Reflective teaching and learning is very important in qualitative effective art of education. Without reflection both teachers and students become only the "transmitters" of the contents. They do not develop integrally. That is why, teacher are challenged if they treat the contents transmitted to students as the factors developing the whole personality. J. Amulya claims that “Reflection is an active process of witnessing one’s own experience in order to take a closer look at it, sometimes to direct attention to it briefly, but often to explore it in greater depth. This can be done in the midst of an activity or as an activity in itself. The key to reflection is learning how to take perspective on one’s own actions and experience—in other words, to examine that experience rather than just living it”[1], stages, reflective practice, reflective practitioner’s skills
[1] J. Amulya, What is Reflective Practice?, in:”Community Science” ,May 2011, 1-5, http://www.communityscience. com . I've written about reflection in the book Transformative creativity in teacher formation. A pedagogical approach, where I understand reflection in the following way: : Reflection is the inner, active, dynamic process covering the whole integrated (biologically, psychologically, socially, culturally, and spiritually) person revealing its quality in a particular act of doing that arises from concrete experience taking place in a concrete period of time, and the knowledge obtained either consciously or unconsciously that needs to be formed in order to achieve the personal and social growth . It is determined anthropologically, morally, axiologically, and psychologically. Thus, without reflection and reflective techniques used in work we cannot develop.
Interesting answers, thanks for the question! Sure we know and like to use different forms of it (like processing, debriefing, reviewing). We can describe it as a metacognitive perspective taking. As in the case of assessment we can also differentiate many dimensions of reflection. Perspective taking on our learning achievements like in the process of assessment of learning could be one example for those dimensions. Another could be the reflections on the efficiency of our learning behavior and activity in assessment for learning processes. Assessment as learning is the dimension of learning and assessment where the focus is on meta-cognitive reflection of the participants. So in AAL processess participants of the learning-teaching process reflect on their own understanding, on the kontext and adaptibility of the gained knowledge. Through these reflective processess they realize meta-coginitive and reflective learning. Through assessment by learning processess they can reflect on their own identity as learners in the given schooling and edication context from the level of everyday learning-teaching context up to the systematical level of identity shaping influances of their compulsory education..
Reflection enables the learner to understand their place "in and with the world" - to appreciate the subtle and not so subtle influences (intersectionality) on who we are an individuals.
Reflection needs to be "critical" - not only a singular pursuit, but engaging with our peers and clients grounded in literature to ensure we flourish as students of the world
David Boud's work has important aspects on reflection in learning, including experiential learning and higher education. He is a well-known scholar writing simply, yet critically about reflection in education.
Sandris Zeivots thanks for the tip. David Buod really turn our focus back to the original understandings of feedback. for this see:
Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28(1), 4–13.
and Sadler who interpreted his work into the educational sciences discourse, see:
Sadler, D. Royce (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144.
Sadler, D. Royce. (2010) Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5): 535-550.
Thank you for the knowledge that has been given.
I was interested in the theme of Reflective Practice in Islamic Religious Education and became the theme of my thesis.
References and information submitted are very helpful.
Following is my link project:
https://www.researchgate.net/project/Reflective-Practice-in-Islamic-Religious-Education?_sg=TanB9f6wz1FKDNsiQ7uoiDTYdLRcx6AWmZQ6Ia81A-op68MgHPeIjRYxUDeRHdUC_wOqEkWdu3-bJV_o3179Cxb_ixsQRJGpCm91
Reflective learning is a way of allowing students to step back from their learning experience to help them develop critical thinking skills and improve on future performance by analyzing their experience. This type of learning, which helps move the student from surface to deep learning, can include a range of activities, including self-review, peer review, and Personal Development Planning.
Best Regards @ Shu Maria
Simply stated, reflective learning is learning from own experience. Through reflective learning, one gets the opportunity to challenge own taken for granted assumptions, ask new questions, and try to make sense of experiences. As a process, reflective learning facilitates, not only exploring and examining, but also creating a deep understanding of what students are thinking, feeling, and doing.
Reflective practice plays a central role in teachers’ professional development because reflection is a form of mental process that facilitates teaching, learning, and understanding. With the help of a systematic inquiry into themselves and on what they are doing, teachers will create opportunities to understand themselves, their practices and their students.
Reflective practice allows teachers to be dynamic in teaching -learning process. It is highly important in solving classroom problems.
In the four-dimensional model of assessment, there are four different dimension of reflective learning:
assessment of learning: reflection on what we are learning
assessment for learning: reflection on how we are learning
assessment as learning: meta-reflection on why we are learning
assessment by learning: reflection on for who we are learning
- Badges
- Science topic
- Similar topics
- Psychology
- Mental Processes
- Learning