Reflection in action and Reflection on action

Learning is a continuous process. It begins from cradle and ends with our last breath. Teaching and learning are the two sides of the same coin which are inseparable. But In some cases educators forget learning aspect. Why does this happen? The only reason is that either they are not aware the concept of reflection or they ignore this due to laziness.

What is reflection? It is associated with mirror for a layman. But it has different meaning in the context of education. It refers to scrutinize our teaching or learning by ourselves or allowing others to act as a critique to explore the weaknesses .It is not merely finding the limitations but to think, modify and change the method of your work. It is a continuous process.

Reflection can be done at two levels:

      1. Reflection in action

      2. Reflection on action

Reflection in action: - It is way of evaluating one’s work while it is in progress. It is an important tool in evaluating teaching and learning process while it is in progress. An educator understands from the situation and behavior of the students. He tries to find whether the development of learning is in the right direction. Otherwise a remedial action is taken by the teacher. For example during my teaching I had come to a situation in which students were getting bored due to less involvement, I used immediately reflected on that and alter my way of delivering the lesson. Mostly I used to give them a small activity after a small discussion.

Reflection on action: - It is a form of scrutinizing our teaching and learning outcomes after conducting teaching session. How can a teacher come to know about the success of learning outcomes? Get feedback from the students directly by assigning some task related to the session or he can take the help of other colleagues. For instance, after delivering my lesson if some of the students were not able to apply that knowledge or they didn't get$ good grades. I used to discuss and take suggestions from my colleagues and do self reflection.

To conclude, a teacher should try to use blended method of reflection in action and reflection on action keeping in mind the efforts and time required to make learning environment interesting and live.

Reflection on my Teaching Session

                       Why does time differ in different countries

Classroom participation means involving the students in learning process. It is the way to create a sound environment to make the learning long lasting. More the participation more will the gain of confidence. The confidence enables the students to develop a critical and constructive thinking.

I used following techniques in my presentation to participate the students:

1.       Introduction with interesting questioning.

2.       Use of Power Point Slides to encourage visual learning

3.       Problem solving to get the feed back

4.       Asking questions during teaching

5.       Encouragement through rewards

The above said techniques were successful for learning process. It was felt that students were quite interesting and encouraged. The problem solving made them actively participate. I helped them to solve the problems which was essential to develop a bond between the teacher and the learners. They were asking questions to grasp the content.

I believe in learning throughout life. So every teaching session make me feel to think differently.

Due to this fact, I try to bring variety in my teaching learning process.

I would like to add the following techniques:

1.       Use of a game.

2.        Allow the learner to discuss in a group.

3.       Make them  present their views in the form of a group presentation

4.       Creating a balance between the active and passive learners

                          Topic: Why does time differ in different countries?

The session went for 40 minutes and the students were of 9^th standard.

I asked them a few questions like

What is the time by your watch now?

Now they were told to search from internet

What is the time in U.S.A?

They found different time in both the countries.

Here I put another question: What is the reason of this difference?

Finding them unable to answer the question I explained the reason of difference.

I used slides to make them understand the location of the countries with reference to Greenwich Meridian and it helped them as it was a source of visual learning. The rewards were oral or encouraging words.

I felt that content was bit difficult and needs more time for practice. I gave them time to solve the problems on time which was less so I have given another session for practicing some more problems.    

Tools for Reflection

Gibbs Reflective Cycle

I have gone through the tools for reflection and found that each one of them provides a good frame work for reflection. Among them the most suitable tool to reflect my teaching is ‘Gibbs Reflective Cycle.’ It pays attentions to details of each step required for reflection.

It begins with context in which I can look into what, why, where and how did it happen? It allows me to recall the thoughts and feeling before, at and after the session. Keeping in mind the said things, I can easily evaluate the happening of session. How well was the session conducted? Was it satisfactory? Did it achieve the set objectives?

