Module title: Critical Reflection and Developing Practice (63572)

Critical Reflection: Part 2

Omar Ali Mahmoud Abdelaal

29th of January 2024

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Contents
Introduction and Rationale....................................................................................3
Aims and Objectives................................................................................................4
Methodology.............................................................................................................4
Findings of the Literature Review.........................................................................5
Conclusions and Implications.................................................................................8
Future Directions...................................................................................................10
Reference................................................................................................................10

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Introduction and Rationale
Effective teaching strategies that encourage in-depth learning and critical thinking are

more important than ever in the dynamic field of education. The emphasis on rote memory and

passive learning in traditional pedagogical approaches can make it more difficult for pupils to

interact with the material in a meaningful way. As a teacher, I understand how important it is to

modify my approaches in order to better fit with modern educational theories that encourage

critical thinking and active participation.

The integration of several educational ideas into a coherent teaching practice is the main

topic of this essay, which particularly draws from the writings of well-known theorists like Paulo

Freire, David Kolb, David Boud, Donald Schön, and John Dewey. With an emphasis on social

context, introspection, and experience learning, each of these thinkers provides a distinct

perspective on the learning process.

According to Dewey's experiential education theory, learning occurs most effectively

when students actively participate in real-world experiences. He contends that instruction should

include students in worthwhile activities that relate to their daily lives rather than just imparting

knowledge. Schön's idea of reflective practice promotes a mindset of continual improvement by

encouraging teachers to consider their experiences in order to enhance their teaching strategies.

Kolb's experiential learning cycle offers a framework for comprehending how students

interpret their experiences, emphasizing the value of active experimentation, abstract

conceptualization, reflective observation, and concrete experiences. Boud highlights the value of

reflection in education and contends that in order for pupils to get a deeper knowledge, they must

practice metacognition. Freire promotes a dialogical method of instruction that gives students the

freedom to inquire and promote critical consciousness by questioning social conventions.

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 In order to improve learner experiences, this literature review attempts to investigate how

these theories might guide and improve instructional strategies.

I intend to find areas for professional growth and establish a more stimulating and significant lea

rning environment for my students by analyzing my own teaching strategies in the context of the

se theoretical frameworks.

Aims and Objectives

creating a professional development plan are the main goals of this project. Among the particular

goals are:

1. To Assess Current Teaching Methods: Using constructivist theories as a guide, evaluate

my current pedagogical approaches to pinpoint their advantages and disadvantages.

2. To Examine Theoretical Insights: Discover how the theories of Dewey, Schön, Kolb,

Boud, and Freire can be used to improve student learning by looking at their contributions.

3. To Create Actionable Strategies: Create useful tactics that may be used in the

classroom to raise student interest and encourage critical thinking.

4.To Make a Professional Development Plan: Make a plan that incorporates continual intr

ospection and modification of instructional strategies in response to feedback and self-

evaluation.

Methodology
I used a thorough search approach to find academic books, peer-reviewed journals, and

reliable educational resources including JSTOR, ERIC, and Google Scholar in order to perform

this literature study. I made sure the studies presented were pertinent to current educational

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practices by concentrating on literature that tackles the theories of Dewey, Schön, Kolb, Boud,

and Freire.

To make sure the results represent current trends and discussions in education, I gave

priority to sources that were published within the last 20 years. Furthermore, I assessed each

source's validity and dependability by taking into account the publication's standing in the

industry, the writers' qualifications, and the rigorousness of the research technique. This

meticulous process made sure that I used solid evidence to back up my conclusions.

The studied literature offered a wealth of information on these theorists' conceptions of

teaching and learning. Dewey's focus on the relationship between education and experience, for

example, has been supported by a number of studies showing that students who participate in

practical activities retain and comprehend the subject better. In a similar vein, Schön's research

on reflective practice has been generally recognized as an essential component of programs for

teacher development.

A more nuanced understanding of how theory might influence practice was made

possible by placing the findings within the framework of my own experiences as an educator. In

addition to pointing out weaknesses in my present teaching strategies, this reflective exercise

also showed me where I could develop and get better.

