What are reflective practices? Write a note on, what is supposed to gain from reflective practices.

Solution
“The unexamined life is not worth living.”  Socrates 450 BC “approx.”
“Reflection practice is as much a state of mind as it is a set of activities” Joseph Vaughan, 1990
Definition 1: Reflective Practice is paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively, this leads to development insight. It is very beneficial for strength of professionals who want to move on learning throughout their lives.  Reflective practice generally means that teachers take the responsibility of looking at their professional practice such as what they do (inside or outside the classroom), why they do it, and how they do. The act of reflection is a great way to increase confidence and become a more proactive and qualified.  So this practice can become personally meaningful to them.
Definition 2: Reflective practice is a process of self-observation and self-evaluation. It is a tool for improving your learning both as a student and in relation to your work and life experiences. Though it will take time to adopt the technique of reflective practice, but it will ultimately save your time and energy. Reflective practice can help to develop creative thinking skill and encourages active engagement in work processes. Engaging in reflective practice require both knowledge of practice and awareness of professional and personal philosophy. Reflection without an understanding of the rules or techniques that constitute good practice may lead to a repetition of mistakes, whereas reflection without philosophical awareness can lead to a preoccupation with technique (Lasley 1989).
·         Reflective practices are “the active persistent and careful consideration of any belief or supposed form of knowledge in this light of the grounds that support it”. (Dewey 19, p6)
·         Schon (1983) presents a slightly different view. He regards reflection as have two aspects: reflection IN action and reflection ON action.
Reflection in action is the quick thinking and reaction that arises as what you are doing, why it is happening and react by change your action to gain the better and desire result of your practice. While Reflection on action is what happens outside is what occurs outside the classroom when you consider the situation again.

Q 1: What is supposed to gain from reflective practices?
Part b:  Solution
·         Reflective practice (RP) is critical and deliberate inquire into professional practice in order to gain a deeper understanding of oneself, others, and the meaning that is shared among individuals. This can be happening during practice and after the fact, and can either be done alone or with others (Forrester, 2010; peters, 1991; Schon, 1983).
·         Reflective practice is the process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, and which results in changed conceptual perspective, as suggested by Boyd and Fales (1983). Reflective learning is a key to learning from experience (Journal of Humanistic Psychology, 23)
·         Reflective practice is ‘learning through and from experience towards gaining new insights of self and practice’ (Finaly, 2008).
Reflective practice is an essential part of developing new skills, but at a deeper level it grows the capacity of the individual to respond to challenges, make timely decisions, mange emotions, conduct productive relationship and cope with stress.  Reflection helps learns to understand what they already know (individual), identify what they need to know in order to advance understanding of the subject (contextual), make sense of new information and feed back in the context of their own experience (relational) and guide choices for further learning (developmental). Reflective Practices develop the ability of problems solving and decision making power in reflective Practitioner. RP enable practitioner to think more deeply and holistically about an issue, (happened event), why it happened and lead toward the greater insights and learning. If Reflecting practice conduct carefully, honestly considering and analyzing the problems or situation, this will enhance the ability of practitioner for problem solving skills and become a critical thinker. The  frequently usage of RP on work performance in depth, you regularly come across the need to make decision, the results of this Reflective Practice help practitioner to make these decisions in more informed, thoughtful and objective manner. Because the RP challenges individuals to be honest about the relationship between what they say and what they do.  Reflective practices help to construct the talent of own organizational skill and managing personal changes in Reflective practitioner.  In RP practitioner  think carefully about, what he/ she is doing, identify possible actions and choices, tying out solutions, and adjusting that what he/she do to take account the results, this practice involve a good deal of organization. By breaking down issues and problems into steps or stages, practitioner should get better at organizing his/her time and activity to concentrate on the important, ‘solution-focused’ actions. The working in critical and crucial sector especially in education field which incorporate managing systematic, quick, pressured and other confusing change, which can be one of the most challenging aspects being a teacher. By using approaches of Reflective practice, which integrate calm, thoughtful, honest, critical and organized thinking and action, this will lead you toward a calming and less emotional repose to any type of change and managing personal change.
Reflective practice helps to construct trait of self-confidence, personal values acknowledgement, taking their own advice and innovations encouragement in reflective practitioner to archive high performance in their profession. For instance reflective practice develops the teacher ability to understand how students learn and what the best ways to teach them, identify any barriers if   students have in their learning.   Then they can create or plan lessons that reteach any contact which their students have not been able to access to allow them to overcome any obstacles and develop. Being reflective will also make sure that they have a wider range of skill as they find new ways to teach. This will develop teachers’ confidence as they find the best ways to deliver their knowledge of a subject with students.  By reflecting, you create an environment which centers on the learner. This environment will support students and teachers all around you to become innovative, confident, engaged and responsible. Once you start the reflective process, your quality of teaching and learning will improve. So in work situations, keeping a learning journal, and regularly using reflective practice, will support more meaningful discussions about career development, and our personal development, confidence, including at personal appraisal time.  

