Reflective Inquiry/Practice-The Frameworks

Click to edit Master subtitle style Prof Dr Nasreen Hussain

4/20/12

Reflection ... "a thinking process through which individuals examine their experiences to better understand the assumptions and implications of events and actions in their lives." ~ Wallace, 1996, pp. 16-17 Inquiry ... a close examination of a matter for information or truth ~ Webster's II New College Dictionary
4/20/12

What is Inquiry?

"Inquiry is an approach to learning that involves a process of exploring the natural or material world, that leads to asking questions and making discoveries in the search for new understandings." Inquiry education is where structure is fluid, where we can create opportunities for students to be 4/20/12

Inquiry Process
Inquiry is a process that involves coming up with a topic or idea, searching for related information, revising the topic based on what you find, and returning to do more information searching. Inquiry often does-and should-lead to the creation of new ideas. And constructively communicating those ideas within the context of our school 4/20/12

Inquiry Process uses the following components:

Explore Investigate Synthesize Create

4/20/12

1. Ask

It begins with the desire to discover. A question or a problem comes into focus at this stage, and the learner begins to define or describe what it is. Some real examples of questions in this stage in the process are: "What makes people come out in the streets?" "Where do chickens come from and how does an egg 'work'?" 4/20/12

2.

Investigate Putting the question into action. At this stage the learner begins to gather information: by reading books, studying the situation, observing, or interviewing, to name a few.

The learner may modify/change the question, refine a line of query. The information-gathering stage becomes a self-motivated process 4/20/12 that is wholly owned by the engaged

3.

Discuss At this point the learner begins to ask others about their own experiences and investigations. Shared knowledge is a communitybuilding process, and the meaning of their investigation begins to take on greater relevance in the context of the learner's society. Comparing notes, discussing conclusions, and sharing experiences are all examples of this process in action

4/20/12

4.

Reflect Reflection is taking the time to look back at the question etc and the conclusions made. The learner steps back, takes inventory, makes observations, and possibly makes new decisions. Has a solution been found? Do new questions come into light? What might those questions be?

4/20/12

What is Reflective Practice?

Reflective practice is associated with learning from experience, and is viewed as an important strategy for teachers/administrators who are involved in life long learning The act of reflection is seen as a way of promoting the development of qualified and self-directed professionals Engaging in reflective practice is

4/20/12

Reflective Practice is "the capacity to reflect on action so as to engage in a process of continuous learning", which, according to the originator of the term, is "one of the defining characteristics of professional practice".[

4/20/12

When you reflect on a situation you do not simply see more, you see differently. This different way of viewing a situation is reflected in statements about a commitment to action

4/20/12

Reflective Practice Framework

There are numerous frameworks for structuring the process of reflection. All reflective models comprise of three fundamental processes:

Retrospection: thinking back on events Self-evaluation: attending to feelings

4/20/12

The Process-an Intro

The process of "reflective inquiry" entails asking penetrating questions, challenging assumptions, and carefully examining the implications of their actions and choices. Hord (1997) notes that by encouraging reflective inquiry among staff members, school leaders can help to create professional learning communities. It encourages 4/20/12

Why Administrators Promote Reflection?

Administrators can begin to address this situation by changing the school environment from a reactive atmosphere to a reflective one. This type of environment supports the teachers personal growth by encouraging them to engage in a thoughtful investigation of curriculum, instruction, and assessment in relation to the learning that occurs in the 4/20/12 classroom. It is through this process of

Administrators can create and encourage opportunities for teachers to talk reflectively 1. Ask department and grade level lead teachers to conduct dialogue events once a month on topics of interest to the teachers. 2. Create mentoring or peer coaching teams for all teachers, not just new teachers, and establish regular meeting times to talk about issues of instructional concern. Bring 4/20/12

1. Shifting Focus from What Teachers Teach to What Students Learn

To encourage reflective introspection, you might provide:

1. Specific discussion opportunities on your campus for staff to talk honestly about classroom issues of importance. Typical topics of discussion might include: test scores, text books, learning styles, and student motivation. Please note these 4/20/12

Administrators must create a safe environment where teachers feel comfortable discussing dilemmas and problems about their practice. At first teachers will feel lost in this process. They are more accustomed to meet, decide, and implement, rather than question and investigate. However, as they engage in reflective dialogue about learning, they will begin to internalize new ideas that will necessitate changes in 4/20/12 their classrooms.