Findings of the Literature Review

the literature. First of all, I think that kids learn best when they are actively involved in the

process, and Dewey's emphasis on experiential learning supports this idea. Traditional

pedagogical approaches that value rote memorization over critical thinking are challenged by his

claim that education should be grounded in real-life experiences. This idea is supported by

research, which indicates that students who engage in project-based learning exhibit greater

levels of engagement and achievement than those who get more conventional instruction.

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 Dewey’s Experiential Learning

relationships and experiences rather than being solely an individual cognitive activity.

Students can connect their academic work to the actual world by integrating real-life events into

lessons, such as simulations or community service projects. In addition to improving

comprehension, this method helps students develop empathy and social responsibility.

For instance, when teaching environmental science, I may plan field trips where students

can examine local ecosystems or take part in conservation initiatives rather of merely depending

on textbooks or lectures about climate change. Through these experiences, students can gain a

sense of agency in tackling real-world problems and observe directly the repercussions of their

studies.

Schön’s Reflective Practice

My teaching style has been greatly influenced by Schön's idea of reflective practice.

Through journaling or peer conversations, I have been able to routinely reflect on my teaching

experiences, which has helped me become more aware of my students' needs and more skilled at

modifying my approach accordingly. In addition to increasing my performance as a teacher, this

iterative reflection approach has helped my classroom develop a culture of ongoing growth.

Schön highlights the value of "reflection-in-action," in which teachers consider their

activities while instructing. I have been able to adapt in real time in response to student

comments and engagement levels because to this approach. For example, I can change my

strategy in the middle of a lecture to give more explanations or different examples if I see that

students are having trouble understanding a certain idea.

Participating in "reflection-on-action" following lessons also helps me evaluate what wen

t well and what didn't. This two-

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pronged strategy guarantees that I am proactive in improving my overall teaching tactics for upc

oming sessions in addition to being responsive in the moment.

Kolb’s Experiential Learning Cycle

The experiential learning cycle developed by Kolb offers a useful framework for

comprehending how students interpret their experiences. Concrete experience, reflective

observation, abstract conceptualization, and active exploration are the four phases that his

methodology emphasizes. I can make the classroom more dynamic and empower students to take

charge of their education by implementing activities that correspond with each phase of this

cycle, like practical experiments followed by group discussions.

According to research, students are more likely to remember material over the long term

when they are given the chance to actively apply new ideas and reflect on their experiences. For

instance, in a math lesson, I could lead group discussions (reflective observation) where students

share their comprehension and misconceptions after presenting a new idea through direct

instruction (concrete experience). In order to reinforce their understanding through real-world

application, students could focus on addressing related challenges (active experimentation) after

this lecture.

Boud’s Emphasis on Reflection

The importance of metacognition in the process of learning is emphasized by Boud's

work on reflection. I may support students in becoming more self-aware and capable of critical

thought by encouraging them to participate in reflective activities like peer or self-evaluation.

This is consistent with Freire's support of a dialogical approach to education, in which students

are given the freedom to challenge presumptions and have insightful conversations about what

they have learned.

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 For example, students can think about what tactics worked for them and where they

might improve by using structured reflection prompts following tests. Students are encouraged to

take charge of their own learning process as well as develop a growth mentality.

Freire’s Dialogical Approach

In order to cultivate critical consciousness in students, Freire's instructional theory places

a strong emphasis on conversation. He contends that learning should be a collaborative process

in which students and teachers work together to generate knowledge rather than a one-way

transfer of information from one to the other. Students are empowered by this method to

critically interact with the material and challenge social norms.

Conclusions and Implications

on both the student experience and my professional growth. I can give my pupils a more

interesting and fulfilling learning environment by adopting Dewey's experiential education

philosophy, Schön's reflective practice, Kolb's experiential learning cycle, Boud's emphasis on

reflection, and Freire's dialogical method.

