r e f l e c t i o n s o n p r a c t i c e a n d t h e o r y
As a person who has “intrapersonal” high on her list of the possible eight multiple intelligences I felt this workshop would be right up my alley; and I was not disappointed. During our face-to-face session our first activity was hunting some widely accepted assumptions.
According to Stephen Brookfield the core process in all critical thinking is ‘hunting assumptions’ or questioning theories or in other words “trying to discover what our assumptions are and then trying to judge when, and how far, these are accurate” as most decisions we make and the actions we take
are guided by the assumptions we have. Our assumptions are constructed, strengthened and sometimes have become ingrain by recurring life experiences; critical thinking may provide us with an opportunity to see things from a different point of view allowing us to “take informed action or action that is based on thought and analysis”.
Although I tend to reflect regularly, I do not always question what happens around me and do not tend to think of and analyse some of the many assumptions applicable to the tertiary teaching environment. As such, being shown some of these assumptions first of all and then having to critically decide if I agreed,
disagreed or was undecided about them opened a whole new world for me. Following in Brookfield’s footsteps and identify certain teaching methods “assumptions that frame our thinking and determine our actions” (Brookfield, S.) , some of which I have unquestioningly used, from different angles whilst highlighting either their restrictons or advantages started my own reflection and some great group discussions. It seemed that people would either agree or disagree depending on their interpretation of the assumption. The statement that “unconditional positive regard is crucial for effective learning” was one such assumption. Initially I placed it in the “disagree” section as I interpreted this statement that we cannot fail any student as it may damage their confidence and self-belief. However, listening to Anne explaining that the statement can also be explained as “separating the person from their behaviour” and as such not to make any judgements and to give them unconditional respect and positive regard meant that I shifted this statement into the “agree” section. Some of the assumptions provided were, in my eyes almost like a no-brainer as to in which section they should belong; while I absolutely agreed with the statement “learning improves when the learner is an active participant in the educational process” and disagreed with “learning to teach”, I somewhat sat on the fence with “technology is the way ahead in education for the future”. athough technology has made education portable and more accessible, study where and when you want, it has also made it less portable and accessible as not all students either have a computer to their disposal or know how to use it.
When I first started teaching one of my paradigmatic (definitive, classic) assumptions was to “teach like my favourite teachers”. After all, it worked for me and as such I should be able to make it work for my students. Along came Howard Gardner with his multiple intelligences theory and suddenly I realised that if I would teach the way that would suit me as a learner then I would run the risk of not connecting with some of my students. It suddenly made me realise why, when I worked as physiotherapist, I sometimes succeeded with some of my patients and why some patients had some compliance issues with their exercise routine even though I provided them with the same format for their routine – stick figures and text combined with verbal explanation. More than likely some patients needed more active, body-kinaesthetic, trying out of the prescribed exercises.
References:
Brookfield, S. (??). What is Critical Thinking. Retrieved 10.04.2014 from http://www.stephenbrookfield.com/Dr._Stephen_D._Brookfield/Articles_and_Interviews_files/Ch%201%20What%20is%20Critical%20Thinking.pdf
Challenging Assumptions: Defined and Explored. Retrieved 10.04.2014 from http://www.utexas.edu/academic/ctl/criticalthinking/accessible.php?section=2&module=5&asset=21
disagreed or was undecided about them opened a whole new world for me. Following in Brookfield’s footsteps and identify certain teaching methods “assumptions that frame our thinking and determine our actions” (Brookfield, S.) , some of which I have unquestioningly used, from different angles whilst highlighting either their restrictons or advantages started my own reflection and some great group discussions. It seemed that people would either agree or disagree depending on their interpretation of the assumption. The statement that “unconditional positive regard is crucial for effective learning” was one such assumption. Initially I placed it in the “disagree” section as I interpreted this statement that we cannot fail any student as it may damage their confidence and self-belief. However, listening to Anne explaining that the statement can also be explained as “separating the person from their behaviour” and as such not to make any judgements and to give them unconditional respect and positive regard meant that I shifted this statement into the “agree” section. Some of the assumptions provided were, in my eyes almost like a no-brainer as to in which section they should belong; while I absolutely agreed with the statement “learning improves when the learner is an active participant in the educational process” and disagreed with “learning to teach”, I somewhat sat on the fence with “technology is the way ahead in education for the future”. athough technology has made education portable and more accessible, study where and when you want, it has also made it less portable and accessible as not all students either have a computer to their disposal or know how to use it.
