Questions that prompt Reflective Practice

By Mary George CheriyanRGS Pedagogical Research Lab

ERAS conference, September 2011

Reflective Practice:Definition: Habit of inquiring and investigating a problem situation in order to understand how to frame a solution (Schon, 1983, 87)

Active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends [that] includes a conscious and voluntary effort to establish belief upon a firm basis of evidence and rationality. (Dewey, 1933).

What are the criteria for reflection?(Carol Rodgers)

1.Meaning making- Deeper understanding of experience’s

connection to other experiences and ideas

2.Happens in a community- Interaction- Inquiry within the context- Openness to understanding

What are the criteria for reflection?

3.Requires attitudes that value personal & intellectual growth of oneself and others

4.Systematic, rigorous & disciplined inquiry• Intellectualising process by *teacher*: - assessment of data within the context

develops new ideas

The Moral-Ethical Dimension in Reflective Practice: Attitudes

Open-mindedness:

Respect for diversityHumilityHope in the learner

ResponsibilityConsiders consequences Makes meaning of experiences for teacher & learner

Whole-heartedness/ Engagement

Curiosity about subjectand impact of teaching on learning

Teaching as an artistry

Refining & honingDiscipline

Data gatheringTeachersNumber: 15 from 1 school

Question posed: What are the questions that are typically asked or that you expect to be asked, by your Head(s), that prompt reflection of your practice in the classroom?

Data gatheringHeadsNumber: 28 from 2 schools

Question posed: What are the questions that you typically ask your teachers to get them to reflect on the effectiveness of their practice?

Responses: the key strandsKey strands Teachers:

% of qsns

Heads: % of qsns

Differentiation 15 10

Evidence of learning 17 7

Application of learning to another situation

7 1

Attainment of learner outcomes 13 8

Student Engagement 17 14

General Improvement: what works

20 17

Strategies 7 17

Rapport 4

Inquiry 7

Real world connection 7

Heart of discipline 4

Teachers’ responses: sample Differentiation: Did I cater to majority of my students’ learning styles? Did I use different teaching strategies to cater to different learners’ needs?How do I cater to the heterogeneity of students in the classroom in terms of their differing levels of interest, readiness and ability?

EngagementDid the materials and activities keep the students engaged?Which parts of the lesson did the students seem to enjoy most? And least? Did I provide opportunities for all the students to participate?

Application of learningHow do I ensure that for those who are engaged in the learning, the ideas and concepts that they learn do not remain inert? Can they apply the new information, question the ideas or make new meaning that is relevant to their own experience?

DifferentiationDoes your lesson cater to the different types of learners? If it is not possible to cater to all, how do you plan to support those who are left out?

Strategies

The Heads: a sample

What kinds of questions have the greatest potential for scaffolding student thinking to higher cognitive levels ?How do you ensure that all your students are engaged in an inquiry lesson?

Application of learningHow do you ensure that the lesson/module goes beyond the text? In other words, have you helped them make that connection to the real world, to their world and experience?

InquiryHow can you encourage your students' quest for knowledge and curiosity about the world?

Attainment of learner outcomesHow do you know if your students have learnt? How do you know if your lesson objectives have been met?

General ImprovementWhich part of your lesson you like most/you are most satisfied. Why?If you were to conduct the lesson in the same class again, would you like to make adjustment/changes in your strategies? Why?

Responses: the key strands

Moral/Ethical dimension: Attitudes

Key strands Teachers: % of qsns

Heads: % of qsns

Open-mindedness Differentiation 15 10Responsibility Evidence of learning 17 7Responsibility Application of learning to another situation 7 1Responsibility Attainment of learner outcomes 13 8Open-mindedness Student Engagement 17 14Artistry General Improvement 20 17Artistry/Responsibility Strategies 7 17Open-mindedness Rapport 4Whole-heartedness Inquiry 7Whole-heartedness Real world connection 7Whole-heartedness Heart of discipline 4

Is systematic inquiry essential?

Yes:• Data enables shift from a reactive response-no assessment- to reflective response- careful assessment of thought •Research enables systematic enquiry (to be ) made public (Stenhouse, 1998)•Without it, there is ‘hegemony of habit’ (Rudduck)

Is systematic inquiry essential?Maybe; Maybe not.

..being able to think (reflectively) is not just a discrete skill, it is an active demonstration of a mind that can stand enough apart from its own opinions, values, rules and definitions to avoid being completely identified with them. It is able to keep from feeling that the whole self has been violated when its opinions, values, rules or definitions are challenged. Kegan (1994)