Analysis is an important step in Gibbs cycle. It enables me to find out the barriers and limitations of learning process. Finding out the barriers to learning process, re-framing is suggested by Gibbs. In this I find the different alternatives or strategies to avoid the negative outcomes and achieve the set goals. At last not the least I can decide the future course of action to face such problem again. It enables me to learn new techniques or method to achieve the positive outcomes.     

Self Evaluation

Self evaluation means to be critique to own teaching practice. In my opinion it is the most difficult task for a teacher to reflect on himself because it is a natural tendency of man to justify their behavior. It is appropriate to involve others in the evaluation process. Who are they?  They are my students to whom I can ask to give feedback on my teaching. Feedback should be taken at different levels. I would prefer to get feedback at three stages which are as follow

 · One on completion of each module

· One in the midterm.

 · One at the end of course.

Not only I will depend on students’ feedback but also talk to my colleagues or peers and allow them to be critique on my teaching practice. Last but not the least I will also adopt self evaluation techniques like asking myself questions after every teaching sessions and recording my teaching sessions and evaluate them later on. These different evaluation method collectively enable me improve my teaching and encourage me learn new strategies and methods to perform better in future.

Reflection on Teaching

It is true that repetition of certain set of activities make a man experience and it improvise the performance. But this fact is true about teaching as repeating the same content and curriculum in the learning process might make the teacher experienced but it does not improve the performance of the teacher. Performance of a teacher is measured by his efficiency to engage his learners, how he brings out the hidden talents, how he makes learning interesting and in brief how he overcomes the passive learners.

I would like to share my experience with my History teacher. He has been teaching since 1995 in the school. His method of teaching was dull and boring. He used to enter the class and says,         “Open your books on this page and asks one student to read the content.” This dull technique he had been using since last 10 years. Half of students in class start dozing in his class. After completing the lesson he used to make the students to mark the answers. He emphasized on written test but students never got good score in any of the test. But he never cared about it and always blamed the parents for not taking care of their wards or the students for not studying at home. He never tried to understand the problem of the students. Even he didn’t think about himself and his methods of teaching. He remained stick to attitude and never reflected himself and didn’t allow anyone to reflect on his teaching. As a consequence, there was no learning in his class and the performance of the students remained poor.    

Do We Need Others

                                                    

“It can be argued that “real” reflective practice needs another person as mentor or professional supervisor, who can ask appropriate questions to ensure that the reflection goes somewhere, and does not get bogged down in self-justification, self- indulgence or self-pity!” (Atherton, 2005, reflective practice, Para 3).

It is rightly said that ‘man is a social animal’. The same is true for learning in life. Human beings learn in the society because community is the source of reflection for each of us. Learning cannot be imagined in isolation. The socio-constructivist viewpoint claims that learning is a social process. Individuals actively construct knowledge in a social environment by interacting with people around them, especially those more knowledgeable others. (Bruner, 1996; Vygotsky, 1978)

Therefore I would like to say that I agree with the above statement. The easy and appropriate way of reflection is to take help from your peer, supervisor, mentor or even students. Self reflection often misguides due to our nature or ego.  J. Ruan (2005) finds in a study that reflection is a social as well as an individual act. A supportive virtual environment with opportunities for constant and consistent social interaction facilitates reflection. In brief, the views of others are valuable and can acknowledge a teacher his weaknesses or limitations. 

I would like to recall a session of Geography in which I taught about ‘Time’. My reflection on the session was that my students followed the lesson well. It was an interesting activity for them as they got the opportunity to solve problem during the session. The only limitation that I noticed that I did arrange for them the required number of problem to illustrate the topic.

I receive reflection on the same from my students and supervisor. It was that even my supervisor faced the difficulty to go along my topic. One of the students asked me to explain the topic again. There suggestions were different from mine. They were of the view that I should use some teaching aids to introduce the topic. The reason of difference in time should be explained. The session should be divided into two sessions as the content was complex.

To conclude, the true reflection comes from different spheres.

