reflective session – critical reflection...donald schon, the author of the reflective...
Post on 02-Feb-2021
7 Views
Preview:
TRANSCRIPT
-
1
Reflectivesession–Criticalreflection
PowerPointLink: ThePowerPointcanbefoundontheACECQAwebsite
Sessiontitle: CriticalReflection
Date: Sessiontime: Sessionlength: 50minutes
Resources/setup: Confirmed
Laptopordataprojectorand/oraccesstoacomputer(ifavailable) PowerPointpresentation(ifbeingused) Speakingnotes Handout:QA1Infosheet:developingacultureoflearningthroughreflection CopiesoftheGuidetotheNQF CopiesoftheApprovedLearningFrameworksEYLFand/orFSAC Resourcesforactivitiesandexperiences(ifrequired),e.g.postitnotes,whiteboard,largepiecesofpaper,pens,textas,etc.
ACECQA’sQuestforQualitygame
NationalQualityStandard:Standard1.3Assessmentandplanning:Educatorsandco-ordinatorstakeaplannedandreflectiveapproachtoimplementingtheprogramforeachchild.Element1.3.2Criticalreflection:Criticalreflectiononchildren’slearninganddevelopment,bothasindividualsandingroups,drivesprogramplanningandimplementation.Standard7.2Leadership:EffectiveleadershipbuildsandpromotesapositiveorganisationalcultureandprofessionallearningcommunityElement7.2.3Developmentofprofessionals:Educators,coordinatorsandstaffmembers’performanceisregularlyevaluatedandindividualplansareinplacetosupportlearninganddevelopment.ApprovedLearningFramework:Principle5Ongoinglearningandreflectivepractice
Speakingnotes: PPT
-
2
Welcome/Introduction
Hieveryone,thanksforjoiningmetoday.It’sexcitingtobe
workingtogethertoimproveonpractice.
I’dliketostartbyacknowledgingtheTraditionalOwnersofthis
landandpaymyrespectstoElderspast,presentandemerging
(andanyAboriginalorTorresStraitIslanderpeoplesjoiningus
today).
Overview
Inthisreflectivesessionwewill(readslide):
Remember
It’sbeenabusyday/week,soIthoughtbeforewebeginwecould
takeamomenttoreflectonhowyourdayorweekwentover
somenibbles(ifyouhaveofferedfood).
(Activity)Thinkbackoveryourdayortheweek,andchoose
somethingthatyoureallyenjoyeddoingatwork.Maybeitwasa
newexperiencewiththechildrenthatwaswellreceived.Maybe
youlearntsomethingfromeachotherthatyoudecidedtohavea
goat.Oritcouldhavebeenan‘aha’momentforoneofyour
childrenthatyousharedwithafamily.
Whenthinkingaboutthisspecialmoment,haveachatwiththe
personnexttoyouaboutthishighlightandexplainwhat
happened.Let’stakeabout5minutestochat.
-
3
Reflectivepractice
Whatwe’vejustbeendoingisaformofreflectionwhichweall
callrememberingorreminiscing.Thisisdifferenttoreflective
practicethough.
Thegoodnewsisthat‘reflectivepractice’issomethingthateach
ofusdoesonadailybasis:Wemakehundredsofdecisionsevery
daywith,about,andforourchildren.Weimplementexperiences
basedonourobservationsofwhatchildrenenjoydoing,what
they‘recapableof,andtheiremergingskillsthattheymayneed
supportwith.Thisiswhatreflectivepracticeisallabout.
Let’sthinkaboutthatspecialmemoryyoujustshared.Nowthink
aboutwhatmadeitaspecialmoment,whowasinvolvedinthe
moment,whendidithappen,hasithappenedbefore,what’sthe
likelihoodofithappeningagain,andwouldyoulikeittohappen
again?
Onceyouhavedonethis,–you’vemadetheleapfromamemory
ofanexperiencetoreflectingonthatexperience.
