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Teaching Critical Reflection
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.
Learning by critical reflection creates new understandings by making conscious the social, political, professional, economic, and ethical assumptions constraining or supporting one’s action in a specific context (Ecclestone 1996; Mackintosh 1998). Critical reflection’s appeal as an adult learning strategy lies in the claim of intellectual growth and improvement in one’s ability to see the need for and effect personal and system change. Reflection can be a learning tool for directing and informing practice, choosing among alternatives in a practice setting, or transforming and reconstructing the social environment (Williamson 1997). Can critical reflection be taught in a classroom? Does the new knowledge created foster change? This Myths and Realities investigates the extent to which critical reflection can be taught to adult learners.
How Do Adults Learn to Be Critically Reflective?
Without agreement on what reflective practice is, it is difficult to decide on teaching‑learning strategies. Reflective practice may be a developmental learning process (Williamson 1997), may have different levels of attainment (Wellington 1996), and may be affected by a learner’s cognitive ability (James and Clarke 1994), willingness to engage in the process (Bright 1996; Haddock 1997), and orientation to change (Wellington 1996). However, there does seem to be some agreement that critical reflection consists of a process that can be taught to adults. Brookfield (1988) identified four processes central to learning how to be critically reflective: assumption analysis, contextual awareness, imaginative speculation, and reflective skepticism.
Assumption analysis describes the activity adults engage in to bring to awareness beliefs, values, cultural practices, and social structures regulating behavior and to assess their impact on daily activities.
Samuel Cornelius Phillips was born in 1923 in Florence, Alabama to a family of tenant farmers (Sam Phillips Obituary. 3) He grew up around the songs of his parent’s, primarily black, coworker’s songs as they were tending to the cotton fields. Phillips said that he “felt an awakening of [his] spirit when [he] heard the singing of African Americans who worked alongside him”. This early exposure to racial equality stuck with him for the rest of his years. When Phillips grew older, he took a job as a disc jockey for an “open format’ radio station (Sam Phillips Bio. 2). He experienced first-hand the reaction of the listeners to black rhythm and blues, and that led him to founding Sun Records. Sam Phillips founded Sun Records in 1952 in the heart of the Memphis black music scene. Sun Records was created in attempt to “develop new and different artists, get freedom in music, and tape people that weren’t getting tapped; despite the boundaries” (Sam Phillips Bio. 5)
Representative government, today and in my opinion, is by no means as strong as it was when the Constitution was formed.
For the purpose of this assignment I will consider how I have already started to develop as a ‘Critical Practitioner’. By this statement I would put forward how I am being ‘open minded’, use a ‘reflective approach’ that takes account of ‘different perspectives, experiences and assumptions’ (Glaister cited in the reader pg 8). I will discuss how my practice has developed and has been influenced by K315 course materials such as Barnett’s three domains of critical practice, action, reflexivity and analysis (Barnett cited in Glaister in the Reader p. 13) as key aspects of understanding the complexities involved in practicing critically. I will also discuss the importance of Glaister’s three pillars of everyday practice, ‘Forging of relationships’, ‘empowering others’ and ‘making a difference’. (Glaister cited in the reader pp. 17-21). I will analyse and evaluate my progress using examples from my practice learning opportunity in a Criminal Justice setting which will illustrate ways in which I have begun to demonstrate the autonomy required of a qualified worker, ‘respecting others as equal’s and the ‘open and not knowing approach’ (Glaister cited in the reader pp 12-14) whilst working to SiSWE standards. I will conclude by demonstrating why as a Critical Practitioner and reflective thinker I have been able to make informed judgements that seek to empower the service user, allowing them to take account of their views whilst balancing the complexity of professional power issues.