VINEGETTE-1

In order to prompt the teachers to delve more deeply into the concept of purposeful learning, the principal presented a lesson, based on an inquiry learning model. The teachers found themselves so engaged in the activity that they hated for it to end. The principal then said, "You all enjoyed this activity. What would be my purpose in using this lesson? What would I hope my students 4/20/12 would learn from this activity?"

While this decision could have been made quickly by an administrator, it would not have achieved the same results as using the reflective process. As the teachers began to analyze why they taught the dinosaur unit, they also began to question their approaches to teaching other content. It was the first of many changes in their thinking about curriculum that came from meeting as a reflective group. Teachers came to new understandings about their own 4/20/12

2. Examining Education Issues and Ideas with Colleagues

Dialogue with colleagues is critical to establishing an environment that supports longterm school and classroom improvement. As teachers engage in an interchange of ideas, they begin to examine their own practice and their assumptions about teaching, deepen their collective understanding, and 4/20/12 develop support systems that

VINEGETTE-2

A principal noticed that for the last two years the percentage of students failing eighth grade had increased each year. He asked teacher to participate in a study group to look at this problem. While he 4/20/12 planned to attend meetings

3. Making Thoughtful Choices to Improve Student Learning Dialogue with colleagues is critical to establishing an environment that supports longterm school and classroom improvement. As teachers engage in an interchange of ideas, they begin to examine their own practice and their assumptions about teaching, deepen their collective understanding, and 4/20/12 develop support systems that

To promote this process

1. Provide time in faculty meetings

for teachers to share successful strategies that they are using in their classroom. Engage the whole group in a discussion of why these strategies are successful and how they could be used in other venues.

2. Provide short scenarios for staff to discuss in small groups. Using a scenario that is not from your campus creates a less fearful situation and allows participants to be 4/20/12 honest in their discussion.

Vignette 3
A group of three teachers felt that more could be done to help students do well on assessments. The principal suggested that they form a committee to study this issue. She also suggested that the school counselor facilitate their discussion.

The original three teachers were joined by four other teachers and 4/20/12

Administrators, Too!

Join with other educators on a regular basis to talk about issues of importance. Again, these are not problem-solving sessions or administrative meetings, but opportunities to delve deeply into issues of importance.

Join informal and formal reflective sessions with the staff. 4/20/12

Note of Warning!
As you begin implementing a reflective process, keep in mind that noticeable impact is slow at first. Before teachers can begin deep reflection, there will be a period of venting. It is a natural part of the process of change. Teachers have seldom had opportunities to contemplate this deeply about their own practice. It is a painful process at times, but ultimately a rewarding 4/20/12 one. It is also important to convey

Models of Reflective Practice The concept of Reflective Practice centers around the idea of life-long learning where a practitioner analyses experiences in order to learn from them. Reflective Practice is used to promote independent professionals who are continuously engaged in the reflection of situations they encounter in their professional worlds. There are several models of reflection used to 4/20/12 draw lessons out of experiences.

Kolb (1984)
The learning cycle consists of four cardinal points and can be entered from any direction: 1. Experiencing or immersing oneself in the doing of the task
4/20/12 2. Reecting or stepping back

4/20/12

Gibbs 1988

The Gibbs reflective cycle is considered fairly straightforward It encourages a clear description of the situation, analysis of feelings, evaluation of the experience, analysis to make sense of the experience, conclusion where other options are considered and reflection upon experience to examine what you would do if the situation arose again and develop an action plan. 4/20/12

DESCRIPTION (What happened) Action Plan (If it arose again

Feelings

(What were you what would you do?) thinking + 4/20/12 feeling?)

Application Reflective Practice has been described as an unstructured approach directing understanding and learning, a self regulated process, commonly used in health and teaching professions, though applicable to all professions
4/20/12

Education