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Methods of reflection in education
Reflection on metacognitive strategy
Reflection as a student
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Metacognitive Letter Metacognition- the understanding and awareness of the thought processes of the self. This is known in many academic and professional spheres are reflection because it involves retrospective thinking and finding the value in past experiences. To me, being metacognitive is understanding that one’s ideas and attitudes to particular topics are fluid and are only an effective argument away from being convinced otherwise. Metacognition is incredibly important in both academic and professional spheres in similar ways; in academics, reflection is used to build off of what one has learned to allow a higher level of learning or knowledge, while in the professional sphere, reflection is useful when finding ways to apply one’s past …show more content…
The purpose of giving a student a large block of text and material to sift through is so they can extract the important information out of it with appropriate context and side information. A teacher could easily give a student a sheet with bullet points filled with only the most crucial information, but the student would be robbed of the opportunity to see the information in action and in context. Because of this, it is critical that a student be able to find and pinpoint the most important bit of information in the source. For instance, in my junior paper class, we were required to find scholarly articles, which were many times whole volumes worth, find relevant information, and then apply that relevant information in our paper in a way that is also relevant. A tool that we used to help us with this task is the annotated bibliography, which allowed us to list and organize the most important information in a way that would save us time in the future; this method helped me immensely, and was applied in many other classes of mine. By having the ability to find and extract the important information in a source, I used my metacognitive skills to apply this skill to many other sects of my life and
Other than learning how to argue (my boyfriend loves my new ability) I learned how to source my research using MLA format. This new skill is tremendously important in college because most professors, if not all, require their papers to be submitted using MLA format. Throughout my upcoming years at Valencia and then The University of Central Florida I will find writing papers significantly easier because sourcing will be practically second nature. In class we were taught how to use the in-text reference throughout our papers, build our own citation and how to set up our work cited page. Although in high school we used the MLA format for papers, prior to taking this class I hadn’t noticed how many small details go into the actual citation, the authors name is last name then first name, the commas must be in the proper place, page numbers etc. In some classes you “learn” how to do things however it is only stored in short term memory because you don’t consider it an important attribute or useful for future classes. Personally, I made sure I knew how to do MLA, every aspect of it, I reviewed the rules, did my assignments, and then reviewed my assignments in order to store this new skill in long term memory. By doing this I have successfully transferred the information to long term memory and made it into a skill.
Reflection, as explained by Moon (2013), is the process of looking back on an event or experience and thinking about it and learning from it. Reflection, which is learning through experience, is not a new concept. As humans, we naturally reflect on our surroundings and experiences on a day to day basis in order to make sense of them. (Norman, Vleuten and Newble, 2002). In a professional context, reflation is vital for a practitioner to learn and improve their practice. By using their own experiences, practitioners are able to analysis, and in turn, adapt or improve specific areas of practice
Define what metacognitive or reflective writing is. What are some of the prompts or “topics” for reflective writing?
Reflective thinking is hypothesis testing, and real-time experimentation done in situations where “wicked problems” occurs that facilitates deeper knowledge and understanding (Rolfe, 2014). For Rolfe (2014), knowledge is a verb, not a noun, and he Rolfe (2001) claims that reflection- in-action is more advanced form of thinking and leads to more advanced practice. He further describes that is it is a process of what the nurse is always testing theories and hypothesis in a cyclical process while simultaneously engaged in practice (Rolfe, 1993). It means examining behaviour and that of others while in a situation (Schon, 1995; Schon, 1987). “To be able to reflect one must step outside the experience in order to make the observance comprehendible” Gray (1998).
A suggestion made by Schon (1991) states that there are two fundamental forms of reflection: reflection-on-action and reflection-in-action. He further defined Reflection-in-action as a means of examining one’s own behaviour and that of others while in a situation (Schon, 1995, 1987). However, Grant and Greene (2001) and Revans (1998), defined reflection-on-action as focusing on identifying negative aspects of personal behaviour with a view to improving professional comp...
Reflection is turning experience into Learning. Reflection is a conscious, dynamic process of thinking about, analysing, and learning from an experience that gives insight into self and practice.
