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Alastair Clark
Reflection  on  Reflection  Alastair Clark
NIACE Digital Learning Team
What have you learned recentlty?
Assessment of learning Assessment for learning
Overheard It is five to nine now so we will need to finish soon   I know you don’t like these but can you fill in your learning log – I don’t like them either but have to do it for the funding.
How do we make reflection work?
Reflection  take 1 'active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends‘ These states of thinking are as follows: 1. Suggestions, in which the mind leaps forward to a possible solution. 2. An intellectualization of the difficulty or perplexity that has been felt (directly experienced) into a problem to be solved. 3. The use of one suggestion after another as a leading idea, or hypothesis, to initiate and guide observation and other operations in collection of factual material. 4. The mental elaboration of the idea, or supposition as an idea or supposition (reasoning, in the sense in which reasoning is a part, not the whole, of inference). 5. Testing the hypothesis by overt, or imaginative action.  (See Dewey 1933: 199-209).
Reflection take 2 What?  So What?  Now What?
Reflection take 2 What?  Reporting what happened, objectively So What?  What did you learn? What difference did the event make? Now What?  Goal setting
Helen Barrett Reflection Toolkit Northwest Service Academy, Metro Center, Portland, OR www.northwestserviceacademy.org
Volunteers please? Someone who likes cooking Someone who likes eating Someone who can teach
Blog entry 20 September We made Spaghetti Bolognaise, using mince, fresh tomatoes, onions, garlic.Students from next door class came in at the end and all had a taste Factual report of activity
Blog entry 21 September I stuck closely to the recipe and the sauce was less runny that I usually make it.I like garlic so I used a lot of it but the people in the group said they liked the taste but were worried their breath would smell, so I will need to take account of that next time I make Bolognaise.  Reflection
Tutor comment on Blog 25 September This really was one of your best dishes yet. Your decision to be stricter with yourself about use of the recipe really paid off.   I would not worry too much about the garlic complaints, people should expect it in Italian cookery! Tutor comment
27 September another student posts to Blog I did like your ‘Spag Bol’ – For once I think yours was better than mine! A bit of Parmesan would have just finished it off though Formative assessment Peer comment
Reflection take 2 What?  Reporting what happened, objectively So What?  What did you learn? What difference did the event make? Now What? Reflection Toolkit Northwest Service Academy, Metro Center, Portland, OR www.northwestserviceacademy.org
Making reflection a dialogue  What? So what? What next?
Formative assessment

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Reflection on reflection

  • 2.
  • 3. Reflection on Reflection Alastair Clark
  • 5.
  • 6. What have you learned recentlty?
  • 7.
  • 8.
  • 9. Assessment of learning Assessment for learning
  • 10. Overheard It is five to nine now so we will need to finish soon I know you don’t like these but can you fill in your learning log – I don’t like them either but have to do it for the funding.
  • 11. How do we make reflection work?
  • 12. Reflection take 1 'active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends‘ These states of thinking are as follows: 1. Suggestions, in which the mind leaps forward to a possible solution. 2. An intellectualization of the difficulty or perplexity that has been felt (directly experienced) into a problem to be solved. 3. The use of one suggestion after another as a leading idea, or hypothesis, to initiate and guide observation and other operations in collection of factual material. 4. The mental elaboration of the idea, or supposition as an idea or supposition (reasoning, in the sense in which reasoning is a part, not the whole, of inference). 5. Testing the hypothesis by overt, or imaginative action. (See Dewey 1933: 199-209).
  • 13. Reflection take 2 What? So What? Now What?
  • 14. Reflection take 2 What? Reporting what happened, objectively So What? What did you learn? What difference did the event make? Now What? Goal setting
  • 15. Helen Barrett Reflection Toolkit Northwest Service Academy, Metro Center, Portland, OR www.northwestserviceacademy.org
  • 16. Volunteers please? Someone who likes cooking Someone who likes eating Someone who can teach
  • 17. Blog entry 20 September We made Spaghetti Bolognaise, using mince, fresh tomatoes, onions, garlic.Students from next door class came in at the end and all had a taste Factual report of activity
  • 18. Blog entry 21 September I stuck closely to the recipe and the sauce was less runny that I usually make it.I like garlic so I used a lot of it but the people in the group said they liked the taste but were worried their breath would smell, so I will need to take account of that next time I make Bolognaise. Reflection
  • 19. Tutor comment on Blog 25 September This really was one of your best dishes yet. Your decision to be stricter with yourself about use of the recipe really paid off. I would not worry too much about the garlic complaints, people should expect it in Italian cookery! Tutor comment
  • 20. 27 September another student posts to Blog I did like your ‘Spag Bol’ – For once I think yours was better than mine! A bit of Parmesan would have just finished it off though Formative assessment Peer comment
  • 21.
  • 22. Reflection take 2 What? Reporting what happened, objectively So What? What did you learn? What difference did the event make? Now What? Reflection Toolkit Northwest Service Academy, Metro Center, Portland, OR www.northwestserviceacademy.org
  • 23. Making reflection a dialogue What? So what? What next?
  • 24.