Reflective Account on Learning
Reflection: More than just looking in the mirror
" reflection in a mirror is an exact replica of what is in front of it. Reflection in professional practice gives back not what it is, but what might be, an improvement on the original " Biggs (1999).
Reflective practice, in this context, is not about just looking at myself in a mirror and accepting what I see blindly, without any question or evaluation. Rather, it is about looking at what I have learned and how I can utilise that learning in my teaching practice.
In this essay, I aim to only discuss what I have been taught and to see how I have assimilated professional jargon' terms and the range of teaching tools into my consciousness; to see how I can address different styles of learning and tailor my teaching in order that I may plan, prepare for and provide for the individual learners needs as identified in any initial assessment.
This essay utilises the concept of reflection-on-action' Schon (1987) that is taking a step back, look at what has gone before and pause to consider how our actions, thoughts and experiences within that situation will affect what we choose to do later.
"Reflective Practice is a process of reviewing an experience from practice in order to describe, analyse and evaluate and so informs learning from practice" Reid (1993)
Reflection is a useful tool of self assessment and evaluation as it often enables you to identify areas where you feel you are performing well and highlight areas that require improvement. In recording my feelings towards each of the subjects taught, I can see where I feel my teaching practice will excel and where I will require further assistance, this of course is useful as
I can identify areas that I feel I need to discuss with my mentor and my PDT, such as classroom control techniques and how to ensure each of my learners achieve personal and group goals.
Teaching is often described as a reflective occupation, the teacher is expected to look at their
" reflection in a mirror is an exact replica of what is in front of it. Reflection in professional practice gives back not what it is, but what might be, an improvement on the original " Biggs (1999).
Reflective practice, in this context, is not about just looking at myself in a mirror and accepting what I see blindly, without any question or evaluation. Rather, it is about looking at what I have learned and how I can utilise that learning in my teaching practice.
In this essay, I aim to only discuss what I have been taught and to see how I have assimilated professional jargon' terms and the range of teaching tools into my consciousness; to see how I can address different styles of learning and tailor my teaching in order that I may plan, prepare for and provide for the individual learners needs as identified in any initial assessment.
This essay utilises the concept of reflection-on-action' Schon (1987) that is taking a step back, look at what has gone before and pause to consider how our actions, thoughts and experiences within that situation will affect what we choose to do later.
"Reflective Practice is a process of reviewing an experience from practice in order to describe, analyse and evaluate and so informs learning from practice" Reid (1993)
Reflection is a useful tool of self assessment and evaluation as it often enables you to identify areas where you feel you are performing well and highlight areas that require improvement. In recording my feelings towards each of the subjects taught, I can see where I feel my teaching practice will excel and where I will require further assistance, this of course is useful as
I can identify areas that I feel I need to discuss with my mentor and my PDT, such as classroom control techniques and how to ensure each of my learners achieve personal and group goals.
Teaching is often described as a reflective occupation, the teacher is expected to look at their
Bibliography: Biggs J (1999) Teaching for quality learning at university, Buckingham: Open University Bloom, B. et al. (1956) Taxonomy of educational objectives: Handbook I, The cognitive domain. New York, Longman Bloom, B. (Ed) (1956) Taxonomy of educational objectives: Handbook II, The affective domain. New York, Longman Druckman D. (1988), Enhancing Human Performance: Issues, Theories, and Techniques Washington D.C., National Academy Press Glasser, William. Gifted Educational Quotes at http://www.hoagiesgifted.org/education_quotes.htm (accessed 11th April 2007) Reid, B (1993) "But we 're doing it already" Exploring a response to the concept of reflective practice in order to improve its facilitation. Nurse Ed Today, Vol. 13, pp. 305-309 Schon D (1987). Educating the Reflective Practitioner,San Francisco: Josey Bass