Theories and Models of Reflection - Literature review Example

Caroline McBride Unit 502 Introduction I am going to conduct an indepth analysis of the theories and models of reflection and evaluation, with the aim of explaining ways in which these theories and models of reflection can be applied to review my own practice. I am going to use two different models of reflection - Schons and Brookfield’s. Model 1 Brookfield’s lenses There are numerous applications of the theories and models of reflection especially when it applied to review my own practice. For starters, I can use these theories to identify areas where my belief systems or pre-held views and assumptions may be interfering with my practice, perhaps in ways that I was not consciously aware of previously. The more information I can gather from different sources the more able I am to identify, dispel or dilute any pre-held assumptions that I harbour. People will always have prejudices or pre-judgements because we are the sum of our own experiences. The human brain operates a grouping system in an attempt to simplify the enormous amount of information going in. Even if you have exactly the same stimuli or incoming information, everybody would perceive it differently. Therefore, it is essential to remember that my view is exactly and only that. Brookfield (1995), suggests that reflection and evaluation is best approached through a four-lens approach: Autobiographical as both learner and teacher Seeing yourself through your Colleagues eyes Seeing yourself through your learners eyes Theoretical literature If I can learn to look at my own practice through these four different lenses, I can continually improve as a teacher. Self-reflection is a really important skill to master in order to be able to develop and grow into my role. If you do not reflect, you could continue with a poor practice cycle for years. Reflection is not just about reflecting back; it is also important to reflect forwards what I can change or improve for future lessons? I believe that it is helpful to simply ask yourself why. Why did I think or do that? Why did that happen? Just asking these questions encourages you to dig deeper and to challenge previously held thoughts and beliefs. In order to be able to reflect you have to be actively seeking /open to receiving feedback, both positive and negative. I can ask my learners to fill out response sheets and encourage them to verbally feedback in class, in an attempt to try to see myself through their eyes. For that to work properly I must create a culture of trust within my class so that they feel safe to critique my practice and me. Thus hopefully encouraging them to critique themselves and their peers through the process of modelling. Utilising every opportunity for feedback from colleagues is also very important. Again, I must make it clear that I regard criticism as a gift encouraging colleagues to help me sculpt my practice into better shape. Dyer considered that if you ‘change the way that you look at things, then the things that you look at will change’. I have a duty to ensure that I record accurately, date and safely store all feedback in order to be able to return or refer to it in the future when my perspective is different. I can self-reflect at any time and, therefore, should have my dedicated note pad with me at all times, or I could lose some valuable insight, however, small. It is particularly important to identify and document details of any assumptions that I become aware of. There is a wealth of theoretical literature available and I have found the information relating specifically to Special Educational Needs to be the most useful. In some ways, the best & speediest way to learn is through other people’s experience. That can be looking at what did not work just as much as what did. It can really help my own reflective practice if I apply models of reflection from my own specialist area, Special Education, thereby keeping it relevant, meaningful and within my sphere of understanding E.g. Iceberg Analysis Model and STAR analysis model. (Please see Appendix A and B). These models of reflection enable me to analyse behaviour and gain new perspectives upon behaviour. They are particularly useful in developing strategies around perplexing behaviours. Model 2 Reflection in and on action Schon (2002) postulated about the characteristics that define professional practice. He opine that one of the key characteristics of professional practise is the ability to combine in action and on action when performing a task. As such, an individual is able to reflect when doing something and carry out an analysis when one looks back to their activity. These skills require a high degree of self-awareness, which takes time and practise to develop. Schon describes the practice of reflection as ‘a process in which teachers engage in order for them to be able to look at an issue.’ This description makes it seem as though this reflective model works in a one issue specific manner thus raising the question of how do you know which is the specific issue in the first place? Often it is difficult to identify issues without some external input. The adage ‘you cannot see the wood, for the trees’ sums it up for me. If you consider the process of any of the talking therapies (counselling or psycho-therapy), they all require another person, able to listen and question you in a way that enables you to analyse your own assumptions, ultimately gaining a new perspective. Having access to feedback from a wide range of perspectives is essential, as is the ability to develop an unconditional positive regard for others who offer feedback. With the ‘reflection in action’ part of Schon’s model, all of these processes can happen very quickly. For example in the middle of one of my lessons one of my most able students told me that he had completed all the set work and was now bored. I reflected in action on this, realising that I needed to include more stretching and extension work as part of my differentiation. For his extension activity, I asked him to write a list of extension work that he could think of to help me improve my planning for future lessons. Later when I reflected on action, I analysed how this would change my future practice. I have since included these particular students’ ideas in lessons to positive effect always ensuring that I reference him. The students have responded well to this idea of having a voice, and I believe that it has boosted morale and engagement for them at the same time as providing valuable insights for me. I now consider mistakes or omissions as an opportunity for growth. Schon and Argyris (1978) suggested that through our lifetime we develop mental maps. These mental maps are acquired subconsciously and shaped by our beliefs and attitudes. Even those that we may have been unaware of, or have forgotten about. These mental maps affect our perception profoundly. An example of this, using Bernes’ theory of transactional analysis within the Parent, Adult, Child model, would be when you considered yourself to be using an Adult to Adult approach when in fact you were using a Parent to Child approach to your teaching. Argyris and Schon (1978) identified two different types of learning. Single loop learning, where your learning centres around the attitudes, values and beliefs currently held, govern the variables, which inform your actions. Double loop learning occurs when you question these variables, which hopefully results in change. (meta-cognition) Conclusion I have found that models of reflection are valuable tools for understanding and improving your own professional practice and therefore an essential part of teacher training or many of the other helping professions. Different models work better in different situations, so the more I can learn about these models the better placed I am to pick the correct model to sculpt positively my own practice. References Berne,E. (1964). Games people play – The Basic Hand Book of Transactional Analysis. New York: Ballantine Books Schon, D. (1982). The Reflective Practitioner. New York: Basic Books Inc. Machin, Hindmarch, L., Murray, & D., Richardson, S. T. (2014). A Complete Guide to the Level 5 Diploma in Education and Training. Northwich, Critical Publishing Word Count 1381 Read More