ES514 Emerging Pedagogies Reflection
Ignorance more frequently begets confidence than does knowledge. Charles Darwin 1809 1882 Know thyself. Plato 428/427 BC 348/347 BC
Four Stages of Competence Model Martin M Broadwell, 1969
Dunning-Kruger effect (1999). Experiments that yielded results consistent with these four principles: 1. Incompetent individuals compared with their more competent peers, dramatically overestimate their ability and performance. 2. Incompetent individuals are less able than their more competent peers to recognise competence when they see it. 3. Incompetent individuals are less able than their more competent peers to gain insight into their true level of performance. 4. Incompetent individuals can gain insight about their shortcomings, but this comes (paradoxically) only by gaining competence.
Bloom s Taxonomy Cognitive Domain (1956) Revised model -Anderson and Krathwohl (2001) http://www.lbcc.edu/oas/documents/bloom_s-rev_3-09.pdf
Bloom s Taxonomy Cognitive but also included Affective and Psychomotor Domains
Five Stages of growth in authentic spiritual awareness 1. Awakening 2. Purgation 3. Illumination 4. Dark Night of the Soul 5. Union with the Ultimate Evelyn Underhill (1993)
Why they say about Reflective learners continually think about: What they are learning. Why they are learning it. How they are learning it. How they are using what they are learning. What their strengths and weaknesses in learning are. What their learning priorities are. How they can improve and build upon their learning process. How well they are working towards their short-, medium- and long-term goals.
Reflecting on Experience We do not learn from experience we learn from reflecting on experience. the function of reflective thought is, therefore, to transform a situation in which there is experienced obscurity, doubt, conflict, disturbance of some sort into a situation that is clear, coherent, settled, harmonious. Dewey (1933)
An experience is an interaction between the individual and the environment. An experience contains continuity - a continuous flow of knowledge from previous experience. Learning is a continuous and cumulative process. Prior learning becomes the fodder for further understanding and insight. Dewey (1933)
We don t always learn from experience because Presumption - we presume we know what to do based on what we have done before. Non-consideration we are too busy or we don/t understand. Rejection rejection of aspects of the experience that we could have learned from Jarvis, P. (1994)
Kolb s Experiential Learning Cycle (1984) Do you learn in this way? Single loop or Double loop learning?
James E. Zull (2011).
Example - Driscoll s What? Model What? Step 1 encourages you to write a description of an event that has happened in your professional practice. Trigger question: What was my reaction to the experience and what did others do who were involved? So What? Step 2 involves carrying out an analysis of the event by reflecting on selected aspects of it. Trigger question: Do I feel troubled? If so, in what way? Now What? - Step 3 ask you to devise a number of proposed actions following the experience and in the light of what you have learned. Trigger question: How can I modify my practice if I face a similar situation again and what are the main learning points that I can take from this? Driscoll (2007)
Critical Incident Analysis You focus on a particular experience and examine it carefully. We face a problem or a challenge..something stops us in our tracks and we ask the question what now? Critical incident analysis moves on from describing what happened, to actually questioning why it happened.
Major professions (medicine and law). Near major professions (business and engineering). Minor professions (including social work and education). Glazer cited in Schön s Reflective Practitioner (1983)
Reflection in action thinking on your feet. Reflection on action. Discuss Schön s article Epistemology of Practice.
Activity.. The distinction made between the two contrasting theories of action is between those theories that are implicit in what we do as practitioners and managers, and those on which we call to speak of our actions to others. 1. Theories-in-use/action govern actual behaviour and tend to be tacit structures similar to (Schon, 1983) knowledge in action..which is tacit knowledge. 2. The words we use to convey what we do or what we would like others to think we do can then be called espoused theory.
We should think about practice as the setting for not only the application of knowledge but for the generation of knowledge. We should ask not only how practitioners can better apply the results of academic research, but what kinds of knowing are already embedded in competent practice. Schön (1995)
The message I try to communicate through everything I do is, 'You can do this. Don't believe it when other people say you cannot think for yourself or do things for yourself. You are a valuable, capable person, who deserves your place on this earth.' http://ejolts.net/node/38
Action Research is simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices, and the situations in which these practices are carried out. Wilf Carr and Stephen Kemmis (1986)
References Argyris,C. & Schon, D. (1974). Theory in Practice: Increasing Professional Effectiveness, San Francisco, CA: Jossey-Bass. Atkins, S. and Murphy, K. (1994) Reflective Practice. Nursing Standard 8(39) Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford. Bloom, Benjamin S. Taxonomy of Educational Objectives (1956). Allyn and Bacon, Boston: MA Carr, W. and Kemmis, S. *1986). Becoming Critical: Education Knowledge and Action Research. The Falmer Press Dewey, J. (1933) How We Think. A restatement of the relation of reflective thinking to the educative process (Revised edn.),boston. Free version http://www.gutenberg.org/ebooks/37423 Driscoll, J.J. (ed.)(2007) Practising Clinical Supervision: A Reflective Approach for Health Professionals (Second Edition) Elsevier, Oxford, UK. Jarvis, P. (1994) Learning practical knowledge. Journal of Further and Higher Education, 18, (1). Johns C (1995) Framing learning through reflection within Carper s fundamental ways of knowing in nursing. Journal of Advanced Nursing. 22, (2). Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development, New Jersey: Prentice Hall. Kruger, Justin; David Dunning (1999). Unskilled and Unaware of it: How Difficulties in Recognising One s Own Incompetence Lead to Inflated Self-Assessments. Journal of Personality and Social Psychology 77 (6) Leijen, Ä.; Valtna, K.; Leijen, D. A. J.; & Pedaste, M. (2012). How to determine the quality of students reflections? Studies in Higher Education, 37(2), McNiff, J. (2013). Action Research: Principles and Practice (third edition), Abingdon, Routledge. Schon, D. (1983) The Reflective Practitioner: How Professionals Think in ActionLondon: Temple Smith. Unde Underhill, E. (2012). Mysticism. (reprinted). CreateSpace Independent Publishing Platform. Zull, J, E. (2011 ) From Brain to Mind: Using Neuroscience to Guide Change in Education. Virginia. Stylus Publishing.