.Step 1 - Descriptive (What?)
Over the course of my teaching career I prided my self as being a 'reflective practitioner'.- I've commented against each of the Professional Teaching Criteria (PTC) as set out by the New Zealand Teaching Council.
- I had provided the evidence required to 'prove' I had met each PTC D
- Duly had it signed off by my Principal at the end of each year.
As a classroom teacher, I also provided the time for my students to be 'reflective learners'.
- They had time to narrate a recount of what they had done.
- They had time to colour in a smiley face that showed me how they felt about their learning task.
- I acknowledged that they had completed their reflection
That was about it ... in my mind providing a recount of what I had done, that made reference to a set criteria was all that was needed. There was definitely no critical evaluation of new learning, past learning and future learning. What I knew is what I did!
Step 2 - Comparative (So What?)
My 'aahh haa' moment came when I went on a course, in 2016, facilitated by Dr Helen Barrett on Electronic Portfolios and Digital Storytelling for lifelong and life wide learning. Dr Barrett, originates from Alaska, USA and is sometimes known as the 'Grandmother of ePortfolios'. I was attending this course with the lense of ePortfolios for my students, however what I came back with was the importance and notion of being a critical reflector on my on teaching competence and learning.
She introduced me to a very simple model from Montana State University of Northern College of Education that is very similar to the three step model as suggested by The Mind Lab:
(Screenshot Retrieved from:
The model Dr Helen Barrett introduced me to is the one I am going to use throughout my blog entries It is called the What? So What? Now What? model:
- What? - 'What did you learn?' - Describe the experience; outline what happened ... it is during this time the reflector can give a bit of background to support what they learnt.
- So What? - 'So what impact did it make to you?' - This part should reflect on the importance this knowledge has to your practice, and the ways this learning has changed you professionally. Research should be evidenced here.
- Now What? - Now what are you going to do with this new learning? - Using the research you have used and the experience you have reflected on, how might you implement these changes to your thoughts, to your practice and to your learners?
I have never had a model or framework to use to help me become a critical reflector. I didn't know how to write one. I truely believe self-knowledge becomes the outcome for learning. Plato preached 'know thyself'.
"It is the language of reflection that deepens our knowledge of who we are in
relation to others in a community of learners."
(Miller, C. Saxton, J - University of Victoria. Retrieved from http://otherlobe.com/reflection/)
Step 3 - Critical Reflection (Now What?)
Now what? ... How might this reflective process inform and and renew my perspective?.. I am very aware I can be procrastinator, especially when I have other pressing priorities. In knowing this what am I committing to:
- Not letting other people's priorities consume mine
- Setting aside the time to reflect weekly on my online blog as recommended by Larrivee (2000), by keeping a reflective journal the reflector must ensure time is set aside for deep and regular reflection
- Absolum (2006) promotes 'Active Reflection' as part of the learning process for students. If this is the case, I need to remember that I too am a life-long learner and this process is just as much for me, as well as the students I work with.
References
Absolum, M. (2006). Clarity in the classroom: Using formative assessment. Auckland, New Zealand: Hachette Livre NZ Ltd.
Anderson, D (2012), Workshop Art of Facilitation [Course Notes]. Leading Adult Learners, Te Awamutu Primary, Te Awamutu
Barrett, H. Richter J. (2009). https://sites.google.com/site/reflection4learning/recipes-for-reflection
Jay, J.K. and Johnson, K.L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.
Larrivee, B. (2000).Transforming teaching practice: becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307.
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