Recent developments show the importance of the reflection in practice. Many educational professionals have suggested definitions of ‘reflection’. Moon (1999) and Bolton (2010) concur that reflection is completed for a purpose, in order to achieve an intended outcome, as well as helping to develop an understanding of complex ideas and emotion by questioning how, why and what. Rolfe (2014) indicates that the disappointment of the success of reflective practice is not as a result of ideas discovered, but the way it which reflection has been ‘misunderstood, misinterpreted and misapplied.’ According to Stephen (2012) he reinforces that “theory helps to shape practice.” Therefore it can be considered that reflection is substantial to teaching as …show more content…
This could be changed by doing the task in ability groups and giving the lower ability groups definitive definitions until they can ‘scaffold’ Bruner (1978) learning, this established the three elements of metacognition and this supports Vygotsky’s (1978) notion of ‘zone of proximal development.’ Rutland defines that (1996) ‘The zone of proximal development is the difference between a child's actual level of development shown by unassisted performance, and his or her potential level as indicated by assisted performance.’ Following this it can be identified that this theory is applicable to the lesson as pupils would perform better with aids to scaffold their learning. I agree with the notion of scaffolding and zone of proximal development as it helps to build the overall confidence of the less able pupils by providing additional aids and resources. Once the pupil has grasped the concept slowly taking away aids and resources would not be as …show more content…
Gibbs has adapted Kolb’s cycle to reflect on the feelings and emotion, when reflecting on the lesson this was a key variable that was missed out. In critiquing my reflection I would ensure that in my hybrid model this stage was reflected upon. Furthermore Brookfield concurs the notion of the four lenses; pupils, colleagues, teacher and theoretical literature which is as a result of the reflection you see the task through their perspective. I should have implemented this theory into my reflection as it creates the ideological perspective through thoughts and feelings when requesting feedback on the experience. Gardner’s (2006) multiple intelligences suggests that pupils have a preferred way of learning and developing. Though it is important to establish that a lesson cannot cater for all the learning styles, I attempted to include as many as possible by using differentiation. Certainly it is imperative in practice to have knowledge of different learners and styles, therefore this theory is key to analysis and reflection of practice, furthermore creating explicit and implicit understanding about children’s learning and
...hat has worked and what hasn’t. If a student for example is taking blood for the first time and something goes wrong, they don’t find the right vein. Reflective practise would help that student to understand what he/she done wrong while carrying out the procedure and how they could stop that from happening again. Not is only reflective practice good for pointing out the bad factors of something but can also be there for when a procedure goes exceptionally well. If a health professional finds a certain technique works better than what’s in place already, reflective practise is a good way to shear the information you found with other colleges so they can carry out that particular producer. Gibbs 1988 is an example of reflective practice, he uses six stages when doing reflective practice which include Description, feelings, evaluation, analyse, analyse and actions plan.
Reflection is a process of ‘reviewing, analysing and evaluating experiences, drawing upon theoretical concepts or previous learning, in order to inform future actions’ (White, Laxton, and Brooke, 2013, p1). Scales (2014) postulates that reflective practice enables teachers to better understand the abilities and requirements of their learners. Equally, by engaging in reflective practice teachers are enabled to plan, respond and evolve teaching approaches which are informed by experience and theory (Mcgregor, 2012; Helyer, 2015). Nevertheless, reflective practice should not be adopted as means of justifying existing practice (Finlay, 2008), indeed, to achieve meaningful reflection, an individual must be analytical, self-aware and critically evaluative
Although there are many criticisms relating to reflective practice, they seem to be more focused on the way in which reflective practice is implemented within professional and educational settings, as opposed to negating its purpose as a whole. The question that appears at the forefront of reflective practice is- how well is it conducted? The key to successful reflective practice is to embody professional creativity, analytical self- consciousness and the ability to accept change and revolution. By fulfilling these requirements, and dwelling on the short falls that have been associated with reflective practice in the past, to empower practitioners and students to “make sense of the uncertainty in our workplaces” and offer us the ”courage to work competently and ethically at the edge of order and chaos” (Ghaye, 2000;
Reflection exists as an exploratory tool in research that aids learners to study a phenomenon and fulfill its potential. Boud and Walker (1998) have argued that contextual reflective practice is easily enclosed by practitioners in taken-for-granted presumptions and that the context in which reflective practice develops is ‘the single most important influence on
Researchers and policymakers have acknowledged that teachers have theories they can offer that could assist in the growth of knowledge for better teaching practices. Today’s teachers are reflective practitioners who apply knowledge in action (Knowles, Squire and Cole, 1999). This means that one must understand, evaluate, and improve their practice by reflecting upon their experiences, the wisdom gained from one’s and other’s experiences if they are to improve their teaching practice. It is from this point that I set out to evaluate and reflect on my own teaching practice. This reflective essay will illustrate elements such as the Gibbs reflective cycle, Amanda Boag’s inspiration on my teaching practices, how I prepare and acquire coursework
As it mentioned above this reflective essay is based on the main theory on Reflection, which is the Honey and Mumford’s learning styles that was developed from Kolb’s work. This is based on four stages of specific styles of learning:
Ash and Clayton (2004) stated that reflection is "A continual interweaving of thinking and doing," and I could not agree more. It is very important as an educator to reflect both independently and with others in order to grow and develop as an educator. I try to take time every day after work to reflect on what went well that day, what did not work, and what I could do differently next time. I also try to decide I want to achieve with short-term and long term goals in my classroom. In doing this, I am able to see my role as an educator and try new and innovative ways to deliver the best possible instruction. Reflective practice is a great concept and an empowering process that allows educators to grow both ...
