Designing a Workshop on Reflective Practice

Reflecting on the Reflective Process

After examining the contents of Claire Sewell's reflective practice workshop (2017) I felt inspired to create a workshop on the topic so I began to reflect on how I could use this example to make my own workshop design.

I noted the simple yet most profound model presented early on, the ERA cycle from Bassot. The model is shown below:

For me reflection is not about the models but about the quality of reflection and the frequency. In reading this workshop outline I had an experience and I examined all of the activities and I saw the intent of each one. I then recalled what teacher professional development is like and how many of the participants simply go through the motions and never connect to the topic on a deeper level. Perhaps  this approach is appropriate and effective for Sewell or perhaps Sewell delivered this workshop and was critical of certain aspects of its design and delivery. As I contemplate action I am deciding whether to use this document exactly as it is or whether I should take a few of the standout points like the Bassot model above and build a workshop specifically for my colleagues.

 I propose to engage participants in group discussion and reflection before presenting any definitions and models.

Think about this prompt:

A teacher with 5 years of experience teaching a course at a particular school is better than a teacher in his/her first year.

Do you agree with this assumption? Why? (Participants will share with a partner and at tables, then share out)

As I create the next step I am reflecting on my own experience as a workshop facilitator and participant. I am trying to predict possible responses and how to shape them to direct students to think in a desired way.

If necessary I will state this:

An understanding of student behavior and their misconceptions is a key point but the teacher who has an awareness of these issues and does not act is not very effective as a reflective practitioner.

(Once again I will invite participants to share and explain in groups)

At this point I will transition to a more teacher/facilitator centered presentation. I will begin by sharing some reflective models and referencing some well known sources to define reflective practice and highlight its importance to all teachers at any stage of their career. I will make reference to John Dewey's seminal work .

According to Dewey (1933) reflection is an:

 “active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and further conclusions to which it leads” ( p. 118).
 

Finally I will ask participants to share details of at least one experience they have had in the classroom  that led them to reflect on how students learn or think about an issue and if/how they have modified their instruction to help resolve it.

As an extension I will also ask participants whether it is better to highlight the key pitfalls of previous students before giving students an activity or whether we should allow our students to make errors first and then help as needed later.

Conclusion:

I will continue to reflect in how to design this reflective teaching workshop and to add more details to it as I progress through this course. I aim to have the final product ready by the end of module 6.

References:

Bassot, B. (2016). The reflective practice guide: an interdisciplinary approach to critical reflection. London: Routledge, Taylor & Francis Group.

Dewey, J. (1933). How we think, a restatement of the relation of the reflective thinking to the educative process. Boston, MA: Heath.

Sewell, C. (2017). Reflective Practice Workshop. Presentation included as part of a course at University of the West Indies.