I like this image of a reflection as shows the barn reflected in the water with ripples taking that reflection in different directions. This to me means the reflection will reach different people in the future and affect them in different ways. I also like the fact that the picture is a little mysterious and we have no way of knowing what is in the barn, just like our learning journey and our daily experiences as teachers, every day a new surprise, full of the unexpected.When reflecting on my previous history of reflection, I realise my reflections have been nearly always in Zeichner and Liston’s first three categories: rapid reflection, repair and review.
I regularly review new resource material used in class as to how it engaged the students. I'll make notes to myself about what to change, and scribble all over master copies any changes I will make for the future.
My lesson planning templates always include a "review" section where I add any thoughts I had about what worked well or otherwise, or simple details such as if the activity took more or less time than expected.
This is something which I have always done as a teacher and has become a habit.
What I haven't done to any great extent, apart from the one critical inquiry project we are obliged to do each year, is to delve deeper into my practice or deliberately research how others are doing things. As someone who is used to creating materials and coming up with new ideas my first instinct has been to try something new myself. Until this year it never occurred to me to research what others have done and now that I have begun this process I am overwhelmed by how much I don't know!
I can't see myself completing a reflective journal on a daily basis but I now understand the value of using deeper reflections about feelings (gasp!) and how to turn reflections into actions that will shape future learning, I think it is worth considering.
While I haven't yet decided what format these reflections will take, I have found a model I like from the University of Melbourne which encourages DIEP reflection.
This model seems straightforward and easy to follow, and I think will help me to think deeper (DIEPer?).
The emphasis is on the three latter stages with the D (describe) being a short introduction to provide context. I think following these steps will help me to reflect in a more meaningful way on my practice.
I'll let you know how it works out.
References
Image retrieved from https://i.ytimg.com/vi/0MvjWH8opK0/maxresdefault.jpg
University of Melbourne - Academic Skills video
https://www.youtube.com/watch?v=SntBj0FIApw
Hi Jo, I enjoyed reading your blog post. I like the simplicity of the model you’ve chosen to explore. This made me think about how I’m going to deepen my model as it is similar to yours, to add in the analysis of feelings part of reflective practice that I think I’m missing. How are you going to unpack that part as you also mention it in your blog?
ReplyDeleteHi Nicole,
DeleteThanks for reading. I'm still not totally sure about the "feelings" part of my future reflections but I will keep an open mind and possibly ask my students explicitly about their feelings, perhaps in an anonymous google form or similar.
Perhaps the reason I liked this model was because it didn't dwell on the feelings part. I think the most interesting part of this model is in the P (plan for the future) where it talks about making the learning transferable so that it will apply in other contexts. This to me seems a great way to further extend on the evaluation of an activity.
Jo I really enjoyed reading your reflections and I see similarities in what you've said about how you record notes, scribble and make changes to what I do. I think this might be the 'easy' part we're doing and we've got to make time to get to those fourth and fifth levels of reflection.
ReplyDeleteI like how you have found a model that seems easy to follow. I'd be interested in finding out more about the 'evaluate the effectiveness' stage, with some ideas about what that entails. How do they suggest evaluating and at what level? Does it include evaluating at an individual level or in the wider context? I'll check out your link to find out more as I quite like the model you've adopted.
Hi Renee,
DeleteThanks for reading. The evaluation part looks at the learning from that activity and goes on to see whether the learning is transferable and can be adapted to other contexts. This seems very sensible and easy to manage.
They also recommend focusing on a theme rather than the whole experience to pinpoint one aspect to dig deeper in.
I found the video really helpful, they have a sample paragraph with the D I E P parts highlighted so you can see exactly how it works.
Hi Jo,
ReplyDeleteI enjoyed reading your reflection and discussion on the reflection models.
I am keen to look further into the Diep formula to see how much depth it creates for my own reflections. The evaluation aspect seem like there is room develop and refine ideas with support from external sources.
I have a reflect/evaluation aspect to my plans also - but am guilty of having surface reflections to show that I have done them, the true reflections come during the rapid and repair sections. I definitely need to look at the review aspect in more detail and develop deeper connections to the events and reflections.
Hi Joe,
ReplyDeleteI enjoyed reading your post. As I was reading it, I was reflecting on my own practice, thinking about I do in my class and at school. Like you, I continuously reflect on my lessons, resources, things that I would change for next time, but at times forget or run out of time to set and write my thoughts and reflections down on paper. It is a process that I need to become more regular in. I think that something that would be really beneficial is to develop a reflection group, teachers from your own school, within the CoL (if your school is a part of one), or Mindlab. The aspect I have really enjoyed about Mindlab, is the weekly reflections that happen. It has really been beneficial for me to listen to others about what they are doing in the their class and school. I like the resource that you have found and am keen to look more into this and see how I can implement into my practice. I always believe in keep things simple for teachers and to make sure that what is used is effective, time saving and going to have successful outcomes.
Hi Josh,
ReplyDeleteThanks for reading. I find the informal chats with the Mind Lab people really useful too, as the only teacher of my subject in my school I tend to just get on with things and not share with others what I am doing all that much. It's especially interesting for me to hear what you Primary teachers are doing as it helps me better understand the learning that is taking place with students that will reach me one day :)