Reflecting on Reflection By: Keith Coutu By: Keith Coutu.

Reflecting on Reflecting on ReflectionReflection

By: Keith CoutuBy: Keith Coutu

Reflecting on Reflecting on ReflectionReflection

Learning How to ReflectLearning How to Reflect

Reflecting vs. AssessingReflecting vs. Assessing

Reflections during my B.EdReflections during my B.Ed

B.Ed to M.EdB.Ed to M.Ed

Criticisms and ConclusionsCriticisms and Conclusions

The Difference between The Difference between B.Ed Reflection and M.Ed B.Ed Reflection and M.Ed

ReflectionReflection

Case Study IntroductionCase Study Introduction

This case study began after I…This case study began after I…

a)a) realized that I did little reflection during my realized that I did little reflection during my B.EdB.Ed

b)b)began to understand what reflection is and began to understand what reflection is and why it is importantwhy it is important

c)c) recognized that reflection is incredibly recognized that reflection is incredibly important for a new teacher in order to adapt, important for a new teacher in order to adapt, grow, and maturegrow, and mature

Learning How To Learning How To ReflectReflect

If we do not learn how to properly reflect in If we do not learn how to properly reflect in our B.Ed … our B.Ed …

how will we be able to reflect while teaching?how will we be able to reflect while teaching? we may be unable to fully develop our teaching we may be unable to fully develop our teaching

abilitiesabilities how can we instill reflective techniques on our how can we instill reflective techniques on our

students?students?

Learning How To Reflect Learning How To Reflect con’tcon’t

While posing a reflective question can limit an While posing a reflective question can limit an individual’s reflective experience, it is a individual’s reflective experience, it is a necessary starting point in order to successfully necessary starting point in order to successfully reflective independently in the future.reflective independently in the future.

The problem that arose during my B.Ed program The problem that arose during my B.Ed program was that I was never properly taught how to was that I was never properly taught how to learn from, adapt or grow as a teacher through learn from, adapt or grow as a teacher through reflection.reflection.

Christopher Day acknowledged that reflection plays Christopher Day acknowledged that reflection plays a central role in the learning life of a teacher and a central role in the learning life of a teacher and recommends that there should be in-school recommends that there should be in-school recognition for time to reflect with learning support recognition for time to reflect with learning support (1993).(1993).

Reflection vs. Reflection vs. AssessmentAssessment

Working definitions:Working definitions: Reflection: a reflection is something personal; it Reflection: a reflection is something personal; it

is an individual’s opinion, thoughts or feelings is an individual’s opinion, thoughts or feelings about a topic at hand. Someone’s reflection can about a topic at hand. Someone’s reflection can constantly be changed and adapted as they learn constantly be changed and adapted as they learn more or take more time to reflect (Coutu, 2010).more or take more time to reflect (Coutu, 2010).

Assessment: the process of documenting, usually Assessment: the process of documenting, usually in measurable terms, knowledge, skills, attitudes in measurable terms, knowledge, skills, attitudes and beliefs. Assessment can focus on the and beliefs. Assessment can focus on the individual learner, the learning community (class, individual learner, the learning community (class, workshop, or other organized group of learners), workshop, or other organized group of learners), the institution, or the educational system as a the institution, or the educational system as a whole (Wikipedia).whole (Wikipedia).

Reflection vs. Assessment Reflection vs. Assessment con’tcon’t

During my B.Ed, teacher candidates were told to During my B.Ed, teacher candidates were told to “reflect” at various times throughout our courses.“reflect” at various times throughout our courses.

This felt forced; the questions were not thought This felt forced; the questions were not thought provoking and I do not feel I learned or adapted from provoking and I do not feel I learned or adapted from these “reflections”these “reflections”

““Because emotions and feelings are often downplayed in Because emotions and feelings are often downplayed in educational settings, it is common for reflection to be treated as if educational settings, it is common for reflection to be treated as if it were an intellectual exercise” (Boud & Walker)it were an intellectual exercise” (Boud & Walker)

Examples of “reflections” during my B.Ed…Examples of “reflections” during my B.Ed…1.1. AssignmentsAssignments

2.2. Lesson PlansLesson Plans

3.3. On-action (Practicum)On-action (Practicum)

Reflecting on Reflecting on AssignmentsAssignments

With the majority of assignments being cooperative With the majority of assignments being cooperative group activities, why not reflect as a group?group activities, why not reflect as a group?

For every group assignment I did in my B.Ed, we had to For every group assignment I did in my B.Ed, we had to “reflect” individually.“reflect” individually.

