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Week 1 – Assignment: Asking The Hard Questions
Asking the Hard Questions
This is week one of my seventh class as a Master of Education program student at Northcentral University. The title of this course is Learning and Teaching Styles, Multiple Intelligences, and Ways of Learning. My instructor is Dr. Connie Warner. This is my first time creating a blog. I am finding there is a learning curve here for me. This week’s assignment is to read chapter one of Becoming a Reflective Practitioner by C. Johns (2017), (5th ed.). In addition to the reading there is a survey by B. Larrivee, (2000).
Larrivee conducted a survey to evaluate the effectiveness of a reflective practice tool in promoting professional development among educators. The survey aimed to gather insights into the perceptions and experiences of teachers using the tool and to assess its impact on their teaching practices. The tool is based on the principles of reflective practice, and it encouraged educators to critically reflect on their teaching methods, beliefs, and values. The survey consisted of a questionnaire administered to a sample of teachers from various educational settings. Larrivee (2000) found that many participants perceived the reflective practice tool as beneficial for their professional growth. The tool helped teachers become more aware of their teaching practices and provided a structured framework for self-reflection. Participants reported that engaging in reflective practice enhanced their ability to identify areas for improvement and develop strategies to enhance student learning.
Moreover, the survey revealed that the reflective practice tool facilitated collaboration among educators. By sharing their reflections and discussing their experiences with colleagues, teachers were able to gain new insights and perspectives. This collaborative aspect of reflective practice contributed to a supportive and learning-oriented school culture.
Larrivee’s (2000) survey highlighted the positive impact of a reflective practice tool on professional development among educators. The tool promoted self-reflection, enabled teachers to identify areas for improvement, and fostered collaboration and knowledge sharing. These findings underscore the importance of incorporating reflective practices into teacher training and professional development programs to enhance teaching effectiveness and student learning outcomes.
Survey has four major components My Results
Level 1: Pre-Reflection 14–Infrequently, 0-Sometimes, 0-Frequently
Level 2: Surface Reflection 9-Infrequently, 0-Sometimes, 2-Frequently
Level 3: Pedagogical Reflection 0-Infrequently, 1-Sometimes, 13-Frequently
Level 4: Critical Reflection 0-Infrequently, 1-Sometimes, 13-Frequently
In this blog, I am focusing on the last three levels because these are the areas that I can potentially improve in. Level 1: Pre-Reflection is the initial stage of reflection. At this level, teachers respond in the moment without thought to best practices. To improve at this level, setting clear goals and objectives before engaging in a reflective process can help individuals focus their thoughts and reflections. This can include determining what specific aspects of their experiences they want to reflect on and what they hope to gain from the reflection.
Surface Reflection:
Surface reflection refers to a basic level of reflection where learners focus on the surface-level aspects of their learning experiences. It involves the recall of facts, concepts, and information without deeper analysis or critical thinking. Surface reflection indicators include summarizing information identifying key points, and recalling specific details (Moon, 1999).
To improve surface reflection, learners can engage in activities such as note-taking, highlighting important information, and creating concept maps to visualize the connections between different ideas (Biggs, 1999). These strategies help learners to organize and remember information more effectively. Additionally, self-quizzing and testing can enhance surface reflection by strengthening memory and recall (Roediger & Karpicke, 2006).
Pedagogical Reflection:
Pedagogical reflection involves a deeper level of reflection that focuses on the teaching and learning process. It involves analyzing and evaluating instructional strategies, materials, and approaches to improve teaching and learning outcomes. Pedagogical reflection indicators include reviewing lesson plans, assessing instructional methods, and evaluating student engagement and understanding (Brookfield, 1995).
To improve pedagogical reflection, educators can in self-reflection and self-assessment by critically examining their teaching practices and identifying areas for improvement (Schon, 1987). Seeking feedback from colleagues, observing other teachers, and attending professional development workshops can also enhance pedagogical reflection by providing new perspectives and ideas (Zeichner & Liston, 1996).
Critical Reflection:
Critical reflection involves a higher level of reflection that goes beyond surface-level and pedagogical reflection. It involves questioning and challenging assumptions, analyzing underlying values and beliefs, and considering alternative perspectives. Critical reflection indicators include analyzing the impact of personal biases, evaluating the social and cultural context of learning, and questioning the validity of information (Mezirow, 1990).
To improve critical reflection, learners and educators can engage in activities such as critical reading, engaging in debates and discussions, and conducting research to gather multiple perspectives (Brookfield, 1995). Engaging in critical thinking exercises and problem-solving activities can also enhance critical reflection by promoting the analysis of complex issues and the development of alternative solutions (Paul & Elder, 2006).
Improving at Each Level:
To improve surface reflection, learners can focus on active engagement with learning materials, such as highlighting key points, asking questions, and making connections to prior knowledge. They can also seek clarification from instructors or peers to deepen their understanding (Moon, 1999). To enhance pedagogical reflection, learners can engage in reflective writing exercises where they critically analyze their learning experiences and identify effective teaching strategies. They can also seek feedback from instructors or peers and actively participate in professional development opportunities (Brookfield, 1995). For developing critical reflection skills, learners can engage in critical dialogue and debate with peers, explore diverse perspectives through literature or multimedia resources, and actively participate in social justice initiatives or community service (Freire, 1970). Lastly, practicing self-awareness. Cultivating self-awareness by regularly examining personal beliefs, biases, and assumptions that may influence the reflection process.
References:
-Brookfield, S. D. (1995). Becoming a critically reflective teacher. Jossey-Bass.
-Freire, P. (1970). Pedagogy of the oppressed. Continuum.
-Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and
implementation. Teaching and Teacher Education, 11(1), 33-49.
-Larrivee, B. (2000). Transforming Teaching Practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307.
-Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. Jossey-Bass.
-Moon, J. A. (1999). Reflection in learning and professional development: Theory and practice. Routledge.
Renee@NCU 