Reflection and Reflection and TeachingTeaching

Making It Work—Making it TangibleMaking It Work—Making it Tangible

Sharon K. MillerSharon K. MillerSouthern Arizona Writing ProjectSouthern Arizona Writing Project

20072007

The Reflective Practitioner: How The Reflective Practitioner: How Professionals Think in ActionProfessionals Think in Action

Donald Schön proposed a theory of Donald Schön proposed a theory of practice that describes how effective practice that describes how effective practitioners in education learn from practitioners in education learn from experience through reflection in experience through reflection in action and on action.action and on action.

His work has become the standard His work has become the standard for reflective practice. for reflective practice.

What is Reflection?What is Reflection? By reflection we mean the process through which By reflection we mean the process through which

one considers an experience by thought, feeling, one considers an experience by thought, feeling, or action.or action.

Reflection may occur in conjunction with the Reflection may occur in conjunction with the experience or after it and is an attempt to create experience or after it and is an attempt to create meaning. meaning.

An actively reflective learner is more likely than a An actively reflective learner is more likely than a passive learner to develop into a reflective passive learner to develop into a reflective practitioner, and in some professional disciplines, practitioner, and in some professional disciplines, in particular . . . education (Schön 1987), the in particular . . . education (Schön 1987), the notion of reflective practice is embedded in the notion of reflective practice is embedded in the curricula. curricula.

Reflection: A process that…Reflection: A process that… Involves what the teacher does Involves what the teacher does beforebefore

entering the classroom, while entering the classroom, while inin the the classroom, and retrospectively, classroom, and retrospectively, afterafter leaving the classroom.leaving the classroom.

Can be defined as a Can be defined as a spiralspiral, in which we , in which we begin with begin with reflection for actionreflection for action, move , move intointo

Reflection in actionReflection in action, and then to , and then to Reflection on actionReflection on action (inevitably leading (inevitably leading

us back to reflection-for-action in an us back to reflection-for-action in an ongoing process).ongoing process).

Reflection for Action

Reflection in Action

Reflection on Action

Three Reflective ProcessesThree Reflective Processes

Reflection Reflection forfor action action Reflection Reflection inin action action Reflection Reflection onon action action

Reflection for actionReflection for action: : anticipating activity and instructionanticipating activity and instruction

This reflective form, This reflective form, reflection for actionreflection for action, , is is part of the overall planning process. You part of the overall planning process. You review what has been accomplished and review what has been accomplished and identify constructive guidelines to follow to identify constructive guidelines to follow to succeed in future teaching episodes. succeed in future teaching episodes. – PromptsPrompts

I would like to explore / try…I would like to explore / try… I will work with …I will work with … I need help in …I need help in … I will use resources like …I will use resources like … I will use strategies like …I will use strategies like …The students need to learn . . . so I will . . .The students need to learn . . . so I will . . .

Example: Reflection For ActionExample: Reflection For Action Leslie Gray, Sept. 14Leslie Gray, Sept. 14

– For their current events log, I’m going to have them look For their current events log, I’m going to have them look at that picture on page 273 of the coal-mining boys and at that picture on page 273 of the coal-mining boys and ask—what questions would you ask them? What would ask—what questions would you ask them? What would you want to know about their jobs? Their lives? For this you want to know about their jobs? Their lives? For this log they will write about their jobs for a future audience. log they will write about their jobs for a future audience. Will they care more about these boys? Will they think Will they care more about these boys? Will they think more about work and its place in American society? more about work and its place in American society? About its priority and place in their own lives? About its priority and place in their own lives?

– I think I’ll ask them to hand in a piece of historical I think I’ll ask them to hand in a piece of historical evidence with this one . . .I will encourage them to find a evidence with this one . . .I will encourage them to find a picture of the personality they wrote about last week—picture of the personality they wrote about last week—this log needs to come alive—maybe they will bring this log needs to come alive—maybe they will bring some voices into their writing. some voices into their writing.

Example: Reflection For ActionExample: Reflection For Action Judy Grumbacher, Nov. 1, 6 PMJudy Grumbacher, Nov. 1, 6 PM

– I sat down yesterday during 6I sat down yesterday during 6thth period—while period—while the class was taking a quiz—and wrote about the class was taking a quiz—and wrote about what I needed to clear up in class today. As I what I needed to clear up in class today. As I was writing, I thought of a couple of examples was writing, I thought of a couple of examples to use about how force acts through a hinge. I to use about how force acts through a hinge. I think those examples will help. Now it all think those examples will help. Now it all seems clear—how to present the hinge seems clear—how to present the hinge problem—I need to start by talking about—problem—I need to start by talking about—demonstrating is even better—the handle on a demonstrating is even better—the handle on a lawn mower. As the angle changes, so does the lawn mower. As the angle changes, so does the effective force—this is an example more kids effective force—this is an example more kids are familiar with than the one I began with. are familiar with than the one I began with. Writing to learn how to teach!Writing to learn how to teach!

