Learning Journals
and
Reflective Thinking:An Enquiry-Based Approach
Aberdeen University
7th July 2006
Dr George Allan BSc MA(Ed) PhD FBCS FNZCS CEng CITP MIMIS MILT MIEEE
University of Portsmouth
School of ComputingBuckingham Building
Lion Terrace,
Portsmouth PO1 3HE
+44(0)2392 846415
http://www.tech.port.ac.uk/staffweb/allang/
Workshop OverviewWorkshop Overview learning journals – their purposelearning journals – their purpose
thinking ―› reflectionthinking ―› reflection
cognitive development modelscognitive development models
enquiry-based paradigmenquiry-based paradigm
reflection ―› critical reflection ―› reflexionreflection ―› critical reflection ―› reflexion
strategies for engaging studentsstrategies for engaging students
Learning JournalLearning Journal
A learning journal - collection of A learning journal - collection of reflective writingsreflective writings
Reflective writing – manifestation of Reflective writing – manifestation of reflective thinkingreflective thinking
What is reflective thinking?What is reflective thinking?
Learning JournalLearning Journal
Find and record informationFind and record information
++
ThinkingThinking
++
WritingWriting
==
Better Better thinkingthinking
Thinking
Thinking 1
• Recall
– descriptive
• What purpose does this serve?
• How deeply does this engage the brain?
Thinking 2
• Descriptive Recall + some cognitive skills =
Reflection Analysis
Explanation Interpretation
• Description + these cognitive skills = Reflection
Reflection
• – a collection of intellectual activities to reach deeper understanding (Boud, Keogh and Walker, 1985)
• - the process of discovering the limits of one’s own expertise (Schön, 1983)
• - mentally questioning what we understand (Broad, 1924)
Example
• What is best practice in management ?
• The ‘core’ of best practice in management is making good decisions.
• Good decisions rely on good use of resources.
• Making good use of resources requires good communications.
• Good communications ……..
Reflection• The Kolb cycle
• experience
• reflect • generalize • test
• The Cowan diagram– Reflection for action– Reflection in action– Reflection on action
• Modified Cowan diagram
The Student Experience
Training: Task completion
Learning: Improved ability
Knowledge: Improved reasoning
Wisdom: Improved judgement
Perry’s Model of Student Cognitive Development
• Dualistic thinking
• Multiplistic thinking
• Relativistic thinking
• Commitment
Dualistic thinking
• All knowledge is known by the teacher
• Every piece of knowledge is either R or W
• Your answer is either RIGHT or WRONG
• Ask the teacher.
Multiplistic thinking
• Diversity of people’s opinions seen as their confusion – not yet arrived at the correct answer.
• Accept diversity as legitimate – teacher has not found the correct answer yet.
• Uncertainty is legitimate – my opinion is equal to teachers.
Relativistic thinking
• Knowledge is seen as contextual
• The value of knowledge
• Different people’s knowledge – relative to person’s reliability/reputation/worth
Student
Work
Student
Work
10/20 mins
Small
group
discussions on
individual work
10 mins
Agree
next
topic
to
study
•Whole-class participation
•Holistic learning
•Short bursts of information
•Short bursts of activity
•Student engagement
Lecture Session Structure
An Enquiry-Based Paradigm
The Reflective Judgement Model King and Kitchener (1990) based on Dewey (1933) and Perry (1970)• Stage 1 – Single Category Belief System
• Knowledge is absolute and concrete
• Stage 2 – Truth not known to everyone• Some people are right and some are wrong
• Stage 3 – Truth is incomplete (yet)• All problems have solutions – some have not yet been found
• Stage 4 – Uncertainty in knowing is acknowledged• Attributed to limitations of the knower
• Stage 5 – Knowledge is placed in context• Interpretation of evidence
• Stage 6 – Knowing involves evaluation• Some people’s views are evaluated as better than others
• Stage 7 – Knowledge is constructed via critical enquiry• Synthesis of existing evidence; judgement on worth of evidence
Thinking 2
• Descriptive Recall + some cognitive skills =
Reflection Analysis
Explanation Interpretation
• Description + these cognitive skills = Reflection
Thinking 3
• Reflection +
