Master Lecture Series Concepts and models of reflection and reflective practice PGCE

Learning Outcomes All Learners will: Examine the concept of critical reflection. Apply a model of reflection to own experience and relate this back to the class. .

Question: How do you define reflective practice? G Mount

One of many definitions: Moon defines reflective practice as “a set of abilities and skills, to indicate the taking of a critical stance, an orientation to problem solving or state of mind” (1999: 63). This encapsulates the wide range of activities associated with thinking about your learning. Cowan suggests that learners are reflecting in an educational sense “when they analyse or evaluate one or more personal experiences, and attempt to generalise from that thinking” (1999: 18).

An improvement in what ‘might be’. However, as Biggs points out, “a reflection in a mirror is an exact replica of what is in front of it. Reflection in professional practice, however, gives back not what it is, but what might be, an improvement on the original” (Biggs, 1999: 6).

Reflection in Action This is the teacher ‘thinking on his or her feet’, being spontaneous, creative and unique. The professional builds up a repertoire of knowledge and skills through reflection in action. There will be an ongoing purposeful reflection in action. Schön, D. (1983)

Single Loop learning Single Loop learning involves the detection and correction of error. Where something goes wrong, it is suggested that you would work within the governing variables to find a solution to the problem. The governing variables are the accepted goals, values, plans and rules. These are operationalised rather than questioned. According to Argyris and Schön (1974), this is single-loop learning. Often described as a landmark theory

Double Loop learning An alternative response is to question the governing variables themselves to scrutiny. Argyris and Schön (1974), describe this as double-loop learning. Such learning may lead to an alteration of the variables and a shift in the way in which strategies and consequences are framed. This is essentially “thinking outside the box,” creativity and critical thinking. It can help one understand why a particular solution works better than others to solve a problem or achieve a goal. Questioning goals, values, plans and rules. Have you ever failed to deliver in a task set in your workplace? This can prompt meta work. Meta-work occurs anytime we step back from our regular activities to ask larger questions, like "Why do we do this task this way?" or even "Why do we do this task at all?“

KOLB’s learning cycle Engage with/observe experience Reflection – feelings about the story/previous stories Theorise – What does the ‘story’ mean? Enable user to explore the context of experience Plans and actions – Identify goals, plans and services. What’s the next chapter in the story? Kolb D. (1984).

Exercise Tutor to relay experience of different stages of cycle. Volunteer from class to do the same

Stephen Brookfield Lenses on own practice….. -Our own eyes Our students’ eyes Our colleagues’ eyes Research and theory. (Brookfield, 1995) Question: What opportunities do we have to look through each of these lenses?

Self Lens: Teachers may focus on their experiences as a teacher in order to reveal aspects of their pedagogy that may need adjustment or strengthening. Student Lens: Engaging with student views of the learning environment can lead to more responsive teaching. Evaluations, assessments, journals, focus groups and/or interviews can each provide cues to improve teaching and learning. Peer Lens: Peers can highlight hidden habits in teaching practice, and also provide innovative solutions to teaching problems. Further, colleagues can be inspirational and provide support and solidarity. Literature Lens: Teaching theory provides the vocabulary for teaching practice, and offers different ways to view and understand your teaching. Here you'll find ways to utilise scholarly literature in your teaching and critical reflection.

OUR OWN EYES Student evaluations Assessment answers and results student journals, student focus groups interview responses

STUDENTS’ EYES Critical incident questionnaire One minute paper Muddiest point Clickers

COLLEAGUES’ EYES Team teaching Critical reflection groups Reciprocal peer review

LITERATURE Teachers who research literature Teachers who present literature Teachers who publish literature

Transformative Learning This involves the learner in reinterpreting an old experience or a new one from a new set of expectations.  Transformative learning results in transformed meaning schemes through assessing assumptions.  (Mezirow, 1991)

Transformative learning Perspective transformation leading to transformative learning occurs infrequently. Mezirow believes that it usually results from a ’disorienting dilemma’, which is triggered by a life crisis or major life transition, although it may also result from an accumulation of transformations in meaning schemes over a period of time. Less dramatic predicaments, such as those created by a teacher, also promote transformation. (Mezirow, 1991)

Transformative learning continued An important part of transformative learning is for individuals to change their frames of reference by critically reflecting on their assumptions and beliefs and consciously making and implementing plans that bring about new ways of defining their worlds. This process is fundamentally rational and analytical.

Transformative learning- complex? At its core, transformative learning theory is elegantly simple. Through some event, which could be as traumatic as losing a job or as ordinary as an unexpected question, an individual becomes aware of holding a limiting or distorted view. If the individual critically examines this view, opens herself to alternatives, and consequently changes the way she sees things, she has transformed some part of how she makes meaning out of the world.

Why colleges succeed A distinction ‘of these very good teachers is that their practice is the result of careful reflection …They themselves learn lessons each time they teach, evaluating what they do and using these self-critical evaluations to adjust what they do next time. (Why Colleges succeed, Ofsted 2004, Para 19) What do you think of the link between between very good teachers and reflection?

Feedback Brookfield’s critical incident questionnaire to be completed at the end of this lecture and results shared with you at your next teaching session.

References MOON J (1999) Reflection in Learning and Professional Development: theory and practice London. Kogan Morgan  Cowan, J (1999) On Becoming an Innovative University Teacher: Reflection in Action . SRHE and Open University Press Mezirow, J (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education. Jossey Bass. Biggs, J (1999) Teaching for quality learning at university. Buckingham: Open University Schön, D. (1983) The Reflective Practitioner. How professionals think in action, London: Temple Smith.

References continued Smith, M. K. (2001) 'Chris Argyris: theories of action, double-loop learning and organizational learning', the encyclopedia of informal education, www.infed.org/thinkers/argyris.htm. Last update: May 29, 2012 Argyris, M. and Schön, D. (1974) Theory in Practice. Increasing professional effectiveness, San Francisco: Jossey-Bass. Kolb D. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, New Jersey: Prentice Hall. Brookfield, Stephen. Becoming a Critically Reflective Teacher. San-Francisco: Jossey- Bass. 1995

Useful web links David Kolb on experiential learning: http://www.infed.org/biblio/b-explrn.h Gibbs reflective cycle http://www2.hud.ac.uk/hhs/staffsupport/lqsu_files/Gi bs_Reflective_Cycle.pdf Brookfield Critical lenses www.stephenbrookfield.com/.../Becoming_Critically_Reflective.ppt sydney.edu.au/arts/teaching_learning/.../Brookfield_summary.pd Brookfield critical incident questionnaire: http://stephenbrookfield.com/Dr._Stephen_D._Brookfield/Critical_Incid ent_Questionnaire_files/CIQ.pdf

Useful web links continued Explanation of the one minute paper: http://www.niu.edu/assessment/Toolkit/vol2_ish4.pdf Explanation of the muddiest point: http://www.cs.washington.edu/education/online/cse142/assessment s/muddiest-point.html also: http://www.youtube.com/watch?v=SvT6RmuZigw Why colleges succeed: http://www.ofsted.gov.uk/resources/why- collegessucceed