Reflective Practice and the Types of Reflection - Assignment Example

Practical application of reflective practice in developing a strategic learner Reflective research has an integral role in shapinglearners to embrace self-awareness, critical thinking and reflection. A learner who is able to integrate the qualities mentioned becomes a strategic learner with a goal, a purpose and a plan. Having a strategy when it comes to studying or working enables one to avoid impulsive mistakes and have a predictive life. Strategic learners tend to adopt their qualities through their teachers who act as their mentors. Teachers who embrace reflective practice end up influencing their learners. According to Biggs and Tang, reflective practice is like providing a fishing net for a hungry man that keeps him fed for the rest of his life while new teaching techniques is provision of food for a day without thinking about the man’s future (Biggs & Tang, 2007, p.43). The ‘net’ as the authors call it can be an inheritance for learners in order for them to share in the meals, as this research attempts to prove. Introduction In the analysis of how reflective application helps one to become a strategic learner, several things have to be understood. In this study, the definitions of reflective practice will become clear. The reader will understand the types of reflection, why they are important and how they affect strategic learning. The practical application of reflective analysis is helpful in moulding a strategic learner, this paper attempts to clarify the latter statement to the reader. Reflective practice Reflective practice has no single finite description; rather it is dependent on ones understanding of the multiple definitions by different scholars. According to Brookfield (2005), the practice of engaging in continuous self-evaluation and observation in order to know how one reacts to certain things is reflective practice. In the latter definition, reflective practice is not a way of self-refinement; rather it is a way of aiding the whole practice on an ongoing basis. According to Epstein and Hundert (2002), the continuous application of communication, technical skill, knowledge, emotions and reflection in daily practice is what best defines reflective practice. Epstein further states that the application of the earlier mentioned attributes is for the benefit of the individuals and the community of the practice. The final and most relevant application of reflective practice stems from Schon’s work in 1983 as cited by Lyons(2010).The definition states that reflective practice involves framing the problem of a given situation and determining the features to fix within the problem. After featuring the problem, laying out a certain order to follow in fixing the features is important since it gives the direction to take when sorting out the problem. The latter definition means that by the time the direction of solving the problem is visible, a means to reaching a predefined end is already in place (Lyons, 2010).Having an algorithm for a given problem means there has to be reflection, in order for a solution to appear. From this introduction, it is evident that everyone has his or her personal understanding of reflective practice. Since, all the definitions come from well-acclaimed scholars with enough evidence to support them, no definition is wrong, and no definition is more acceptable. Reflective practice takes a specific definition depending on the context of that situation, but in most cases, Schon’s definition sums the overall meaning of reflective practice. In order to understand the importance and relationship of reflective practice and learning, as the research stipulates, Schon’s definition is the most relevant and hence the point of reference. In order for reflective practice to occur, there has to be the act of reflection. Reflection is the act of carefully thinking about an action, and weighing on its consequences before carrying it out. Reflecting is important to a learner since it gives rise to strategising. There are several types of reflection applicable to this research, and they include critical reflection and dialogic reflection (Lyons, 2010). Dialogic reflection This type of reflection occurs in two ways, pre and post analysis reflection. An individual about to carry out an activity reflects on the activity, he or she lays down a method on how to carry out the activity, and reflects on the outcomes of the activity after carrying it out. An example of dialogic reflection in a learning situation appears when a lecturer goes through his intentions with a lecture, he then delivers the lecture, and finally he reviews whether his intentions were successful (Fook, 2007). Dialogic reflection involves understanding judgments and reactions to certain situations, and knowing why one made that judgment or why one reacted the way he or she did. This is the least intensive approach to reflection, since one evaluates his or her own actions. Exploring a given event and knowing why certain decisions differ from others does not mean automatic improvement of one’s decision-making. Therefore, dialogical reflection is a stepping-stone to a more thorough and intensive approach to reflection (Fook, 2007). Critical Reflection Critical reflection involves use of knowledge gained through dialogical reflection to help others. In critical reflection, one thinks about the outcome of the situation, if he or she does not like the outcome, he or she changes the decision making process. According to Mezirow (2006), becoming critically aware of the way our presuppositions constrain the way we perceive is a process. Acquiring perspective transformation enables one to acquire inclusive, preamble and integrative perspectives, which are forms of superior perspectives, which is helpful in becoming critically aware. According to numerous scholars, critical reflection is important in helping students grasp the educational motive of the lesson. The lecturer also critically analyzes for an insightful outlook of the classes and everything that goes on between the instructors and learners. Critical analysis enable a lecturer to come up with better and easier ways of helping a student relate to a given lecture and gain a deeper understanding of the lesson on their own. According to Baumgartner (2001), transformational learning is dependent on