Encouraging & Encouraging & Developing Reflection Developing Reflection for Improved Learningfor Improved Learning

(Handout)(Handout)

Fairfield UniversityFairfield University

4-5 Oct. 20074-5 Oct. 2007

John ZubizarretaJohn Zubizarreta

Columbia College, SC, USAColumbia College, SC, USA

jzubizarreta@colacoll.edujzubizarreta@colacoll.edu

What is Reflection?What is Reflection?According to J. Moon, According to J. Moon, Learning JournalLearning Journals (1999), s (1999),

p. 23p. 23

• Considering the process of our own Considering the process of our own learning: learning: metacognitionmetacognition..

• CriticalCritical review of behavior or product. review of behavior or product.• Building Building theorytheory from observations. from observations.• Engaging in personal or Engaging in personal or self self

developmentdevelopment..• Making Making decisionsdecisions or resolving or resolving

uncertaintiesuncertainties..• EmpoweringEmpowering or emancipating ourselves or emancipating ourselves

as individuals.as individuals.

Role of Reflection in “Deep Role of Reflection in “Deep Learning”Learning” Piaget (1971), Kolb (1984), Zull Piaget (1971), Kolb (1984), Zull (2002)(2002)

Surface KnowledgeSurface Knowledge (“neuronal networks”)(“neuronal networks”)

Changing Cognitive StructureChanging Cognitive Structure(“conceptualization/experimentation,” “plasticity,” “synaptic (“conceptualization/experimentation,” “plasticity,” “synaptic

connections”)connections”)(Active Learning, Experiential Learning, Problem-Based Learning, (Active Learning, Experiential Learning, Problem-Based Learning, Collaborative/Cooperative/Team-Based Learning, Critical Thinking, Collaborative/Cooperative/Team-Based Learning, Critical Thinking,

Mentoring, Self-Assessment)Mentoring, Self-Assessment)

Deep LearningDeep Learning

ReflectionExperience

ReflectionExperience

Guidelines for Reflection Guidelines for Reflection ActivitiesActivities

(Bringle & Hatcher, “Reflection in Service Learning,” (Bringle & Hatcher, “Reflection in Service Learning,” Educational Educational Horizon, Summer 1999: 179-85)Horizon, Summer 1999: 179-85)

Reflection activities should . . .Reflection activities should . . .

• Link experience to learning.Link experience to learning.

• Be guided.Be guided.

• Occur regularly.Occur regularly.

• Involve feedback.Involve feedback.

• Clarify values.Clarify values.

Stop Talking. . . . Start Stop Talking. . . . Start Reflecting!Reflecting!

TeachingTeaching is to is to learninglearning

asas

________ is to _______________ is to _______

Small-Group ReflectionsSmall-Group Reflections

• Explain the Explain the significancesignificance of your analogy. of your analogy.

• WhyWhy did you create your particular did you create your particular analogy?analogy?

• What does the analogy suggest about What does the analogy suggest about your your philosophyphilosophy of teaching & learning? of teaching & learning?

• How do you How do you applyapply the meaning of your the meaning of your analogy in practice? Do you have analogy in practice? Do you have evidenceevidence of your practice? of your practice?

Meta-Purpose of ExerciseMeta-Purpose of Exercise

•What did you discover aboutWhat did you discover about– Reflection? Collaboration? Reflection? Collaboration?

Communication? Learning?Communication? Learning?

•Did your analogy or anyone Did your analogy or anyone else’s in your group else’s in your group surprisesurprise you?you?

Classroom Critical Incident Classroom Critical Incident QuestionnaireQuestionnaire (Brookfield, 1995, p. 115)(Brookfield, 1995, p. 115)

• At what moment in the class this week did you At what moment in the class this week did you feel most feel most engagedengaged with what was happening? with what was happening?

• At what moment in the class this week did you At what moment in the class this week did you feel most feel most distanceddistanced from what was happening? from what was happening?

• What action that anyone (teacher or student) took What action that anyone (teacher or student) took in class this week did you find most in class this week did you find most affirmingaffirming and and helpfulhelpful??

• What action that anyone (teacher or student) took What action that anyone (teacher or student) took in class this week did you find most in class this week did you find most puzzlingpuzzling or or confusingconfusing??

• What about the class this week What about the class this week surprisedsurprised you the you the most?most?

[Students turn in one copy, face down, at end of week as [Students turn in one copy, face down, at end of week as they leave class. They keep one copy to include in their they leave class. They keep one copy to include in their learning portfolios, where they summarize and analyze learning portfolios, where they summarize and analyze record of responses and posit future learning goals.]record of responses and posit future learning goals.]

Tips for EncouragingTips for EncouragingReflective LearningReflective Learning

• Learning portfolio (Zubizarreta, 2004).Learning portfolio (Zubizarreta, 2004).• Group work, Simulations, Games (Millis, 1998, Group work, Simulations, Games (Millis, 1998,

2002, 2003).2002, 2003).• Journal, learning log, blog, wiki.Journal, learning log, blog, wiki.• ““RLM,” Critical Response (Zubizarreta, 2003).RLM,” Critical Response (Zubizarreta, 2003).• SGID “Small Group Instructional Diagnosis” SGID “Small Group Instructional Diagnosis”

(Black, 1998), midterm assessments.(Black, 1998), midterm assessments.• ““Critical Incident Questionnaire” (Brookfield, Critical Incident Questionnaire” (Brookfield,

1995).1995).• Online threaded discussions, listservs, Online threaded discussions, listservs,

discussion circles.discussion circles.• One-minute papers, CATS (Angelo & Cross, One-minute papers, CATS (Angelo & Cross,

1993).1993).