One reason for Reflection being used is to give practitioners the chance to change an aspect within their setting, which they feel can be improved in order to help the development of children within their practice. Reflective practice is about improving practice and coming up with theories to support the improvement (Holmes, 2011, p.7). Reflective practice using critical reflection will allow the practitioners to identify what they do well and what they need to improve on within their Early Years settings. It can also give practitioners the opportunity to develop their professional identity, and work at improving their working environment (Forde et al, 2006, p.65, 66). By allowing practitioners the chance to improve their working environment, it can have a huge influence on the children and their development within the Early Years. For example, a teacher looking back and being reflective over their lesson, will allow them to make amelioration for when they teach that lesson again, thus leading to further learning development of the
Introverts are described with words like “guarded,” “loner,” “reserved,” and “private”—narrow, ungenerous words that suggest rudeness and smallness of personality (Rauch). The truth is, one is not necessarily nicer or warmer than the other; the two simply have different personality types, and society should be welcoming, warm, and forgiving to both! These different personalities are not black and white. Frankly, every person has a different personality; one may be more introverted or extraverted than the other. In work situations, it is clear that each different personality in a room can bring something different to the table of completing a task as well. Extraverts and introverts have each proven to carry different qualities into society with students in school, in social situations, and in leadership skills; therefore, authorities should look into a prospective employee’s personality type when interviewing them for specific
student. In the following journal, we see the benefit of reflective practice and what it achieves
Recently, many schools have initiated a blended learning programme. These programmes provide a one-on-one student to device ratio and have caused much controversy. This scrutiny is only intensified when discussing the effect of such environments on children as young as the age of six, and many experts disagree with this practice. This essay will discuss the negative effects of younger children using devices (predominately iPads). Some of these reasons include: the negative effect iPads have on a developing child's social skills; the way these devices hinder muscle development, especially in the region of the hand and wrist; the possibility of becoming addicted; and the detrimental repercussions on the brains ability to process words and sounds quickly. Ipads are also proven to reduce young children's vocabulary.
Reflection is a key element of the human learning process. It can be used to justify aspects of practice and legitimise the knowledge gained from it, as opposed to traditional forms of learning.
“The Industrial Revolution was another of those extraordinary jumps forward in the story of civilization”. This quote by Stephen Gardiner pretty much summarizes a long, laborious period of time into a single 15-word quote. Urbanization, industrialization, and contamination, all formed part of this significant period of time in European history. Nevertheless, one aspect that better symbolized the Industrial Revolution was the sudden surge of new inventions and machinery that begun during the Industrial Revolution. Among the numerous inventions that appeared during the Industrial Revolution, the spinning jenny, the steam locomotive, and the steam engine were three of the most remarkable. The spinning jenny, steam locomotive, and steam engine were inventions that greatly enhanced all types of industries in the Industrial Revolution.
Critical thinking is a significant and essential topic in recent education. The strategy of critical thinking skills helps identify areas in one's courses as the suitable place to highlight, expand and use some problems in exams that test students' critical thinking skills.
Reflection within early year’s settings and schools allows for the practitioner to think about the work that is being completed either whilst doing it or after it has occurred, the reflection allows for seeing how the work has gone or whether it needs to be changed for future practice. Schön is a key writer about reflection and illustrates the differences between reflection in action, reflection on action and reflection whilst completing the task. The above critical skills help all practitioners to develop understanding as they hugely impact on others lives, if this skill is not engaged in then practice could be effected (Leeson, 2004).
...imensions of reflection: A conceptual and contextual analysis. International Journal of Progressive Education, 1(3), 58-77.
With computers and technology rapidly evolving, staying relevant is becoming more and more difficult to companies in the information technology industry. Cloud computing is a rising technology that could possibly be a great help or a burden to the IT infrastructure. With many new technologies, businesses wonder whether it is profitable enough to invest in such a technology and whether the company will benefit greatly from it. Although cloud computing is an emerging technology, it will come with risks such as security vulnerabilities, but could also be a great cost effective measure that will help out an organization’s infrastructure. Although a new technology, cloud computing is very advantageous for organizations and companies.
The intention of reflective practice is to help the teacher/learning coach evolve and develop the quality of their teaching by the continuation of personal development. Although most teachers have done this for years, reflective modelling or methods have formulized a structure which can be followed and adapted to best suit their methods. It is an ongoing process which takes feelings and emotions into consideration and so it will not always have a definitive answer/ending. Since most models of reflection require subjective and objective thinking then there is a willingness to be honest to engage constant self appraisal. It asks that the teacher become flexible analytical and socially aware when addressing their chosen model of reflection.
Being an introvert should be seen as someone who simply finds pleasure, relaxation, calmness, satisfaction, and tranquility with being by him/herself, a person who feels that loneliness, on the most literal and non harmful level,