one, used to test out new ideas and teaching methods. This is followed by… Observation of the concrete experience, then reflecting on the experience.
Here practitioners should consider the strengths of the experience and areas of development. This should lead to… The formation of abstract concepts. The practitioner needs to make sense of what has happened. They should do this through making links between what they have done, what they already know and what they need to learn.
The practitioner should draw on ideas from research and textbooks to help support development and understanding. They could also draw on support from other colleagues and their previous knowledge.
Practitioners should modify their ideas or devise new approaches, based on what they have learnt from their observations and wider research.
The final stage of this cycle is when… The practitioner considers how they are going to put what they have learnt into practice. The ideas from the observations and conceptualisations are made into active experimentation as they are implemented into future teaching. The cycle is then repeated on this new method.
It is not simply enough for you to reflect. This reflection must drive a change which is rooted in educational research.
Gibbs' reflective cycle The theoretical approach of reflection as a cyclical model was further developed by Gibbs This model is based on a six-stage approach, leading from a description of the experience through to conclusions and considerations for future events. Gibbs' model is an effective tool to help you reflect after the experience, and is a useful model if you are new to reflection as it is broken down into clearly defined sections.
Description In this section, the practitioner should clearly outline the experience. This needs to be a factual account of what happened in the classroom. It should not be analytical at this stage. Feelings This section encourages the practitioner to explore any thoughts or feelings they had at the time of the event.
Here the practitioner should explain feelings and give examples which directly reference the teaching experience. It is important the practitioner is honest with how they feel, even if these feelings might be negative. Only once the feelings have been identified can the practitioner implement strategies to overcome these barriers. Evaluation The evaluation section gives the opportunity for the practitioner to discuss what went well and analyse practice.
It encourages reflection and thoughts about what happened, decisions that were made, actions that were taken and the consequences of those decisions and actions. Emotion is central to reflective practice as it enables a worker to explore their feelings, values, and judgments around a specific practice. This is to support deeper learning about what happened and why.
Ultimately, reflective practice enables a worker to learn from what happened to develop and improve their future practice. Reflective practice enables us to achieve a better awareness of ourselves, our knowledge and understanding, our skills and competencies, and workplace practices in general.
It involves:. Organizational theory is mainly drawn from studies in the workplace, and specifically for example, the management theorist Meredith Belbin's research into management teams has created a body of knowledge and understanding about team dynamics and effectiveness. The business world has used this wider knowledge to understand how to minimize errors in recruitment and team working, and to improve team effectiveness for improved productivity and growth.
Dewey supported the idea of theory drawn from practical experience and applied back to practical action - a loop of reflection and action, for learning and development. Reflexivity and reflective learning together empower critically reflective learners for continuous improvement in performance, at individual and organizational levels. These powerful implications for learning suggest that the reflective practitioner can transcend basic training and knowledge transfer, to instead facilitate real growth in people and in groups, and the fulfilment of human potential US-English fulfillment.
Objectivity is a crucial aspect of Reflective Practice. This has been suggested from the start of its modern appreciation, among others, notably in the work of Immanuel Kant and Bertrand Russell. The nature of thought is obviously personal, being the product of our own brain, so our own thinking tends to be subjective to some degree.
Where our thinking is very subjective, for example when we feel very emotional about something, this subjectivity can become unhelpful, especially if we are stressed or angry, or upset, which can substantially distort interpretations.
If reflective thinking is to be useful for our learning and development, and for improving our actions and decisions in an environment, then this reflective thinking must include some objectivity. If decisions are based on wrong data, then outcomes tend to be unhelpful, or worse. We should consider what experts have said about this, and how we might best allow for natural human tendencies towards subjective thinking within Reflective Practice.
Jurgen Habermas - German sociologist and philosopher Jurgen Habermas b. He suggested that reflection does not sit easily within a modern Western culture based on scientific reasoning From this perspective, reflective activities may be seen as too subjective and not sufficiently rooted in evidence, which is considered to be a more valid effective way to find truth.
However, Schon and others have noted that even 'objective' evidence-based problem-solving methods can be flawed, if a habitual routine approach fails to question and challenge the status quo.
For example, a reasonable evidence-based reflection made in the s would have concluded that a lack of computer skills was unlikely ever to be a serious obstacle to professional development other than for computer scientists and programmers , whereas by it had become virtually impossible to maintain a normal domestic existence, let alone develop a career, without a good command of IT and online technology.
This is an extreme example of how reliance on 'evidence' or 'facts' can produce an unreliable reflection, and also highlights how subjective reflections based on feelings can change according to mood, circumstances, time, etc. Nudge theory , and the heuristics within it especially the human tendency to place undue emphasis on 'evidence' are very useful in understanding why people can be misguided by apparent 'facts', and how this can have a huge effect on groups and society.
