Planning for Reflection in Class

                                                                     

Preamble
As a teacher I have the responsibility of ensuring that the learners who enter my classroom have the best possible learning experiences.  Typically the lessons I prepare have to be determined prior to the beginning of the semester and there is usually an opportunity for students to reflect. They have to do an initial reflection which recalls their previous writing experiences and asks them to project what they think they will learn throughout the 13-week semester. The interesting thing is that prior to doing this EDD course I never really thought about using a model of reflection for their first reflection even though I do incorporate the DIEP Reflective Model into the course I teach. The incorporation of this model prepares students for their final reflection at the end of the semester. I will use this model to analyse my efforts of getting my students to reflect. See an image of the DIEP model below:

Source: https://emedia.rmit.edu.au/learninglab/content/reflective-process-0

Applying DIEP
Describe
The scenario in my preamble describes the situation I have found myself in each semester for several years; expecting an initial reflection but not thinking about a particular model for the students to use. Having had to prepare a lesson (for my EDD TLET course) in which I incorporate the use of technological tools, and to focus on different models of reflection, I realise that I need to consider an appropriate model and also orient the students to the model before I ask them to reflect. Students are asked to use the DIEP model in their second and final reflection which is assigned close to the end of the semester but they need to be oriented to the model earlier.

Interpret
Having made the realization that I have to consider a reflection model early in the semester, I am now in a much better position to plan a lesson that will offer a more meaningful learning experience for my students. Reed and Koliba (n.d) commented that "[e]ffective reflection requires that facilitators demonstrate an open-minded attitude [and] communicate appropriately".  As those writers observed, I must maintain an open mind which is amenable to new ideas and new ways of teaching. I must also communicate my objectives effectively. This mindset will be critical as I also contemplate activities that incorporate technological tools and convert some aspects of my face-to face class to a blended mode.

Evaluate
What I have learned about applying a model to reflection is extremely valuable as I have to acknowledge that it provides students with a context for their thinking. In fact, that seems to be the rationale behind using a reflective model for their final reflection. However, I am realising that earlier orientation to the model would, possibly, ensure that they perform much better on the assignment, which is graded. Because they are expected to think deeply and critically about their learning, it stands to reason that they need to be guided by a definite structure which they are able to understand. If they are having challenges understanding and interacting with the model, there should be opportunities for them to seek and obtain clarification.  Currently, there is limited time between the task assignment and the due date and this needs to be modified to give students the best opportunities to maximise their learning and perform well on their summative assessment.

Plan
Going forward, I intend to include an 'orientation to a reflective model' component into my lesson plan for the first lesson. Since students are required to use a model, their interaction with the concept needs to be contextualised. Also, I will transfer this knowledge to how I incorporate technology tools into the lesson in order to deepen the learning experience. Klopfer, Osterneil, Groff and Haas (2009) pointed out that learners are already using some of the technologies which can be incorporated; they are familiar with social networking and know how to interact with each other on these sites. I think that setting up discussion forums or having students reflect in wikis could have the same effects in that they are able to communicate with each other and comment on various posts.  Klopfer et al identified "social cognition" as being at the "heart of social networking technologies" (p. 11). Perhaps if students are able to engage with each other in a discussion forum they will develop social cognition and the process of making and responding to forum posts will enhance their level of critical thinking.

Conclusion

The process of using the DIEP model to reflect on my own practice has been truly instructive. I now have a much better understanding of how to use a reflective model to analyse my own teaching and learning. Having engaged in the process, I am now in a much better position to develop lessons which incorporate reflection. Finally, the video below outlines an excellent strategy for teaching lessons which incorporate methods to facilitate students reflecting on their learning:

Watch video


References

Klopfer, E., Ostermeil, S., Groff, J. & Haas, J. (2009). Using the technology of today in the classroom today. The Education Arcade, 1, 20. Retrieved from http://education.mit.edu/wp-context/uploads/ 2018/10/GamesSimsSocNets_EdArcade.pdf

Reed, J. & Koliba, C. (n. d.). Facilitating reflection: A manual for leaders and educators. Retrieved                 from http://www.uvm.edu/~dewey/reflect.pdf

Self-assessment: Reflections from students and teachers. (2013). JFF. Retrieved from https://www.                   youtube.com/watch?v=CkFWbC91PXQ