After reading the recommended paper by Naidu et al. (2017) I gave some thought to designing ways to convince educators to engage in reflection for its own sake and not because it is deemed essential by administrators. Naidu et al (2017) suggest that SBL or scenario based learning is effective in helping to reflect both in action and on action. This team presented the teachers in their research sample with a scenario set around the planning of a workshop. Participants were required to use discussion forum and concept maps and other tools to structure reflection.
I certainly agree that reflection can be taught in this way and more significantly it allows educators to reflect on the reflective process and how it should be structured. I believe that it would be best to get away from a contrived scenario and to have educators reflect on real issues. I will illustrate this with an example. Over the last 4 years I have taught the same chemistry course to 9 cohorts and have reflected in action and on action on a wide range of issues. It is true to say that I sometimes take mental notes about a particular question or concept and if I do not act on this in some way by documenting it then the next time I recall it is when it shows up again one year later with a new group of students. The reason that this happens is because reflection is valuable but if it is documented and shared with colleagues, administrators and students then there is the potential for what is observed in action to be connected to other areas upon the completion of action. Reflective conversation sometimes happen incidentally. Consider the science teacher who hears a conversation between two maths teachers about students challenges with understanding significant figures. This insight will allow the science teacher to better understand how to guide students with this topic.
Documenting reflections on an active forum on a weekly basis could prove very useful but it is essential that administrators empower teachers to reflect in a meaningful way. When teachers reflect on issues that have meaning to them they are likely to be more engaged in follow up conversations with colleagues that will lead to further reflection. The lesson below was created in response to my observations in action as I worked through a problem with my students. I then reflected post-lesson to create this video which I can share with colleagues and students.
Conclusion:
The SBL approach to reflection in a structured way is indeed very useful but if real scenarios exist then colleagues with similar cohorts and common course or topics should network and reflect using an online forum. Social media could be utilised to create reflective groups for educators.
Reference:
Karunanayaka, S. P., Naidu, S., Rajendra, J. C. N., & Ratnayake, H. U. W. (2017). Designing Reflective
Practice in the Context of OER-based e-Learning. Retrieved from: https://files.eric.ed.gov/fulltext
/EJ1149180.pdf
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