Sunday
February 23, 2020
Fig. 1
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 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.
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