Q2: What are two types of reflections? Explain each type by highlighting its importance.
Solution:
·         Reflective practice is “a set of abilities and skills, to indicate the taking of a critical stance, an orientation to problem solving or state of mind” (Moon, 1999: 63).
·         Reflection is what allows us to learn from our experiences: it is an assessment of where we have been and where we want to go next.  (Kenneth Wolf)
In the Reflective practitioner Schön (1983) highlight how reflection-in-action is a frequently overlook means of developing knowledge important for professional practice. Further, Schon (1983, 1987) high –lighted the significance of reflection-on-action for practitioner knowledge. Two additional types of reflection are also proposed as important for reflective practitioner: anticipatory reflection (Kinsella, 2000; van Manen, 1991) and critical reflection (Brookfield, 1998, 2000).  Though there are numerous approaches in which different people have defined and explained reflection in teaching and learning generally, but the most positive views appear to agree that it is both intuitive in nature, and considered in depth. At its best it is genuinely capable of helping teachers to develop, improve and change their teaching. 
Superficial (descriptive reflection): it refers to describe the event but show some deeper consideration in relatively descriptive language.
Importance:   In this type the practitioner write a description of the situation surrounding his/her thought and feelings, like what issues seem significant? Reflection at this level is very basic- some would say it is not reflection at all, as it is largely descriptive. However the description should not just be of what happened but should include the description of why those things happened. Reflection at superficial level makes reference to an existing knowledge base, including differing but does not make any comment or critique of them.
Medium (Dialogic reflection): Dialogic reflection refers to a less intensive approach that involves discourse with the self to explore a given event or incident.
Importance: There is a ‘stepping back’ from the events which leads to different level of discourse.  Here is an exploration of the role of self in events, consideration of judgment and possible alternative for explaining. The teacher makes sense of what has been learnt from the experience and what future action might need to take place. In Dialogic reflection Teacher- managed interaction in which the dialogue is all-important where children voice their own evaluative judgments, with an open structure: a participatory mode. An example of dialogic reflection is the basic model proposed by Brokband and McGill(2000)
Deep (Critical reflection): in practice involves encouraging allied health practitioners to examine assumptions, including beliefs, values, social, and systemic structures (Brookfield, 1998; Mezirow 1990; white, fook, & Gardiner, 2006).  
Importance: This form of reflection, shows evidence that the learner is aware that events may be ‘located within and explicable by multiple perspectives, but are located in and influenced by multiple and socio-political context. It allows practitioners to stand outside of their practice and to see their decision and actions a broader perspective. Therefore critical reflective practitioner may be more likely to identify externally imposed limitations to their practice and subsequently impart change.  This refers to efforts accounting for the broader historic, culture and political values in framing practical problems to arrive at a solution (Hatton an Smith, 1995). This is often identified as critical reflection. Critical reflection, like reflection itself, appears to be used loosely, some taking it to mean no more than constructive self-criticism of one’s actions with a view to improvement.




References:

