Melestarikan Penulisan Refleksi ke arah Kecemerlangan Amalan Profesional
Sustaining Reflection Writing
What is reflection and why do it
START
GOAL
How to do it critically
A short survey
Assessment &
Reflection
persidangan penyelidikan amalan profesional dan inovasi pendidikan 2019
Famous Quote
"We do not learn from experience. We learn from reflecting on experience"
John Dewey
"Reflection in teaching is a difficult task"
Pultorak, 1993
"Reflection is a discomforting experience "
Baird & White, 1996
attitudes conducive to enhancing reflection
For optimum impact on professional practice
Open minded
Whole-hearted
Honest
Critical
Intellectually responsible
What is reflection?
“an active, persistent and careful thinking process with the intent of resolving an issue which takes into consideration one’s beliefs and knowledge and the grounds for its support…” ”
Dewey, 1933
diverse conceptualisation of reflection
Schon, 1983
Make sense of some troubling or puzzling phenomena
Reflection is related to professional practice
Reflection-in-action & reflection-on-action
ross, 1989
A way of thinking about educational matters that involves the ability to make rational choices and to assume responsibility for those choices
norton, 1994
A disciplined inquiry into the motives, methods, materials and consequences of educational practice. It enables practitioners to thoughtfully examine conditions and attitudes which impedes or enhance student achievement
ZEICHNER & LISTON, 1996
Expanded Schon and Dewey's conceptions by including social, moral & political aspects of teaching into reflection
Jay & johnson, 2002
Include both self-reflection and collaborative reflection
Frameworks for Reflective Thinking
Critical reflection
Van Manen, 1977
Practical reflection
Explained by including ethical, moral + political issues
Technical reflection
Explained with theory + contextual factors
Explained with theory
Sparks langer et al, 1990
Explained with tradition
Description in pedagogical terms
Critical reflection
Description in lay person terms
Dialogic reflection
Hatton & Smith, 1995
No descriptive language
Descriptive reflection
Descriptive writing
Van Manen 3 Levels of Reflective Thinking
Technical ReflectionTeachers consider only the best way to reach a given end by applying rigidly their knowledge and principles
Critical ReflectionTeachers incorporate the wider context of moral, ethical, and political values to bear on their actions
Practical ReflectionTeachers clarify assumptions underlying competing pedagogical goals and assessing the impact their actions may have on various stakeholders
research gap
Areas that need more research
assessing reflective thinking/reflection
correlating reflective thinking with performance
analysing patterns in reflective thinking/ reflection
enhancing reflective thinking
Why do it
Larivee, 2008, 2009Loh, Hong, & Koh, 2017 Cambridge International Education , Teaching and Learning Team
Creates deeper understanding and insight
Increases accountability towards self and students
Enables teachers to respond to various teaching dilemmas and tension they ecountered daily more effectively
Forms the basis for teachers to take continuous action to improve practice throughout one's teaching career thus encourages innovation
Empowers teachers to become change agents who understand the existing situation and work towards a positive change
How to do it critically?
Self-Reflection
Collaborative Reflection
How to do Critical Reflection
- Identify and describe a significant issue/problem/puzzling event
- Identify possible explanations for the issue/problem/ event faced based on one’s own values, experiences and beliefs
- Look at the issue/difficulty/event from different/alternative perspectives and incorporate/apply educational theory to help explain them
- Incorporate the wider effect of contextual, ethical, social and political values
- State lesson learnt/newfound awareness/ insights gained from the experience
- Plan for changes in action or disposition to address the issue/problem
Reflecting critically
Sample questions you ask yourself
GOAL
What changes can be made to address what did not work?
What are the lesson learned or new insights gained?
What are the factors to consider (own strength, beliefs, theories, contexts, ethical, moral & political values?
Why did it not work/why is it an issue?
What did not work/what is the issue?
START
Gibss, 1988
3 forms of written reflection
For both self- and collaborative reflection
Daily lesson reflection
Action research report
+ INFO
+ INFO
Reflection journal
+ INFO
plan lesson together
Invite colleagues/peers to observe your teaching
Audio
adapt lesson ideas
Record yourself teaching
Reflective Practice
Video
ask to review lesson
to create the info/data for reflection writing
survey
watch together
Share the recording with your colleague/PLC
Ask students for feedback
ask for feedback
student reflection
interview
ask for ideas
Format for written/documented daily reflection
A non-linear process
The possible short and long term actions that may be taken to overcome the problem
Lesson learned and new insights gained. Additional questions raised.