Example – “Reflect on your contributions and the overall Example – “Reflect on your contributions and the overall cooperation of the group?” (EDUC 4470: Classroom cooperation of the group?” (EDUC 4470: Classroom Management, Group Unit Plan)Management, Group Unit Plan)

““In co-operative inquiry these exclusive roles are replaced by a co-In co-operative inquiry these exclusive roles are replaced by a co-operative relationship, so that all those involved work together as operative relationship, so that all those involved work together as co-researchers and as co-subjects “ (Heron and Reason).co-researchers and as co-subjects “ (Heron and Reason).

I would also be asked to make a “reflection” at the I would also be asked to make a “reflection” at the end of a course.end of a course.

Example – “Write a one page reflection on what you think Example – “Write a one page reflection on what you think your mark for participation should be for this course”your mark for participation should be for this course”

Lesson PlansLesson Plans

Lesson Plans Lesson Plans con’tcon’t

I never wrote in the reflection section because their I never wrote in the reflection section because their was no incentive to do so.was no incentive to do so.

Reflection at the beginning of a lesson planReflection at the beginning of a lesson plan Reflect on yesterday’s lesson: what worked, what Reflect on yesterday’s lesson: what worked, what

didn’t?didn’t? How did yesterday impact what you planned for How did yesterday impact what you planned for

today?today?

In putting a reflection section at the beginning of a lesson plan, In putting a reflection section at the beginning of a lesson plan, you can take more time, step back and reflect on the previous you can take more time, step back and reflect on the previous day’s events.day’s events.

In Class PracticumIn Class Practicum

Why Should I Reflect?Why Should I Reflect?

1.1. On lesson plans, the “reflection” questions were never used while On lesson plans, the “reflection” questions were never used while in class.in class.

2.2. The lesson plan questions while on practicum were never checked The lesson plan questions while on practicum were never checked (by mentor teacher or Lakehead supervisor)(by mentor teacher or Lakehead supervisor)

3.3. ““Reflection” questions were not very in-depth or rewardingReflection” questions were not very in-depth or rewarding

4.4. ““Reflection” activities and case studies were not graded or Reflection” activities and case studies were not graded or evaluated.evaluated.

I was never explained that through reflection I would I was never explained that through reflection I would be able to better my on-going learning, I could learn be able to better my on-going learning, I could learn from myself and gradually adapt my teaching from myself and gradually adapt my teaching technique.technique.

My Process Writing teacher did suggest that we keep My Process Writing teacher did suggest that we keep personal journals if we expect our students to use personal journals if we expect our students to use journals as well.journals as well.

A Look BackA Look Back

In preparation for this In preparation for this case study I looked at case study I looked at four different forms of four different forms of reflection and how, or reflection and how, or if, it was taught in my if, it was taught in my B.Ed. B.Ed.

Self-ReflectionSelf-Reflection Reflection-on-actionReflection-on-action Reflection-in-action Reflection-in-action Peer/Other’s ReflectionPeer/Other’s Reflection

““[The] capacity to respond to [The] capacity to respond to surprise through improvisation surprise through improvisation on the spot”on the spot”

““not a method, but an art and a not a method, but an art and a talent”talent”

What is Reflection?What is Reflection?

CriticismsCriticisms

In order to fully understand reflection, you need In order to fully understand reflection, you need the metacognitive knowledge that is gained the metacognitive knowledge that is gained through a theory based course, such as this one. through a theory based course, such as this one.

A B.Ed program is supposed to teach you the A B.Ed program is supposed to teach you the basics/fundamentals of the teaching practice. basics/fundamentals of the teaching practice. Therefore, you do not have the time or the need Therefore, you do not have the time or the need for this higher level of thinkingfor this higher level of thinking

In order to fully understand the reflective In order to fully understand the reflective practices of an educator, I require more practices of an educator, I require more classroom experience.classroom experience.

Case Study ConclusionsCase Study Conclusions

Reflection is a key component to successful Reflection is a key component to successful teaching but is wrongfully portrayed and teaching but is wrongfully portrayed and glossed over during the B.Ed.glossed over during the B.Ed.

Reflection is taken for granted. Teacher Reflection is taken for granted. Teacher candidates are not taught the full benefits of candidates are not taught the full benefits of the reflective process and are therefore not the reflective process and are therefore not as apt to use it.as apt to use it.

I thought I understood what reflection was I thought I understood what reflection was but did not appreciate how useful and but did not appreciate how useful and beneficial it is as a teacher.beneficial it is as a teacher.

ConclusionsConclusions

I believe that reflections are more personal, in-depth and I believe that reflections are more personal, in-depth and rewarding than answering simple “reflection” questions.rewarding than answering simple “reflection” questions.

Example of “Reflection” questions during my B.EdExample of “Reflection” questions during my B.Ed What were your contributions to the activity?What were your contributions to the activity?

What were the strengths and weaknesses of the activity?What were the strengths and weaknesses of the activity?

How did you make your lessons appropriate for all learning styles?How did you make your lessons appropriate for all learning styles?

