designing reflective activities
DESCRIPTION
2k60906: A workshop presentation at IGNOUTRANSCRIPT
Designing Reflective ActivitiesSanjaya Mishra
Please think of something you are good at. Write how you became good at it.
Trial and error, reading, observing, experimentation, reflection
Reading, discussion, practice, reflection on practice By doing it, by talking to people about it Trying different methods, thinking about the issue,
reflecting on mistakes
Your responses could be anything of the following:
IGN
OU
-ST
RID
E
In summary, the following emerge:• Practice, Doing it• Trial and Error• Learning from mistakes• Reflecting
Activity to begin with…
Types of Activities
Activities
Question-based Reflective Action-based
With immediate feedback(e.g ITQ)
With model answer/ feedback at the end(e.g. SAQ)
With no answer but hints(e.g. Exercises)
Things to do(e.g. Collection of data)
Experiential(e.g. Writing a note after watching a TV programme)
Source: Mishra and Gaba (2001)
Why use activities?
• Think for themselves• Come up with
explanations/solutions• Sort out the features of an
argument• Draw inferences• Relate own ideas and experiences
to topic
To help learners
Why use activities?
• Be exposed to competing ideas and views
• Experience those tasks that are typical of the subject
• Practice important objectives• Monitor progress• Check their understanding/mastery of
the concepts and skills• Reflect on implications of their learning• Actively use the materials
To provide opportunities for learners to:
Importance of Reflection
Donald Schon (1983)• Reflection-in-action• Reflection-on-action
David Kolb (1984): Learning CycleConcrete experience
Abstract conceptualization
Reflective observationActive experimentation
Dictionary meaning:(n): 1. an instance of reflecting; 2. a
thought, idea or opinion formed or a remark made as a result of mediation; 3. consideration of some subject matter, idea or purpose
(adj): marked by reflection: thoughtful, deliberate
What is Reflection?
John Dewey (1933): How we think?
• Reflection is a meaning making process• Systematic, disciplined way of thinking• Reflection happen in community, in
interaction with others• Reflection requires attitude that value
the personal and intellectual growth of oneself and others.
J. Mezirow (1977)
• Non-reflective actionHabitual ThoughtfulIntrospection
• Reflective actionContextProcessPremise
M. Van Manen (1977)
Technical
Contextual
Dialectical
Sparks-Langer et al (1991)
Framework for Reflective thinking
1. No descriptive language2. Simple layperson description3. Events labeled with appropriate terms4. Explanation with tradition or personal
preference given as rationale5. Explanation with principle or theory
given as rationale6. Explanation with principle or theory
and consideration of context7. Explanation with consideration of
ethical, moral and political issues
J. Moon (1999)
Meaningful, reflective, restructured by learner, creative
Meaningful, reflective, well structured
Meaningful, well integrated ideas linked
Reproduction of ideas, ideas not well linked, memorized representation
Reflection is a constructivist way of learning
• Construction of knowledge by learner
• Active involvement of the learner• Non-linear way of learning• Opportunity to apply and question• Learning through experiential
problem solving• Situated and contextual
What is not reflection?
• Recall• Define• Identify• List• All lower order behavioral
objectives
Designing Reflective activities
Revised Blooms Taxonomy
Knowledge Domain•Factual•Conceptual•Procedural•Meta-cognitive
Cognitive Process Domain
Remember
Understand
Apply
Analyze
Evaluate
Create
x
Guidelines/ Components
• Use action verbs in the level of U-A-A-E-C
• Cover Mezirow’s critical reflection approach – What, how and why type question
• Provide opportunity for contextualize, theorize, personalize, and generalize
Exercise
Develop at least 2 reflective activities in a topic of your choice.