Second Guessing or Reflecting? · TA Mentor - Psychology. Reflection in education What do you understand by reflection in ... lpj/PBL/Cowan.lit.pdf Danielson, L. M. (2009).

Second Guessing or Reflecting?Belinda Boekhoven

TA Mentor - Psychology

Reflection in education

What do you understand by reflection in education?

How does this differ from second guessing?

“Connecting thinking and acting in practice” (Beynon, Geddis, & Onslow, 2001)

By three methods we may learn wisdom: First, by reflection, ...salmapatel.com

What benefits does reflection bring?

Find ways to: Build in subject material Promote links with subject material Increase students’ active role in learning Delve into all layers of learning

opportunities

BBC Day in Pictures (2008)

Development of Reflection

Reflection starts with a dilemma or quandary (Danielson, 2009, cites Dewey 1933, 1938)

Reflection addresses issues of ‘why’ Existing and established methods or

tasks Connection to rationale

and learning goals(Danielson, 2009, cites Lortie, 1975)

Development of reflection

Everyone Has experienced education Can follow prepared units, grading

guidelines, previous workshops

But, TAs have varied roles, varied settings, varied material and students & instructors (Beynon, Geddis, & Onslow, 2001)

Need to be able respond in meaningful way

Self-Reflection

Think about own practice Is reflection an integral part of your

practice? Need to reflect before and after

interaction with students Include yourself in

reflection

Escher (1935) Hand with Reflecting Sphere pictify.com

But it all seems so vague!

Create criteria using Bloom’s Taxonomy

Bloom's Taxonomy (1956) iteachu.uaf.edu

Use for planning lessons, office hours, tutorials – and reflection

Reflection with Bloom’s Taxonomy

Bloom's Taxonomy (1956) iteachu.uaf.edu Pappas (2010)

Four modes of thinking

Technological - formulaic Must cover exam material, take attendanceSituational - office hours, tutorials Students don't ask for help until exam/assignment dueDeliberate - consider interactions with students Why were they engaged, why were they bored?Dialectical - debate to reveal truth, fallacy, and logic Positive situations - reflect on success, look to extend

experiences, try different approaches Negative situations - reframe experience, take

perspective, consider current beliefs

The Thinker, Rodin (1902) www.forbes.com

Questions for reflection

1. What worked in the lesson? How do I know?2. What would I do the same or differently if I

could re-teach the lesson? Why?3. What root cause might be prompting or

perpetuating student behavior? BBC John Waters 2010

4. What do I believe about how students learn? How does this belief influence my instruction?

5. What data do I need to make an informed decision about this problem?

6. Is this the most efficient way to accomplish this task?

Paths of reflection

Not always a linear process

The Kolb cycle (Cowan, 2006)

Paths of reflection

More often like this

Fragmentary progress around the Kolb cycle (Cowan, 2006)

Resources

Colleagues, peers, and mentors Available for discussion Can pose questions to stimulate thought

Keep a record of your teaching practice Lesson plans Journals

Feedback From students and instructor

Thank you!

BBC Kerry Graham 2013

References

Beynon, C. A., Geddis, A. N., & Onslow, B. A. (2001). Learning to teach. Toronto, Canada: Pearson Education Canada Inc.

Cowan, J. On becoming an innovative university teacher: Reflection in action. the Society for Research into Higher Education, Open University Press. Retrieved fromhttp://www.control.auc.dk/~lpj/PBL/Cowan.lit.pdf

Danielson, L. M. (2009). Fostering Reflection. How Teachers Learn, 66, 5. Retrieved from http://www.ascd.org/publications/educational-leadership/feb09/vol66/num05/Fostering-Reflection.aspx

Pappas, P. (2010). A Taxonomy of Reflection: Critical Thinking For Students, Teachers, and Principals (Part 1). Retrieved from http://www.peterpappas.com/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals.html