DonaldSchon,theauthorofTheReflectivePractitioner,sayswe
engageinthreetypesofreflection–reflectionin
action,reflectiononactionandreflectionforaction.(Handout-
QA1Infosheet:developingacultureoflearningthrough
reflection).
Reflectioninactioniswhatwedospontaneouslythroughoutthe
day.Wemightaddmaterialsoraskquestionstoextendchildren's
thinking,orwemightchangeastrategythatwefeelisn'tworking.
-
4
Whatiscriticalreflection?
Sowhat’sthedifferencebetweenreflectingandcritically
reflecting?
Whenwereflectonanactionwebegintothinkmoredeeply
aboutwhathappenedandthe‘why’behindit.Thisdeeper
thinkingiscalled‘criticalreflection’.Itcantakeplaceatthetime
oftheevent,butusuallytakesplaceaftertheevent.
TheNationalQualityStandardandtheApprovedLearning
Frameworksallrequireustoengageincriticallyreflectivepractice
Sowhatdoesthisactuallymean?
(Activity)Tofindoutlet’sdoanotheractivity;I'mgoingtogive
someofyouacopyoftheGuidetotheNQFandothersacopyof
theEarlyYearsLearningFramework(orifapplicablethe
FrameworkforSchoolAgeCareorVictorianEarlyYearsLearning
andDevelopmentFramework).Findapartnerorformagroup
anddiscoverwheretheterm‘criticalreflection’isidentifiedin
each.(Hint:IntheGuidetotheNQF,takealookattheNQS
summaryonpages90-91andthenturntotherelevantsectionin
theNQSforfurtherinformation).Whenyouhavefoundthis,
choosetwowordsthatyoufeelformpartofthedefinitionof
criticalreflection.(Allow5-10minutesforthisactivityandthen
inviteateammembertowritethesewordsonawhiteboardor
largepieceofpaper.Readtheseout).
Asyoumayhaveseen,intheGuidetotheNQF,‘criticalreflection’
-
5
wasidentifiedunderQualityArea1oftheNQS,inparticular:
Standard1.3Assessmentandplanning:Educatorsandco-
ordinatorstakeaplannedandreflectiveapproachto
implementingtheprogramforeachchild.Element1.3.2Critical
reflection:Criticalreflectiononchildren’slearningand
development,bothasindividualsandingroups,drivesprogram
planningandimplementation(p.129).Thisdrawsourattentionto
theimportanceofengagingincriticalreflectiontodriveour
programplanningandtheassessmentandplanningcycle.
It’salsoincludedasoneofthethreenewexceedingthemesthat
servicesneedtodemonstrateforastandardtoberated
ExceedingNQS.Didanyonefindthese?They‘reattheendofeach
QualityAreaintheGuidetotheNQF.It’sExceedingTheme2:
Practiceisinformedbycriticalreflection.Whenpracticeis
informedbycriticalreflection,weconsider,question,analyseand
re-evaluateplanninganddecision-makingforthatstandard.This
supportsacultureofongoingself-assessmentthathelpsidentify
continuousimprovementandimprovedoutcomesforchildren,
families,andforus.
IntheEYLF(orFSACorVEYLDF),you’llhaveseenthatit’sinthe
principles,practicesorlearningoutcomes.Reflectivepracticeis
identifiedasoneofthekeyfiveprinciplesofearlychildhood
pedagogyidentifiedintheEYLFonpage13andtheFSAConpage
11thatunderpinspractice.Infactit’sPrinciple5-Ongoing
learningandreflectivepractice.Theseprinciplesreflect
contemporarytheoriesandresearchevidenceaboutchildren’s
Stayonthisslide
-
6
learning.Theytellusaboutwhatwedo,focusingonassistingour
childrentoworktowardachievingthelearningoutcomes.