Going future, I suggest a number of doable tactics to improve my instruction:

1. Include opportunities for experiential learning: Provide classes that incorporate real-

world applications of the material, like case studies or group projects, so that students may relate

abstract ideas to actual circumstances. For example, in a science lesson, students could

participate in a neighborhood cleanup initiative to gain firsthand knowledge of ecological impact

rather than only talking about environmental issues conceptually.

2. Promote Reflective Practices: After classes or assignments, encourage students to

regularly reflect in their journals or in groups. They are better able to express their ideas and

comprehend their educational path thanks to this practice.

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 3. Apply Kolb's Cycle of Learning: Lesson plans should be organized to incorporate

exercises that cover every phase of Kolb's experiential learning cycle. For instance, lead a

discussion following a practical exercise (concrete experience), encourage students to make

inferences (abstract conceptualization), and then let them use what they have learned in novel

situations (active experimentation).

4. Encourage Collaboration and Dialogue: Establish avenues for students to freely discuss

ideas and jointly question presumptions in the classroom. Socratic seminars or group projects

can serve as venues for this kind of interaction.

5. Take Part in Ongoing Professional Development: Make a commitment to continuing

professional development by attending seminars or participating in collaborative learning

communities that emphasize constructivist pedagogy and reflective practice. Colleague

interaction can yield new insights and creative ideas for use in the classroom.

6. Promote Peer Teaching: Hold peer teaching sessions in which students alternately

explain ideas to one another. This approach fosters teamwork and communication skills while

solidifying their comprehension.

7. Use Technology Carefully: Make use of technological resources that support

cooperative learning settings, like digital portfolios or online discussion boards, which enable

students to evaluate their work as a group.

8. Create Evaluation Techniques That Encourage Introspection: Incorporate reflective

elements into evaluation criteria so that, in addition to conventional tests, students must examine

their own learning procedures.

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 By putting these tactics into practice, I hope to improve both the general learning

environment in my classroom and my personal efficacy as a teacher. As a teacher dedicated to

encouraging critical thinking and lifelong learning in my pupils, the incorporation of these

theoretical ideas will direct my path.

Future Directions
As I proceed on my path to incorporate constructivist theories into my instruction, I see

how crucial flexibility and attentiveness to the needs of my students are. Education is dynamic; it

changes in tandem with emerging technologies and shifts in society. Therefore, to keep my

teaching strategy relevant, I will need to conduct continuous research into new educational

theories.

Working together with other educators will also present chances to exchange best

practices and learn about other pedagogical approaches that support constructivist ideas. My

comprehension and application of these theories will be further enhanced by participating in

professional networks or going to conferences centered on cutting-edge teaching techniques.

Lastly, it is critical to continue paying attention to what students have to say about their e

ducational experiences.

I will be able to make wise changes to my teaching methods over time if I routinely ask students

for feedback on what works and what doesn't.

I hope to inspire students as lifelong learners with the critical thinking abilities needed to navigat

e an increasingly complicated world by adhering to this reflective method, which is based on con

structivist theories.

Reference
• Boud, D., Keogh, R., Walker, D. (1985). *Reflection: Turning Experience into

Learning*. Routledge.

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 • Dewey, J. (1938). *Experience and Education*. Kappa Delta Pi.

• Freire, P. (1970). *Pedagogy of the Oppressed*. Continuum.

• Kolb, D.A. (1984). *Experiential Learning: Experience as the Source of Learning and

Development*. Prentice Hall.

• Schön, D.A. (1983). *The Reflective Practitioner: How Professionals Think in Action*.

Basic Books.

• Bransford, J.D., Brown, A.L., Cocking, R.R. (2000). *How People Learn: Brain, Mind,

Experience, and School*. National Academy Press.

• Vygotsky, L.S. (1978). *Mind in Society: The Development of Higher Psychological

Processes*. Harvard University Press.

• Hattie, J., Timperley, H. (2007). "The Power of Feedback." *Review of Educational

Research*, 77(1), 81-112.

• Dweck, C.S. (2006). *Mindset: The New Psychology of Success*. Random House.

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