2. Chris Redmond, PhD Time to Take a Good Look in the Mirror: promoting reflective thinking in the classroom

3. PREVIEW: What will we explore today? What do we mean by reflective thinking? Why is it important? What are the factors that promote and hinder its development in our classrooms? How can we further develop students’ reflective thinking capacity?

4. How did we get to here?

6. So, what do we mean by reflective thinking? Reflective thinking is, “…active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends… it is a conscious and voluntary effort to establish belief upon a firm basis of reasons.” John Dewey quoted in Cam (1999) ACTIVE THOUGHTFUL PERSISTENT CRITICAL EVALUATIVE

7. “Metacognition is the internal managing processes that we use to take charge of and direct our own thinking so that it is no longer determined by impulse and association but by what we should do as skilful thinkers.” (Swartz et al, 1998 in McGregor, 2007) And, what about metacognition? internal managing take charge our own thinking

8. “Metacognitive processes are presumed to take place when we think about our own thinking, for example, when we reflect upon whether we know something, whether we are learning, whether we have made a mistake.” (Smith,1994 in McGregor, 2007) Metacognition thinking about thinking reflecting self regulating

9. Being a skillful reflective thinker helps towards being: a more critically thinking citizen; a self-aware and empowered learner; able to solve problems in an innovative and flexible way; a more persistent learning; being able to retain and recall information more effectively WHY IS IT IMPORTANT? critical self aware empowered innovative flexible persistent effective

10. WHY IS IT IMPORTANT? 1) “If you are hopeless at something you lack the skills to know that you are hopeless at it.” John Cleese 2) “If you really knew how your brain worked it would work much better.” Student quoted in Robert Fisher(2005) 1+2=1+2= ?

11. What factors seemed to be hindering reflective thinking? Time Pace Language Developmental level of students Own level of understanding and skill

12. Because, meanwhile, back in the REAL WORLD

13. Back to why it’s important to try An example: Self advocacy for learning support students at ISB Learning Objective: for High School Learning Support Students to develop their Individual Learning Plan Identify their learning styles Identify learning strategies that work for them Set SMART learning goals Visualize what success looks like Research suggests that this approach empowers adults with special learning needs to better self advocate for the support they need

14. Where might I begin? A Multiple Intelligences Quiz

16. How does this connect with our broader learning goals?

17. It’s all about learners andlearners learning

18. Infusion time and opportunities Making thinking visible A precise vocabulary Teacher modeling Scaffolding Prompted practice Enskilling learners Open, supportive and challenging culture of learning Recognize the affective dimension Specific thinking routines What factors support reflective thinking?

19. Infusion Making reflective thinking part of every lesson: The Review Preview Connecting to prior learning WALT board Big questions What makes you say that? How did you do that? Is it my best effort? Metacognition strategies Progressive vocabulary development Participative Review

20. Self-Directed Learning Review Get to go at your own pace Mini Lessons help gain better understanding Get to choose what to focus on (independent access to resources) Student feedback:

21. What do we want our students to learn? How will our students learn? Global Perspectives Reflective thinking Infusion Throughout the Curriculum

22. National Geographic

23. All Learners are Visual Learners “Much of the trouble students have with learning is due to its invisible nature.” When we can make thinking visible we make learning: CONCRETE PUBLIC ACCESSIBLE FLEXIBLE (EASIER TO MANIPULATE) Adapted from EyeQue (2002)

24. Harvard’s Making Thinking Visible

25. Reflection Sketches WHAT? HOW? WHO? WHY?

26. Reflection Sketches

27. For learners to be reflective thinkers “…they need to have internalized the two roles of listener and problem solver to such an extent that they become automatic.” (Lochhead, 2001) The Power of Conversation reflective thinkers internalized listening problem solver automatic = +

28. “To think differently, to assess oneself and one’s peers, and to work reflectively all require a new language. We need new ways of communicating in teams.” (Costa, 2001) The Power of Conversation

29. Tech Integration for Facilitating Conversation Voice Thread Blogging and e-portfolios

30. JOHARI WINDOW Source: http://www.businessballs.com/johariwindowmodel.htm

31. Personal Capacity Building Learning About Learning

32. Image Source: http://www.det.nt.gov.au/education/special_education Action research is essentially an evidence based form of enquiry or problem solving that involves a spiral cycle of reflecting, planning and taking action: Learning Focused Action Research

33. But most of the time, most teachers don’t do it… Engaging teachers in structured, conversations about learning, Data wise, teachers as key resources Make copies of full research approach and copies of learing instiutes stuff A sustainable approach to action research needs to: be REALISTIC be RIGOROUS be a LOGICAL EXTENSION of teachers’ everyday practice SIGNIFICANTLY ENHANCE student and teacher LEARNING

34. In many ways its a natural extension of the professional learning experienced in other parts of the program. These help to get to the essence of the subject, generating deep understanding through reflection, discussion, data collection and action. A possible response: the LOOK, THINK, ACT model of action research Each stage of the research is clearly defined and expressed as a set of essential questions.

35. GOAL!

36. “Vygotsky insisted that a human psychology not be concerned with particulars but with unities- the unity of the person; the unity of the person and its social relations… “Rather than isolating one from the other, Vygotsky proposed that “there exists a dynamic meaningful system that constitutes a unity of affective and intellectual process.” (original emphasis) Holzman (2009) UNITY AFFECTIVE INTELLECTUAL PROCESSES The Affective

37. A Reminder “Without reflective thinking we remain lost in a mental fog that we cannot see and have no reason to believe exists. Therefore until we can think reflectively, we have no idea what we have been missing.” (Lochhead, 2001)

38. SO WOT? Reflective Thinking WIKI http://isb-reflective-thinking.wikispaces.com/

39. Thanks to… Faculty and students at The International School of Brussels

40. CECCEC CONNECT How are the ideas presented today connected to what you already knew? EXTEND What new ideas did you get that extended or pushed your thinking in new directions? CHALLENGE What is still challenging or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?

41. The International School of Brussels - Kattenberg 19, 1170 Brussels. Belgium - Tel: 00 32 (2) 661 42 11 - Fax: 00 32 (2) 661 42 00 www.isb.be redmondc@isb.be LinkedIn