So,criticalreflectionislookingatthe‘why’behindallthe
decisionswemake.It’saboutthinkingmoredeeply,honestlyand
criticallyaboutourprofessionalpractices.Forexample,whywe
madethedecisiontointeractthisway,toimplementthis
experienceortoapplythisapproachorpractice.
Whenwecriticallyreflectwe’reidentifyingourthoughtsand
feelings,drawingonourphilosophyabouthowchildrenlearn,
andquestioningiforhowthisconnectswithourearlychildhood
knowledgeandtheknowledgewehaveofourchildren.
TheApprovedLearningFrameworksexplainthatcriticalreflection
involvescloselyexaminingallaspectsofeventsandexperiences
fromdifferentperspectives.Thefocusisalsoonimplicationsfor
equityandsocialjustice(EYLF,pp.13-45,FSCA;pp.11-41,
VEYLDF;pp.8).
Stayonthisslide
Video1
Inthisvideowe’llhearfromCatherineLee,DirectorofThePoint
Preschool,whichhasanoverallratingofExceedingtheNQS.
Whilewatchingit,compareyourthoughtsoncriticalreflection
withthosesharedbyCatherine.(Eitherclickontheimageinthe
slidetoviewthevideooronthelinkunderneaththeimage
whichwilltakeyoutotheYouTubeclip.Itrunsfor2minsand6
secs.)
AsCatherinementioned,criticalreflectionallowsustostepback
-
7
andnotice.Wecanlookatapractice,situationoreventand
identifyhowwefeelaboutit,whatwentwell,whatdidn’tgoso
well,andwhatwecoulddodifferently.Italsohelpsustoconsider
whetherourpracticesareguidedbyourphilosophy.Beingcriticallyreflectivealsoincludessharingperspectiveswith
eachotherandourfamilies.Thiswaywediscoverotherpointsof
viewandopenourselvesuptodifferentwaysofdoingthings.
Someexamplesofpracticesortopicswemightfindthatwehave
differentperspectivesoncouldincludeourlunchtimeorresttime
practices,theuseofnappiesinthepreschoolroom,dummiesand
soon(inviteyoureducatorstoidentifytopicsrelevanttoyour
setting).
Differentperspectives
TheApprovedLearningFrameworksencourageustoshowa
commitmenttoongoinglearningandreflectivepractice.Theaim
istobuildourprofessionalknowledge.
Whenweexpressourviews,listentoeachotherandcritically
reflectonwhywemadethedecisionswemade,we’reopening
ourmindstonewideas,possiblesolutionsandnewwaysofdoing
things.
LetmejustsaythatIliketothinkofourteamasaprofessional
learningcommunity.Ibelieveweopenlyshareandrespecteach
other’sopinionsandit’smyroletoensurethateveryonefeels
safetodothis.Iamcommittedtosupportingyoualltobepartof
astrongreflectiveandcollaborativeteamofprofessionals,andto
-
8
ensureeveryonehasavoiceandeveryonefeelsheard.
Asthequoteontheslidereads(readquote).We’readiverse
groupofprofessionalswithdifferentexperiences,viewsand
knowledge.Imightdosomethingonewayandyoumightdo
somethingadifferentway,butourcommongoalisquality
outcomesforourchildrenandfamilies.Ifwediscoverthrough
sharingthatthere’sadifferentwayofdoingsomethingthatmight
resultinabetteroutcome,thenweshouldconsiderandpossibly
adoptthisway.
Criticalreflectionshouldleadtoaction.It’smorelikelytoleadto
changewhenwedoittogether.(Activity)Letsgrouptogetherto
shareourperspectivesontherelevantscenarioontheslide(FDC
orLDC).Wewillreflectinpairsorasagrouponhowwefeel
aboutthescenario,whatweknowandwhattheorieswecan
drawfrom,whatourinitialreactionwouldbeintermsofwhatwe
wanttodoandthenwhatwewouldactuallydo.(Onalargepiece
ofpaperorwhiteboardjotdownandreadoutthetitles:‘How
doyoufeel?’(aboutthescenario),‘Whatdoyouknow?’
