The Purpose Of Reflective Practice

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The Purpose Of Reflective Practice

  1. 1. The Purpose of Reflective Practice SID: 0816909 Thursday, March 5, 2009
  2. 2. What is ‘Reflective Practice’? Thursday, March 5, 2009
  3. 3. What is ‘Reflective Practice’? “Reflective practice is an approach that enables professionals to understand how they use their knowledge in practical situations and how they combine action and learning in a more effective way.” -Massachusetts Institute of Technology, Open Courseware Thursday, March 5, 2009
  4. 4. “Reflective practice is an approach that enables professionals to understand how they use their knowledge in practical situations and how they combine action and learning in a more effective way.” -Massachusetts Institute of Technology, Open Courseware Thursday, March 5, 2009
  5. 5. What I perceive reflective practice to be is the process of analysing a given scenario or practice and coming to a decision on how to then go onto improve that scenario, based on the strengths and weaknesses that were perceived from the evaluation. “Reflective practice is an approach that enables professionals to understand how they use their knowledge in practical situations and how they combine action and learning in a more effective way.” -Massachusetts Institute of Technology, Open Courseware Thursday, March 5, 2009
  6. 6. How do we perform reflective practice? Thursday, March 5, 2009
  7. 7. Thursday, March 5, 2009
  8. 8. There are many approaches to how we might be able to perform the act of reflection based on our practices. The first model I have chosen to look at is by Donald Schön. In 1983, he published a book entitled ‘The Reflective Practitioner: How Professionals Think in Action’ which was the first major publication to address the idea. He based his studies on the following model... Thursday, March 5, 2009
  9. 9. Governing Action Consequences Variable Strategy Single-loop learning Double-loop learning Schön (1983) Thursday, March 5, 2009
  10. 10. Governing Action Consequences Variable Strategy Single-loop learning Double-loop learning Thursday, March 5, 2009
  11. 11. Governing Action Consequences Variable Strategy Single-loop learning Double-loop learning This model approaches reflection in the sense of detection and correction of error (Argyris and Schön. 1978) in the present tense. This approach is defined as ‘reflection in action’ which means to reflect as you do, in the present tense. It also incorporates elements of ‘reflection on action’ with regards to the Double-loop learning cycle. Thursday, March 5, 2009
  12. 12. How I Perceive the Model Planning Plan to Action Result Reflection in Action Reflection on Action Thursday, March 5, 2009
  13. 13. Practice Reflection Time RIA Reflection in Action means to reflect in the present tense. Schön referred to this process as ‘on the hoof’. Thursday, March 5, 2009
  14. 14. Practice Reflection Time ROA Reflection on Action means to reflect in the past tense. This means to reflect after the practice has occurred. Thursday, March 5, 2009
  15. 15. Thursday, March 5, 2009
  16. 16. The second model I will look at is by Greenaway. This model is a little more simple in its approach to reflection than Schön, but could also be perceived as a clearer path to achieving reflective practice. Greenaway based his thesis on the title of ‘Powerful Learning Experiences in Management Learning and Development’ in 1995. Thursday, March 5, 2009
  17. 17. Plan Review Do Greenaway (1995) Thursday, March 5, 2009
  18. 18. Plan Review Do Thursday, March 5, 2009
  19. 19. Plan Review Do Reflection in Greenaways model is an example of ROA, happening after the practice in the past tense. As opposed to Schön’s model, Greenaway’s is a single closed cyclical loop. Thursday, March 5, 2009
  20. 20. RIA Practice ROA Time Thursday, March 5, 2009
  21. 21. RIA Practice ROA Time Thursday, March 5, 2009
  22. 22. Of all the models I have looked at, I can see that all of them are categorized as either RIA or ROA. But, how do they differ and compare when applied to a scenario? RIA Practice ROA Time Thursday, March 5, 2009
  23. 23. Scenario: Reflective Pedagogy How does the art of being a teacher benefit from reflective practice? Thursday, March 5, 2009
  24. 24. RIA Practice ROA Time Thursday, March 5, 2009
  25. 25. In my experience of teaching, I have found that both RIA and ROA are applied. Using a combination of t he two allows me to encompass the benefits of both RIA and ROA to build an accumulative pool of reflection. RIA Practice ROA Time Thursday, March 5, 2009
  26. 26. In my experience of teaching, I have found that both RIA and ROA are applied. Using a combination of t he two allows me to encompass the benefits of both RIA and ROA to build an accumulative pool of reflection. RIA Refl e ctio n Practice ROA Time Thursday, March 5, 2009
  27. 27. How the Models Apply Thursday, March 5, 2009
  28. 28. Governing Action Consequences Variable Strategy Single-loop learning Double-loop learning Plan Review Do Thursday, March 5, 2009
  29. 29. Governing Action Consequences Variable Strategy Single-loop learning Double-loop learning Thursday, March 5, 2009
