The Art of Learning: September 2012

The benefits of regular reflective writing

Reflective writing enables the documentation of experiences, thoughts, questions, ideas and conclusions that signpost our learning journey. A scholarly approach to teaching requires critical inquiry into practice and into learning; change and improvement result after reflection, planning and action. Keeping a journal develops this as part of our every day practice. Scholarly teaching involves an appreciation of the teaching and learning process and the ability to intervene purposefully and positively in the learning experience. Reflective writing provides an opportunity for us to think critically about what we do and why. It provides a record of events and results and our reactions to them, data on which to base reflective discussion, opportunity for us to challenge ourselves and what we do and to free us to do it differently and better, impetus to take action that is informed and planned, he means to develop a personal philosophy of teaching, an opportunity to view our teaching objectively and not see all problems as personal inadequacy, an enrichment to our classroom because we are prepared to innovate, increased confidence through increased insight which enables us to trust our students and enjoy them, basic documentation to support future entries in our teaching portfolio and for job applications etc.

Your journal could be structured:-

as a personal learning journey, tracking and documenting an evolving understanding of university teaching and learning.
in terms of issues, an example might be the integration of your own learning into a personal teaching and learning strategy within the context of the Faculty Strategy.
a critical reflection on a staff development activity.

Ideas for getting started on reflective writing:

1. Use an Agenda

(Perhaps the issues you are exploring in your collaborative peer review activities or in your Talking about Teaching group)

What is the current problem or issue? Describe the context
What additional information would be useful?
How is it related to other issues?
Who or what could help?
What are my assumptions? How can I test them?
What can I do to create a change? Be as adventurous as you can
What are the possible outcomes of these?
What action will I take? Why?
List the outcomes you hope to achieve.
Reflection on the actual outcome What worked well?
What could I do differently next time.

2. Focus on the experience and think (not aloud) in writing:

Take something you have read in the literature on teaching and learning, or take something that occurred as part of your activities undertaking this module and use the following questions to guide your reflection:

How does this connect with an aspect of my practice?
What are the teaching and learning principles that are involved?
What could I change in relation to this?
What would happen if I did?

3. Focus on a critical incident that took place in your classroom.

Describe the incident as objectively as possible.
What were the assumptions that you were operating with?
Is there another way to see this event?
How would your students explain this event?
How do the two explanations compare?
What could you do differently?

4. Taking stock of my learning

What is the most important thing I have learnt about student learning?
What is the most important thing I have learnt about my teaching?
What is the most important thing I have learnt about my students?
How can I use my learning to improve student learning in my classes?

And from time to time...

What has using this journal confirmed that I already know about my students learning and how I effect that?
What do I need to do to improve the quality of what I do?
What might I do instead of what I do now?
What innovation could I introduce?
What professional development activities should I be seeking?

For more information on reflective practice see:

Ballantyne, R & Packer, J; (1995)Making Connections: Using Student Journals as a Teaching/Learning Aid, HERDSA ACT.
Boud, D; Keogh, R; & Walker, D, (1995) Reflection: Turning Experience into Learning, Kogan Page, London.
Brookefield, S. D. (1995) On Becoming a Critically Reflective Teacher, Jossey Bass, San Francisco.
Schn, D; (1987) Educating the Reflective Practitioner; Jossey Bass, San Francisco.

The Art of Learning

Monday, September 10, 2012