Wednesday, December 3, 2014

Re-visiting Reflection Models - Kung-Fu Panda Twist

In my previous role as a regional facilitator I supported teachers with their reflection processes. Here is a videocast of a presentation I shared with the teachers in the TDP Program here at TKS. Below you will also see reflection models that I have come across on my journey through teaching..





SMYTH MODEL
SO WHAT MODEL
Smyth, J (1989)
Campbell, Melenyzer, Nettles, & Wyman (2000) Portfolio and Performance Assessment in Teacher Education. Boston: Allyn & Bacon
Describe What did I do? The purpose of this question is to describe action without judgements.

Inform What does this mean? The purpose of this question is to inform yourself about the theories that influence your actions, and includes a search for patterns of principles underpinning practice.

Confront How did I come to be this way? The purpose of this question is to confront the key assumptions underlying practice, and includes an examination of the broad historical, social and cultural context

Reconstruct How might I do things differently.  The purpose of this question is to reconstruct or modify practice, and includes consideration of alternative views and generation of goals for future action.
What? What happened? Describe the scenario, the moment, the wondering, the thought?

So what? What does this mean for me? What has happened to influence my thoughts at this point? i.e. context, culture, conversation, readings etc

Now what? What might I do differently? How might you change, enhance or develop this scenario?  What further actions might I take?
LENSES MODEL
SPIRAL MODEL
Brookfield, S. D. (1995).  Becoming a critically reflective teacher. San Fransisco: Jossey Bass
O’Connor, A. & Diggins, C. (2002).  On reflection: reflective practice for early childhood educators. Lower Hutt: Open Mind Publishing
Our autobiographies as learners and teachers consider your own experience as a learner, with reference to your own education and learning.  The analysis of your own learning experiences will help to uncover your assumptions and beliefs about how people learn.

Our students eyes Consider the view of the child, You may like to consider looking at children’s reactions to an activity you provided, you can also collect video, photographic evidence to support this section.

Our colleagues experiences Opportunity to get an insight into a particular experience by engaging in dialogue with colleagues through face-to-face, email, skype etc

Theoretical literature Access literature or call on theory supporting your incident, activity, thinking and wonderings.
As the title of this model would suggest reflection using the spiral model is never ending, below are the stages that the spiral model offers.

Act Your teaching practice involves action
Select You select an action that has impacted on you during the day
Name you describe the action
Reflect You reflect using the description of the action, as well as considering values, beliefs, assumptions, other influences on the event, theory and the context of the event.
Research You refer to theory to support your reflections
Plan You develop a plan as a result of the  reflection
Act You implement the plan
Monitor You return to the beginning of the spiral and the process continues.
DATA MODEL

Peters, J. (1991).  ‘Strategies for reflective practice’.  Professional development for Educators of Adults. New directions for Adult and Continuing Education. R. Brockett (ed). San Fransisco: Jossey Bass
Describe Describe the incident or incident that represents some critical aspect of your work e.g. context, your practice, how you feel etc.
Analysis Consider why this aspect/incident operates as it does.  Consider your own values and assumptions that support it.

Theorise Look at alternative ways of approaching your practice by taking the theory you uncovered at the analysis stage and deriving new theory from it or attaching it to new or different theory

Act In the final stage you put the new theory into practice or try out new ways of doIng things.  Your goal is to make your new practice consistent with the theory you have arrived at through reflection.

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