Some people view reflection as something that in theory is a good idea but in a practical application won’t work due to workloads or restriction of time and a luxury we cannot afford (Sue Thompson and Neil Thompson, 2008). However it is worth the effort to do this as finding the time and space is “A fundamental ingredient of high quality practise” (Clutterbuck, 2001),
Reflection within early year’s settings and schools allows for the practitioner to think about the work that is being completed either whilst doing it or after it has occurred, the reflection allows for seeing how the work has gone or whether it needs to be changed for future practice. Schön is a key writer about reflection and illustrates the differences between reflection in action, reflection on action and reflection whilst completing the task. The above critical skills help all practitioners to develop understanding as they hugely impact on others lives, if this skill is not engaged in then practice could be effected (Leeson, 2004).
Consistent reflection is embedded into my practice, and I regularly evaluate the effectiveness of my three components of teaching: relationship, relevance, and rigor. These three R’s are the foundation of my identity as an educator, and they challenge me to elevate my teaching. By engaging in this process, I can keep assessing my professional growth, so I can more effectively impact student achievement as I continue to learn alongside my students.
Reflection in teaching is important because as a teacher you should want to make sure you are making the best choices for your students learning. By giving yourself time to reflect it will allow you to come up with fresh learning ideas to implicate into your lesson plan. Posner says that reflection allows a teacher to see things from a student’s point of view which allows them to better understand the situation. Teachers can become more reflective by using a daily or weekly log. The log will allow teachers to write down an experience that they had and can later reflect on the situation.
According to Sonlight Curriculum Ltd. (2014), learning styles are important to learn because facilitators will be better equipped to teach their pupils. The faster facilitators comprehend learning styles and which learning styles their pupils have, the quicker they will be able to bond with them on an intense and more significant level, and the earlier they will be able to teach them efficiently. Without facilitators knowing their pupils’ learning styles, they may select a curriculum that does not reach their pupils where they are; it may do a modest enough job of educating them, but it will not give them an ideal education. Pupils get aggravated just like grown-ups a lot of times, due to their failure to communicate efficiently with others; by comprehending the different learning styles themselves, facilitators will be able to help their pupils understand them too, which will help them relate to and communicate nobler with the numerous individuals in their life. In the end, it is vital for facilitators to know their pupils’ learning styles because if they do not, they might frequently experience irritation with their pupils, and that is no way to go through life. As facilitators, it is best to take the time now to recognize how our pupils learn, not only for their sakes but our sake as well. In reflecting in this journal, I will describe my learning style. What is more, I will describe the learning styles of most of the students I teach. In closing, I will discuss whether or not I teach primarily according to my learning style or adapt most lessons to my pupils’ learning styles.
Reflection is essential for growth. If one is just looking at a lesson, a child’s behavior, or one’s own actions, a teacher should always reflect. Reflection for a teacher should be at the beginning of the year, weekly or a few days a week, monthly, and most important at the end of the year. Having this time to sit down and have a deep thought process is good for the teacher to improve and grow.
Thought out our lives, we are faced with many different learning experiences. Some of these experiences have made a better impact than others. This can be attributed to everyone’s different multiple intelligences or learning styles. A persons learning style is the method though which they gain information about their environment. As a teacher, it is our responsibility to know these styles, so we can reach each of our students and use all of the necessary methods.
From a general perspective reflecting learning helps us to question our past actions/motives in hopes to better ourselves from the views and assumptions that limit our lives. Fundamentally, reflective practices can be comprehended as ‘consciously thinking about and analysing what one has done (or is doing)(….) ’(. Mezirow, 1991; Rolfe, Freshwater & Jasper (2001) ‘explains reflective learning as a process that allows individuals to look back over experiences, allowing them to reflect upon them, which in term gives them the ability to make sense of them’. Reflective thinking is an important skill to attain in regards to higher learning and professional work/career, because as mentioned earlier it advances ones skills to question and evaluate