Sunday February 23, 2020
Reflecting on reflective practices had me examining a lot of decisions that I have made in the pass. For some of them it felt like I was “digging in the sea of forgetfulness”. Some of the experiences that I do not want to remember and some are so small (Bassot, 2016). . To accomplish the reflective task I played some music like Beethoven Moon Light Sonta. This music has a calming effect on me and it puts me in pensive state of mind.
There are different types of reflective models to accomplish various types of reflections. Jones and Cookson (2001) defined reflective practice as “a flexible, action-centred approach to learning from experience through deliberate conscious examination, structured analysis and integration of thought and action” (p. 75). Jones and Cookson (2001) noted that reflective styles “are in danger of being used inflexibly as a series of steps to be followed, as a prescription or as a shopping list” (p. 77). Some educators may believe that all stages must be processed before effective learning can take place. But I do not feel that way. I feel that a reflective model cycle can be stopped at any point. In fact, two models may be utilized to accomplish one task. Schön model (1991) and Kolb Reflective Cycle (1984) can be combined.
Schön Model (1991)
Kolb Reflective Cycle (1984)
Fig. 2
My Scenario- Secondary School Level
I am a business educator for over 25 years. I recently found out that my teaching style is high in apprenticeship and transmission skills and information. I feel that due to the developmental nature of the student in grade 10, many business students come into the program like a blank canvas. In 2014, The Ministry of Education Science and Technology implemented a new initiative called The Bahamas High School Diploma (BHSD). This initiative aims to ensure that students have a standardized level of competencies to leave high school. As a result the driving force is BHSD. BHSD influence what I do. I believe all students can learn. Furthermore, I believe that Action is what counts I focus on knowledge, application and the skills needed for work place skills and tertiary education.
Based on my experience, in my reflection practices journey, I would use Schön Model (1991) to evaluate my lessons taught in the area of reflection on action to see how I can improve upon a portion of my lesson plan.
In September of 2019, I received a class of 22 gifted grade ten students. I have never had that type of class. I usually would get a class of mixed abilities. This class challenged my way of teaching; Schön Model did not help in the area of reflection in action as I had no reference point. Kolb Reflective Cycle (1984) filled the void as I learned by trial and error and experimenting with a variety of teaching styles. My action plan was I consulted my colleagues for best practices.
Use of Digital Technology
A Blog is a new digital tool for me. I feel that through the usage of a Blog, I can post my thoughts of various topics whilst creating networking opportunities with other educators from my profession. Likewise, my e portfolio will help me in my reflective practices [reflection on action] and I can see my growth progress with the various modules. For example, after reading Claire Sewell (2017) REFLECTIVE PRACTICE WORKSHOP, I revisited my e portfolio to look at some items that I had collected for Module EDPH6001 - Laboratory: The Changing Face of Education in the Caribbean | S1 19/20. I re-visited my teaching philosophy in my e portfolio that I created and made a YouTube video clip. https://www.youtube.com/watch?v=MLmLMQEeszE&t=150s
In my e portfolio, I also located my teaching philosophy Inventory (TPI) results self-assessment. My overall total was 207. Belief total 68, Intentions 72 and Action 67. I have two dominant perspectives that are Apprenticeship and Transmission. My most dominant perceptive is Apprenticeship (B=15; I=15; A=15) = 45, and Transmission (B=15; I=14; A=15) = 44. My back up perceptive is Development (B=11; I=15; A=15) = 41, and Nurturing (B=15; I=14; A=10) = 39.
In fact, in my reflections, at the time when I took this survey my mind wondered on an incident that took place at school. I teach character counts in my classes. I felt as if I had failed them as social ills of society spilled over in the school learning environment. I believe that children parental involvement should help to shape the child – so that 10 lines up with my Belief. I now realize that a survey should not be used as prescription that is set in stone, but as a guide line that you can use to steer a course of action.
Conclusion
In review of these reflective models, and digital technologies, I have come to realize that I have a lot more to learn about reflective practices and digital tools as a practitioner (Harrison, 2010). For instance, in regard to my TPI, I am looking how to develop my other areas such as development and Nurturing. New learning is a journey like blogging. This would take some time to work on, which would be a growth experience as well as a new challenge for me as a veteran business educator. I can reflect on my teaching of a particular subject to a particular group of students. During this process, I can identify discrepancies in my own principles, values, knowledge and practice that may require some troubleshooting. By troubleshooting various aspects of my content delivery, teaching style and the learning needs of each student, I can improve the overall goal in my learning environment. For instance, when preparing for a new group of grade 10 students.
References
Bassot, B. (2016). The reflective practice guide: an interdisciplinary approach to critical reflection.
London: Routledge, Taylor & Francis Group.
Harrison, J. (2010).Professional learning and the reflective practitioner. Dymoke, S., Harrison J.
Reflective teaching and learning, 6-46.
Jones, I., & Cookson, J. (2001). Computer‐assisted learning design for reflective practice supporting
multiple learning styles for education and training in pre‐hospital emergency care.
International Journal of Training and Development, March 2001, Vol. 5 (1), pp.74-80.
Retrieved from: doi.org/10.1111/1468-2419.00123
Kolbreflective cycle (1984). Retrieved from:
Schön Model (1991). Retrieved from: https://lifelonglearningwithot.files.wordpress.com/2016/05/schc3b6n-model.png?w=437&h=270
Sewell, C. (2017). Reflective Practice Workshop.
Critically reflective teaching occurs when teachers “identity and scrutinize the assumptions
ReplyDeletethat undergird” their teaching and the way they work as teachers (Brookfield, 1999). The
questions that arise here are: How to become aware of such assumptions? Are we aware of our own conceptions of teaching?
The reflection model developed by Gibbs (1988) can be useful to reflect on something
unexpected that happened in the classroom, when something went wrong (or perhaps
extraordinarily well) in the classroom that we did not anticipate. The moment you start reflecting upon a situation, begin to raise questions on ‘how that happened?’, ‘Why it happened that way?’, ‘Could it be different?’
Share your responses with us!
Hi Dreana Marshall-Stuart
ReplyDeleteIn response to your questions
1. How to become aware of such assumptions? Talk to my students about what they think about certain portions of the lesson. For instance, the conclusion activity portion. The student’s response was to do more fun activities such musical chairs. She explained how to do it… "If you are on a reviewing a topic and like a you can play the music and when the music stops the person that does not have a seat ask them the question based on the topic.
For a new topic, play Who Am I. How to play. For example, the topic is Payroll. You give them a summary about payroll and we can guest the topic.
Hang the Man. How to play it. You write the correct __ __ __ __ __ __ __ amount of spaces for the word. You ask questions and we guest. If the wrong letter is stated it is wrong you start drawing the stick man".
In reflection, the students want to play GAMES so that the lesson is more engaging. In retrospect, I began to see the lesson through the student’s lens. I took it for granted that my way was the best.
2. Are we aware of our own conceptions of teaching? Yes, I am aware of my conceptions of teaching. I am constantly reflecting as I teach.
3. The moment you start reflecting upon a situation, begin to raise questions on ‘how that happened?’, ‘Why it happened that way?’, ‘Could it be different?’
SOMETHING WENT WRONG
I had a discipline situation in my classroom with a student. The student ended up walking out of the classroom. My “jaw was on the floor”. I said to myself, ‘how that happened?’ I did not see that coming. There was an incident earlier with the student in class and the Senior Mistress ‘addressed the discipline matter. Why it happened that way? Ask the student to step outside and address the matter. Could it be different?