1. Reflecting on Reflection By: Keith Coutu By: Keith Coutu

2. Reflecting on Reflection Learning How to Reflect Learning How to Reflect Reflecting vs. Assessing Reflecting vs. Assessing Reflections during my B.Ed Reflections during my B.Ed B.Ed to M.Ed B.Ed to M.Ed Criticisms and Conclusions Criticisms and Conclusions The Difference between B.Ed Reflection and M.Ed Reflection

3. Case Study Introduction This case study began after I… This case study began after I… a)realized that I did little reflection during my B.Ed b)began to understand what reflection is and why it is important c)recognized that reflection is incredibly important for a new teacher in order to adapt, grow, and mature

4. Learning How To Reflect If we do not learn how to properly reflect in our B.Ed … If we do not learn how to properly reflect in our B.Ed … how will we be able to reflect while teaching? how will we be able to reflect while teaching? we may be unable to fully develop our teaching abilities we may be unable to fully develop our teaching abilities how can we instill reflective techniques on our students? how can we instill reflective techniques on our students?

5. Learning How To Reflect con’t While posing a reflective question can limit an individual’s reflective experience, it is a necessary starting point in order to successfully reflective independently in the future. The problem that arose during my B.Ed program was that I was never properly taught how to learn from, adapt or grow as a teacher through reflection. Christopher Day acknowledged that reflection plays a central role in the learning life of a teacher and recommends that there should be in-school recognition for time to reflect with learning support (1993). Christopher Day acknowledged that reflection plays a central role in the learning life of a teacher and recommends that there should be in-school recognition for time to reflect with learning support (1993).

6. Reflection vs. Assessment Working definitions: Reflection: a reflection is something personal; it is an individual’s opinion, thoughts or feelings about a topic at hand. Someone’s reflection can constantly be changed and adapted as they learn more or take more time to reflect (Coutu, 2010). Reflection: a reflection is something personal; it is an individual’s opinion, thoughts or feelings about a topic at hand. Someone’s reflection can constantly be changed and adapted as they learn more or take more time to reflect (Coutu, 2010). Assessment: the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole (Wikipedia). Assessment: the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole (Wikipedia).

7. Reflection vs. Assessment con’t During my B.Ed, teacher candidates were told to “reflect” at various times throughout our courses. This felt forced; the questions were not thought provoking and I do not feel I learned or adapted from these “reflections” This felt forced; the questions were not thought provoking and I do not feel I learned or adapted from these “reflections” “Because emotions and feelings are often downplayed in educational settings, it is common for reflection to be treated as if it were an intellectual exercise” (Boud & Walker) Examples of “reflections” during my B.Ed… 1.Assignments 2.Lesson Plans 3.On-action (Practicum)

8. Reflecting on Assignments With the majority of assignments being cooperative group activities, why not reflect as a group? For every group assignment I did in my B.Ed, we had to “reflect” individually. For every group assignment I did in my B.Ed, we had to “reflect” individually. Example – “Reflect on your contributions and the overall cooperation of the group?” (EDUC 4470: Classroom Management, Group Unit Plan) Example – “Reflect on your contributions and the overall cooperation of the group?” (EDUC 4470: Classroom Management, Group Unit Plan) “In co-operative inquiry these exclusive roles are replaced by a co-operative relationship, so that all those involved work together as co-researchers and as co-subjects “ (Heron and Reason). I would also be asked to make a “reflection” at the end of a course. Example – “Write a one page reflection on what you think your mark for participation should be for this course” Example – “Write a one page reflection on what you think your mark for participation should be for this course”

9. Lesson Plans

10. Lesson Plans con’t I never wrote in the reflection section because their was no incentive to do so. Reflection at the beginning of a lesson plan Reflection at the beginning of a lesson plan Reflect on yesterday’s lesson: what worked, what didn’t? Reflect on yesterday’s lesson: what worked, what didn’t? How did yesterday impact what you planned for today? How did yesterday impact what you planned for today? In putting a reflection section at the beginning of a lesson plan, you can take more time, step back and reflect on the previous day’s events.

11. In Class Practicum

12. Why Should I Reflect? 1.On lesson plans, the “reflection” questions were never used while in class. 2.The lesson plan questions while on practicum were never checked (by mentor teacher or Lakehead supervisor) 3.“Reflection” questions were not very in-depth or rewarding 4.“Reflection” activities and case studies were not graded or evaluated. I was never explained that through reflection I would be able to better my on-going learning, I could learn from myself and gradually adapt my teaching technique. I was never explained that through reflection I would be able to better my on-going learning, I could learn from myself and gradually adapt my teaching technique. My Process Writing teacher did suggest that we keep personal journals if we expect our students to use journals as well. My Process Writing teacher did suggest that we keep personal journals if we expect our students to use journals as well.

