Reflecting on Module 2

Reflection is a process. It requires introspection on the part of the learner. The learner is engaged in a process of reviewing and creating meaning from what was analysed.

How reflection assignments help to construct an understanding of the issues discussed in the readings.

Reflection assignments allow me to reflect on action and in action. Assignments provide me with the opportunity to do further research and analysis of information. As read the information and reflect on it I try to construct meaning from the ideas presented. Costa and Kallic (2008) suggested that most of us go through life viewing our experiences as isolated, unrelated events. The authors further indicated that many of us see   these events as experiences and not as opportunities for learning. Students need to get into the habit of linking and constructing meaning from their experiences this will help them to acquire new knowledge.

The authors are of the view that reflection has many  components. They suggested that reflecting on work enhances its meaning and reflecting on experiences encourages insight and complex learning. As an individual I find that when I work with others reflection is enhanced. Group collaboration and cooperation is the most effective method of assimilation of information for me as an individual. 

Costa and Kallic (2008) suggested that reflection involves linking a current experience to previous learning through a process a called scaffolding Reflection can be used with: visual, auditory, kinesthetic, and tactile learner. The authors further indicated that in order to reflect, learners must act upon and process the information, synthesizing and evaluating the data. 

As teachers facilitate learning reflection should foster  :

1.Encouragement and acknowledgement of  active and interactive participation of all students

2. Use of physical environment  to promote engagement in learning

3. Appropriate use of physical and verbal communication in monitoring   behaviour and managing disruptions from internal/external sources

4. Encouragement of  skills that promote and develop self-directed learning

5. Demonstration of respectable, respectful and professional conduct

As facilitators teach they should ensure that :

1. Objectives are clearly stated, technically sound and relevant

2. Methods/learning activities are appropriate for the content, and develop   attitudes and skills that are reflective of student needs

3. Content is accurate, valid and shows evidence of research

4. Resources, materials and contingencies for lesson implementation are in place and relevant to content (concepts, attitude and skills) development

5. Lesson includes differentiated activities

Impact of reflection assignments on understanding of the real world

Reflection assignments help me to assess my environment. Lowry (2015) suggested that the concept of reflective learning may ignite initial apprehension on the part of educators and students but as soon as they try it, they quickly see that it works.

The author is of the view that learning through reflection in college prepares students for the “real world” after graduation. For example I am a facilitator of student teachers in training. When these teachers go out on their practicum experience in the schools they must write a reflection at the end of their teaching episode. Student teachers are encouraged to reflect in the following areas:

REFLECTIVITY AND EVALUATION

1. Rationalization of the lesson facilitation processes utilized in the learning environment

2.  Identification of  collaborative role in transforming the environment

3. Recognition of specific strengths and how to ‘capitalize’ on these

4. Identification of  specific challenges and weaknesses and possible solutions/amelioration

5. Demonstration of  insight into the implications for short- and long-term professional growth and development

“Employers are looking for students who are able to retain and make connections across contexts”.

“No matter how engaging and authentic the context that we as educators teach in, we Lowry said that reflecting on new information and making connections to prior learning and diverse contexts is a critically important skill for the 21st century workforce.”

How preconceptions of issues are challenged through reflections

McGowen and Tall (2010) suggests that learner 'preconceptions’, indicate that learners are reasoning based on aspects that were experienced before the need for a new conception.

The learners analyse and compare their preconceptions in order to derive new meanings and garner new knowledge. When I teach my student teachers in training, I normally teach them about the Null Curriculum. The Null Curriculum is that component of the curriculum that is not taught. It may be that the facilitator ignores some content, skill, or attitude deliberately or unknowingly. The teacher may not be comfortable with teaching the content. The teacher may not like teaching that component of the syllabus. I encourage my teacher to teach what is in the syllabus despite their beliefs and preconceptions.

Conclusion

Reflection is important for both teachers and students. When done properly reflection fosters encouragement and acknowledgement of active and interactive participation of all students. Reflection also encourages Encouragement of  skills that promote and develop self-directed learning

References 

Costa, A. L., & Kallick, B. (Eds.). (2008). Learning and leading with habits of mind: 16 essential characteristics for success. Alexandria, VA: ASCD.

Lowry M (2016) A practical model for reflection on practice. Nursing Times; 112: 12/13, 12-15.retrieved from: https://www.nursingtimes.net/roles/nurse-educators/a-practical-model-for-reflection-on-practice-21-03-2016/