Possible explanations for problem faced/event
based on own experience and traditions. Alternative perspectives on the problem/event, e.g. based on theories or other people’s point of view
Elaboration on details of one or two episodes based on level of excitement, puzzlement, or confirmation
Statement of the problem/issue/event
Date and time of the entry
Brief sequencing of the events of the day
ways to sustain reflection writing
Towards improving professional practice
part of yearly performance evaluation
regular professional developmentworkshops
mentoring and supervision
organizational climate and supportive environment
support of a highly functional PLC
Reflection as a professional practice
Dr Huda
Created on August 14, 2019
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Transcript
Melestarikan Penulisan Refleksi ke arah Kecemerlangan Amalan Profesional
Sustaining Reflection Writing
What is reflection and why do it
START
GOAL
How to do it critically
A short survey
Assessment &
Reflection
persidangan penyelidikan amalan profesional dan inovasi pendidikan 2019
Famous Quote
"We do not learn from experience. We learn from reflecting on experience"
John Dewey
"Reflection in teaching is a difficult task"
Pultorak, 1993
"Reflection is a discomforting experience "
Baird & White, 1996
attitudes conducive to enhancing reflection
For optimum impact on professional practice
Open minded
Whole-hearted
Honest
Critical
Intellectually responsible
What is reflection?
“an active, persistent and careful thinking process with the intent of resolving an issue which takes into consideration one’s beliefs and knowledge and the grounds for its support…” ” Dewey, 1933
diverse conceptualisation of reflection
Schon, 1983
Make sense of some troubling or puzzling phenomena Reflection is related to professional practice Reflection-in-action & reflection-on-action
ross, 1989
A way of thinking about educational matters that involves the ability to make rational choices and to assume responsibility for those choices
norton, 1994
A disciplined inquiry into the motives, methods, materials and consequences of educational practice. It enables practitioners to thoughtfully examine conditions and attitudes which impedes or enhance student achievement
ZEICHNER & LISTON, 1996
Expanded Schon and Dewey's conceptions by including social, moral & political aspects of teaching into reflection
Jay & johnson, 2002
Include both self-reflection and collaborative reflection
Frameworks for Reflective Thinking
Critical reflection
Van Manen, 1977
Practical reflection
Explained by including ethical, moral + political issues
Technical reflection
Explained with theory + contextual factors
Explained with theory
Sparks langer et al, 1990
Explained with tradition
Description in pedagogical terms
Critical reflection
Description in lay person terms
Dialogic reflection
Hatton & Smith, 1995
No descriptive language
Descriptive reflection
Descriptive writing
Van Manen 3 Levels of Reflective Thinking
Technical ReflectionTeachers consider only the best way to reach a given end by applying rigidly their knowledge and principles
Critical ReflectionTeachers incorporate the wider context of moral, ethical, and political values to bear on their actions
Practical ReflectionTeachers clarify assumptions underlying competing pedagogical goals and assessing the impact their actions may have on various stakeholders
research gap
Areas that need more research
assessing reflective thinking/reflection
correlating reflective thinking with performance
analysing patterns in reflective thinking/ reflection
enhancing reflective thinking
Why do it
Larivee, 2008, 2009Loh, Hong, & Koh, 2017 Cambridge International Education , Teaching and Learning Team
Creates deeper understanding and insight
Increases accountability towards self and students
Enables teachers to respond to various teaching dilemmas and tension they ecountered daily more effectively
Forms the basis for teachers to take continuous action to improve practice throughout one's teaching career thus encourages innovation
Empowers teachers to become change agents who understand the existing situation and work towards a positive change
How to do it critically?
Self-Reflection
Collaborative Reflection
How to do Critical Reflection
Reflecting critically
Sample questions you ask yourself
GOAL
What changes can be made to address what did not work?
What are the lesson learned or new insights gained?
What are the factors to consider (own strength, beliefs, theories, contexts, ethical, moral & political values?
Why did it not work/why is it an issue?
What did not work/what is the issue?
START
Gibss, 1988
3 forms of written reflection
For both self- and collaborative reflection
Daily lesson reflection
Action research report
+ INFO
+ INFO
Reflection journal
+ INFO
plan lesson together
Invite colleagues/peers to observe your teaching
Audio
adapt lesson ideas
Record yourself teaching
Reflective Practice
Video
ask to review lesson
to create the info/data for reflection writing
survey
watch together
Share the recording with your colleague/PLC
Ask students for feedback
ask for feedback
student reflection
interview
ask for ideas
Format for written/documented daily reflection
A non-linear process
The possible short and long term actions that may be taken to overcome the problem
Lesson learned and new insights gained. Additional questions raised.
Possible explanations for problem faced/event based on own experience and traditions. Alternative perspectives on the problem/event, e.g. based on theories or other people’s point of view
Elaboration on details of one or two episodes based on level of excitement, puzzlement, or confirmation Statement of the problem/issue/event
Date and time of the entry Brief sequencing of the events of the day
ways to sustain reflection writing
Towards improving professional practice
part of yearly performance evaluation
regular professional developmentworkshops
mentoring and supervision
organizational climate and supportive environment
support of a highly functional PLC