Tools for Reflection
Reflective thinking is a multifaceted process. It is an analysis of events and circumstances. By virtue of its complexity, the task of teaching requires constant and continual observation, evaluation, and subsequent action. However, it is not enough to be able to recognize what happens in the work place. Rather, it is imperative to understand the "why's," "how's," and "what if's" as well. This understanding comes through the consistent practice of reflective thinking.
Reflective thinking is a learned process that requires time. Generally there is little, if any, time left at the day's end to reflect on previous events, and to design meaningful, creative problem-solving strategies. However, given the intent of the student teaching experience, time for reflection should be a critical and ongoing practice. The following are some examples of activities that promote reflection and may be tailored to fit into the working day and beyond.
Think Aloud: Intentionally express out loud thinking about your learning. This is especially effective when teaching the student how to plan. It uncovers the reasoning behind making decisions. Another component of the think aloud is describing and analysing positive and negative experiences as they surface. This can be a therapeutic and valuable tool that can be accomplished on ones own or in conjunction with individuals from the mentoring team.
Reflective Journal: This is a process of recording and analysing events in a prescribed manner and it can be a productive strategy to foster reflective thinking. The journal process may be formal or informal. It can be a description of a significant event or an aspect of learning on which a student is asked to focus.
Competency Continuum: Think about the areas identified in your learning outcomes. Begin by identifying the factors that inhibit your ability to be more competent and identify what would be most helpful to gain more competencies. Use this continuum as a tool for discussion and action planning between you and your supervisor.
Data Collection/Action Research: Consider a problem area that concerns you. Intentionally design a procedure for collecting information (data) to learn more about the problem. Use this data to further analyse the situation, to act on the problem, or to re-evaluate.
Video/Audio Tape and Reflective Analysis: Video or audio tape your practice. View or listen to the tape for the purpose of analysing responses. The video or audio tape may be used as a tool for reflective dialogue between you and your supervisor/tutor. It could be combined with a journal entry.
Written Self-Evaluation: This is a structured self analysis.
Use of the Problem Solving Process: This six step process may be used for any problem situation in or out of the classroom setting. It is intended as a tool for collaborative or individual problem solving and reflective thinking as well as a design for action.
1. Identify the problem
2. Generate possible solutions
3. Evaluate the solutions
4. Design an action plan
5. Implement the plan
6. Evaluate the results
Coaching and Conferencing Process: This is a process that occurs on a regular basis during the student teaching experience. It provides an opportunity to talk about teaching and learning and should be a natural flow of conversation that includes sharing ideas, giving and receiving formative feedback. This process may be ongoing and informal, or scheduled and structured. It may or may not include an observation. The intent of the process is to engage in an activity that promotes dialogue about teaching effectiveness, and encourages reflective thinking about teaching, learning, and performance.
Development of a Professional Portfolio: The process of creating and selecting documents for inclusion in the portfolio requires a significant amount of reflective thinking about yourself as a teacher and your growth related to the performance standards for student teaching. It is an opportunity to talk about your experience and performance with the individuals who form your mentoring team. It can be one of the most intensive processes for reflection.
