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Reflection Theories

This document discusses reflection and reflective practice in education. It provides: 1) An overview of key aspects of reflection including that it is an active learning process, cyclical in nature, and encourages looking at issues from different perspectives. 2) Descriptions of several theoretical approaches to reflection from thinkers like Dewey, Kolb, Schön, Gibbs, Boud, Keogh and Walker, and Moon. 3) Characteristics of reflective practitioners and examples of frameworks like those from Borton, Schön, Brookfield, Kolb, and Gibbs that can be used for reflection. 4) An explanation of descriptive, dialogic and critical reflection and how each type demonstrates deeper and more changed perspectives

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Jitta Vaels International School
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49 views22 pages

Reflection Theories

This document discusses reflection and reflective practice in education. It provides: 1) An overview of key aspects of reflection including that it is an active learning process, cyclical in nature, and encourages looking at issues from different perspectives. 2) Descriptions of several theoretical approaches to reflection from thinkers like Dewey, Kolb, Schön, Gibbs, Boud, Keogh and Walker, and Moon. 3) Characteristics of reflective practitioners and examples of frameworks like those from Borton, Schön, Brookfield, Kolb, and Gibbs that can be used for reflection. 4) An explanation of descriptive, dialogic and critical reflection and how each type demonstrates deeper and more changed perspectives

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Jitta Vaels International School
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Reflection

R. Meenakshi
Director, Curriculum, Research and Development
Vels Group of Schools
Reflection
• Reflective Practice (to become aware of
theories and their own practice) goal is to
develop deeper understanding and insight.
• To take alternatives and to improve practice.
• Means continually growing and expanding.
• Spiral functioning.
• Opening upto greater choices and responses
to varying situations.
• Initiate new cycles of planning, acting,
observing, reflecting and adapting.
Key features of
reflection
Reflection is an active process of Reflection recognises that practice
learning and is more than is not without dilemmas and issues
thinking or thoughtful action
Reflection is not a linear process, Reflection encourages looking at
but a cyclical one where issues from different perspectives,
reflection leads to the which aids understanding of the
development of new ideas which issues and the evaluation of own
are then to plan the next stages of assumptions and values
learning
Theoretical
approaches
to
reflection
21st Century –
implications of a range
of human mental
functions.
John
Dewey Keen observation of
functioning of others
and reflection of his
own processes.
David Kolb
Cycle of experiential learning concrete experience,
observation and reflection, the ability to form new
abstract concepts, and the ability to test these in new
situations.
Reflection on professional
Knowledge and
development.
Donald
Schön (19 Reflection on action (after
the events).
83)
Reflection in action.
Gave key processes
within reflection itself.
Split into key areas.
Graham
Gibbs Description, feeling,
evaluation, analysis,
conclusion and action
plan.
• Has 3 stages
Boud, 1) experience
2) reflective processes
Keogh and outcomes
and 3) Promoting reflection in
professional courses.
Walker
It is a form of mental
processing to achieve
some anticipated
outcomes.

Apply it to complicated and


Jenny Moon unstructured ideas.

Emotions are part of


reflection.
Key questions for
further exploration
• Is the reflection consistent
with the theories?
• How can the theories help
interpret the experience?
• In turn how do previous
experiences help in
understanding of these
theories?
• Are previous experiences
different to the theories. If so
why might they be different?
Characteristics of a
reflective practitioner
Reflect on and learn from Engage in ongoing inquiry
experience
Ask for feedback Remain open to alternative
viewpoints
Assume responsibility for own Take action to align with new
learning knowledge and understandings
Observe self in the process of Are committed to continuous
thinking improvement in practice
Strive to align behaviours with Seek to discover what is true
current values and beliefs
Using reflective
frameworks
Terry Borton What? So what? Now what?
The model simply asks practitioners that happened, why this is significant, and
what they will do about it.
Donald Schön Reflection-in-Action/ Reflection-on- Action
The two stages are reflection-in-action (moments of immediate thinking while
engaged in practice) and reflection-on-action (the thinking that follows practice)
Stephen D. Brookfield Four Critical Lenses
The four lenses are 1) the practitioners, 2) their learners, 3) a colleague’s and 4)
theory
David Kolb Learning Cycle
The four stage are 1) concrete experience, 2) reflective observation, 3) abstract
conceptualization and 4) active experimentation
Graham Gibbs Six Steps Cycle
The six steps are 1) description, 2) feelings, 3) evaluation, 4) analysis,
5) conclusion, and 6) action plan.
Reflective writing
• Is a way of processing candidates’ practice
– based experience to produce learning.
• Teacher aide (Introductory statements
about reflective writing)
Descriptive Reflection
• Basic.
• Descriptive.
• Description of not just things happened but why they
happened.
• Makes reference to existing knowledge.
• Including differing theories.
• Does not offer any critique or comment of them.
Dialogic Reflection
Takes a step back from what has happened.

Starts to explore thoughts, feelings assumptions and gaps


in Knowledge as a part of problem – solving process.
Makes sense of what has been learnt from the experience.

What future action might need to take place.


Critical Reflection
• Has the most depth.
• Has created a change in the practitioner.
• In view of self practice, relationships.
• Aware of multiple perspective.
• How this will impact on other situations.
(demonstrate a changed conceptual perspective)
Thank you

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