Edu406, lecture, handouts, slides.
Edu 601 handouts, lecture
Edu 301 lectur , Google search, Wikipedia, yahoo, 
Osterman, K. F. "Reflective Practice: A New Agenda for Education." EDUCATION AND URBAN SOCIETY 22, no. 2 (February 1990): 133-152.
Kolb, D. (1984). Experiential learning: experience as the source of learning & development. Englewood Cliffs, NJ: Prentice Hall.
Moon. J. (1999a) Learning Journals: A handbook for Academics, Students and Professional Development. Kogan Page, London.
Moon, J. (1999b) Reflection in Learning and Professional Development: Theory & Practice. Kogan Page, London
http://www.p21.org/storage/documents/aacte_p21_whitepaper2010.pdf
https://www.ryerson.ca/content/dam/lt/resources/handouts/ExperientialLearningReport.pdf
http://www.oecd.org/education/school/48727127.pdf
https://www.srhe.ac.uk/conference2014/abstracts/0175.pdf
https://onlinelibrary.wiley.com/doi/abs/10.1046/j.1365-2648.1993.18081183.x
http://psycnet.apa.org/fulltext/2009-21033-013.html
http://www.worldcat.org/title/reflective-practitioner-how-professionals-think-in-action/oclc/8709452?page=citation
https://www.tandfonline.com/doi/abs/10.1080/0158037880100206
https://www.taylorfrancis.com/books/9781351883160
https://www.cipd.co.uk/Images/reflective-practice-guide_tcm18-12524.pdf
https://uk.sagepub.com/sites/default/files/upm-binaries/59229_Sellars.pdf
https://www.tandfonline.com/doi/pdf/10.1080/09650799900200098
https://pdfs.semanticscholar.org/f6e3/654cad5f83baf7dcd66075ffa5bb08344d59.pdf
https://books.google.com.pk/books?hl=en&lr=&id=MUgoAwAAQBAJ&oi=fnd&pg=PP1&dq=reflective+practice+types&ots=JAshXZ7KUQ&sig=3XUAkOwX5XuRjUMRFUKhVK9Hjh8#v=onepage&q=reflective%20practice%20types&f=false
http://rgps.on.ca/sites/default/files/Kinsella%20et%20al.%20%282012%29%20Chapter%2013-%20Reflective%20Practice%20for%20Allied%20Health-%20Theory%20and%20Applications.pdf
http://libguides.scu.edu.au/c.php?g=185038&p=1516199
http://www.nwlink.com/~donclark/hrd/development/reflection.html
https://uk.sagepub.com/sites/default/files/upm-binaries/59229_Sellars.pdf
https://www.researchgate.net/post/What_type_of_reflective_practices_can_be_used_for_practice_teaching_to_train_BEd_Students
https://link.springer.com/article/10.1007/s12186-014-9110-3
http://journals.sagepub.com/doi/abs/10.1177/0013124590022002002

Comments

Post a Comment

Thanks for comment

Popular posts from this blog

: Explain Wheeler Model of curriculum development.

Image
Answer: D.K. Wheeler was an educator at the University of Western Australia in 1967. He developed and extended the ideas by the work. Wheeler’s definition of curriculum: “the planned experiences offered to the learner under the guidance of the school”. He developed and extended the ideas by the work, Influenced by the work of Tyler, Taba, and Bloom. The wheeler curriculum model is prescriptive as well as cyclical (non- linear) with 5 inter- dependent stages. Wheeler’s 5 curriculum development stages 1.       Amis, goals and objective 2.       selection of learning experience 3.       selection of content 4.       organization and integration of learning experiences and content 5.       Evaluation Wheeler’s cyclical model has the advantage of flexibility over the linear models: it allows curriculum specialists to start working at any stage in the pr...
Read more

What is reflective Practice? Being a teacher, how will you reflect on your teaching? Note: Give at least four ways you can use to reflect on your teaching.

Image
“Reflection practice is a much a state of mind as it is a set of activities” joseph Vaughan (1990) John Moon says:   “Reflection is a form of mental processing that we use to fulfill a purpose or achieve some anticipated outcome” Definition: Reflective practice is a process of self-observation and self-evaluation. Reflective Practice is paying critical attention to the practical values and theories which inform everyday activities, by examining practice reflectively and reflexively, this leads to development insight. It is a tool for improving your learning both as a student and as well as a teacher in relation to your work and life experiences. Reflective practice can help to develop creative thinking skill and encourages active engagement in work processes. Engaging in reflective practice require both knowledge of practice and awareness of professional and personal philosophy. The act of reflection is a great way to increase confidence and become a more proactive and qua...
Read more