  30. 30. Lesson planning Im plement ation of based on an overall objectives t hrough Learning scheme of work and teaching and objectives. activities. How engaged the students are How the lesson went overall, were objectives fully satisfied? Thursday, March 5, 2009
  31. 31. Lesson planning Im plement ation of based on an overall objectives t hrough Learning scheme of work and teaching and objectives. activities. How engaged the students are How the lesson went overall, were objectives fully satisfied? Thursday, March 5, 2009
  32. 32. Lesson planning Im plement ation of based on an overall objectives t hrough Learning scheme of work and teaching and objectives. activities. How engaged the students are How the lesson went overall, were objectives fully satisfied? Based on the original model by Schön, this is how I perceive the model to fit within the process of teaching. This model clearly defines the milestones of practices towards the outcome of learning and then provides both ROA and RIA to then improve these based on an evaluation. Thursday, March 5, 2009
  33. 33. Lesson planning Im plement ation of based on an overall objectives t hrough Learning scheme of work and teaching and objectives. activities. How engaged the students are How the lesson went overall, were objectives fully satisfied? Thursday, March 5, 2009
  34. 34. Lesson planning Im plement ation of based on an overall objectives t hrough Learning scheme of work and teaching and objectives. activities. How engaged the students are How the lesson went overall, were objectives fully satisfied? Thursday, March 5, 2009
  35. 35. Lesson planning Im plement ation of based on an overall objectives t hrough Learning scheme of work and teaching and objectives. activities. How engaged the students are How the lesson went overall, were objectives fully satisfied? Plan Review Do Thursday, March 5, 2009
  36. 36. Plan Review Do Thursday, March 5, 2009
  37. 37. Lesson Plan Lesson Lesson Evaluation Delivery Thursday, March 5, 2009
  38. 38. Lesson Plan Lesson Lesson Evaluation Delivery Thursday, March 5, 2009
  39. 39. Based on the original model by Greenaway, this is how I perceive the model to fit within the process of teaching. This model is very simplistic and could well be perceived as an underlying framework to then be built upon for reflective practice in pedagogy. Lesson Plan Lesson Lesson Evaluation Delivery Thursday, March 5, 2009
  40. 40. Lesson Plan Lesson Lesson Evaluation Delivery Thursday, March 5, 2009
  41. 41. Lesson Plan Lesson Lesson Evaluation Delivery Thursday, March 5, 2009
  42. 42. Lesson planning Im plement ation of based on an overall objectives t hrough Learning scheme of work and teaching and objectives. activities. How engaged the students are How the lesson went overall, were objectives fully satisfied? Lesson Plan Lesson Lesson Evaluation Delivery Thursday, March 5, 2009
  43. 43. So how do the two models compare in the scenario? Thursday, March 5, 2009
  44. 44. Schön Greenaway Pros Cons Pros Cons Single / double Rigid, little room Rigid, little room Single loop only for adaptability for adaptability loop ROA / RIA Does not take into Does not take into ROA only account emotions account emotions inclusive Achieves Achieves Development may No account of RIA, over-complicate crucial in pedagogy reflection reflection Little room for external Variables based Capacity to be factors within the on outcome developed model itself Thursday, March 5, 2009
  45. 45. Conclusions Thursday, March 5, 2009
  46. 46. Conclusions From looking at a range of both RIA and ROA reflective cycles, reflective practice in general and when applied to pedagogy, I can see that it is a vital component of any practice to perform reflection. It allows us to build as practitioners to develop our practices. I also have found that the cycles are not rigid in their stages and can be modified or altered to fit a scenario if necessary. Thursday, March 5, 2009
  47. 47. Thursday, March 5, 2009
  48. 48. RIA and ROA have been the most interesting things for me to look at and I feel that I have really taken away something from looking at these two things. I would like to look and develop my ideas about these to see how they further contrast and how they may compliment each other in a different set of scenarios and the merits and de-merits of the two. Thursday, March 5, 2009
  49. 49. How I shared my Ideas Thursday, March 5, 2009
  50. 50. How I shared my Ideas I found it useful to share my initial ideas in the community to ‘get the ball rolling’ with my conceptions on the subject, also to throw option for dialogue with peers on the subject. Thursday, March 5, 2009
  51. 51. What others think? Thursday, March 5, 2009
  52. 52. What others think? Of all resources I have used to come to my conclusion on ‘reflective practice’ posts as such on the right from the community have been vital to my understanding of the subject. Thursday, March 5, 2009
  53. 53. Thank you for watching This presentation and music is released under the open license of Creative Commons Thursday, March 5, 2009

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