Wednesday 22 April, 2020
Module 2: Reflective-Reflexive Practice
In my Blog post on Reflective-Reflexive practices,
I realized that there are different types of reflective models to accomplish various
types of reflections. Jones and Cookson (2001) defined reflective practice as
“a flexible, action-centered approach to learning from experience through
deliberate conscious examination, structured analysis and integration of
thought and action” (p. 75).
The reflection
assignments helped me to construct my understanding of the issues discussed in
the readings. The various digital technologies such as blog and e-portfolio
made me reflect on an assignment I read. 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
I realized 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. In review of these reflective models, and digital
technologies, more than one model may be utilized to accomplish one task. Schön
model (1991) and Kolb Reflective Cycle (1984) can be combined, or even Gibbs
(1988) can be used to reflect on something unexpected that happened. For
example, when something went wrong (or perhaps extraordinarily well) that was
not anticipated. By asking the questions on ‘how that happened?’, ‘Why it
happened that way?’, ‘Could it be different?’
I also identified discrepancies in my own
principles, values, knowledge and practice that may require some
troubleshooting. I also realized that I have a lot more to learn about
reflective practices and digital tools as a practitioner (Harrison,
2010).
Module
3: Reflective-Reflexive Practices Using Digital Technologies - Self
Reflection Sheet
In my Blog post on Reflective-Reflexive
practices I used the reflective theories of Kolb and Schon. Both of two
models may be utilized to accomplish one task. Schön model (1991) reflection in
and on action, and Kolb reflective cycle (1984).I took the assessment on
the Self Reflection Sheet. Self- Reflection: What do you want to do and
what changes do you need to make to stay on track towards success? I feel that
I need to balance things out more. For examples, I am studying another module
and the new area is information communication technology
(ICT) infrastructure. In my effort to be comfortable with the
ICT reading material, I spend a lot of online hours viewing YouTube clips. I
felt stressed. The reason was that I was tried to learn about a new theory when
I had little practical knowledge (Schön, 1991). As a result, I spend a lot of
time in the field asking questions and taking pictures as my reference pointed
was very abbreviated (Kolb, 1984). I also realized that learning
through and from experience helped me to view things differently (Schön
,1991).
In this reflection, I was able to
reflection on my professional practice. For example, the changes in my practice
from reflecting-on something was that I had a better understanding of what not
to do next time or what to continue doing. Whereas, the changes in my practice
from reflecting-in something was that I have a better pool of strategies to
draw from in the moment.
I
was able to identify further opportunities for reflection-on practice would be
with my colleagues. For example, a particular aspect of my lesson, or a
situation that happened within my class to get their view points and see it
from their perspective. For example, reflection-in practice,
dialoguing/discussing the action with my students. I would ask my students the
question, “What would you do?” They would be involved in the learning process
in the area of decision making in regard to a minor discipline problem, or
sharing a resource, or forming groups. The one step I can take to strengthen a
culture of critical reflection in my workplace is to talk with my students. The
talk will be about their Wildly Important Goals (WIG) which they wrote down
from the first start of the school in August. These are the goals that matter
the most in which were be related to school, home and personal. They can be
given reflective exercises on their WIG. The aspect to reflect on each goals
that were written to see where they were, to reflect in where they are now, and
map out strategies to get there.
Module 4: Implementing
Reflective-Reflexive Learning in the Digital Classroom
In the video on Online Writing and Reflection
Activities which outlined using various digital tools within a
lesson, such as wikis, blogs and social media. These tools encouraged
meaningful reflection activities in an online class (Bury & Bonk, 2014). It
also dealt with assessment schemes.
This video connected with my blended learning
class, with the reflective lesson plan using two digital tools to engage
learners in the reflective writing activities online. The two digital tools:
Blogs, and online wiki.
Using Schon
(1991) reflection model, reflection-on-action. I reflected on my lesson for a
blended learning class of lifelong learners (ages 18 to 65). The Unit
Subject is Leadership & Management. The Topic is Management Skills. I
realized that I needed to include a lesson recap of the prior lesson.
Therefore, I added in an Introduction to the lesson called a recap of the last
lesson with a YouTube video clip. See link https://youtu.be/ofVyagrblgI
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). For example, in my reflections, in the
execution of the Management Skills lesson plan in the sandbox, I realized that
I used two
reflection models to create my online lesson. Schon (1991)
Reflection-In-Action (as I followed the lesson plan design).
Reflection-On-Action (as I critiqued the online lesson layout). Kolb (1984) experiences from
learning, as I trouble shoot the lesson flow, items that may be missing, and
what solutions or action is needed. I reflected on what I have experienced in
the past as my point of reference to inform the process.