Think about some recent instructional Think about some recent instructional situation, perhaps from today.situation, perhaps from today.

Write a reflection in which you consider Write a reflection in which you consider your options for addressing any issues that your options for addressing any issues that came up in the instruction.came up in the instruction.– PromptsPrompts

I would like to explore / try…I would like to explore / try… I will work with …I will work with … I need help in …I need help in … I will use resources like …I will use resources like … I will use strategies like …I will use strategies like …The students need to learn . . . so I will . . .The students need to learn . . . so I will . . .

Reflection in actionReflection in action: : analytical reflection during* activityanalytical reflection during* activity

The second form of reflection is The second form of reflection is reflection reflection in actionin action. Here, the individual is . Here, the individual is responsible for reflecting while in the act responsible for reflecting while in the act of carrying out the taskof carrying out the task– PromptsPrompts

I did … and …I did … and … I tried … but …I tried … but … I noticed … when I …I noticed … when I … I found that … I needed to …I found that … I needed to … I sensed thatI sensed that … so I …… so I …

* This is generally * This is generally recordedrecorded AFTERAFTER the the experience.experience.

Example: Reflection in Action Example: Reflection in Action Sherry Tabachik, Nov. 11Sherry Tabachik, Nov. 11

– First day of football. S’s response to my comment that First day of football. S’s response to my comment that we must “learn the skills before we play” was “That we must “learn the skills before we play” was “That sucks! I already know how to play!”sucks! I already know how to play!”

– I started class by asking who knew how to throw a I started class by asking who knew how to throw a football. S raised his hand. I then asked who would like football. S raised his hand. I then asked who would like to show us and explain the process. Apparently S did not to show us and explain the process. Apparently S did not hear me say “to explain.” He came up front and began hear me say “to explain.” He came up front and began to throw the football. to throw the football.

– When I asked him to explain what he did, he said, “I When I asked him to explain what he did, he said, “I can’t do that,” and sat down. When I called on another can’t do that,” and sat down. When I called on another to explain, he interrupted, finishing the other student’s to explain, he interrupted, finishing the other student’s sentence. I asked him to let the other student finish, but sentence. I asked him to let the other student finish, but then I called on him for the next explanation (a pattern). then I called on him for the next explanation (a pattern). He demonstrated and explained, so I praised him. He demonstrated and explained, so I praised him.

Think about some recent instructional Think about some recent instructional situation, perhaps from today.situation, perhaps from today.

Write a reflection in which you describe Write a reflection in which you describe how you had to adjust or modify your how you had to adjust or modify your teaching in response to student cues.teaching in response to student cues.– PromptsPrompts

I did … and …I did … and … I tried … but …I tried … but … I noticed … when I …I noticed … when I … I found that … I needed to …I found that … I needed to … I sensed thatI sensed that … so I …… so I …

Reflection on actionReflection on action: : Looking back at one’s teachingLooking back at one’s teaching

Finally, Finally, reflection on actionreflection on action requires requires looking back on what one has looking back on what one has accomplished and reviewing the actions, accomplished and reviewing the actions, thoughts, processes, and productsthoughts, processes, and products..– PromptsPrompts

I learned …I learned … I gained an insight…I gained an insight… I realized …I realized … I wondered why …I wondered why … I could/should have …I could/should have …

Example: Reflection On ActionExample: Reflection On Action Judy Grumbacher, Oct. 31, 11 AMJudy Grumbacher, Oct. 31, 11 AM

– I was having trouble explaining to a kid how I was having trouble explaining to a kid how forces act through a hinged joint. I knew I had forces act through a hinged joint. I knew I had to do a better job than I had done—simply to do a better job than I had done—simply saying “forces can act in any direction through saying “forces can act in any direction through a hinge” didn’t help the kid. I suspect that a hinge” didn’t help the kid. I suspect that others in class wondered about this also, but others in class wondered about this also, but didn’t want to ask. Many of my GT kids just didn’t want to ask. Many of my GT kids just write down everything I put on the board and write down everything I put on the board and assume it’s right—a bad assumption since I’ve assume it’s right—a bad assumption since I’ve been making mistakes right and left recently been making mistakes right and left recently when I solve problems on the board.when I solve problems on the board.

