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Critically reflective practitioner. Reflective practitioner. Self-reflective practitioner. Poverty Law, Access to Justice, and Ethical Lawyering (Osgoode Hall Law School) Michele Leering Executive Director/Lawyer - Community Advocacy & Legal Centre

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Presentation Transcript
slide1

Critically reflective

practitioner

Reflective practitioner

Self-reflective

practitioner

Poverty Law, Access to Justice, and Ethical Lawyering

(Osgoode Hall Law School)

Michele Leering

Executive Director/Lawyer - Community Advocacy & Legal Centre

Belleville, Ontario, Canada - leeringm@lao.on.ca

Encouraging reflective practice at law school:

A conceptual model and promising practices

slide2
Key messages from Encouraging reflective practice at law school:A conceptual model and promising practices
  • Reflection is critical for learning
  • Reflective practice is an important capability at every stage of professional development (student  professional)
  • Facilitating reflective capacity early and pervasively benefits everyone
  • Access to justice work is enhanced by reflective practice

“I think it is actually cutting edge, it ought to be explored.” Research participant

Encouraging Reflective Practice - Osgoode Symposium 2011

why care about reflective practice
Why Care About Reflective Practice?
  • A more effective adult learner
  • Healthier and happier student/professional
  • Supports ethical development
  • Awareness of cultural incompetence
  • Increases sensitivity and commitment to social justice and access to justice issues
  • Encourages transformational learning

Encouraging Reflective Practice - Osgoode Symposium 2011

why care about reflective practice1
Why Care About Reflective Practice?
  • Enhances critical lawyering skills & capacities
  • Efficient and effective legal professional
  • Holistic practitioner – law as a “healing profession”
  • Builds flexibility, resilience, and leadership capacity

Encouraging Reflective Practice - Osgoode Symposium 2011

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If you had many members of the profession who were reflective practitioners, in particular self- reflective practitioners, I think you would actually see differences in what are accepted as the predominant norms of the profession itself.

Research participants’ views

Anybody who is more reflective is less likely to be a discourteous, uncivil professional

I think that it’s something we are going to hear more about and I think that law faculties that evolve to adopt these kinds of tools and methods will be better law faculties.

Encouraging Reflective Practice - Osgoode Symposium 2011

what is reflective practice

What is reflective practice?

The literature review

Interviewing law professors

reflection an evolving recognition of its critical contribution to learning
Reflection: An Evolving Recognition of its Critical Contribution to Learning

Schön

(1983, 1987)

Boyd &Fales(1983)

Brookfield (1995)

Moon

(1999)

Boud et al

(1985)

Kolb

(1984)

Dewey

(1934)

Mezirow

(1979)

Reflection

&

Thinking

Reflection

& Transformational Learning

Reflective Practice

&

Professional Development

Reflective Learning

Experiential Learning & Reflection

Critical Reflection

Reflection & Professional Development

Reflection & Learning from Experience

Encouraging Reflective Practice - Osgoode Symposium 2011

donald sch n and reflective practice
Donald Schön and Reflective Practice

McNiff, J., & Whitehead, J. (2006). All you need to know about action research. Thousand Oaks, CA: Sage.

Encouraging Reflective Practice - Osgoode Symposium 2011

views of research participants
Views of Research Participants

“A reflective practitioner is somebody who considers who they are, where they are, what they’re doing, their position in the community, the purpose of the work they are doing and how they are doing it, and takes it as an ongoing process of learning and moving forward… a continuous iterative process”

The ability to engage in critical self- reflection about one’s professional role and experiences is an important and learnable skill which is arguably the key to continuous learning throughout a lawyer’s career.

Encouraging Reflective Practice - Osgoode Symposium 2011

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Views of Research Participants

RP means for me the opportunity to reflect in a fairly systematic and intentional way about what has been done- what has worked, what hasn’t worked, what was successful, why was it successful or not successful, and learn from that reflection, continually adjusting the practice in ways in which you will imagine, and it will be made better as a result of reflection.