critical reflection, which can be gradual or instantaneous, and it alters people’s personal perspective and their perception of the world around them. Methods of reflection In critical reflection, one needs several guiding factors towards knowing the right decisions to make. These guiding factors give rise to two major methods of reflection and they include action research and guided reflection. Action research For any plausible and likely changes, one needs evidence that the new opinion they are embracing is the right one. Use of available evidence in making systematic changes suggests motion in the right direction, and it signifies action research. In a definitive form, action research involves looking for evidence to support the intended changes, and making the changes when the evidence is available. In a class situation, a teacher may change the teaching methods if critical reflection shows incompatibility between his or her methods and the students. An action research for the teacher described in the latter means that he or she is bound to get better ways of teaching the students. Guided reflection This is the use of certain questions, meant to help one come up with a rationale of their reflection. Johns (2007) , invented the process of guided reflection in order to aid in successfully progressing dialogical reflection to critical reflection. The questions used to derive the rationale may be third party generated or personally designed. The most common questions revolve around the intended achievement, the activity in question and the consequences after the activity. An example of guideline questions include, what did I intend to do? What was the intended activity? What were the consequences of the activity? Answering the guideline questions truthfully gives one a better perspective of the situation and the solutions to undesired outcomes. Practical application of reflective practice in relation to the strategic learner Embracing both dialogical and critical reflection helps one in gaining a better perspective of what they are missing and where they are going wrong. Despite the fact that reflective practice is applicable to practitioners, its application in developing strategic learner is also valuable. Introducing a learner to reflective practice leads to a critically analytic learner that follows a certain order in tackling problems and dealing with personal limitations. Since learners are under constant introduction to new theories, they need to internalize each topic and critically reflect on it in order to understand its meaning. (Biggs and Tang, 2007) Both adult learners and non-adult learners benefit from reflective practice in realizing their place in society. Reflective learners embrace the concept of strategizing because they have to reflect on each activity they carry out and come up with the consequences before carrying it out. Those learners that think more critically than others do become better at strategizing since they know how to correct prior shortcomings in their dialogical reflections. Since learning is not targeted at solely imparting knowledge, reflective practice aids in moulding an all rounded learner. (Hoare, 2006) In most cases, learners need their teachers to help them mould their characters both as learners and as future practitioners. If teachers adopt the reflective practice policy, there assessment of their students’ weaknesses and strengths grow; this includes how to enable the students exploit them. According to Larrivee (2000), teachers have to develop critical reflection as an integral part of their practice. Failure to develop critical reflection leaves teachers in unexamined interpretations, judgements and assumptions. Integration of reflective practice into teaching involves fusing one’s beliefs with their professional beliefs. Teachers who embrace reflective practice pass the art of strategic learning to their students. Early childhood educators need to know how to critically evaluate and reflect on a situation for effective growth of the children under their care. Reflective learning ensures that the learner has the technical and theoretical knowledge necessary to deal with a situation rationally. Conclusion It is evident from the study that having students who know themselves, reflect on their actions, and critically analyze situations is the most befitting definition of a strategic learner. In the model below it is clear that, reflective practice enhances reflection, self-awareness and critical thinking within an individual. The model below concludes the explanation of a strategic learner using reflective practice as the integral part (Johns, 2007). References Biggs, J. & Tang, C.(2007), Teaching for quality learning. Berkshire: SRHE & Open University Press Brookfield, S. D.(2005),Becoming a critically reflective teacher 16thedition.San Francisco, Jossey-Bass. Epstein, R. M, &Hundert, E. M.(2002),Defining and assessing professional competence. JAMA, 287(2), 226−35. Fook, J.& Gardner, F.(2007), Practising critical reflection: a resource handbook.Maidenhead, Open University Press. Hoare, C.(2006),Handbook of Adult Development and Learning a Handbook of Theory, Research, and Practice. New York, Oxford University Press Johns, C.(2007), Reflective practice, effective practice, Reflections on Nursing Leadership retrieved from http://www2.nursingsociety.org/RNL/3Q_2007/features/feature3.html retrieved on 27/Nov/2014. Larrivee, B.(2000), Transforming teaching practice: becoming the critically reflective teacher, ReflectivePractice, 1(3), 293-307. Lyons, N. (2010),Handbook of reflection and reflective inquiry mapping a way of knowing for professional reflective inquiry. New York, Springer. Mezirow, J, (2006),Fostering critical reflection in adulthood: a guide to transformative and emancipatory learning 17th edition. San Francisco, Jossey-Bass Publishers Murray, R. M., & Kujundzic, N, (2005), Critical reflection: a textbook for critical thinking. Montréal, McGill-Queens University Press. Pockett, R., & Giles, R, (2008), Critical reflection: generating theory from practice : the graduating social work student experience. Sydney, Darlington Press. Stamper, C, (2002), Fostering Reflective Thinking Through Computer Mediated Journaling. Unpublished doctoral dissertation 12th edition. Tempe: Arizona State University. 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