PSC ALLIANCE Session 2: Critical Reflection and Capacity Building within a Strengths-based Framework

Session Overview Revisit idea of a culture of shared inquiry Conversation 1: How do you use critical reflection? Conversation 2: Learning to reflect critically Conversation 3: Building a reflective culture; collaborative critical reflection Summing up – and planning for next conversation 2

Aims and Learning Outcomes Aims: To build the capacity of ISFs to reflect critically For ISFs to teach and support others to reflect critically Learning outcomes: Increased understanding of critical reflection and how it can be used to improve everyday practice Strengthened knowledge and capacity to assist others to build and sustain a reflective culture 3

Conversation 1: How do you use critical reflection? 4

A Culture of Shared Inquiry Reflection – How do we sustain a culture of shared inquiry? Respecting parallel thinking Rational discussion ? – What does this mean for how we work together to get the most out of these conversations? 5

Critical Reflection What is critical reflection? Brainstorm – what do you think it is? 6

Defining Critical Reflection “Critical reflection: reflective practices that focus on implications for equity and social justice. It involves examining and analysing events, experiences and practices from a range of perspectives to inform future planning and decision-making.” (Commonwealth of Australia, 2011, p. 41) 7

Defining Critical Reflection… Critical reflection is a professional disposition (attitude) that enables you to look at an event from a range of perspectives, ask questions and make decisions that inform future planning for equity and social justice Critical reflection is NOT about finding fault or criticising Critical reflection is “an attitude, a frame of mind” (Smyth, 1992, p. 103) 8

Why is it Important to Reflect Critically? Families and governments require increasing accountability from you as educators Ideas about the nature of work undertaken by educators are changing To make sense of shifting practices and perspectives in your immediate context and more broadly Necessary for life-long learning and professional growth (Arthur et al., 2008; Brady & Kennedy, 2009) 9

Consolidating Conversation 1: How do you use it in your daily work? What aspects appeal to you? What are you concerned about? How does critical reflection fit with your current views and experience? 10 Use your current knowledge and experience of critical reflection to discuss (small groups)

Brainstorm (whole group) What are the benefits of critical reflection for you? What challenges you most? How could you use it in your daily work? What do you want to know more about? 11

Conversation 2: Learning to Reflect Critically 12

Learning to Reflect Critically Critical reflection is a learned skill Most people need to be taught how to reflect critically It takes practice and perseverance 13

Critical Reflection… Requires you to look and think beyond what you already know Makes the familiar strange Experiences and knowledges of others Literature and theories relevant to my field Wider social circumstances Talk Listen Share Observe Reflect Talk Listen Share Observe Reflect Read Talk Discuss Listen Reflect Read Talk Discuss Listen Reflect Families Jobs Politics Community Families Jobs Politics Community Range of perspectives (including yours) 14

Levels of Critical Reflection (Discuss Resource 1) 1. Reacting 2. Elaborating 3.Reconstructing 15

When do Educators Reflect? Rapidly during an action Thoughtfully during an action Briefly as a review after action Systematically after action to develop new thinking about one’s practices Reflection-in-action Reflection-on-action 16

Scenario: Master Chef Master chef handout (Resource 2): Read and discuss – When critical reflection occurred rapidly during an action thoughtfully during an action briefly after action systematically after action ? 17

Critical Reflection is a Cycle It involves thinking critically about practices and the reasons for them; thinking critically about alternative perspectives, and changing practices based on new understandings (O’Connor & Diggins, 2002) Practices and reasons for them Alternative perspectives (what others think, literature etc.) Community views and values Questions and systematic reflection Change practices based on new understanding Evaluate change/s 18

Where do Ideas for Critical Reflection Come From? From your daily curriculum, questions about your own thinking and practices, parental input, educators....for example: Why is our planning system not working as effectively as we would like it to? What other approaches could we consider? Are our ways of interacting contributing to Abdul’s family not sharing information with us? Resource 3 handout 19

Critical Reflection and Your Own Thinking Smyth (1992, p. 299) poses the following questions related to educator self-reflection: Whose interests seem to be served by my practices? What do my practices say about my assumptions, values, and beliefs about teaching? Where did these ideas come from? What causes me to maintain the theories that guide my work? 20

Conversation 3: Building a Reflective Culture; Collaborative Critical Reflection 21

Building a Reflective Culture Teaching Modelling Collaboration Physical spaces and resources Time Expectation 22

Building a Reflective Culture Trust and collegiality so educators can talk about the challenges and issues they face Respect for different viewpoints Opportunities for all educators to discuss and debate Commitment to inquiry at the organisational level Time Recognition that there is no one right approach or answer Courage to question taken-for-granted practices (Commonwealth of Australia [Educators’ Guide], 2010, p. 7) 23

Why is Collaborative Critical Reflection Important? “Reflective practice is more likely to lead to change when it is undertaken collectively” (Commonwealth of Australia [Educators’ Guide], 2010, p. 7) 24

Collaborative Critical Reflection Reflect collaboratively and critically on the following image Use Resource 1 (Handout: Levels of critical reflection) to guide your collaborative critical reflection 25

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Review and Onward Planning What were the Wow or light bulb moments? What ideas challenged your thinking? What might we do together to change practice? 27

References Brady, L. & Kennedy, K. (2009). Celebrating student achievement: Assessment and reporting. Frenchs Forest: Pearson Education Australia. Arthur, L., Beecher, B., Death, E., Dockett, S, & Farmer, S. (2008). Programming & planning in early childhood settings (4 th ed.). South Melbourne: Thomson Learning Australia. Commonwealth of Australia. (2009). Belonging, being & becoming: The Early Years Learning Framework for Australia. Canberra: Australian Government Department of Education, Employment and Workplace Relations. Commonwealth of Australia. (2010). Educators belonging, being & becoming: Educators’ guide to the Early Years Learning Framework for Australia. Canberra: Australian Government Department of Education, Employment and Workplace Relations. Commonwealth of Australia. (2011). My time, Our place: Framework for school age care in Australia. Canberra: Australian Government Department of Education, Employment and Workplace Relations. Fleer, M., Edwards, S., Hammer, M., Kennedy, A., Ridgway, A., Robbins, J. & Surman, L. (2006). Early childhood learning communities: Sociocultural research in practice. Frenchs Forest, NSW: Pearson Education Australia. O’Connor, A. & Diggins, C. (2002). On reflection: Reflective practice for early childhood educators. Lower Hutt: Open Mind. Smyth, J. (1992). Teachers work and the politics of reflection. American Educational Research Journal, 29(2),