Models, frameworks and theories of reflection and learning

Models, frameworks and theories of reflection and learning

Learning Activity

Purpose:

·         To extend awareness of different models, frameworks and theories of reflection and learning

·         To engage critically with those frameworks

Learning outcomes:

By the end of this activity, participants will be able to:

• Develop their capacity to reflect on different models, frameworks and theories of reflection and learning
• Critically consider the advantages and disadvantages of these different models, frameworks and theories
• Plan how to make use of relevant models for their own practice

Resources needed:

• Definitions in content of online resource
• Online resources
• Extracts from relevant books / journals / articles

Various activities

1        Individual work / feedback / presentation

·         Gather together information individually about a particular model of reflection in learning

·         Synthesise and summarise that information into a brief presentation

·         Make the presentation to other peers, and consider the generic questions at the end of this activity

2        Group work / feedback / presentation

·         Gather together information as part of a group about a particular model of reflection in learning

·         Synthesise and summarise that information into a brief presentation

·         Make the presentation to other peers, and consider the generic questions at the end of this activity

3        Using online tools

·         Gather together information individually about a particular model of reflection in learning

·         Synthesise and summarise that information into content which can be uploaded to a blog / website / discussion area

·         Upload the information and engage others by gathering comments / posts about the information

Generic Questions

·         What are the key characteristics of this model, framework or theory?

·         What do you consider to be the main advantages and disadvantages?

·         How could you make use of this in your own teaching?

·         What effect do you believe it would have?

What is Reflection in learning?

Learning Activity What is reflection in learning? Purpose: • To assist participants to develop their understanding of models of reflection, and how reflection can enhance learning. Learning outcomes: By the end of this activity, participants will be able to: • Discuss ways in which reflection can contribute to learning • Reflect on how this fits into their own learning preferences • Consider ways of encouraging reflection with their own learners Resources needed: • Books / articles relating to learning and reflection in hard copy • Computers with internet access for online articles / websites / resources • Media files / videos about reflection to stimulate thinking on the theme of reflection (e.g. May’s video) Activity: NOTE: You can use sections of this activity, over a number of sessions, or run it as an integrated activity over one session. Part 1 – Individual work • Participants write down their own definition of reflection in learning, and what ways they believe reflection can support learning. Part 2 – Group work There are various ways you could structure the group activity as pairs / groups, including the following: • go off and research different definitions / models of reflection in learning, then present back to the rest of the group • Share definitions and summarise – in writing; verbally; visually (i.e. create a visual image what you mean by reflection in learning) to rest of group Part 3 – Plenary Share the results of Parts 1 and 2, and consider: • The potential advantages and disadvantages of reflection in learning for participants as teachers • Way in which participants can enable their own learners to use reflection

What is Reflection

What is reflection? Most of us would probably think of ‘what we see when we look in a mirror’ as the answer to this question. The Oxford Dictionary does indeed have a definition very similar to that, but also includes ‘serious thought or consideration’ (OUP 2009) This suggests something which is more than what we see or think about on the surface, and we believe that deeper, more thoughtful reflection is the key to Reflective Practice. We are not suggesting that there is one type of reflection which is the only one which works. This set of resources intends to help you come to your own conclusions which approaches may suit you best. Use the approaches and ideas which help you, your teaching and your students the most. Here are some ideas about reflection from a variety of writers: Moon (2004 p82), has coined the term ‘common sense reflection’ to describe one basic level of thinking: Roffey-Barentsen and Malthouse (2009: p4) explain what they believe common sense reflection as below: It is the thoughts that occur to us during our day-to-day living, perhaps following a different lesson or a particularly challenging student. It is the thoughts we cannot put down after a difficult encounter with an aggressive student or the muses we choose to have when we feel we could do better and try to work out exactly how. After these events you may think about the situation in terms of what went well and what did not. You could consider the behaviour of the students or how well a particular exercise went. .. If you were to reflect on something in this way you may describe what happened, what you did, what others did in response and what you did after that, and then describe how you felt about it. Boud, Keogh and Walker (1985: p43) suggest reflection can yield more when it is more purposeful: Reflection is an important human activity in which people recapture their experience, think about it, mull over & evaluate it. It is this working with experience that is important in learning. Andrew Pollard continues to emphasise a more focussed form of reflection when he refers to one of the best known 20th century education thinkers, John Dewey. Dewey (1933) contrasted ‘routine action’ with ‘reflective action’. According to Dewey routine action is guided by factors such as tradition, habit and authority and institutional definitions and expectations. By implication it is relatively static and is thus unresponsive to changing priorities and circumstances. Reflective action, on the other hand, involves a willingness to engage in constant self appraisal and development. Among other things it implies flexibility, rigorous analysis and social awareness. (Pollard 2005: p13) Crawley (2005) uses Hillier (2002) to develop this idea of reflection with more purpose and structure, using the term ‘critical reflection’. Without critical reflection, teaching will remain at best uninformed, and at worst ineffective, prejudiced and constraining’ (Hillier 2002: p xi) … .. there are two main reasons for using critical reflection: - We can question our routine, convenient, everyday practices and ask questions about what really does and doesn’t work. - We can challenge some of our deeper social and cultural thoughts, feelings and reactions, or what Hillier (2002: 7) calls our ‘taken for granted assumptions’ (Crawley 2005: p 166) Donald Schon emphasises that there is an instinctive, and in many ways creative aspect to this type of reflection Reflection in action concerns thinking about something whilst engaged in doing it, having a feeling about something & practicing according to that feeling. This model celebrates the intuitive & artistic approaches that can be brought to uncertain situations. (Schon 1983 page number unknown) Although there are various ways in which different people have defined and explained reflection in teaching and learning overall, the most positive views appear to agree that it is both intuitive in nature, and considered in depth. At its best it is genuinely capable of helping us to develop, improve and change our teaching, or as Crawley suggests Critical reflection is about challenging and testing out what you do as a teacher and being prepared to act on the results. (Crawley 2005: p 167)