What would you addWhat would you add??

Think-Pair-ShareThink-Pair-Share & Square the Pairs& Square the Pairs

• Reflect on a strategy forReflect on a strategy for

reflection.reflection.

• Pair with a colleague in a differentPair with a colleague in a different

discipline and share/critique.discipline and share/critique.

• Two pairs join to form a square.Two pairs join to form a square.

Getting to Know . . .Getting to Know . . .

Two of the following statements are true;Two of the following statements are true;

one is not true. one is not true. Which one?Which one?

1.1.

2.2.

3.3.

Fortune Cookie Fortune Cookie SurpriseSurprise

• Quad groups.Quad groups.

• Open fortune cookie.Open fortune cookie.

• Reflect on fortune and share with group.Reflect on fortune and share with group.

How could you use fortune cookie idea to “cover How could you use fortune cookie idea to “cover content” or discuss course policies, process, content” or discuss course policies, process, expectations while building reflective learning expectations while building reflective learning habits and skills?habits and skills?

Fun with DreamsFun with Dreamsof Reflective Learning!of Reflective Learning!

• In my dreams, what do I really want In my dreams, what do I really want my students to learn?my students to learn?

• Represent your dreamRepresent your dreamin some creative fashion:in some creative fashion:a drawing, dance, poem,a drawing, dance, poem,song, sculpture, skit. . . .song, sculpture, skit. . . .

• Share with table, then whole group.Share with table, then whole group.• Have fun! Have fun!

Resources on Power of Resources on Power of Reflection in Learning Reflection in Learning

• Angelo, T. & P. Cross. Angelo, T. & P. Cross. Classroom Assessment Classroom Assessment TechniquesTechniques. 2nd ed. San Francisco: Jossey-Bass, . 2nd ed. San Francisco: Jossey-Bass, 1993.1993.

• Black, B. “Using the SGID Method for a Variety of Black, B. “Using the SGID Method for a Variety of Purposes.” Purposes.” To Improve the AcademyTo Improve the Academy. Ed. M. . Ed. M. Kaplan. Vol. 17. POD Network in Higher Edu. New Kaplan. Vol. 17. POD Network in Higher Edu. New Forums Press, 1998. 245-62.Forums Press, 1998. 245-62.

• Brookfield, S. D. Brookfield, S. D. Becoming a Critically Reflective Becoming a Critically Reflective TeacherTeacher. San Francisco: Jossey-Bass, 1995.. San Francisco: Jossey-Bass, 1995.

• Fink, L. Dee. Fink, L. Dee. Creating Significant Learning Creating Significant Learning ExperiencesExperiences. San Francisco: Jossey-Bass, 2003.. San Francisco: Jossey-Bass, 2003.

• King, P. & K. Kitchener. King, P. & K. Kitchener. Developing Reflective Developing Reflective JudgmentJudgment. San Francisco: Jossey-Bass, 1994.. San Francisco: Jossey-Bass, 1994.

• Kolb, D. A. Kolb, D. A. Experiential Learning: Experience as Experiential Learning: Experience as the Source of Learning and Developmentthe Source of Learning and Development. . Englewood Cliffs: Prentice Hall, 1984.Englewood Cliffs: Prentice Hall, 1984.

More Resources . . .More Resources . . .• Millis, B. J. “Using Cooperative Games for Faculty Millis, B. J. “Using Cooperative Games for Faculty

Development.” Development.” To Improve the AcademyTo Improve the Academy. Ed. Wehlburg & . Ed. Wehlburg & Chadwick-Blossey. Vol 21. POD Network in Higher Edu. Chadwick-Blossey. Vol 21. POD Network in Higher Edu. Bolton: Anker, 2003. 93-103.Bolton: Anker, 2003. 93-103.

• Millis, B. J. & P. Cottell. Millis, B. J. & P. Cottell. Cooperative Learning for Higher Cooperative Learning for Higher Education FacultyEducation Faculty. Phoenix: Oryx, 1998.. Phoenix: Oryx, 1998.

• Millis, B. J. & J. Hertel. Millis, B. J. & J. Hertel. Using Simulations to Promote Using Simulations to Promote Learning in Higher EducationLearning in Higher Education. Sterling: Stylus, 2002.. Sterling: Stylus, 2002.

• Piaget, Jean. Piaget, Jean. Biology and KnowledgeBiology and Knowledge. Edinburgh UP, . Edinburgh UP, 1971.1971.

• Schön, D. Schön, D. The Reflective Practitioner: How professionals The Reflective Practitioner: How professionals Think in ActionThink in Action. NY: Basic Books, 1983. . NY: Basic Books, 1983.

• Zubizarreta, J. “Improving Honors T & L with Zubizarreta, J. “Improving Honors T & L with Collaborative ‘Critical Response’: Formative Midterm Collaborative ‘Critical Response’: Formative Midterm Assessment.” Assessment.” National Honors ReportNational Honors Report 14.2 (Summer 14.2 (Summer 2003): 20-23.2003): 20-23.

• ---. ---. Learning Portfolio: Reflective Practice for Improving Learning Portfolio: Reflective Practice for Improving Student LearningStudent Learning. Bolton: Anker, 2004.. Bolton: Anker, 2004.

• Zull, J. E. Zull, J. E. The Art of Changing the BrainThe Art of Changing the Brain. Sterling: Stylus, . Sterling: Stylus, 2002.2002.