and dialogue process. Question for clarification: Why do you say this? Questions about viewpoints and perspectives: what would be an alternative? Questions that probe assumptions: What could we assume instead? Questions that probe implications and consequences: What are you implying? Question that probe reasons and evidence: what would be an example? Questions about the questions: What was the point of this question? Me: Currently in Pakistan agriculture income not enough to fulfill all domestic expenses of farmer Socrates: Why do you say this? Me: Because all the agriculture raw material supply at a very low price toward big cites factories and the farmer can’t get right money of sessional crops. Socrates: So what would be an alternative? Me: I think there is need of proper investment to establish factories around those village areas where that corps are available in excessive amount with a very low cost of transportation. So that we could make maximum final product at a very low cost with using that crops in those factories that helps to country’s economy and farmer to get the right prices of his crops. Socrates: What could we assume instead? Me: Another solution of this issue can be the proper implementation of Pakistan government rules and regulations regarding the supplies of raw agriculture crop from field to factory. And also need to organize more awareness programs with proper checks and balances about cultivation that should bring output successfully on a right time. Socrates: What are you implying? Socrates: I am thinking unite and educate my village people to be aware about the government rules and regulations in favorer of farmer to live a life with prosperity in village. Socrates: What would be an example? Me: See, the develop countries farmers how much they are successful, rich and independent. Because they are using new updated technology in agriculture sector with their government support and our unacquainted farmer still using old and time consuming system in agriculture sector. Socrates: What was the point of this question? Me: I want to see my country nation with prosperity living either they live in village areas. There is just need of proper attention, awareness, and investment to make this country a peaceful and prosperous land. Explanation: Dear Sir! In Q1 the words Imaginary dialogue are use so, I chose a real life problem in imaginary sense as a topic for dialogue. Q.2: Reflect on below statement by keeping in mind philosophical thoughts on education in the 21st century. 1. Aristotle excluded women from Higher Education Solution: “I may sometimes be willing to teach for nothing, but if paid at all, I shall never do a man’s work for less than a man’s pay” “Clara Barton” Many women are still excluded from education, and many more are enrolled in school but are not learning enough to prepare them for 21st-century job market’s challenges. In some countries, access to secondary and higher education that help create a skilled and knowledgeable labor force continues to be limited; even where access is not a problem; the quality of the education provided is often low. Though women form the majority of students and university graduates in most countries, but still women earn less and have lower employment rates than men. Even with regard to education and training, gender differences persist in both attainment and choice of courses of study. Women who do enter universities often tend to follow courses in arts and social sciences because they lack competence in scientific and technological fields. While men are more likely to have direct access to wage employment and control over wealth, while women are largely economically dependent upon male family member. Therefore in many countries women’s employment options are limited to a small number of socially acceptable occupations and professions, such as teaching and medicine. Moreover In many countries women must obtain permission from a male relative, usually a husband or father, before seeking employment, requesting a loan, starting a business, or traveling. Such laws often grant women a smaller share of inherited family wealth. As a result, families tend to make greater investments in education for boys than for girls. In developing countries most of Girls often stay home to take care of younger siblings and bear the main burden of housework. While educating a boy is considered a sound investment, it is sometimes considered to be a waste of time for girls. They are shut out of education because of discrimination, poverty, emergencies and culture. These girls have the same hopes and dreams as boys. They want to learn, fulfill their potential, work and help their families and communities. But too often they are treated as second-class. They are exploited, abused and simply disregarded in many countries. Somehow they try to be protective towards women but unfortunately it turned out as dependent woman on men. Q.3. Write an example for Syllogistic reasoning. Solution: Syllogistic reasoning is a form of reasoning where conclusion is drawn on the basis (premises) of two given or assumed propositions.  Example 1: Major premise No clocks are bracelets Minor premise All watches are Clocks Conclusion: Therefore, No watches are bracelets  Example 2: Major premise No cabinets are chairs Minor premise All tables are cabinets. Conclusion: Therefore, no tables are chairs. Reference: EDU 601 lecture, handouts EDU 406, EDU 402, EDU 301 lectures Google, Wikipedia, yahoo https://testbook.com/blog/syllogisms-quiz-1/ https://www.assessment-training.com/syllogisms https://www.123test.com/verbal-reasoning-test-syllogisms/ https://testbook.com/blog/syllogisms-quiz-1/ https://en.wikipedia.org/wiki/Women_in_the_workforce http://www.abajournal.com/magazine/article/minority_women_are_disappearing_from_biglaw_and_heres_why http://www.testandmore.com/practice-tests/syllogism-1/ http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/120en.pdf https://www.britannica.com/topic/Women-in-Science-2100321 https://siteresources.worldbank.org/EDUCATION/Resources/278200-1099079877269/547664-1099080014368/DID_Girls_edu.pdf http://www.unesco.org/education/educprog/wche/principal/women.html https://www.wikigender.org/wiki/womens-access-to-education-in-the-mena-region/ https://en.wikipedia.org/wiki/Women%27s_rights_in_Afghanistan https://girl-stats.org/stats/ https://www.usaid.gov/what-we-do/gender-equality-and-womens-empowerment/addressing-gender-programming/promoting-gend

Answer: Education in accord with nature was thought to be the first step in insuring this more social society. It was plainly seen that economic and political limitations were ultimately dependent upon limitations of thought and feeling. (John Dewey) Education is the soul of an individual and nation; it is the beacon which allows the nations to find the way to the future. Thus a sound education system is essential for every nation. AS John Dewey supposed education it is a social function and it is the responsibilities of the peers of the society to ensure that young get a proper education or not.   Education is a fostering, maturing and nourishing process. It’s like a process of growing a plant by providing proper water, fertilize same like education is a process that foster human being, nourish and nurture them. Human being can grow without education they look like a dry, dead plant which have not freshness and can’t get nourishment. Education involve communication the gene...
Read more