Reflection and Critical reflection in Community Integrated Teaching and Learning (CITL)
-
Upload
asia-engage -
Category
Documents
-
view
230 -
download
6
description
Transcript of Reflection and Critical reflection in Community Integrated Teaching and Learning (CITL)
Please note that this publication/presentation is only meant to be a
reference. The author should be cited if this publication is used as a
source. Reproductions, alterations or transformations are not allowed
without the express permission of the author.
Definitions and Concepts of Reflection
Challenges in Facilitating Reflection
Reflection Models and Tools
“Active, persistent, and careful
consideration of any belief or
supposed form of knowledge in
the light of the grounds that
support it, and the further
conclusions to which it tends.”
(Dewey, 1910, p.6)
“A continual interweaving
of thinking and doing.”
(Schon, 1983, p.81)
“The ‘reflective practitioner ‘ is one
who reflects on the understandings
which have been implicit in one’s
actions, which one surfaces,
criticizes, restructures, and
embodies in further action.”
(Schon, 1983, p.81)
“The ‘reflective practitioner ‘ is one
who reflects on the understandings
which have been implicit in one’s
actions, which one surfaces,
criticizes, restructures, and
embodies in further action.”
(Schon, 1983, p.81)
“Process of critically assessing personally internalized assumptions”
(Mezirow, 1991, p. 104)
“Activities in which individuals engage to explore their experiences.”
(Boud et. al , 1985, p.19)
1) Requires active engagement on the part of the individual
2) Is triggered by an unusual or perplexing situation or experience
3) Involves examining one’s responses, beliefs and premises in light of the situation at hand
4) Results in the integration of the new understanding into one’s experience
1) Students’ learning may be
haphazard, accidental and
superficial (Stanton, 1990, p. 185)
“I learned a lot…..”
“I got so much out of the
experience...”
2) Students may learn the wrong thing.
If the reflection process do not challenge students’ assumptions (about the community or partner), they not only close the door to potentially powerful new perspectives, they also allow those experiences to reinforce their stereotypes and prejudices.
(Hondagneu-Sotelo & Raskoff, 1994)
Engage in
Experience
Academic
Enhancement
Personal
Growth
Describe
Experience Objectively
Examine per
Category
Civic Learning
Articulate
Learning and
set (new) goals
Engage in
experience,
test learning or
implement
goals
Last January 28, 2014, we observed the disaster risk
reduction training of a local organization. This was held
at the village’s multi-purpose hall near the
organization’s headquarters. The participants to the
said training included local village officials, sectoral
representatives, and members of the organization. Our
professor was with us to help coordinate the activity
and ensure our safety. I was tasked to observe the
training facilitation and write down items that might be
related to learner centered principles. Marc was in
charge of the video documentary. Mico was in charge
of the back-up audio recorder, the other two served as
training assistants. I felt a little uneasy because the
venue was quite cramped and very hot.
While observing the training, it was very evident
that the “Social Influences in Learning” was very
much applied by the facilitator. I have seen him
use paired reflection, small group discussion, mixed
group sharing and plenary discussion. I however
observed that the training was unable to prevent
negative emotional influences to the participants.
This is because majority of the participants were
mothers who need to take care of small children
they couldn’t leave at home. Having a child care
area would be more appropriate than any
instructional adjustment we could make. Learning
must sometimes be “out of the box.”
I learned that in a community setting, instructional
interventions towards learner-centered teaching must
be supplemented by other initiatives that may not be
directly related to the learning unit. I learned this when I
saw the mothers having a hard time concentrating on
the training, despite the very creative materials used.
This learning matters because if we limit our skills to those
only related to learner centered teaching, we won’t be
able to address “contextual” issues like what we
experienced with the mothers. Because of this
realization, I have realized that if I would be teaching in
a poor community setting, I should also consult other
people with social work and child development
backgrounds.
Students will write freely about their
experience. This is usually done weekly.
These personal journals may be
submitted periodically to the instructor,
or kept as a reference to use at the end
of the experience when putting together
an academic essay reflecting their
experience. (Hatcher,1996)
This format creates an ongoing dialogue between student and instructor throughout the course. Students submit loose-leaf pages from a dialogue journal bi-weekly (or otherwise at appropriate intervals) for the instructor to read and comment on.
While labor intensive for the instructor, this can provide continual feedback to the students (formative evaluation) and prompt new questions for tudents to consider during the semester. (Goldsmith, 1995)
Before students submit the reflection journal, they reread personal entries and using a highlighter, mark sections of the journal that directly relate to concepts discussed in the text or in class.
This makes it easier for the instructor to identify course content and encourage the student to reflect on their experience in light of course content.
(Gary Hesser, Augsberg College)
In this type of journal, students are asked to integrate terms and key phrases within their journal entries. The instructor can provide a list of terms at the beginning of the semester or for a certain portion of the text.
Students could also create their own list of key phrases to include. Journal entries are written within the framework of the course content and become an observation of how course content is evident in the
service experience. (Hatcher, 1996)
Students are asked to divide each page of their
journal into thirds, and write weekly entries during
the semester. In the top section, students
describe some aspect of the service experience. In
the middle of the page, they are asked to analyze
how course content relates to the service
experience.
And finally, an application section prompts
students to comment on how the experience and
course content can be applied to their personal or
professional life. (Bringle and Hatcher, 1999)