Social Media
With the outbreak of COVID-19 worldwide and being under curfew and now lock down, I realized that social media tools other than WhatsApp chat can be very important tools. For example, the use of Instagram and Facebook, when I made several post many of my friends and colleagues reacted and made comments. This made me feel awesome and that I too can contribute to the online community and build a network. For my personal growth using social media in my teaching will be a new avenue for me to explore. Now I will practice, practice and then implement. I used social media in the form of Instagram to post a reflective writing content. See Instagram link https://www.instagram.com/p/B-UnpfIBd7y/?igshid=1q4jygdc0x0nv Visit my Instagram page stacy.sargent.52
Module 5 Self Reflections
With the outbreak of COVID-19 worldwide and being under curfew and now lock down, I realized that social media tools other than WhatsApp chat can be very important tools. For example, the use of Instagram and Facebook, when I made several post many of my friends and colleagues reacted and made comments. This made me feel awesome and that I too can contribute to the online community and build a network. For my personal growth using social media in my teaching will be a new avenue for me to explore. Now I will practice, practice and then implement. I used social media in the form of Instagram to post a reflective writing content. See Instagram link https://www.instagram.com/p/B-UnpfIBd7y/?igshid=1q4jygdc0x0nv Visit my Instagram page stacy.sargent.52
Module 5 Self Reflections
The article of Observing My-self in a
video which outlined a Reflective tool, for example, videos,
might act as evidence for learners’ reflection. Videos can capture the
complexity and authenticity of students’ learning performance and be viewed
many times to do precise observation and deep analysis especially for our oral
presentation project. Reflections on a video presentation may help
learners pay more attention to the details and inspire deeper reflection
(Rosaen, Lundeberg, Cooper, Fritzen, & Terpstra, 2008).
In looking at a past experience and
examination of the experience as a basis for evaluation and decision-making and
as a source for planning and action. reflection as a tool for self-assessment
is an integral part of the learning process. By learning from observation, of
my video of myself teaching a lesson, I
asked the questions, “Why did I do that?” or “How would I do this the same or
differently?”
Using the resource material: Guided Reflective Writing Exercise: Reflection on Learning Based on
Gibb's (1987) Reflective Practice model that incorporates Kolb's (1984)
Experiential Learning Cycle. I reflected on some of my video. First, I watched the video twice.
Then I applied the video
rubrics. For example, description (what happened?) I needed to record a
lesson using asynchronous tools. I learned that the students would not be in
school uniform on “Fun Day”, Tuesday 22 October. I had to record the YouTube
video with an audience. Feelings (what were you thinking and feeling?) I felt a sense of
urgency. I immediately
asked for help from my colleagues at work. I realized that I needed someone to
record the video because I did not bring my IPhone tripod stand. Evaluation (what was good and bad
about the experience?) My work colleague agreed to help record the YouTube video clip
in a classroom setting. The students provided support with the set-up of the
equipment in the room coupled with presentation skills for the camera. Analysis (what sense can you make
of the situation?) The video was going to be made. Conclusion (what else could
you have done?) Call outside help. Action plans (if it rose again, what would you do with
it?) Be prepared with your own equipment. What
were the strengths and weaknesses in your learning? Strength: Network and
team work. I can deliver the lesson using the technology at hand and enlist
support from my colleagues and students. Weakness: time management.
Module 6 Technology Tool Kit
I created a toolkit with technological
resources to enhance student learning and engagement. https://ilonkasargent.blogspot.com/p/module-5-tool-kit.html
This tool kit would enable me to use the right tool for the correct type of
learners, learning environment. https://www.instagram.com/p/B_OIgb-Bc_z/?igshid=163f65k2iziha
Summative Reflection
My journey towards becoming a reflective
practioner in this course was awesome in regards to the use of
reflective–reflexive theories. I learned that there are different types of
reflective models to accomplish various types of reflections. In fact, more than
one reflection model can be used to accomplish a reflective task.
To create my online lesson in the sandbox,
made me realized that the lesson design was also a reflective process as I
trouble shoot what I missed or how can the layout be improved. The course
materials, group discussions, and meeting deadlines made me reflect on
which reflective model to use and how to approach a task. In fact, I was most
impressed with the blog activities, and my lesson plan slide presentation
script, I used the wrong tool for the job.
I was able to reflect on lessons learnt. For example, I should of use
Screencast-o-matic in presentations for my power point slides and then launch
to YouTube. Fawley & Krysak (2014) noted that librarians were reluctant to
try new tools as they were trying to figure out how to use them properly. As a
result, they were “hesitant to replace their tried-and-true methods” (p.
171). This meant that as an educator, I had to come out of my comfort
zone and try new tools, reflective models, coupled with learning how to
evaluate the appropriateness of digital technologies to address specific
purposes and learning environments to engage the learner. Furthermore, I will
need to stay on the cutting edge of emerging technologies best practices from
peer review journals.
References
Berge,
Z.L. (2002). Active,
interactive, and reflective eLearning. The Quarterly Review of Distance Education,
3(2), 181-190.
Bury,
M., & Bonk, C. (2014 ). Online Writing and Reflection Activities. Retrieved
from:
Fawley, N. & Krysak, N. (2014). Learning to Love Your
Discovery Tool: Strategies for Integrating A Discovery Tool in Face-To-Face,
Synchronous, and Asynchronous Instruction. Public Services Quarterly,
02 October 2014, 10(4), pp.283-301. Retrieved from https://web-b-ebscohost-com.library.open.uwi.edu/ehost/detail/detail?vid=0&sid=9931f708-0166-4595-8033-e7ac388fabd2%40sessionmgr101&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=99208159&db=lls
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. 5 (1), pp.74-80. doi.org/10.1111/1468-2419.00123
Kolb, D. (1984) Experiential
Learning as the Science of Learning and Development. Prentice Hall, New Jersey
Li,
A., & Peng, T. (2018). Observing" Myself" in the Video: Fostering
reflective practice in oral presentation training. Advances
in Language and Literary Studies, 9(3), 138-144.
Schön, D. (1991). The
reflective practitioner. Aldershot, UK: Ashgate
Sewell,
C. (2017). Reflective Practice Workshop.
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