What aspects of your background and knowledge have influenced your choice to study to be a …?.Learning the skills of asking questions that elicit critically reflective responses is important. Model how to give and receive constructive feedback.Assist students to form critical friend relationships.Giving feedback sensitively and asking open questions are important skills. Such relationships can be very effective between people with different belief and value systems and different backgrounds. Values, beliefs and assumptionsĭevelop relationships with people who are willing to give and receive constructive feedback, especially questioning unaware assumptions. The term ‘critical self-reflection’ makes it clear what we expect of students:Ĭritical self-reflection involves questioning assumptions underlying one’s beliefs and values, reassessing those assumptions, exploring alternative perspectives and acting on new understandings. Students may make reference to their own experience as part of drawing conclusions, without necessarily being critically self-reflective. Critical analysis usually requires taking a position on theory or literature, external to individual experience. We may ask students to ‘critically analyse’ or ‘critically reflect’ without clearly defining these terms. the critical level – students tend to find the third level the most challenging, as it requires a capacity to critically examine the values, beliefs and assumptions underlying their actions.the practical or sense-making level – most progress to the second level, making sense of their experiences or learning in the light of theoretical understandings.the technical or evaluative level – students typically start at the first level, mostly describing and evaluating their experiences, with little connection to theory.Some teachers find it useful to differentiate types or levels of reflection, each representing progressively deeper levels of self-awareness: This ‘on-the-spot’ processing is different from retrospective contemplation, which typifies most reflection on learning. Schön emphasises the concept of ‘reflection-in-action’, where the reflective practitioner evaluates intuitive understandings intrinsic to experience as a guide to action. John Dewey, a key originator of thinking about reflection, sees it as a special form of problem-solving which requires qualities of open-mindedness, responsibility and self-awareness. This means reviewing our inner processes of thinking and feeling. Flectere means ‘to bend’, so re-flectere increases the inflection-‘to bend back’. The root of the word ‘reflection’ is the Latin reflectere. This document may help you develop those skills in your students. The challenge for students is to understand what is required of them when asked to reflect critically. The skills of critical thinking and critical self-reflection are essential for the development of deep thinking citizens in any society.
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