Bruner, J. (1996). The culture of education. Harvard University Press. Retrieved from: http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/144/114

Ruan, J., & Beach, S.A. (2005). Using online peer dialogue journaling to promote reflection in elementary pre-service teachers. Action in Education, 27(3), 64-75. Retrieved from: http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/144/114

Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University. Retrieved from: http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/144/114

Experiental Learning

Exploring Dual Professional Role

                                          Exploring Dual Professional Role

It is rightly said that change is the law of nature. Change is inevitable and it is evident that the same is happening with the education system and learning methodologies all over the world. The rate at which the circumstances are changing differ from region to region.

If we compare the learning situation of 20^th and 21^st century both differ a lot. I feel the reason for this immense gap is the resources available and efficiency to use those resources optimally. If I look into myself , I found that I am on transition stage as when I was born and  the period in which I completed my study , it was quite close to 20^th century methods but as soon I entered into my specialty area i.e.  economics, I felt that there is a need to shift to new methods of learning.  Jing (2012) states that different studies have proved that merely learning facts does not benefit the students. There is a need to make the learning of economics decision oriented. The teachers should constantly learn new techniques, and carry on their research which should help them and their students on job training. In brief, economics education should be entrepreneurship oriented.

Working in specialty area differs a lot from teaching in that area. While working, I need not to do much  research as I was working at my own farm where most of activities were carried according to context and family decision or I can  say that I was not the only decision maker and moreover the emphasis was on practical application of learning. Teaching at tertiary level means I need to carry on research and think over different methods and evaluate them so that they benefit my learners. As classroom learning has now become an old fashion and blended learning is the modern trend. Melnik (2010) states that we should design distance learning courses that should use digital techniques which will change the old assumptions of learning and make us emphasize on training in education.

To conclude, I would like to say area of expertise help me to share my experiences with my learners and enable them to understand the application of the knowledge they gain.

References:

Jing,M.A.(2012). On teaching Economics and Management from entrepreneurship education

perspective . Cross Cultural Communication,8(6),71-74. Retrieved from: http://cscanada.net/index.php/ccc/article/view/j.ccc.1923670020120806.1871/3307

Melnik,V.(2010). Using technological approach in developing distance learning course of Regional Economics. Economics of Development.54(2),68-70. Retrieved from: http://www.doaj.org/doaj?func=search&query=au:%22V.%20Melnik%22&formQuery=au:%22V.%20Melnik%22&uiLanguage=en

Reflection on Area of Expertise

Learning is life long process. We choose a particular learning area by keeping in mind the employment opportunities so that we can secure our future. I was interested in Geography and Economics. I have completed my bachelor with Geography and Economics. Finally I have done Masters in Economics. The optional subject in my master degree was Agricultural Economics. My aim was to apply the principles of learning to our family occupation which is agriculture.

In the beginning, I was enthusiastic and curious to become an expert in agriculture business. My family also supported and encourage me carry on my way of farming. I was mainly responsible for providing the knowledge of different crops that can be grown economically and suitable according to the geographical conditions of my region . I applied my knowledge of marketing to the occupation and did a wonderful marketing of vegetables and fruits that was grown in our farm. 

In 2002 I changed my mind and decided to opt teaching as my profession. So I enrolled into Bachelor of Education for teaching in secondary schools.I wish that my students should also learn that how to apply the learning in their daily life. After completing my Bachelor of Education I joined the school in 2004. I always used the knowledge of the content and my experience in agriculture to engage my learners. There were individual differences but they shared the same traditions and beliefs. 

I have never taught at tertiary level but observer teaching in different departments during my course. I found myself at a stage where I can use my previous experience of farming and secondary teaching. As a tertiary educator I need to act as a facilitator and support my learners to become self directed. My learners are adult and they are always interested in deep learning which is useful to them. There are individual preferences for learning. Many of them prefer experiential learning. So I need to devise new strategies , design my lesson in such a way so that my learners can get maximum exposure to learn by doing. I have to be culturally competent to understand the diversity. Ultimately my aim will be develop a common culture for my learners which will respect all the individuals and allow them to express themselves.  

