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The Power of Reflective Practice

The Power of Reflective Practice. Kim Filer Assistant Provost for Teaching and Learning Director of Center for Excellence in Teaching and Learning Virginia Tech kfiler@vt.edu. Session Goals. Understand the potential outcomes of reflective practice.

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The Power of Reflective Practice

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  1. The Power of Reflective Practice Kim Filer Assistant Provost for Teaching and Learning Director of Center for Excellence in Teaching and Learning Virginia Tech kfiler@vt.edu

  2. Session Goals • Understand the potential outcomes of reflective practice. • Consider issues related to scaling reflective practice. • Apply a template for scalability and use of reflection for assessment.

  3. My History of Reflection • Teaching reflections • Summer Scholars • Maggie Anderson • DEAL Model • Reflection for everyone!

  4. Journaling versus OR with Critical Reflection? • Journaling Record the day/experience • Deep Reflection through Journaling Transformative Experiences • Your personal experiences with Journaling? • With reflection? • How have you used reflections with students? • What worked well? What didn’t?

  5. Reflection for Student LearningWhy? • For connections—Avoid compartmentalizing lives/learning experiences • For complexity—Sensory, Cognitive, Emotional • For meaning-making—Cognitive Structuring for a developmental narrative • For habits of mind—Developing a habit of reflective practice

  6. How are these benefits produced? • Attention • Mindfulness • Habituation • Decreased response to events or memories • Cognitive Restructuring • Deeper understanding of events and emotions, creating a story

  7. Learning from Experience

  8. Goals of the DEAL model generate learning • articulating questions, confronting bias, examining causality, contrasting theory with practice, pointing to systemic issues deepen learning • challenging simplistic conclusions, inviting alternative perspectives, asking “why” iteratively document learning • producing tangible expressions of new understandings for evaluation

  9. DEAL Model (Ash & Clayton) • Describe • Explain from multiple perspectives • Articulate Learning

  10. D Describe Experiences objectively: What? Where? Who? When? Why?

  11. E Examine experience by learning goals using prompts Goal 3: Goal 1: Goal 2: Civic Engagement OR Global Perspective OR Teamwork OR Career readiness OR… • Academic Enhancement • Academic concept that applies? • Same or different from experience? Why? • Need to rethink concept? How? • Personal Growth • Your strengths/weaknesses/skills/assumptions that emerged? • Effect on project/on others? • Do you need to change? How?

  12. A L Articulate Learning What did I learn? How did I learn it? Why is it important? What will I do because of it?

  13. Try It as a Learner (a small sample)… Consider your experiences at the Institute this morning. Describe your experience objectively • In 3 sentences or less: Who? What? Why? Examine the experience from multiple perspectives • Service Engagement (to serve your institution): Based on your morning experience what changes to you believe are needed in the approaches taken? Why? • Personal Growth: At the session what was a previous assumption you brought to bear on your work? Was the assumption upheld? Was the assumption challenged? Describe. Articulate your Learning • What did you learn? What will you do because of the learning?

  14. Design Your Own Reflective Structure

  15. E Describe your experience objectively • Describe prompt…in 3 sentences or less… Examineexperience • Pick learning goals. Write Prompts. Articulate your Learning • Write Prompt Goal 1: Goal 2: Goal 3: • Personal Growth • Your strengths/weaknesses/skills/assumptions that emerged? • Effect on project/on others? • Do you need to change? How? Civic Engagement OR Global Perspective OR Teamwork OR Career readiness OR… • Academic Enhancement • Academic concept that applies? • Same or different from experience? Why? • Need to rethink concept? How?

  16. Things to consider How often? When? What modality? Giving feedback?

  17. Reflection for Assessment Do you need to aggregate reflection results for your program? • Qualitative analysis of trends • Rubric use for learning outcomes • AACU value rubrics (select the rubric matching the learning goals) • Civic Engagement • Problem solving • Integrative learning • Rubric use for student personal development • Self-authorship • Self-regulation • Agency

  18. Questions?

  19. Why Journal? Key Researchers • Dr. James Pennebaker (U of TX Austin) • 20 years of research connected to illness, victims of violent crime, and college student transition and stress • Dr. Robert Emmons (UC Davis) • Editor of The Journal of Positive Psychology • Dr. Laura King (University of Missouri) • Professor of Personality Psychology, studies meaning making in life • Dr. Joshua Smyth (Penn State) • Professor of Health, studies the health effects of writing • Dr. John Brookfield (U of St. Thomas) • Engaging in Critical Reflection as a teacher

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