Reflection usually means reflecting on an experience usually a bad experience that requires the practitioner to stop and evaluate the best way forward. Leeson (2010) suggests practitioners to 'feel' their work as opposed to just observing. This can challenge practice and knowledge and hopefully give greater understanding. However, reflection requires the practitioner to question their own professional practice and as such this self knowledge is not an easy option. As Crowley (2009:4) states practitioner research may well:
I found a majority amount of sources and I needed to narrow down some of my facts. My English II teacher stated that it was crucial to show where our critical thinking ideas came from. I was able to use the bibliography to sort out where I found of my information. In addition, I was able to narrow down what facts were needed for my paper. I was also able to avoid plagiarism because of my annotated bibliography.
Schon (1983) identified “reflection on action” and “reflection in action”. In reflection on action, professionals consciously scrutinise their past practice to gain insight and improve future practice.
“The ultimate value of life depends upon awareness and the power of contemplation rather than upon mere survival” (Aristotle, n.d.) Reflection is a process that begins with looking back on a situation, thinking about it, learning from it and then using the new knowledge to help you in similar situations in the future. We need to evaluate through reflection to determine whether change is needed. We can then decide what action is needed and what we should do the next time we are faced with a similar situation. It might not necessarily be something you have done wrong, it may well be you were happy with the outcome of a situation you had some input into and would do again.
The Annotated Bibliography was an extremely important assignment for me. I had to find four sources and put them in MLA format. We had to pick a topic and in my case it was racism in school. These sources as my teacher said would be the basis of my Works Cited page for my Concept paper. The research from my Annotated Bibliography helped me easily write my concept paper.
The ability to reflect critically on one’s experience, integrate knowledge gained from experience with knowledge possessed, and take action on insights is considered by some adult educators to be a distinguishing feature of the adult learner (Brookfield 1998; Ecclestone 1996; Mezirow 1991). Critical reflection is the process by which adults identify the assumptions governing their actions, locate the historical and cultural origins of the assumptions, question the meaning of the assumptions, and develop alternative ways of acting (Cranton 1996). Brookfield (1995) adds that part of the critical reflective process is to challenge the prevailing social, political, cultural, or professional ways of acting. Through the process of critical reflection, adults come to interpret and create new knowledge and actions from their ordinary and sometimes extraordinary experiences. Critical reflection blends learning through experience with theoretical and technical learning to form new knowledge constructions and new behaviors or insights.
Reflection is a key part of our personal development plan that is significant from both academic and employment perspectives. It investigates and someway measures our present level of skills and knowledge by looking back to reflect our latest performance and monitoring future improvements (Gallagher K., 2013, p. 23-24).
Critics like Waugh assert that by calling the reader’s attention to novelistic frames, metafiction “lays bare the conventions of realism” and is a way of “tracing the outline of the frame through which we look at [fiction]” (18, 27). To be sure, metafiction uses the literary devices of parody and irony to allow the reader to recognise and critique literary or social conventions. However, just as non-metafictional texts naturalise the literary frames and conventions they use, some critics have noticed that metafiction also “creates a new illusion, even as it claims to denounce the one on which the ‘traditional realistic’ novel is based” (Hutcheon, Narcissistic Narrative 45). This illusion is one that assumes that in a metafictional text, “frame” and “frame-break” (Waugh 142), or convention and the breaking of convention, are clearly delineated. This would imply that metafiction becomes an almost transparent medium through which we can examine convention and fiction. However, this argument is unpersuasive as metafictional texts are ultimately still composed of language, and have their own conventions such as self-reflexivity and parody, which may or may not be commented upon in these texts. To expose the frames of metafiction, it is clear that a “metalanguage” is required, a “language that functions as a signifier” (Waugh 4) to the language of metafiction. This is what I call meta-metafiction.
A good understanding of one’s own metacognition is necessary before aiming to understand that of other people. This is referred to as intrapersonal perception. Self-regulation, which involves self-monitoring and self-motivation, is an essential skill required to achieve academic success at university. It focuses on the concept of individuals being able to accurately judge their level of knowledge and determine the effectiveness of methods implemented for exam preparation. This allows evaluation of strengths and weaknesses, enabling individuals to engage in focused study. Students who can effectively do this will excel in their time at university. Conversely, those who lack in this skill can have major implications, such as overestimating their knowledge, thus hindering their success. Debra A. Bercher’s findings sugg...