Posted by: Mary Ryan, Associate Professor and Higher Degree Research Coordinator in the Faculty of Education at the Queensland University of Technology, Brisbane.
The project team thanks the Office of the Dean of Learning and Teaching and Associate Professor Andrea Chester, Deputy Pro Vice-Chancellor, Learning & Teaching, DSC for supporting the Inclusive Conversation Series.
(This post has been broken into two parts- click here to go to the next post where I apply the 4Rs to my own experiences.)
Reflective practice is often described as being as much a state of mind or attitude as it is a set of activities. It requires educators to assess themselves and their practice and as a result of this process become, “conscious agents in their own pedagogy” (Griffiths: 2010).
A/Prof Mary Ryan at the Inclusive Conversation Series March 2014 © RMIT University, 2014, Photographer: Margund Sallowsky.
My work as a teacher of undergraduate and postgraduate Education students for many years has shown me how much students can benefit from explicit teaching of critical reflection to improve their learning. This has motivated my work on developing students’ reflective learning capacities over several years — first as a teacher working directly with students and in the past few years supporting other teachers, program coordinators and support staff to develop a systematic curriculum model with practical strategies and resources that builds students’ capacities in reflective learning.
At the end of this page I’ve provided some resources that could help you in your teaching and in Part 2 I’ll share my reflections (on reflection) using this 4R model.
When educators reflect on their teaching, their practice improves. Students can also benefit when they reflect on their learning experience or practice. Murphy (2011) states the act of reflecting on an experience or critical incident, leads to students making deeper connections to the concepts they are learning beyond the rote memorisation or simple completion, resulting in students experiencing an ‘a-ha’ moment.
Reflective learning is a way for students to:
develop problem-solving and critical thinking skills
consider different possibilities and actions
link old ideas with new ones
stimulate creative solutions
encourage life-long learning
draw on evidence to plan future actions
create cohesiveness across a course/program. (Ryan, 2014)
How can I integrate reflection into teaching and assessment?
Designing a practice of reflection means both clarifying the purposes it needs to serve and identifying opportunities for reflection in students’ work that are realistic and yet occur at the right intervals with sufficient depth to be meaningful (Murphy 2011).
At RMIT, there are a number of teaching staff who have introduced reflective practice into their curriculum in courses such as Fashion and Textiles, International Development (GUSS), and Media and Communication to name just a few. And there would be countless staff who use the word ‘reflection’ in a task or in assessment criteria. What makes our project special is the real examples of reflection shown within their discipline. These patterns have been linked (where appropriate) to professional standards for the accrediting bodies and plotted on a graph to
Populating the Pedagogic Field
show how they increase in complexity, or how they move from simulated to real experiences. (See the figure: ‘Populating the Pedagogic Field’ to the right and click to expand.)
Some examples have been selected here from the Developing Reflective Approaches to Writing (DRAW) Wiki to illustrate how you could introduce reflective practice into the course. The patterns include teaching resources including annotated examples of reflective writing, and student blogs:
Analysing Reflective Texts (ART),
Mapping Critical Incidents – Foundation (MCIF)
Reflections Around Artefacts (RAA)
Reflection as a Professional Activity during Service Learning (RPA)
The Developing Reflective Approaches to Writing (DRAW) Wiki: holds the teaching patterns and common resources for over 20 patterns that are being used in different disciplines. The DRAW website (http://www.drawproject.net)provides a short summary of the project and references.
Knight, P 2007, Fostering and assessing ‘wicked’ competences, Milton Keynes, Open University.
Murphy, KR, 2011, ‘Student reflective practice – building deeper connections to concepts’, ASCD Express, Vol. 6, No. 25
Ryan, ME & Ryan, MC 2013, ‘Theorising a model for teaching and assessing reflective learning in higher education’, Higher Education Research & Development, vol 32, no. 5, pp. 244-257.
Ryan, ME, 2014, Teaching and Assessing Reflective Learning in Higher Education, Inclusive Conversation Series, RMIT, March 2014 presentation.
Share your thoughts on inclusive teaching and assessment in the comments section! Click here to read Part 2 of this post!
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