When I first started teaching one of my paradigmatic (definitive, classic) assumptions was to “teach like my favourite teachers”. After all, it worked for me and as such I should be able to make it work for my students. Along came Howard Gardner with his multiple intelligences theory and suddenly I realised that if I would teach the way that would suit me as a learner then I would run the risk of not connecting with some of my students. It suddenly made me realise why, when I worked as physiotherapist, I sometimes succeeded with some of my patients and why some patients had some compliance issues with their exercise routine even though I provided them with the same format for their routine – stick figures and text combined with verbal explanation. More than likely some patients needed more active, body-kinaesthetic, trying out of the prescribed exercises.
References:
Brookfield, S. (??). What is Critical Thinking. Retrieved 10.04.2014 from http://www.stephenbrookfield.com/Dr._Stephen_D._Brookfield/Articles_and_Interviews_files/Ch%201%20What%20is%20Critical%20Thinking.pdf
Challenging Assumptions: Defined and Explored. Retrieved 10.04.2014 from http://www.utexas.edu/academic/ctl/criticalthinking/accessible.php?section=2&module=5&asset=21
Reflective practice or the process of reflection has been illustrated in many models, such as Gibbs (1988) Reflective Cycle, John’s (2000) model of structured reflection or Kolb's Experiential Learning Theory to name a few. Most models have the same underlying theme which is best described by Bortons (1970) Framework Guiding Reflective Activities:
Although I had only limited in-depth knowledge about reflective practice cycles at the time, discussions with students about an anatomy & physiology test set all the components of the cycle like interconnected cogwheels in motion a few years ago. Not many students passed the final test for the anatomy & physiology unit as part of the certificate IV in Allied Health Assistance course which made me feel as if I had failed in some way. The student feedback did not make me feel any better and I was questioning my own teaching capabilities. However, beside the negative side I also managed to see the positive side of the situation and actually it was the feedback I needed to make me realise that testing anatomy & physiology the way I was tested many moons ago was no longer the best way to test knowledge in this subject. I concluded that changes needed to be made and this was the “green light”, the push in the back to make them and an action plan was made which also included a possible explanation/action plan if the same happened again. I am still proud of the changes I then made and happily share the new test with the other anatomy & physiology teachers. References: JCU workplace Educators Resource Package (2013). Kolb's Experiential Learning Theory and learning styles model. James Cook University. Retrieved 10.04.2014 from http://www.jcu.edu.au/wiledpack/modules/fsl/JCU_090344.html |
TASK 4b Reflections on teaching methodology
Response to the YouTube video from Ken Robinson - How to escape education's death valley |
A Final Reflection (TASK 4a Reflective Practice Readings)
Reflection seems to be the buzz word of the past couple of years. It has been stated in many articles, research papers and the like that reflection assists us to adapt our ways of how we do things and our deeper understanding. This fits in with how Taylor (2006) describes reflection as quoted in the reflective white paper (Evans, 2009. p.2) “reflecting on and questioning pre-suppositions brings about changes in how people understand aspects of themselves and their world”. My life is full of reflections and occasionally I question myself if I reflect too much; reflecting on reflecting. For example, I have caught myself out talking to myself while umpiring netball, discussing my latest decisions, as if I have two heads and as such are able to have a conversation between two separate beings, and how I could have done it differently (Reflection-in-action). Although there are different tools available for effective reflection, such as action learning, journaling or buddying, when it come to reflecting during the event or after the event (reflection-on-action) I prefer to do it with me, myself and I and have no outside party involved. If I had the time I would keep a journal to “record my experiences and integrate them with current and past learning, knowledge, thoughts and insights in order to create new meaning about my work” (Evans, 2009. p.3). Maybe we reflect at a deeper level or less biased when we are with others as the other person(s) can ask specific questions to facilitate the reflection process even further, but in this day and age, where time seems to slip like sand through your fingers, it is hard to find an undisturbed moment to reflect with a buddy (paired reflection) or as a group (action leaning). For now, I will keep using my travel time between home and work to reflect of the day to come or the day just finished, keeping a mental journal and occasional buddy up with my alter ego.