13. A Look Back In preparation for this case study I looked at four different forms of reflection and how, or if, it was taught in my B.Ed. Self-Reflection Self-Reflection Reflection-on-action Reflection-on-action Reflection-in-action Reflection-in-action Peer/Other’s Reflection Peer/Other’s Reflection “[The] capacity to respond to surprise through improvisation on the spot” “not a method, but an art and a talent” What is Reflection? Donald Schon

14. Criticisms In order to fully understand reflection, you need the metacognitive knowledge that is gained through a theory based course, such as this one. In order to fully understand reflection, you need the metacognitive knowledge that is gained through a theory based course, such as this one. A B.Ed program is supposed to teach you the basics/fundamentals of the teaching practice. Therefore, you do not have the time or the need for this higher level of thinking A B.Ed program is supposed to teach you the basics/fundamentals of the teaching practice. Therefore, you do not have the time or the need for this higher level of thinking In order to fully understand the reflective practices of an educator, I require more classroom experience. In order to fully understand the reflective practices of an educator, I require more classroom experience.

15. Case Study Conclusions Reflection is a key component to successful teaching but is wrongfully portrayed and glossed over during the B.Ed. Reflection is a key component to successful teaching but is wrongfully portrayed and glossed over during the B.Ed. Reflection is taken for granted. Teacher candidates are not taught the full benefits of the reflective process and are therefore not as apt to use it. Reflection is taken for granted. Teacher candidates are not taught the full benefits of the reflective process and are therefore not as apt to use it. I thought I understood what reflection was but did not appreciate how useful and beneficial it is as a teacher. I thought I understood what reflection was but did not appreciate how useful and beneficial it is as a teacher.

16. Conclusions I believe that reflections are more personal, in-depth and rewarding than answering simple “reflection” questions. Example of “Reflection” questions during my B.Ed What were your contributions to the activity? What were your contributions to the activity? What were the strengths and weaknesses of the activity? What were the strengths and weaknesses of the activity? How did you make your lessons appropriate for all learning styles? How did you make your lessons appropriate for all learning styles? Examples Questions that require more in-depth thought In relation to past experiences, how do you feel you have matured or improved? In relation to past experiences, how do you feel you have matured or improved? Who or what has impacted your approach to teaching? How did the people or events shape your teaching style? Who or what has impacted your approach to teaching? How did the people or events shape your teaching style? Observe the students’ participation and reactions to your lesson. Put yourself into their shoes; how do you think they enjoyed the activities and what would make it better? Observe the students’ participation and reactions to your lesson. Put yourself into their shoes; how do you think they enjoyed the activities and what would make it better?

17. Conclusions con’t Final thoughts… 1.I feel that the terms “reflection” and “assessment” are wrongfully viewed to be interchangeable 2.I truly believe reflections cannot be forced and should be as personal as possible. Reflections should only be read or heard by another individual at the reflector’s discretion. Reflections should only be read or heard by another individual at the reflector’s discretion. 3.Reflection can be taught, but, in my experience through my B.Ed, was not done so properly My B.Ed program only taught me how to assess and evaluate myself, my peers and my students My B.Ed program only taught me how to assess and evaluate myself, my peers and my students

18. Discussion Questions Should a course such as The Reflective Practitioner be taught during the B.Ed program? Should a course such as The Reflective Practitioner be taught during the B.Ed program? Did you understand and recognize the importance of reflection for a professional (teacher or other field) prior to this course? Did you understand and recognize the importance of reflection for a professional (teacher or other field) prior to this course? Do you agree or disagree that the form of reflection required for a candidate teacher is remedial at best and does not explore the benefits of higher order thinking, emotions, and thorough reflecting? Do you agree or disagree that the form of reflection required for a candidate teacher is remedial at best and does not explore the benefits of higher order thinking, emotions, and thorough reflecting? Should we be expected to “reflect” as a teacher candidate? Should we be expected to “reflect” as a teacher candidate?

19. References Boud, D. & Walker, D. “Promoting reflection in professional courses: The challenge of context”. Studies in Higher Education, 23(2), 191-207. Day, C. (1993). “Reflection: A necessary but not sufficient condition for professional development”, British Educational Research Journal, 19(1), 83-94 “Educational Assessment” Wikipedia. http://en.wikipedia.org/wiki /Assessment. Last viewed: Sunday, April 4, 2010. Heron, J. & Reason, P. (2001). The Practice of Co-operative Inquiry: Research with rather than on people. In P. Reason & H. Bradbury (Eds.), Handbook of Action Research: Participative Inquiry and Practice, (pp. 179-188). London: Sage. Joy, Paul. “EDUC 3251: Process Writing”, Lakehead University. Fall 2008. Course syllabus and/or course marterial.

20. References con’t Kerr, Donald. “EDUC 3230: Philosophy in Education” Lakehead University. Fall 2008. Course syllabus and/or course material. Murphy, Rita. “EDUC 4470: Classroom Management”, Lakehead Univeristy. Fall/Winter 08/09. Course syllabus and/or course material. Schön, Donald, “Educating the Reflective Practitioner" presentation to the 1987 meeting of the American Educational Research Association. Washington, DC.