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Think about what elements worked well and what concepts students might have found difficult. You can use these notes down the line to help you develop your materials or activities going forward.
Reflection as an assessment. You may go one step further and facilitate your own students to become reflective practitioners. Reflective practice is a teaching strategy in its own right and incorporates a number of skills that students may need to develop. You may find it:. The greatest value of reflection comes when we repeat the reflective process, creating a habit and strengthening our ability to be critically reflective and improve Jasper, Photo by Philippe Toupet on Unsplash.
Borton, T. Brookfield, S. Becoming a critically reflective teacher. Driscoll, J. Reflective Practice for Practise. Senior Nurse, Volume 13, pp. What is the purpose of reflection? The purpose of reflective writing is to help you learn from a particular practical experience. It will help you to make connections between what you are taught in theory and what you need to do in practice.
You reflect so that you can learn. Why is it important to be a reflective practitioner in a childcare setting? Reflective practice allows early childhood professionals to develop a critical understanding of their own practice, and continually improve the necessary skills, knowledge and approaches to achieve the best outcomes for children.
What is critical reflection in teaching? Critical reflection is the process by which adults identify the assumptions governing their actions, locate the histori- cal and cultural origins of the assumptions, question the meaning of assumptions, and develop alternative ways of acting Cranton, Why is it important to be a reflective practitioner in early years?
Reflective practice allows early childhood professionals to develop a critical understanding of their own practice, and continually develop the necessary skills, knowledge and approaches to achieve the best outcomes for children.
How does self reflection help learning? Self-reflection helps learners absorb more information more quickly. Use these handy tips to make self-reflection the norm. Reflection breaks: The first way to encourage reflection is to make time for them. Make reflection a regular part of learning so it becomes second nature.
Those who needed more time remained in the dining room with a small number of staff. The concern was removed, the opportunities for play were increased and there was less mess to be cleaned up! He reviewed the behaviours of many different professionals including doctors, lawyers and engineers. He used this term to describe the skills and expertise that all professionals have that inform their actions. In relation to Reflection, he identified that this professional artistry can be used in two distinct ways which help us to further break down the idea of Reflective Practice.
Both can prove useful when seeking to improve practice, with the second perhaps taking more time to become skilled at and comfortable with. So, what does Reflective Practice involve? Simply, reflection involves us thinking about why we do what we do, the impact of what we do and what we could do differently. There are, however, aspects of this which require us to look at ourselves, our beliefs and motivations, to perhaps move out of our comfort zones and for us to seek new information to inform our decision making.
In Reflective Teaching in Early Education, Colwell et al, help us to understand in greater detail what reflective practice involves, what it looks like, and therefore help us to start to think about how we might go about it.
A summary of these points is provided below. Reflective practice requires us to be concerned with both the aims and consequences of our actions. We must be aware of what we are doing and why. What are the external influences — political, social or otherwise? Reflective practice is a cyclical or spiralling process, which requires us to monitor, evaluate and revise practice continuously.
This evidence is then reviewed, critically analysed and evaluated so that it can be shared, judgements made and decisions taken. It is never complete; it is a way in which we approach the day. It is possible the focus of our reflections may change, but the process itself will be ongoing. Reflective practice requires us to become researchers. We seek evidence. We must not assume or rely solely on our own experience.
This requires us to learn as much as possible from others. We must access training opportunities, read published research by both practitioners and professional researchers. We must also gather new evidence. We can record what is going on in the setting with care and accuracy.
This must then be reviewed and critically analysed, keeping in mind what has been learned about the topic. To get the best results for children you need to focus on going that extra mile, rather than settling for doing just what you have been told to do.
This will help increase your skills and understanding as a reflective practitioner. It also helps further your own personal goals. One way to reflect on your thoughts and feelings is to keep a diary. This way you can jot down the activities for the week with your aims and conclusions etc.
The process can be long winded however, it is in your best interest to do so.
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