Reflection: Difference between revisions
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==Models of reflection== | ==Models of reflection== | ||
Many models of reflection have been proposed to be used as [[metacognitive | Many models of reflection have been proposed to be used as [[metacognitive tool]]s. | ||
===Schön's model of reflection=== | ===Schön's model of reflection=== | ||
Donald Schön looked at differentiating the tacit knowledge inherent in expert practitioners from explicit technical or theoretical knowledge, defining the notions of '''reflection-in-action''' (the use of a repertoire of theories, examples and actions to new situations | Donald Schön looked at differentiating the tacit knowledge inherent in expert practitioners from explicit technical or theoretical knowledge, defining the notions of '''reflection-in-action''' (the use of a repertoire of theories, examples and actions to new situations, i.e. the capacity to think what one is doing while doing it) '''reflection-on-action''' (looking at the event or problem and how it was dealt with afterwards) (Schön, 1983). | ||
The practice of using reflection as a learning strategy appears to focus on turning the latter into the former, so that learners may better | The practice of using reflection as a learning strategy appears to focus on turning the latter into the former, so that learners may better | ||
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==References== | ==References== | ||
* [http://www.health.uce.ac.uk/cpsu/Placement%20Support/using_a_model_of_reflection.pdf Using a model of reflection | * [http://www.health.uce.ac.uk/cpsu/Placement%20Support/using_a_model_of_reflection.pdf Using a model of reflection] | ||
* [http://www.wilderdom.com/experiential/elc/ExperientialLearningCycle.htm] | * [http://www.wilderdom.com/experiential/elc/ExperientialLearningCycle.htm] | ||
* [http://www.trainer.org.uk/members/theory/process/reflection.htm] | * [http://www.trainer.org.uk/members/theory/process/reflection.htm Reflection] | ||
* Greenaway, R. (1988). Powerful Learning Experiences in Management Learning and Development [http://reviewing.co.uk/research/ple_abs.htm#main] | * Greenaway, R. (1988). Powerful Learning Experiences in Management Learning and Development [http://reviewing.co.uk/research/ple_abs.htm#main] | ||
* Schön D (1983) The reflective practitioner. Basic Books: New York | * Schön D (1983) The reflective practitioner. Basic Books: New York | ||
Revision as of 14:26, 12 February 2007
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Definition
Reflection is a metacognitive strategy to help learners as individuals or organizations reflect upon experiences, actions and decisions taken. A practitioner engages in reflection when problem in practice arises and an attempt is made to understand and resolve it. Reflection as a pedagogy can be seen as an application of Dewey's experiential learning theories and extension to problem-based learning based on constructivist values. Reflection involves an active exploration of experiences to gain new or greater understanding.
Models of reflection
Many models of reflection have been proposed to be used as metacognitive tools.
Schön's model of reflection
Donald Schön looked at differentiating the tacit knowledge inherent in expert practitioners from explicit technical or theoretical knowledge, defining the notions of reflection-in-action (the use of a repertoire of theories, examples and actions to new situations, i.e. the capacity to think what one is doing while doing it) reflection-on-action (looking at the event or problem and how it was dealt with afterwards) (Schön, 1983).
The practice of using reflection as a learning strategy appears to focus on turning the latter into the former, so that learners may better capitalize on the learning opportunities offered in a particular experience and internalize the knowledge gained through their experience in order to build up a repertoire to draw upon in the future.
Other models
- Greenaway 3-stage model
Based on a 3-stage experiential learning cycle the Greenaway model suggests a Plan>>Do>>Review>> cycle
- Gibbs’ model of reflection (1988)
- Johns’ model of reflection (1994)
- Kolb’s Learning Cycle (1984)
concrete experience >> reflective observation >> -abstract conceptualisation >> active experimentation leading to a transfer of learning from current cycle to a new cycle.
- Atkins and Murphy’s model of reflection (1994)
Use of reflection in education
reflective pedagogy
- professional development
- with adolescents
reflective writing guidelines
journals as reflective writing
Related resources
References
- Using a model of reflection
- [1]
- Reflection
- Greenaway, R. (1988). Powerful Learning Experiences in Management Learning and Development [2]
- Schön D (1983) The reflective practitioner. Basic Books: New York