Some types of subjective instinctive thinking is unhelpful, but other types can be tremendously effective in finding truth and solutions.
So we need to be more subtle in understanding what objectivity and subjectivity mean in relation to Reflective Practice. We can increase our objectivity by increasing our awareness of our assumptions and expectations. Or put another way, we will reliably increase our objectivity in Reflective Practice by recognising our assumptions and expectations, and being able to differentiate this data from objective facts and evidence.
Each of us has a different individual outlook on the world. This develops from the circumstances and influences that shape us into adulthood. Our reflections are filtered through these beliefs, values and attitudes, so that our interpretations are likely to be biased. Our thinking is instinctively 'value-driven'. This approach is very much aligned with notions of metacognition , awareness and understanding of one's own thought processes.
We can also use objective evidence to support our reflections, and in this way reduce bias in interpreting events and experiences. Truth requires objective confirmed evidence. Subjective reflections can be faulty, especially when based on perceptions alone. So particularly when reflecting on human values and social relationships we can increase the validity of our reflections by using evidence.
Nevertheless subjective reflections can be valuable, provided we are aware of the dangers of bias. Moreover, while isolated reflections are often unreliable and transient, a collection of subjective reflections can produce a meaningful picture. This 'whole picture' tends to be greater than the sum of its parts. Searching for new knowledge or truth towards our own personal development requires more than merely increasing objectivity, and reducing the potential for bias inherent in subjective interpretation; we must draw on both of these data sources, weighing and balancing them to formulate thinking which is informed by:.
Lawrence-Wilkes and Ashmore - Linda Lawrence-Wilkes and Dr Lyn Ashmore, teachers of professional development in higher education in northern England, collaborated to publish their research on Reflective Practice for learning, ' The Reflective Practitioner in Professional Education ' As we reflect on new ideas and knowledge, we can stand back to gain new insights as patterns emerge to create a more holistic picture.
Like seeing stars in the night sky - it can be difficult to see them at first - we see just a black sky - but when our eyes become sensitive to the stars, we see more and more of them. Our initial struggle to see a single star naturally resolves, as we absorb more detail, so that we can eventually discern increasingly complex patterns, and eventually vast constellations.
Yet when we first begin looking we cannot see a single star. So, like star-gazing, in adopting a critical attitude - we must allow the whole picture to develop. We must be open to an evolving picture - to adopt a questioning stance, and to look beyond the surface to find truth. Here 'contextualized' means that we consider data - subjective and objective - according to its context, so that facts and feelings are not seen in unreliable isolation. Building on these ideas, Lawrence-Wilkes and Ashmore propose an integrated model of critical reflection which acknowledges a social context.
This requires a reflective approach that accepts and respects diverse perspectives, supported by evidence, and produces shared and inclusive knowledge. The Johari Window model offers a very helpful view of this principle. And at a personal level, someone who reflects on may progress to take action for change in wider society. And at a personal level, someone who reflects on their personal and professional life may build on strengths and address development gaps to progress and take action for change in wider society.
The Reflective Rational Enquiry diagram below supports critical reasoned reflection through an integrated reflective-rational approach. In the diagram's context, here are definitions of terms not already explained or self-explanatory:.
Knowledge and experience are interpreted and analysed through the filter of perception and context, using reflective activities to obtain new insights for independent thinking and action. When we put Reflective Practice into effect we are actually seeking to make a change, by using subjective and objective data from experience, to plan and decide actions.
This section seeks to convey some methods for using Reflective Practice - either for yourself, or to help others use the concept. It's helpful to revisit what reflection within Reflective Practice actually means, since reflection crucially assists us to make successful change. She has written much on reflective learning and the use of learning journals to support professional development.
In her book ' Reflection in Learning and Professional Development: Theory and Practice ' the word 'practice' there refers to practical work , she defines reflection as a thought process: " [Reflection is] Most of us reflect superficially all the time, about what we are doing during events or experiences in our daily lives. Some call this 'thinking on our feet' a metaphor based on thinking while acting, which contrasts with more deliberate concentrated thought.
This expression 'thinking on our feet' often refers to a lack of preparation or reacting to a suprising situation, although its deeper meaning is that we are reflecting about a situation 'in the moment', in a broad external sense, and also an internal personal sense. While reflecting 'in the moment' is valuable, and can produce effective immediate solutions, we might not develop these reflections beyond the event itself, and not retain these valuable pieces of reflective learning when we move on to other tasks.