..a bigger definition of RP has one reflect not simply on the skills that one’s acquiring, whether it’s to think critically or analytically, or more effective questioner, listener or interviewer, but it’s to reflect on the role of law in society. It’s to reflect on the implications that law will have on groups within society.

Encouraging Reflective Practice - Osgoode Symposium 2011

setting the aspirational vision

Setting the Aspirational Vision:

Creating a working definition for reflective practice in legal education and for the legal profession

slide13

Reflective practitioner

(traditional)

REFLECTON PRACTICE

Encouraging Reflective Practice - Osgoode Symposium 2011

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learn from experience

Schön

Reflective practitioner

integrate theory

& practice

skill

action

Encouraging Reflective Practice - Osgoode Symposium 2011

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learn from experience

technical

practical

Schön

craft

Reflective practitioner

integrate theory

& practice

skill

“think like a lawyer”

“hands”

professional discipline

action

Encouraging Reflective Practice - Osgoode Symposium 2011

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legal reasoning

Learning from experience

technical

‘artistry’

practical

Schön

instrumental

craft

legal practice

integrate theory

& practice

Reflective practitioner

skill

‘single loop’

learning

“think like a lawyer”

make ‘tacit’ explicit

professional discipline

competency

cognitive

analytical

apprenticeship

Encouraging Reflective Practice - Osgoode Symposium 2011

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Critically reflective

practitioner

REFLECT ON

KNOWLEDGE & CRITIQUE

Encouraging Reflective Practice - Osgoode Symposium 2011

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challenge the status quo

knowledge

“head”

Critically reflective

practitioner

critical legal studies

law as a social construct

critique

intellectual

Encouraging Reflective Practice - Osgoode Symposium 2011

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unpack assumptions & paradigms

emancipation

challenge the status quo

knowledge

‘double loop’ learning

(Arygris/Schön)

theoretical

“head”

Critically reflective

practitioner

conscientization (Freire)

critical race theory

critical legal studies

feminist analysis

‘liberal’ education

law as a social construct

critique

practicing theorist (Buchanan)

intellectual

context

transformative

Intellectuals

(Giroux)

deconstruct

“enlargement of mind” (Nedelsky/Arendt)

Encouraging Reflective Practice - Osgoode Symposium 2011

slide20

Self-reflective

practitioner

REFLECT ON

SELF & AS PROFESSIONAL

“You can’t grow, you cannot learn, you cannot shift, you cannot respond without self-reflection.” Research participant

Encouraging Reflective Practice - Osgoode Symposium 2011

slide21

personal

self-awareness

Self-reflective

practitioner

“heart”

moral commitment

values

ethics

Encouraging Reflective Practice - Osgoode Symposium 2011

slide22

emotional and social intelligence

personal

self-awareness

Self-reflective

practitioner

engagement

philosophy of practice

introspection

moral commitment

values

insight

ethics

self- regulating

Encouraging Reflective Practice - Osgoode Symposium 2011

3 key components

Reflective practitioner

Critically reflective

practitioner

Self-reflective

practitioner

3 Key Components

Encouraging Reflective Practice - Osgoode Symposium 2011

3 key components1
3 Key Components

Reflective practitioner

Critically reflective

practitioner

Self-reflective

practitioner

Integrated

Reflective

Practitioner (IRP)

Encouraging Reflective Practice - Osgoode Symposium 2011

integrated reflective practitioner
Integrated Reflective Practitioner
  • engaged
  • life-long learner
  • ethical
  • holistic approach
  • “authentic”
  • “new” professional
  • a “way of being”
  • integrated knowledge, skills, values
  • reflects collectively

… is self-aware and can reflect on practice, knowledge and critical theory as a self-directed life-long learner, and takes action to improve his/her practice, and reflects in community. Reflective practice becomes a “way of being”. (Palmer)

Encouraging Reflective Practice - Osgoode Symposium 2011

reflecting in community

Reflective practitioner

Critically reflective

practitioner

Self-reflective

practitioner

Integrated

Reflective

Practitioner

Reflecting In Community

Encouraging Reflective Practice - Osgoode Symposium 2011

the aspirational vision
The Aspirational Vision

Reflective practitioner

Critically reflective

practitioner

Self-reflective

practitioner

Integrated

Reflective

Practitioner (IRP)

