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    Frameworks and Methods of Reflection

    Uploaded by

    dammigu4

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pptx, pdf, or txt
    of 9

    HET 809: REFLECTIVE

    TEACHING IN HIGHER
    EDUCATION
    COURSE LECTURER: CHRISTOPHER
    BECCLES 1
    Unit 3: Frameworks and Methods of Reflection

    There are several frameworks and methods of reflection which teachers


    could employ to improve their practice. Some of the common ones are:
    o Rolfe, Freshwater and Jasper (2001) – The ‘What’ Model (Rolfe 2001)
    o Gibbs (1998) Reflective Cycle (Gibbs 1988)
    o Guided reflection
    o Action research

    2
    Reading Assignment
    Read on each of the following pay attention to the reflection framework and
    methods involved:
    o Rolfe, Freshwater and Jasper (2001) – The ‘What’ Model (Rolfe 2001)
    o Gibbs (1998) Reflective Cycle (Gibbs 1988)
    o Guided reflection
    o Action research

    3
    Rolfe, Freshwater and Jasper (2001) – The
    ‘What’ Model (Rolfe 2001)
    • Rolfe et al. (2001) state that “The advanced practitioner is not only conscious of what
    s/he is doing, but also of how s/he is doing it” (p 128).
    • They advocate using three simple questions to reflect on a situation: What? So what?
    Now what?’
    • The first level involves reflection on the situation in order to describe it. [What?]
    • The second level has to do with construct of ones own personal theory of understanding
    about the event/incident in order to learn from it. [so what?]
    • The final level involves reflect on action, about what can be done to improve the
    incident and about the consequences of such action. [Now what?]
    4
    Some questions that could aid description of
    the level of reflection: What?
    What
    • …is the problem/difficulty/ reason for being stuck/ reason for feeling bad/
    reason we do not get on/etc...?
    • …was my role in the situation?
    • …was I trying to achieve?
    • …actions did I take?
    • …was the response of others?
    5
    Some questions that could aid description of
    the level of reflection: What?
    What
    • …were the consequences?
    - For the learners?
    - For myself?
    - For others?
    • …feelings did it evoke?
    - In the learners?
    - In myself?
    - In others?
    • …was good/bad about the experience?
    6
    Some questions that could aid Theory and
    Knowledge Building: So what?
    So what
    • … does this tell me/teach me/ imply/ mean about me/ my learners/ our relationship/ my
    attitudes/ my learners’ attitudes/ etc...?
    • … was going through my mind as I acted?
    • … did I base my actions on?
    • … other knowledge can I bring to this situation?
    • … could / should I have done to make it better?
    • … is my new understanding of the situation?
    • … broader issues arise from the situation?
    7
    Some of the questions that aid Action
    Oriented Level of Reflection: Now what?
    Now what
    • … do I need to do in order to stop being stuck/ improve my
    situation/prevent recurrence/ feel better/etc...?
    • … broader issues need to be considered if this action is to be successful?
    • … might be the consequences of this action?
    • … planning is required to activate the new direction?
    • … can I do to transfer this learning from other contexts?
    8
    Task 1
    • Work in your groups to reflect on the TIMSS science video using the
    “What” model
    • Your reflection must show clearly all the three stages namely What? So
    What? and Now What stages

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