If however we think more proactively, more deliberate reflection can generate conclusions and actions for making future improvements, preventing repeated mistakes, and other positive change. Put very simply, thinking about a task as we are doing it can lead to making changes to improve the outcome of the task.
For example, if I put a bundle of white clothes in the washing machine and see that the water has turned a blue, I am thinking I might have left a blue sock in the bundle, or a blue pen that was in my shirt pocket. Noticing and reacting to what happened does not guarantee I won't make the same mistake again, whereas reflecting more deliberately about what happened can help me to think about what I can do to:.
If I remember next time to check the clothes properly before I put them into the machine I should achieve a better outcome, i. And then extending my reflective thinking, besides checking pockets properly, I may reflect on other methods to get an even whiter wash. We can then make the changes that our learning has enabled us to plan. We can probably all recall times in our lives when we have failed to reflect on a negative experience, consequently failed to consider options for change - and so a repeat of the mistake becomes inevitable.
It is a nuisance if all our white clothes eventually become blue, but if we fail to reflect and take corrective action in more serious areas, results can be catastrophic - for example in a busy hospital, or manufacturing aircraft components. We can start using Reflective Practice by simply and mindfully, intentionally thinking about things that have happened in our lives, whether in a personal or professional situation.
We can reflect in lots of different ways on a range of different events or experiences that are important to us. For example, on our journey home from work or study, especially on public transport when we don't need to concentrate on traffic we can devote a little time to consider things that happened during the day.
We can reflect while walking the dog, doing the washing-up or ironing, cutting the lawn, cleaning, and even when watching TV - you'll be surprised at how much time is spent sitting in front of a TV not actually engaged with what's on screen, just day-dreaming, in a trance. Instead, we can use and build on these moments to trigger deliberate reflection.
We might think about one particular event or situation, or a series of events or experiences: what went well, what might not have gone quite so well, and what we could have done better or different to make our day more successful. We usually reflect to a degree about an event when it happens or very quickly afterwards, however by reviewing it later usually we can see it differently, and discover different feelings about it.
Transactional Analysis, and its underpinning theory - offer very relevant details as to why and how our emotions can become heightened, so that our mood and attitudes distort from a more normal evenly balanced viewpoint. This helps us consider how emotions can affect social relationships. Lawrence-Wilkes offers an example from her teaching experience of the deliberate scheduling of Reflective Practice so that it does not immediately follow an intense mood-altering event:.
It's long been recognized that the quality of reviews in such situations can vary greatly, depending on how quickly the review follows the event. Reviews that are conducted some hours afterwards are called 'cold'. During 'hot' reviews, Reflective Practice among trainees is typically greatly influenced by their emotions and reactions to the event's pressures as in the expression 'in the heat of the moment'. This emotional sensation, usually very subjective , naturally happens due to the production of stress and action hormones in our nervous systems.
Mindful of these possible effects, it's very important to conduct a 'cold' review sufficiently later than the event when emotions have cooled which may be in addition to, or instead of, the 'hot' review immediately after the event.
This 'cold' review process enables Reflective Practice that is clearer, more balanced, and objective. This in turn improves the quality of reflections; the examination of our own role and responsibilities in the situation; and the resulting judgments and decisions about future actions. Note that 'hot' reviews can themselves be very valuable - provided people understand that they are 'hot', and that people focus on how emotions can affect the way we behave.
Moreover, if you are teaching people about Reflective Practice, then it can be very helpful to demonstrate the difference between 'hot' and 'cold' reviews, rather than merely avoiding 'hot' reviews altogether. Emotions can feature strongly in people's reflections - especially in organisations which suffer from 'blame culture' - i. This type of 'attribution' of blame is very unhelpful for Reflective Practice.
Accordingly take extra care in facilitating group reflections wherever emotions are likely to distort people's views of their own behaviour and its consequences. In any situation, remember that emotions can significantly influence our perceptions about an experience, and timing or reflection in relation to an event can significantly influence our emotions.
So where appropriate, delaying our reflection usually enables us to see things more clearly, minimising distortions caused by emotions.
The excellent Fisher theory of personal transition is also a very useful aid to understanding how time alters our feelings about events, especially our reactions to a pressure for change. While written records are helpful and memorable, especially for personal individual reflection, reflections do not always have to be in writing. This is particularly so where a group or more than one person is involved in Reflective Practice, so that reflections can be shared through discussion.
The discussion can then lead to collective agreement about future actions, changes and improvements. See the Johari Window for help relating to group relationships.
The place where you reflect can also be significant. The Emergent Knowledge concept, in which a person's location can have a dramatic effect on thinking, and aid the stimulation of different attitudes or unlock feelings.
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