References:
Evans, D. (2009). Building leadership capital: reflective practice white paper: pp. 1-5. Retrieved April 2014 from: http://www.deakinprime.com/deakinprime/resources/pdf/whitepapers/DeakinPrime_BLC_ReflectivePractice_WhitePaper.pdf
Leitch, R. & Day, C. (2000). Action research and reflective practice: towards a holistic view. Educational Action Research, 8:1, 179-193.
Marbena, L., Church, A. & Tayler, C. Victorian Early Years Learning and Development Framework, Evidence Paper, Practice Principle 8: Reflective Practice:
pp 7 – 10. Retrieved April 2014 from: http://www.eduweb.vic.gov.au/edulibrary/public/earlylearning/evi-refprac.pdf
Schön, D. A. (1987). Teaching artistry through reflection-in-action. Educating the reflective practitioner (pp. 22-40). San Francisco, CA: Jossey-Bass Publishers.
Reflection seems to be the buzz word of the past couple of years. It has been stated in many articles, research papers and the like that reflection assists us to adapt our ways of how we do things and our deeper understanding. This fits in with how Taylor (2006) describes reflection as quoted in the reflective white paper (Evans, 2009. p.2) “reflecting on and questioning pre-suppositions brings about changes in how people understand aspects of themselves and their world”. My life is full of reflections and occasionally I question myself if I reflect too much; reflecting on reflecting. For example, I have caught myself out talking to myself while umpiring netball, discussing my latest decisions, as if I have two heads and as such are able to have a conversation between two separate beings, and how I could have done it differently (Reflection-in-action). Although there are different tools available for effective reflection, such as action learning, journaling or buddying, when it come to reflecting during the event or after the event (reflection-on-action) I prefer to do it with me, myself and I and have no outside party involved. If I had the time I would keep a journal to “record my experiences and integrate them with current and past learning, knowledge, thoughts and insights in order to create new meaning about my work” (Evans, 2009. p.3). Maybe we reflect at a deeper level or less biased when we are with others as the other person(s) can ask specific questions to facilitate the reflection process even further, but in this day and age, where time seems to slip like sand through your fingers, it is hard to find an undisturbed moment to reflect with a buddy (paired reflection) or as a group (action leaning). For now, I will keep using my travel time between home and work to reflect of the day to come or the day just finished, keeping a mental journal and occasional buddy up with my alter ego.
References:
Evans, D. (2009). Building leadership capital: reflective practice white paper: pp. 1-5. Retrieved April 2014 from: http://www.deakinprime.com/deakinprime/resources/pdf/whitepapers/DeakinPrime_BLC_ReflectivePractice_WhitePaper.pdf
Leitch, R. & Day, C. (2000). Action research and reflective practice: towards a holistic view. Educational Action Research, 8:1, 179-193.
Marbena, L., Church, A. & Tayler, C. Victorian Early Years Learning and Development Framework, Evidence Paper, Practice Principle 8: Reflective Practice:
pp 7 – 10. Retrieved April 2014 from: http://www.eduweb.vic.gov.au/edulibrary/public/earlylearning/evi-refprac.pdf
Schön, D. A. (1987). Teaching artistry through reflection-in-action. Educating the reflective practitioner (pp. 22-40). San Francisco, CA: Jossey-Bass Publishers.