NOTE: This reflection relates to Judy’s previous reflection FOR NOTE: This reflection relates to Judy’s previous reflection FOR action on Nov 1, when she used this reflection as the basis of her action on Nov 1, when she used this reflection as the basis of her planning for subsequent teaching. Because it’s a cycle, we can’t planning for subsequent teaching. Because it’s a cycle, we can’t be sure where it begins or ends.be sure where it begins or ends.

Example: Reflection For ActionExample: Reflection For Action Judy Grumbacher, Nov. 1, 6 PMJudy Grumbacher, Nov. 1, 6 PM

– I sat down yesterday during 6I sat down yesterday during 6thth period—while period—while the class was taking a quiz—and wrote about the class was taking a quiz—and wrote about what I needed to clear up in class today. As I what I needed to clear up in class today. As I was writing, I thought of a couple of examples was writing, I thought of a couple of examples to use about how force acts through a hinge. I to use about how force acts through a hinge. I think those examples will help. Now it all think those examples will help. Now it all seems clear—how to present the hinge seems clear—how to present the hinge problem—I need to start by talking about—problem—I need to start by talking about—demonstrating is even better—the handle on a demonstrating is even better—the handle on a lawn mower. As the angle changes, so does the lawn mower. As the angle changes, so does the effective force—this is an example more kids effective force—this is an example more kids are familiar with than the one I began with. are familiar with than the one I began with. Writing to learn how to teach!Writing to learn how to teach!

Revisit the writing you did in response to Revisit the writing you did in response to the writing prompt earlier.the writing prompt earlier.

Extend this reflection on what you Extend this reflection on what you diddid to to include what you include what you learnedlearned, the , the insightsinsights gained, or the gained, or the questionsquestions that you might that you might have about it. have about it. – PromptsPrompts

I learned …I learned … I gained an insight…I gained an insight… I realized …I realized … I wondered why …I wondered why … I could/should have …I could/should have …

When you do it all, When you do it all, you are in the spiral:you are in the spiral:

Reflect Reflect FORFOR action . . . action . . .– Planning for how to modify or adjust Planning for how to modify or adjust

based on your post-teaching reflection, based on your post-teaching reflection, then you teach, and while teaching youthen you teach, and while teaching you

Reflect Reflect ININ action . . . action . . .– Paying attention to how the students Paying attention to how the students

respond to your instructional strategies, respond to your instructional strategies, adjusting your teaching; then youadjusting your teaching; then you

Reflect Reflect ONON action . . . action . . .– Evaluating the instruction and student Evaluating the instruction and student

learning, and then . . . learning, and then . . .

Reflection for Action

Reflection in Action

Reflection on Action

Between Now and our Next Between Now and our Next SessionSession

Use your journals to record Use your journals to record reflections that include all three reflections that include all three kinds of reflectionkinds of reflection– Write about your thinking Write about your thinking BEFOREBEFORE

teachingteaching– Write about how you adjusted teaching Write about how you adjusted teaching

while while ININ the act of teaching the act of teaching– Write about how the teaching went Write about how the teaching went

AFTERWARDSAFTERWARDS and where you need to go and where you need to go from there.from there.

Your Journal is Evidence of Your Journal is Evidence of Reflection (DATA)Reflection (DATA)

One of our data measurements for One of our data measurements for this project relates to reflectionthis project relates to reflection

We will want to collect examples of We will want to collect examples of your reflections throughout the your reflections throughout the project.project.

Your contributions will inform us as Your contributions will inform us as we work to provide you with support we work to provide you with support and resources.and resources.

ReferencesReferences Cowan, J. (1998) Cowan, J. (1998) On Becoming an Innovative On Becoming an Innovative

University TeacherUniversity Teacher,, Higher EducationHigher Education, Volume 37, , Volume 37, Number 4 / June, Pages408-409.Number 4 / June, Pages408-409.

Schön, D. A. (1991) Schön, D. A. (1991) The Reflective Turn: Case The Reflective Turn: Case Studies In and On Educational PracticeStudies In and On Educational Practice, New York: , New York: Teachers Press, Columbia University.Teachers Press, Columbia University.

Schön, D. A. (1987). Schön, D. A. (1987). Educating the Reflective Educating the Reflective PractitionerPractitioner. San Francisco: Jossey-Bass.. San Francisco: Jossey-Bass.

Schön, D. A. (1983). Schön, D. A. (1983). The Reflective PractitionerThe Reflective Practitioner. . New York: Basic Books.New York: Basic Books.