Examples Questions that require more in-depth thoughtExamples Questions that require more in-depth thought In relation to past experiences, how do you feel you have matured or In relation to past experiences, how do you feel you have matured or

improved?improved?

Who or what has impacted your approach to teaching? How did the Who or what has impacted your approach to teaching? How did the people or events shape your teaching style?people or events shape your teaching style?

Observe the students’ participation and reactions to your lesson. Put Observe the students’ participation and reactions to your lesson. Put yourself into their shoes; how do you think they enjoyed the activities yourself into their shoes; how do you think they enjoyed the activities and what would make it better?and what would make it better?

Conclusions Conclusions con’tcon’t

Final thoughts…Final thoughts…1.1. I feel that the terms “reflection” and I feel that the terms “reflection” and

“assessment” are wrongfully viewed to be “assessment” are wrongfully viewed to be interchangeableinterchangeable

2.2. I truly believe reflections cannot be forced and I truly believe reflections cannot be forced and should be as personal as possible.should be as personal as possible.

Reflections should only be read or heard by Reflections should only be read or heard by another individual at the reflector’s discretion.another individual at the reflector’s discretion.

3.3. Reflection can be taught, but, in my experience Reflection can be taught, but, in my experience through my B.Ed, was not done so properlythrough my B.Ed, was not done so properly

My B.Ed program only taught me how to assess and My B.Ed program only taught me how to assess and evaluate myself, my peers and my studentsevaluate myself, my peers and my students

Discussion QuestionsDiscussion Questions

Should a course such as The Reflective Practitioner Should a course such as The Reflective Practitioner be taught during the B.Ed program?be taught during the B.Ed program?

Did you understand and recognize the importance Did you understand and recognize the importance of reflection for a professional (teacher or other of reflection for a professional (teacher or other field) prior to this course?field) prior to this course?

Do you agree or disagree that the form of reflection Do you agree or disagree that the form of reflection required for a candidate teacher is remedial at best required for a candidate teacher is remedial at best and does not explore the benefits of higher order and does not explore the benefits of higher order thinking, emotions, and thorough reflecting?thinking, emotions, and thorough reflecting?

Should we be expected to “reflect” as a teacher Should we be expected to “reflect” as a teacher candidate?candidate?

ReferencesReferences

Boud, D. & Walker, D. “Promoting reflection in professional courses: The Boud, D. & Walker, D. “Promoting reflection in professional courses: The challenge of context”. challenge of context”. Studies in Higher EducationStudies in Higher Education, 23(2), 191-207. , 23(2), 191-207.

Day, C. (1993). “Reflection: A necessary but not sufficient condition for Day, C. (1993). “Reflection: A necessary but not sufficient condition for professional development”, professional development”, British Educational Research JournalBritish Educational Research Journal, , 19(1), 83-94 19(1), 83-94

““Educational Assessment” Educational Assessment” Wikipedia. http://en.wikipedia.org/wiki Wikipedia. http://en.wikipedia.org/wiki /Assessment. Last viewed: Sunday, April 4, 2010./Assessment. Last viewed: Sunday, April 4, 2010.

Heron, J. & Reason, P. (2001). The Practice of Co-operative Inquiry: Heron, J. & Reason, P. (2001). The Practice of Co-operative Inquiry: Research with rather than on people. In P. Reason & H. Bradbury Research with rather than on people. In P. Reason & H. Bradbury (Eds.), (Eds.), Handbook of Action Research: Participative Inquiry and Handbook of Action Research: Participative Inquiry and PracticePractice, (pp. 179-188). London: Sage. , (pp. 179-188). London: Sage.

Joy, Paul. “EDUC 3251: Process Writing”, Joy, Paul. “EDUC 3251: Process Writing”, Lakehead University.Lakehead University. Fall 2008. Fall 2008. Course syllabus and/or course marterial.Course syllabus and/or course marterial.

References References con’tcon’t

Kerr, Donald. “EDUC 3230: Philosophy in Education” Kerr, Donald. “EDUC 3230: Philosophy in Education” Lakehead Lakehead UniversityUniversity. Fall 2008. Course syllabus and/or course material.. Fall 2008. Course syllabus and/or course material.

Murphy, Rita. “EDUC 4470: Classroom Management”, Murphy, Rita. “EDUC 4470: Classroom Management”, Lakehead Lakehead Univeristy.Univeristy. Fall/Winter 08/09. Course syllabus and/or course material. Fall/Winter 08/09. Course syllabus and/or course material.

Schön, Donald, “Educating the Reflective Practitioner" presentation to Schön, Donald, “Educating the Reflective Practitioner" presentation to the 1987 meeting of the American Educational Research Association. the 1987 meeting of the American Educational Research Association. Washington, DC. Washington, DC.