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Reflective Practice (teaching)

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Rachael Hains-Wesson

on 11 February 2015

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Transcript of Reflective Practice (teaching)

Things you might want to consider when thinking about reflective practice as assessment
try to position the reflective learner such as diversity, prior knowledge and experience, novice (first year undergraduate), embarking on a new profession (final year student) or are they somewhere between?
evidence-based practice/skills?
recognising broader scope of practice
professional and personal development for students?
discipline-based knowledge and problem solving skills?
It is important to consider why you are using reflective practice?

often the undergraduate (first year level) focuses on foundation skills with an increased emphasis on learning from field experience/Work-Integrated Learning near the end of a student's course (Ryan & Rya, 2013).
Avoid a smorgasbord approach
Scaffolding across a course
text
video
image
audio
oral
performed
combination
Multiple modes:
there are many ways students can complete their reflective learning
invite students to begin their reflections by using bullet points first or brief written statements (to help them get started)
encourage students to use the 5Rs as headings for their reflective entries: http://www.powtoon.com/p/dMHTR7kfcJt/
invite students to share some of their reflections with their peers and/or in groups
showcase exemplars of "excellent", "average" and "below average" reflective pieces by students (with permission to do so and anonymously)
invite students to complete the rubric marking for the exemplars
provide some sentence examples of how to start reflective writing such as "reconstructing" which is one of the 5Rs - "next time I would do....because this would allow me to improve on..."

some learning activities
Reflection-on-action
Reflection-in-action
Reflection-for-action
there are different types of Reflective practices
What are they?
Reflexivity: the deep side of the self
A guide on reflective learning: a teacher's resource.
Often the subject matter and discipline will influence the language used by students completing reflections as well as professional standards from the field.
Your "teacher" expectation about the level of reflection required from your students will influence the set tasks/assignment structure that you create and implement into your unit.
Students will benefit from learning opportunities that align with their year level and knowledge and experience of the professional field
first year
Assessments for reflective learning should focus on self, own views, learning style and one's place in society at this level.
second year
Students' assessments should focus on reflections on peers' contributions, use of relevant theory and disciplinary frameworks to reason, reconstructing ideas and practices for this year level.
third year
At this level, reflections should connect to theory and practice nexus, using theory, disciplinary knowledge, professional standards and learning experience to relate, reason and reconstruct for future practices.
Example
It is important to keep in mind a course approach to reflective practice. Which units in your course/major implement reflective practice for their students? What are other teachers doing in their units? How can you build on from these assessments?
Reflection-in-action
This is when a student reflects on their actions and scrutinises what
is
happening and makes adjustments to be better in "real" time.
Reflection-for-action
This is when a students reflects on their goals, aspirations and dreams for the future, asking themselves what needs to be done for future progress and achieving these goals.
Reflection-on-action
This is when a student reflects on what
has
happened and uses this as a learning experience to make changes for the future.
Reflexivity is related and different to reflection. Reflexivity involves coming as close as possible to an awareness of the way a student experiences and is perceived by others. It is being able to stay with personal uncertainty, critically informed curiosity as to how others perceive things as well as how they do, and to consider changing their deeply held ways of being.
Created by Dr Rachael Hains-Wesson (2014)
portfolios
get students to design a rubric for reflective practice as a learning activity
resources
Part 1: http://www.powtoon.com/p/goL7ECr3VVz/
Part 2: http://www.powtoon.com/p/fF3k554gAwt/
Part 3: http://www.powtoon.com/p/dMHTR7kfcJt/

CLO 2: http://www.powtoon.com/p/dZrXPoWvb8A/
CLO 3: http://www.powtoon.com/p/gtxEt9JPCXr/
CLO 4: http://www.powtoon.com/p/eV8Ch1yuhWn/
CLO 5: http://www.powtoon.com/p/dDgEwEYre9C/
CLO 6: http://www.powtoon.com/p/cnuGTj6ZXk2/

The following resources should assist those who are interested in scaffolding reflective practice effectively across a course and for those who wish to assist students to consider evidencing learning in their portfolios (early rather than later) and why this is an important process:
Full transcript