21st Century Tertiary Educator

It is the fact that tertiary education is in a transition stage in the world. The development of shifting from the traditional to modern and innovative education varies from region to region. Learners’ expectations are quite high as they are becoming more practice oriented and wish to emphasize the application of education in day to life.

In such a scenario, the role of an educator is challenging and dynamic. He is required to gain new skills throughout his life. He must be able to work as team member which is required for research and as well as making learning successful.“Researchers in tertiary institutions, particularly universities but also polytechnics and wänanga, undertake a significant proportion of research in New Zealand. They cooperate with other research organizations, firms, communities to develop and apply new ideas. International research partnerships allow New Zealand institutions to tap into a wider pool of knowledge and build our capability.”(Ministry of Education, 2010, p. 9).

 Tertiary educator must be supportive to learners and facilitate learners to bring out their hidden talents. He should equip the students with such tools and skills that enable them to adept with employment opportunity available in the market or suitable for higher studies.

“Learning with these educators is challenging, exciting, supportive, and purposeful and, by no means least, fun. Above all, it is focused on developing each learner’s capabilities to maximize their own potential and future opportunities.That learners achieve success on their programmes of study is a fundamental goal for these educators, but it is not the only one: ensuring their learners are best equipped for the next steps in work or further study is, ultimately, more important.” (Peter Coolbear, 2012.)

Self reflection of his learning process and application of digital tools in learning create a context which brings a real sense to the learning process. Reflection allows an educator to think and eventually modify for betterment. Digital tools can create interest of learners. They are most important in the modern scenario as education is not confined to boundaries of institutes. It is the trend of blended learning which makes digital tools important for a tertiary educator.

“The use of modern technology has just begun to revolutionize the way teaching and learning occurs. The concurrent use of multimedia and computers permits the development of pedagogical approaches involving active and interactive learning. Frontal teaching can be replaced by asynchronous teaching through scheduled or self-paced online classes. In Australia, the University of Newcastle has been a pioneer in the use of a problem-learning approach in medical school.”(Salmi, 2001.)

If I look into my teaching and learning, I feel myself in a transition stage. I always welcome new techniques of learning and aim at developing skills. I do not have all the characteristics. In my view change is very important in life and it improves our performance at every level. So I would like to say that these new trends in tertiary education are quite helpful and important for growth.

As I have explained that I am on the transition stage. If   I recall my previous experience of teaching , I worked in team and as a team member I worked with other members in collaboration to figure out solutions to problems that the school was facing from time to time. For example: the method of formative assessment , how many test can be taken in day , the rules to maintain discipline in the school and organizing sports  and cultural activities etc. I did not take part in any major research activities but I always try to find alternative method of teaching that can be applied to bring a variety in the classroom and result into maximum engagement. I used audio visual resources in teaching to a certain extent but I was not digitally expert at that time. 

References:-

·        Jamil Salmi. (2001). Tertiary Education Reform in the Twenty First Century: Challenges and Opportunities, 67-70. Retrieved from http://www.norrag.org/fr/publications/norrag-news/online-version/knowledge-research-international-co-operation/detail/tertiary-education-reform-in-the-twenty-first-century-challenges-and-opportunities.html

·        Ministry of Education. (2010).Tertiary education strategy 2010-15 (p.9.). Retrieved from http://www.minedu.govt.nz/theMinistry/PolicyAndStrategy/~/media/MinEdu/Files/TheMinistry/TertiaryEducationStrategy2010/TES2010to2015.pdf

·        Peter Coolbear. (2012). Professional development for Tertiary Educators. Retrieved from http://www.educationreview.co.nz/leadership-and-pd/june-2012/professional-development-for-tertiary-educators-what-are-we-trying-to-achieve/#.UbPEzucwelx