• Reflection + questioning the basis of our analysis
= Critical Reflection
Critical Reflection
A deeper conceptual thinking process
Analysis
Explanation
Interpretation
Inference• Conceptual level
Critical Thinking• Critical Thinking: What It Is and Why It
Counts (Facione, 1998)
• Cognitive skills of:– Interpretation– Analysis– Evaluation– Inference– Explanation– Self-regulation
Thinking 4
• Think about the thinking
• Reflexive – indication that action turns back upon the subject
• Reflect on our critical reflection
= Reflexion
Thinking 4
Critical Reflection +
challenge the validity of presuppositions in own prior learning (Mezirow, 1990)
• Critical Reflection + question the assumptions in own mind
= Critical Reflexion
Learning Journal
Find and record information
+
Thinking
+
Writing
=
Critical reflexion
Learning Journal
• Learning journal - collection of reflective writings
• Reflective writing – manifestation of reflective thinking
• Reflexive thinking
The Relationship between Thinking and Writing
References• Dewey, J., (1910;1933), How We Think, London, Heath & Company• Cowan, J., (1998), On Becoming an Innovative University Teacher,
Buckingham, OUP and SRHE• Kitchener, K.S. and King, P.M., (1990), “The Reflective Judgement
Model: Transforming Assumptions About Knowing”, in: (J. Mezirow, Ed.), Fostering Critical Reflection in Adulthood, San Francisco, Jossey-Bass
• Lukinsky, J., (1990), “Reflective Withdrawal Through Journal Writing”, in: (J. Mezirow, Ed.), Fostering Critical Reflection in Adulthood, San Francisco,Jossey-Bass
• Moon, J., (1999a), Learning Journals: A Handbook for Academics, Students and Professional Development, London, Kogan Press
• Moon, J., (1999b), Reflection in Learning and Professional Development, Kogan Press, London
• Moon, J., (2000), Critical Thinking for Students, 3rd Ed., Oxford, How to Books Ltd.
• Perry, W.G., (1970), Forms of Intellectual and Ethical Development in College Years, New York, Holt, Rhinehart & Winston
• Perry, W.G., (1999), Forms of Ethical and Intellectual Development in College Years, San Francisco, Jossey-Bass
• Rogers, C.R., (1969: 1983), Freedom to Learn for the 80’s, Edinburgh, OU in Scotland
Strategies for Engaging Students with Their Own Learning
• Learning by ‘doing’ made them think
• Doing what?
• Technical enquiry
• Record the ‘doing’=Learning Journal
Strategies for Engaging Students
• Writing made them think
• Critical thinking made them think
Examples
• Find something for students to think about and practice the cognitive processes in critical thinking.
• Extend this with small-group dialectic.
Dialectic
• The art of discussion which seeks to resolve conflict between two or more opposing theories rather than disprove any one of them
• That branch of logic which teaches the rules and modes of reasoning
Patience
Allow students to make mistakes
Let them discover the hard way
Then take corrective action through
Explanation
Example
Strategies for Engaging Students More Examples
• What is thinking?
• What is Reason?
• Write to describe “a coin” from your pocket
• What is “QUALITY in thought & statement”
• Do we want quality in problem solving?
Strategies for Engaging Students
• Spatial Awareness
• Draw diagrams
• Concept maps
• Brain maps
Facilitation of Learning
Get students to talk about their findings and raw ideas
Promote discussion and extension
Encourage discourse
Foster dialectic - higher level intellectual process
Strategies for Engaging Students More Examples
Write about
• what you have been doing since the last entry
• Did anything prevent you form any particular work?
• What will be your next piece of work?
Learning Journal
Find and record information
+
Thinking
+
Writing
=
Critical reflexion
Feedback from studentsFeedback from students Learning by ‘doing’ made them thinkLearning by ‘doing’ made them think
Record the ‘doing’=Learning JournalRecord the ‘doing’=Learning Journal
Writing made them think Writing made them think
Critical thinking made them think Critical thinking made them think
Doing what?Doing what? Technical enquiryTechnical enquiry
Linking
Learning Journals and
Reflexive Thinking
George Allan
School of Computing
Ext. 6415
Burnaby Terrace,
Portsmouth PO1 3AE
+44(0)2392 846415
http://www.tech.port.ac.uk/staffweb/allang/