Reflection
– what does this mean? When seeing this
word many thoughts might come to mind… looking in a mirror or a pool of water,
in mathematics it might refer to the inverse function across an axis or it
could be looking back on one’s day or a specific event. There are several definitions of reflection,
but the one that I think applies to this topic for educators and students is, "a
fixing of the thoughts on something; careful consideration." The type of reflection I’m referring to is
reflection on one's practice. Oftentimes
reflection is used informally. After an
event or lesson has occurred one considers how it went. What would stay the same for next time? What
should change? Did this work at all? It
is deeper reflection that offers the best opportunities to enhance
instruction. The point is not only to
look at what could have changed about the lesson, but also how the students
responded to the way the lesson was taught.
Reflection can happen while instruction is occurring. It is the ability to “read and flex.” “David
Hunt once noted that excellent teachers are able to 'read and flex.' In effect,
he meant that teachers can be responsive to learners (read) and then flexibly
adapt instruction (Reiman & DeAngelis, 2003, p. 9).” This is something that develops over time but
can be practiced every day through reflection – “practice in practice.” An article written by Sprinthall, Reimand and
Thies-Sprinthall (1993) summed up teacher reflection nicely by stating, “Higher
order reflection and action by the teacher indicates a disposition to react and
flex, to select an appropriate repertoire of skills and materials, to vary the
instructional structure by pupil’s needs, to create an empathetic yet
challenging atmosphere, to adapt new strategies for new educational problems;
in short to educate in the root meaning of that word (p. 296).”
Reflection
enhances our learning. This is important
for adults as well as children. Educators
take the time to reflect on their practice, but students should do the
same. If students can be taught to discuss
or write about what they have learned it becomes part of their knowledge
bank. Reflection can be a journal entry,
KWL
(what I know about…, what I want to know about…, what I’ve learned about… – the
first 2 questions are asked in the beginning of the lesson and the last
question at the end), drawing a picture, an exit ticket or a skit that students
perform etc… When students do any kind of reflection another important
component is feedback on their reflection.
This helps guide their understanding of the concepts and also allows
teachers to clear up any misconceptions students may have on a topic. It also gives the teacher the opportunity to
encourage students to dig deeper into the concept as well as provide a positive
reinforcement for what they have learned.
Another element to feedback is that it keeps the line of communication open
between student and teacher, which enables a trusting relationship to form,
thus providing a comfortable environment for students to ask questions and to learn.
For more ideas on how to use
reflection in you classroom review Engaging
All Partners in Reflection: Designing
and Implementing Integrative Reflection Opportunities by Kathleen Rice, Ph.D
“We must be the change we
want to see in the world”
-
Gandi
References:
Reiman, A. &
DeAngelis Peace, S. (2003). SUCCEED AT
Mentoring, Coaching & Supervision.
Spinthall, N., Reiman,
A., & Thies-Sprinthall, L. (1993).
Roletaking and Reflection:
Promoting the Conceptual and Moral Development of Teachers. Learning and Individual Differences, 3(4),
283-299.
By: Karen Wilson, STEM Coach
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