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 Definitions

and Concepts of Reflection  Challenges in Facilitating Reflection  Reflection Models and Tools


“Active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends.� (Dewey, 1910, p.6)


“A continual interweaving of thinking and doing.� (Schon, 1983, p.81)


“The ‘reflective practitioner ‘ is one who reflects on the understandings which have been implicit in one’s actions, which one surfaces, criticizes, restructures, and embodies in further action.” (Schon, 1983, p.81)


“The ‘reflective practitioner ‘ is one who reflects on the understandings which have been implicit in one’s actions, which one surfaces, criticizes, restructures, and embodies in further action.” (Schon, 1983, p.81)


“Process of critically assessing personally internalized assumptions” (Mezirow, 1991, p. 104) “Activities in which individuals engage to explore their experiences.” (Boud et. al , 1985, p.19)


1) 2) 3)

4)

Requires active engagement on the part of the individual Is triggered by an unusual or perplexing situation or experience Involves examining one’s responses, beliefs and premises in light of the situation at hand Results in the integration of the new understanding into one’s experience


1) Students’ learning may be haphazard, accidental and superficial (Stanton, 1990, p. 185) “I learned a lot…..” “I got so much out of the experience...”


2)

Students may learn the wrong thing. If the reflection process do not challenge students’ assumptions (about the community or partner), they not only close the door to potentially powerful new perspectives, they also allow those experiences to reinforce their stereotypes and prejudices. (Hondagneu-Sotelo & Raskoff, 1994)


Engage in Experience

Describe

Experience Objectively

Engage in experience, test learning or implement goals

Examine per Category

Academic Enhancement

Personal Growth

Articulate Learning and set (new) goals

Civic Learning


Last January 28, 2014, we observed the disaster risk reduction training of a local organization. This was held at the village’s multi-purpose hall near the organization’s headquarters. The participants to the said training included local village officials, sectoral representatives, and members of the organization. Our professor was with us to help coordinate the activity and ensure our safety. I was tasked to observe the training facilitation and write down items that might be related to learner centered principles. Marc was in charge of the video documentary. Mico was in charge of the back-up audio recorder, the other two served as training assistants. I felt a little uneasy because the venue was quite cramped and very hot.


While observing the training, it was very evident that the “Social Influences in Learning” was very much applied by the facilitator. I have seen him use paired reflection, small group discussion, mixed group sharing and plenary discussion. I however observed that the training was unable to prevent negative emotional influences to the participants. This is because majority of the participants were mothers who need to take care of small children they couldn’t leave at home. Having a child care area would be more appropriate than any instructional adjustment we could make. Learning must sometimes be “out of the box.”


I learned that in a community setting, instructional interventions towards learner-centered teaching must be supplemented by other initiatives that may not be directly related to the learning unit. I learned this when I saw the mothers having a hard time concentrating on the training, despite the very creative materials used. This learning matters because if we limit our skills to those only related to learner centered teaching, we won’t be able to address “contextual� issues like what we experienced with the mothers. Because of this realization, I have realized that if I would be teaching in a poor community setting, I should also consult other people with social work and child development backgrounds.


Students will write freely about their experience. This is usually done weekly. These personal journals may be submitted periodically to the instructor, or kept as a reference to use at the end of the experience when putting together an academic essay reflecting their experience. (Hatcher,1996)


This format creates an ongoing dialogue between student and instructor throughout the course. Students submit loose-leaf pages from a dialogue journal bi-weekly (or otherwise at appropriate intervals) for the instructor to read and comment on. While labor intensive for the instructor, this can provide continual feedback to the students (formative evaluation) and prompt new questions for tudents to consider during the semester. (Goldsmith, 1995)


Before students submit the reflection journal, they reread personal entries and using a highlighter, mark sections of the journal that directly relate to concepts discussed in the text or in class. This makes it easier for the instructor to identify course content and encourage the student to reflect on their experience in light of course content. (Gary Hesser, Augsberg College)


In this type of journal, students are asked to integrate terms and key phrases within their journal entries. The instructor can provide a list of terms at the beginning of the semester or for a certain portion of the text. Students could also create their own list of key phrases to include. Journal entries are written within the framework of the course content and become an observation of how course content is evident in the service experience. (Hatcher, 1996)


Students are asked to divide each page of their journal into thirds, and write weekly entries during the semester. In the top section, students describe some aspect of the service experience. In the middle of the page, they are asked to analyze how course content relates to the service experience. And finally, an application section prompts students to comment on how the experience and course content can be applied to their personal or professional life. (Bringle and Hatcher, 1999)



Reflection and Critical reflection in Community Integrated Teaching and Learning (CITL)