Encouraging Reflective Practice - Osgoode Symposium 2011

slide28
Methods to increase reflection
  • Identify suitable methods
  • Experiment with methods (action research)
  • Be intentional and explicit with students
  • Model your own reflective practice
  • Share your knowledge & expertise – new scholarship or innovative pedagogy

Encouraging Reflective Practice - Osgoode Symposium 2011

some methods research participants
Learning contracts

Learning plans

Learning styles assessment

Rubrics for self-assessment

Debriefing

OPIR group debriefs

Experiential learning

Group work

Role plays

Ethical ambassador

Experiential (field trips, exercises, intensives)

Problem-based learning

Innovative use of novel

Mind-mapping

Reflective questions

Syllabus expectation

Use of metaphor

Innovative teaching methods

Co-curricular activities

Critical reflection on readings

Reflective writing

Journaling

Summaries of key learning points

One minute papers

Reflective essays

Personal code of conduct

Teaching portfolios

Some methods - Research participants

Encouraging Reflective Practice - Osgoode Symposium 2011

methods to support reflection see mind map 2 resource kit
Orientation

Pre-orientation Reflective exercises

Planning exercises

Reflective writing

Reflective questioning

Self-awareness exercises

Reading theory critically

Experiential learning

“Actual”

“Staged”

Innovative teaching methods

Course offerings

Graphic exercises

Contemplative practices

Debriefing exercises

Consciousness-raising

Aesthetic

Mentoring programs

Assessment & evaluation methods

Group process

Faculty models RP!

Methods to support reflectionSee Mind Map # 2 (Resource Kit)

Encouraging Reflective Practice - Osgoode Symposium 2011

slide32

Clinical Legal Education

Programs Lead the Way

Encouraging Reflective Practice - Osgoode Symposium 2011

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“I think it’s cutting edge, it really ought to be explored”

- Research Participant

Encouraging Reflective Practice - Osgoode Symposium 2011

a pervasive approach strategic alignment

Experiential learning

Courses

Extra &

co-curricular activities

orientation

Faculty Professional Development

CareerServices Department

Assessment & Evaluation

A pervasive approach – Strategic alignment

Faculty

Modeling

Learning outcomes / core competencies

Law school admissions

Academic

Success

Program

Strategic

plan

Clinical Programs

externships

Encouraging Reflective Practice - Osgoode Symposium 2011

closing key messages for faculty
Closing Key Messages for Faculty
  • Use at least one method to encourage reflection
  • Share your promising practices
  • Build on existing promising practices
  • Nurture your own reflective practice
  • Create a community of practice
  • Create new knowledge about teaching (scholarship about pedagogy, action research)
  • Model reflective practice for students

Encouraging Reflective Practice - Osgoode Symposium 2011

resource kit available
Resource Kit Available
  • Introductory memo to Resource Kit materials
  • Working Conceptualization for RP
  • Mind Maps: Benefits/Outcomes & Methods
  • Planning Tool “Where I want to Be” Adapted from Fritz (1999)
  • Sample Resource for Law Students: Reflective Journaling
  • Annotated Resources & Bibliography (work in progress)
  • “Ten Actions of a Reflective Practitioner” (Adapted from Kinsella, 2001)
  • Collection of quotes to reflect on
  • Matrix for planning reflective activities
  • Glossary of Terms (adult & higher ed lexicon)
  • For more information: leeringm@lao.on.ca
  • These documents can be found online at: http://www.gaje.org/abstract-michele/

Encouraging Reflective Practice - Osgoode Symposium 2011

what does reflective practice mean to you
What does reflective practice mean to you?

Parker J. Palmer, The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life (San Francisco: Jossey-Bass, 1998), p. 148

“When I am at my best, my teaching is like a ___________.”

Encouraging Reflective Practice - Osgoode Symposium 2011

slide38
There is a crack in everything

That's how the light gets in.

– Leonard Cohen in “Anthem”

Encouraging Reflective Practice - Osgoode Symposium 2011