Reflective learning

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T3 presentation at AISDhaka 7th Nov, 2012

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  • Reflective learning

    1. 1. embedding reflective learning “Reflective learners assimilate new learning, relate to what they already know, adapt it for their own purposes & translate thought into actionOvertime learners develop creativity, think critically & use metacognition” Jenni Wilson (2009)
    2. 2. Chalk & Talk
    3. 3. what is reflection?• Thinking about progress towards goals• Involves students in program evaluation• Linked to feelings, thinking, experiences and beliefs• Linking new learning to what is already known• Involves analysing and making judgements about what has been learned and how learning took place
    4. 4. the process of reflection involves:• Looking back• Unravelling questions• Pulling apart• Considering alternate perspectives• Making connections• Drawing conclusions• Reasoning and making judgements… and can lead to goal setting
    5. 5. what is metacognition?• Thinking about personal strengths and weakness’• Considering how you might do something differently and why - evaluation and regulation• Thinking about how my selection of strategies assist or hinder my ability to complete the task• Redefining and setting new goals• Considering how our feelings affect our thinking and learning• Thinking about the validity of our judgements in relation to learning
    6. 6. the process of metacognition...• Is strengthened by establishing and sharing learning goals• Is nurtured by encouraging cooperation over competition• Involves becoming aware of how and when we learn most effectively• Is strengthened by seeing the modeling metacognitive strategies• Is supported by providing feedback to support the development of metacognitive thought
    7. 7. are reflective thinking and metacognition the same?• When we are being metacognitive, the focus of our thinking is our own thinking, where as reflective thinking is about something other than our own thinking.
    8. 8. using self assessment to promote reflective learning• Self and peer assessment provide the context and tools to promote higher level thinking and learning• Reflection: sets the context for further self assessment• Metacognition: can be promoted through self assessment and the use of short term goal setting
    9. 9. A Model ofReflective Learning
    10. 10. A Model ofReflective Learning Self Awareness
    11. 11. A Model ofReflective Learning Self Awareness Self Assessment
    12. 12. A Model ofReflective Learning Self Awareness Self Assessment
    13. 13. A Model ofReflective Learning Self Awareness Self Metacognition Assessment
    14. 14. A Model ofReflective Learning Self Awareness Self Metacognition Assessment
    15. 15. A Model ofReflective Learning Reflection Self Awareness Self Metacognition Assessment
    16. 16. A Model ofReflective Learning Reflection Self Awareness Self Metacognition Assessment
    17. 17. A Model ofReflective Learning Reflection Self Awareness Self Metacognition Assessment
    18. 18. A Model ofReflective Learning ia ed riter ck Reflection ba dC are Fe Sh & Self Awareness Self Metacognition Assessment
    19. 19. A Model ofReflective Learning ia ed riter ck Reflection ba dC are Fe Sh & Self Awareness Self Metacognition Assessment Shared Criteria & Feedback
    20. 20. A Model ofReflective Learning Sh Fee ia ed riter are db & ck Reflection d C ack ba dC rit are Fe eri Sh & a Self Awareness Self Metacognition Assessment Shared Criteria & Feedback
    21. 21. A Model ofReflective Learning Sh Fee ia ed riter are db & ck Reflection d C ack ba dC rit are Fe eri Sh & a Self Awareness Self Metacognition Assessment Shared Criteria & Feedback
    22. 22. A Model ofReflective Learning KNOWLEDGE Sh Fee ia ed riter are db & ck Reflection d C ack ba dC rit are Fe eri Sh & a Self Awareness Self Metacognition Assessment Shared Criteria & Feedback
    23. 23. A Model ofReflective Learning KNOWLEDGE Sh Fee ia ed riter are db & ck Reflection d C ack ba dC rit are Fe eri Sh & a Self SKILLS Awareness Self Metacognition Assessment Shared Criteria & Feedback
    24. 24. A Model ofReflective Learning KNOWLEDGE Sh Fee ia ed riter are db & ck Reflection d C ack ba dC rit are Fe eri Sh & a Self SKILLS Awareness CONCEPTS Self Metacognition Assessment Shared Criteria & Feedback
    25. 25. A Model ofReflective Learning KNOWLEDGE Sh Fee ia ed riter are db & ck Reflection d C ack ba dC rit are Fe eri Sh & a Self SKILLS Awareness CONCEPTS Self Metacognition Assessment Shared Criteria & Feedback ATTITUDES
    26. 26. pause for reflection...• CONNECT - think about your own practice... what do you connect with?• EXTEND - what have you heard that extends your thinking?• CHALLENGE - what have you heard that challenges your thinking / beliefs / own practice?
    27. 27. big ideas of reflective learning• Reflective learning will not work unless the teacher believes in it• Skills and strategies need to be modeled and taught and the use of reflective language commonplace• The environment can promote reflective learning• The process works best when students play a part in constructing criteria and evaluating the program
    28. 28. what are some effective ways to promote reflective learning ?• Modeling• Questions• Environment• Use technology to support reflective learning• Plan for reflective learning, don’t bolt on as an after thought
    29. 29. Strategies: modeling• “Students are quick to pick up the inconsistencies between what a teacher says and what a teacher does.” Costa (2001)• Emphasizes the need to show that you also value this kind of thinking and behaviour
    30. 30. Strategies: modeling• Share your professional and program goals with students• Make your thinking heard, eg. verbalise how you would self assess a piece of work
    31. 31. strategies: questioning• Use of effective questions in feedback• Self questioning and self talk
    32. 32. when reflecting students use questions to:• Make connections between information• Clarify, review, compare• Focus their thinking• Improve their understandings, explanations• Consider consequences• Understand other perspectives• Analyse and draw conclusions• Reason and make judgements
    33. 33. when using metacognitionstudents use questions to focus on:• Their own thinking processes, strategise, consider their own capacities and limitations• Think more deeply about their own understandings• Content specific knowledge• How to approach a task, what needs to be done• Monitor their own thinking/progress• Make connections between ideas• Factors that impact on their own thinking, eg feelings
    34. 34. strategies: environment• Interactive displays - charts, questions, prompts• Exposure - start small, build up the repertoire of tools available for your students to use
    35. 35. strategies: technology• Use collaborative tools that promote reflection (example - https://voicethread.com/? #q.b3548760.i18567413)• Social media - consider how different types of social media could be used to promote reflective learning (example todays meet)
    36. 36. from theory to practice..• What facets of learning could I target to promote reflective learning? eg. skills, knowledge, concepts, attitudes• Where would reflective learning fit best into my classroom practice?• Choose one strategy that appeals to you and plan to incorporate it into your next unit of study
    37. 37. REFERENCES:Wilson, J & Wing Jan, L (2008) Smart Thinking: Developing reflectionand metacognitionCosta, A (2001) Developing Minds: A resource book for teachingthinkingMurdoch, K & Wilson, J (2008) Creating a Learner Centred PrimaryClassroomProject for School Innovation (2003) Cultivating Student Reflection.Teachers for Teachers Series No 6Perkins D (2009) Making Learning Whole

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