Nature of Reflective Practice
What separates humans from animals is our ability to examine our world carefully, to think about our surroundings, and to think about our own thinking. Thinking about what we were thinking, doing, or feeling is known as critical thinking or reflection (Chaffee, 2004). Experts tell us that when we reflect, we must allow space (with no distractions), silence, and time to ponder and to self-assess (Ferrett, 2006). Reflection is a cornerstone of purposeful learning and of critical thought.
Donald Schön distinguishes between two different types of reflection: reflection-in-action and reflection-on-action. Reflection-in-action is “thinking on our feet.” We observe our experience, paying attention to what might be unfolding, connecting with our feelings, and building new understandings to inform our actions in that experience. Reflection-on-action involves thinking about our experience after it has happened, to think about why we acted as we did during the experience, to consider what was happening individually or in a group, and to explore circumstances that might have been present.
Reflective practice, whether it is in action or on action, is a habit, structure, or routine for examining individual and group experiences. It can vary in depth, frequency, and length depending on its purpose (Amulya). Reflective practice can be based on finding solutions (3.3.4 Problem-Based Learning), habitually journaling personal experiences (4.2.3 Personal Development Methodology), or making deliberate improvements in quality (4.1.4 Assessment Methodology).
Role for Assessment
When one practices reflection with a mindset toward assessment, one focuses on helping performers improve the quality of their future performances rather than simply analyzing and evaluating past events (4.1.2 Distinctions Between Assessment and Evaluation). Assessment is assessee-centered and is guided by appropriate performance criteria (4.1.7 Writing Performance Criteria for Individuals and Teams). For the assessment to be effective, the assessor and the assessee must trust and respect each other, and the assessee must be prepared to act on the assessment feedback (4.1.8 Issues in Choosing Performance Criteria). Models such as the SII Method for Assessment Reporting (4.1.9) provide a structure for identifying strengths in performance, including explanations for why they were strengths; for prioritizing improvements, including descriptions of how they might be implemented; and for generating insights about knowledge construction, problem solving, or personal development that have value in other contexts. Formal aids such as a reflection journal, periodic reflector reports, and team worksheets can recover important data associated with an individual or team performance that makes assessment feedback more specific and therefore more useful (Apple, 2000).
Team reflection is an excellent process to start developing team assessment skills. Use of peer reporting leads to dialogue between peers and others involved in the learning process. Each member takes a turn recounting a key event, accepting feedback and analyzing it, making assumptions and connections, and formulating questions that emerge in the process. This practice allows the group to explore assumptions and connections across multiple perspectives. One advantage of team reflection is that reflections emerge from collective work that is frequently connected to or aligned with team values. Based on what the team learns through reflective thinking and sharing, the team can assess whether they have met their own performance criteria and can generate action plans to improve future performances.
Team-based reflection forces students or team members to think at higher levels in Bloom’s taxonomy (2.2.1 Bloom’s Taxonomy—Expanding its Meaning). Reflective practice is enhanced by active listening, questioning, discussing, and storytelling. Team reflection that results in high-quality assessment feedback can be promoted by assigning and using the role of team reflector (3.4.2 Designing Teams and Assigning Roles). The reflector should keep a journal in which to record team strengths, improvements, and insights. This person should report his or her findings in a positive and constructive manner (reflection-on-action), and also intervene during teamwork sessions with suggestions and strategies for improving the teams’ processes (reflection-in-action). The reflector role should be rotated among team members.
Tools for Team Reflection
A number of tools for stimulating team reflection are available. One tool is the reflector’s journal mentioned above. Entries are made in real time and are grounded in the knowledge gained through the experience. The Learning Assessment Journal contains reflector report forms and weekly reflector report forms which provide excellent prompts for reflection-in-action and reflection-on-action (Apple, 2000). Findings can be summarized and acknowledged in two ways: in oral reflectors’ reports and in written reflectors’ reports. Criteria for these reports are given in Tables 1 and 2.
Reflective journaling can be used in online discussions about an event or an experience that is shared by the online team. Members engage in discussions, reflecting on what they have discovered in the experience or the event. Problem-based reflective practices and assessment can also be conducted online, with reflections written in discussion boards. Members can then assess what they have learned during these sessions.
Concluding Thoughts
Reflective practices can add significant value to cooperative learning as well as student and faculty projects (Rodrique-Dehmer, 2007). Implementing reflective practices in a team environment will certainly take more time initially. However, faculty who make the commitment to use reflection on a formal and regular basis, both in their classes and in their committee work, find that the benefits of team learning, productivity, and participant satisfaction significantly outweigh the initial time investment.
References
Amulaya, J. What is reflective practice? Cambridge, MA: Massachusetts Institute of Technology Center for Reflective Practice.
Apple, D. K. (2000). Learning assessment journal. Lisle, IL: Pacific Crest.
Chaffee, J. (2004). Thinking critically. Boston: Houghton-Mifflin.
Ferrett, S. (2006). Peak performance: Success in college and beyond (6th ed.). New York: McGraw-Hill.
Rodriguez-Dehmer, I. (2007, Winter). What is the role of responsive and reflective instructor? Florida Developmental Education Association Newsletter.
Schön, D.A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Schön, D. A. (1990). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
Table 1 Criteria for an Oral Reflector’s Report
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Table 2 Criteria for a Written Reflector’s Report
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