(theoriesonroughandtumbleplayorriskyplaywithlooseparts
andnaturalmaterials),‘Whatdoyouwanttodo?’,and‘What
wouldyoudo?’Inviteeveryonetosharetheirknowledgeand
ideasandwritetheseupastheyareshared.Allow10-15
minutesforthisactivity,includingsharing.)
(Readoutwhatwasshared).Let’slookat‘Whatdoyouknow’.
Didyoulearnsomethingneworwereyouremindedofatheory?
Didthissharingknowledgeoftheoriesencourageanyofyouto
Stayonthisslide
-
9
reconsideryourinitialreactiontothescenario?Inwhatway?This
isoneofthebenefitsofengagingincriticalreflection.
Whycriticallyreflect?
Nowweknowthedifferencebetweenreflectionandcritical
reflection,let’sthinkaboutthebenefitsofbeingcritically
reflective.
Whenwereflectonourprogramsandpracticesandtheprinciples
thatguidethem,we’reengaginginongoinglearningandbeing
thoughtfulaboutourwork.
Whenwecriticallyreflectwe’recloselyexaminingallaspectsof
eventsandexperiencesfromdifferentperspectiveswithafocus
onimplicationsforequity,inclusionanddiversity.Ittakes
reflectivepracticetoadeeperlevelwhereweanalysewhat
happenedandwhy.
Thisdrivesourprogramplanningandimplementationandour
commitmenttoprovidingqualityexperiencesforourchildren.
Partofourcommitmenttoqualityimprovementincludeslooking
foropportunitiestoraisetheoverallqualityoftheservice’s
educationandcareexperiencesforchildren.Criticalreflection
involvesgaininginsightintootherperspectivestobuildonour
knowledgeandskills.Theaimistostrengthenourown
professionalpractice,identifyimprovementsandinformthe
decisionswemake.
Theprocessofcriticalreflectionhelpsustothinkdeeplyabout
-
10
ourpractices,acknowledgeourstrengthsandcontinuelearning
andstrengtheningourprogram.Puttingcriticalreflectioninto
practiceispartofanongoingcycleofbuilding,testingandre-
buildingtheoriesaboutteachingandlearning.
Criticalreflectionalsoallowsustoaskbiggerquestionssuchas,
‘WhoisadvantagedandwhoisdisadvantagedwhenIworkthis
way?’(EYLF,p.14,FSAC,p.12).
Stayonthisslide
Whatcouldwecriticallyreflecton?
Therearemanyevents,practices,processes,experiencesand
topicswecouldreflectuponinourservice.Thisslideidentifies
justafewexamplestoconsider.
Theyinclude:
• Howourobservationsofchildren’slearningand
developmentinfluenceoureducationalprograms.
• Howourpedagogy(professionalpractice)connectswith
theprinciples,practicesandoutcomesoftheApproved
LearningFrameworks.
• Howeffectiveourinductionandorientationprocessesfor
newfamiliesandchildrenareatbuildingcollaborative
partnershipsandasenseofbelongingfromthebeginning.
• Howweencouragefamiliesandourcommunitytoshare
ideasandprovidefeedback.
Howdoyoudoit?
Thinkbacktothefondmemoryyousharedatthebeginningof
thissession.
-
11
Nowusethisreflectionandgoalittledeeper.Thisiswhenthe
questions‘why?’and‘how’?’canbeintroduced.Thinkaboutwhy
yourespondedthewayyoudidtothechildinthesituation,how
youfeltaboutthemoment,whyyoumadecertaindecisions,
whatinfluencedyouractions,andwhichtheoreticalperspectives
youdrewuponinyourdecision-making.
