+ becoming a critically teacher and learner dr. clare penlington

+

Becoming a critically teacher and learnerDr. Clare Penlington

+Introductions

Role

Teaching experience/interests

What three words would you associate with the word ‘reflection’ ?

+To reflect, or not to reflect, that is the question…

‘It is impossible to make people understand their ignorance, for it requires knowledge to perceive it; and therefore, he that can perceive it, hath it not’ (Jeremy Taylor, 17th century cleric)

“If you always do what you’ve always done, you’ll always get what you’ve always got.” (Henry Ford)

+Workshop objectives

Analyse own preferred ways of learning and reflecting in a variety of contexts, based on past experience;

Critically evaluate the claimed benefits and disadvantages of ‘reflective-practice’

To consider how models of reflective practice presented at the workshop might influence your own practice .

+Learning

Using the postcards provided, gather a selection of 5 that represent key aspects the kind of learning environment that you would most prefer, when you are learning a new skill.

Discuss your selection with a colleague.

+Learning

From the 10 you have gathered, whittle your selection to 3-5 that you both agree represent key features of an effective learning environment.

Be prepared to share this selection with the whole group.

+Learning

What can we now say as a group about what makes a good learning environment for those here in the group today?

+Emphasis on reflective practice…

Reflection as antidote to standardized, ritual practice.

At centre of theories of reflective practice is concept of learner as self-motivated, self-directed problem solver.

Idea of continual development—as a teacher, as a learner—through a regular inquiry and critique of practice.

+Review of core readings

Core readings Brookfield (1995) Becoming critically

reflective. Schon (1987) Preparing professionals for the

demands of practice.

Spend three minutes writing down: the key points you recall about reflection

from the core reading/s

Spend three minutes writing down: some key questions that were raised in your

mind and remain unanswered by this reading.

+Historical roots: a quick sketch

+History of focus on reflection: Dewey

John Dewey: How we think Impulsive action – trial and error Routine action – traditional ways of

operating, sanctioned by authority Reflective action – persistent and careful

focus on practice, emphasis on solving a problem.

+History of focus on reflection: Schon Donald Schon: The Reflective Practitioner

Knowing-in-action -- the repertoire of ‘actions in memory’ that professionals deploy as they practice

Reflection-in-action’—whereby a professional adapts or flexes their ‘knowing-in-action’ in the moment of activity, in order to make it more relevant to the situation-at-hand

Reflection-on-action—a kind of post-hoc reflection, in which a practitioner thinks about their previous actions in a conscious and deliberate way, to solve a problem.

+Lawrence Stenhouse

Early 1970s, Lawrence Stenhouse, (University of East Anglia),

Key player in ‘teacher as researcher’ movement in the U.K.

Argued that there was an over-reliance on outside ‘expert’ research on teaching

Instead, curriculum development should be the domain of teachers

Teachers develop their own practice and through studying their own problems and effects

+Critiques of reflective practice movement

“The term has become meaningless. We are all told to reflect, reflect, reflect. I have no idea what that means, or how it is meant to help me develop. Where’s the evidence that reflection actually helps?” (Comment by hospital consultant at a faculty development workshop)

The concept of reflection is relies on people being able to critique themselves—some people cannot do this. Their self-assessments are very flawed. (e.g. Davis et al, 2006)

+Critiques of reflective practice movement

Reflective practice can become a tool of oppression. Practitioners are told to ‘develop their practice through reflection’, as resources and freedom dwindle.

The current emphasis on reflective practice (e.g. in portfolios) leads to learners very good at writing down reflections, which have no bearing on change in practice

+Activity

In 5 minutes draw a quick sketch of an issue/problem/conundrum you are currently facing as a teacher.

Stick figures are fine!

You will be sharing this picture with a partner

+Activity

In pairs, spend 10 minutes comparing and discussing each other’s picture Who/what is involved? What’s the issue/problem/conundrum?

+Reflection

What you have just been doing is to engage in a process of reflection.

Let’s now compare what we did, with John Dewey’s model of reflection on experience.

+Who was John Dewey?

US philosopher and educator

1859-1952

Leader in progressive education movement

Founder of pragmatism (he was heavily influenced by William James)

+John Dewey’s ideas about reflection

Learning occurs through experience. Experiences can be educative or mis-educative

Mis-educative experiences are those that lead to routine action, in which one is unaware of the effect of the environment, and one’s effect on the environment ‘One is therefore closed to the impact the environment might have on him or her” (Rodgers, 2002, p. 847)

An educative experience must involve interaction and continuity.

+Dewey: Reflection = meaning making

+

Dewey’s6 stage reflective process

+Dewey on reflection

Reflection involves going from a state of disequilibrium and unsettledness, to a state of balance.

It is a cognitive discipline—with roots in scientific inquiry

It also requires emotional discipline: being engaged in experience being open to considering and playing with

different points of view being responsible—so theory and practice

inform one another

+John Dewey’s ideas about reflection

+Describe what happened:

the surprising or unanticipated event.

What was the desired outcome? Actual outcome? Gap?

Generate list of possible explanations for this gap.

Create a hypothesis for experimenting in action to

move closer to desired outcome

Experiment/test hypothesis

5-step reflective process

+Testing the 5-step model

Take the teaching conundrum in which you are involved as a teacher.

Use the sheets provided to work through the 5 step model.

Pay particular attention to steps 3 and 4, and generate as many ideas as you can.

+Summary

Spend three minutes writing down what you think are the key points from today’s session

Spend three minutes writing about something you feel is important but that you don’t fully understand.