Forexample,an‘aha’momentforatoddlertryingtocompletea
puzzle.Younoticedherbecomingfrustratedassheunsuccessfully
attemptedtocompletethepuzzle.Whenyousatdownwithher
younoticedthatitwasalargeinsetpuzzlewithinterconnecting
piecesandyoudecidedtointroduceadifferentpuzzleyoufelt
wouldbemoresuitable.Yousupportedhertocompletethe
puzzlewithoutdoingitforherandsharedinherjoywhenshe
wassuccessful.
Whydidyourespondthatway?Youdrewonyourknowledgeof
childdevelopmentandchildren'scapabilities,aswellaswhatyou
knewaboutthisparticularchild.
(Activity)Nowturntothesamepersonyousharedyourmoment
withatthebeginningofthissessionandtrydelvingdeeperinto
thewhybehindyourdecisions,whetheryouwouldhavedoneit
differently,andwhatyoumightdonext(allow5minutes).
WecanalsousethereflectivequestionsintheEYLFtoprompt
ourthinking,suchas:‘WhoisadvantagedwhenIworkinthis
way?Whoisdisadvantaged?’(p.13).
Stayonthisslide
-
12
Let’sdoit!
Reflectivepractice,includingcriticalreflection,needstobean
ongoingprocessandI’mheretosupportyouwiththis.
It’simportanttomakethetimeandbeprovidedwith
opportunitiestoreflecteverydayandtocriticallyreflect
regularly.Wecouldreflectinourdailydiariesorpersonal
reflectivejournals,aswellasinourregularmeetings.
Let’sthinkaboutwaysandtimeswecanhavethesereflective
conversations.Itcouldbeaquickchatbetweenshifts,atrest
time,beforeorafterwork,orduringmeetings.(ForFDC:)Onthe
phonetootherFDCeducators,duringcoordinatorvisits,orat
meetings.
Sometimesitcanbedifficultforallofustogettogetherto
criticallyreflectasagroup.Youmightliketopartnerwithanother
memberoftheteamwhocouldbecomeamentororcritical
friendwho’dbeavailabletosharetheirthoughtsonatopic,
observationorevent.
TheApprovedLearningFrameworks(Outcome1)andtheNQS
(1.2.3)saythatweneedtofosterchildren’ssenseofagency.
Whenweinvitechildrentoreflecttheybecomeactiveagentsin
theirownlearningandwerecognisethattheyhavearightto,and
arecapableof,makingdecisionsthataffectthem.
Whenwereflectwithfamiliesweacknowledgethattheyaretheir
child’sfirstandmostsignificanteducator.Sowhatweneedtodo
Stayonthisslide
-
13
istogetthemtoreflectonourprogramanddiscoverhowwecan
worktogethertosupporttheirchild’slearninganddevelopment.
Also,whenwereflectwithourcommunitywecangainan
understandingofwhatourservicelookslikefromtheir
perspective.Thisfeedbackcanalsoinformthedecisionswemake.
Stayonthisslide
Video2
Inthepreviousslidewelookedatwayswecouldembedcritical
reflectioninoureverydaypractices.
Inthisvideowe’llhearagainfromCatherine,thedirectorofThe
PointPreschool.Shetakesusthroughtheprocessofevaluation,
thewayherteamembedcriticalreflectionintheirpractice,and
howtheyovercomethechallenges.(Eitherclickontheimagein
theslidetoviewthevideooronthelinkunderneaththeimage
whichwilltakeyoutotheYouTubeclip.Itrunsfor2minsand34
secs).
ConclusionSo,thisbringsustotheendofourreflectivesession.
Iwouldliketothankeachandeveryoneofyouforyour
commitmenttoongoinglearning,qualityoutcomesforour
childrenandfamiliesandforworkingtogethertomakeapositive
difference.
Onthenextslidetherearesomesuggestedreadings.Letme
knowifyouhaveanyquestions,orwanttomakeanycomments
orsuggestions.
-
14
FurtherReadings
Here are some resourceswe can refer to for support on critical
reflection.
top related