REFLECTION
Theoretical introduction
Lifelong learning becomes an inevitable part of the life of every person who wants to improve and develop his/her skills. Therefore, the competence to learn and reflection on experience become an integral part of learning. For this reason, the classical teaching paradigm which has been focused on the realization of pedagogical impact, the transmission of information with an emphasis on individual work, and the impact of acquired knowledge on behavior, loses its meaning. It is being replaced by a modern learning paradigm which emphasizes the interaction of the learner and teacher in the construction of knowledge, the development of critical thinking and cooperation skills. In the ever-changing society, the teacher becomes a learner’s partner, a helper, from the transferor of knowledge, not only providing the student with knowledge, but also helping to see the meaning in it.
The importance of reflective learning increases with the emphasis on effectiveness of learning from experience. Nevertheless, it cannot be said that reflection limits experience and personal activity. On the contrary, reflection not only encourages the repetition of mistakes, but also motivates to raise new hypotheses to perform experiments by testing them.
Summarizing the aspects of reflection, it can be said that reflection is an active process in which critical thinking analyzes the spiritual world and realizes its results, allowing not only further evaluation of one’s achievements, but also areas for improvement, thus finding a balance between theoretical knowledge and practical experience.
When analyzing reflection in education, the teacher is considered to be a very important part of the learners’ ability to reflect. It is up to the teacher to ask questions such as “Who?” “How?” “Why?”. For this reason, educators pay close attention to the learning context (on-line, blended, face-to-face learning, etc.). It is the context that provides opportunities for the development of reflection skills and helps to understand the readiness to gain and consider experience.
Exercise I: WHAT? SO WHAT? NOW WHAT?
Kahoot
During the semester
After first class
Sum up
This exercise can be used after completing the analysis of a specific phenomenon, process, event, artwork, period, etc.
Online
Synchronous
One of the simplest frameworks of reflection – by moving through three reflective stages, you will think about an experience, its implications, and what that means for the future.
The model provides one of the simplest but effective frameworks for reflection.
STEP I
During the final stage of discussing the researched question, the teacher prepares questions What? So what? Now what? on the Kahoot program and suggests that students think about the answers.
These questions are related to new knowledge that the student has received during the semester while studying a specific subject.
STEP II
Students join Kahoot and answer questions.
STEP III
The platform generates a cloud of words based on students’ responses.
STEP IV
Students discuss a cloud of words. Evaluate the most common words and explain in a general discussion why these words have appeared in the majority of answers.
- This exercise allows students to personalize the information received, understand its contexts, assess the level of knowledge gained during lectures.
- Students evaluate general features of their reflections and individual experiences.
– The risk is that students may not understand the meaning of this reflection exercise and treat it as entertainment and/or play.
+ This risk can be avoided by explaining to students what cognitive learning methods are, why it is meaningful and useful to personalize the information obtained. An example could be found online https://www.edutopia.org/article/5-ways-use-word-clouds-classroom
Exercise II: MY ACADEMIC TWIN
Zoom, Teams or any digital learning environment
First class
This method of self-reflection can be applied only at the beginning of the study program chosen by the student.
Online/blended/face-to-face
Synchronous/asynchronous
The purpose of this exercise is to stimulate the student’s motivation.
It’s no secret that sometimes unmotivated students come to universities. My Academic Twin exercise requires deep reflection and assessment of a personal professional perspective.
STEP I
In the introductory lecture, the teacher discusses (with the students) the subject taught, its goals, objectives and place in the study program. Efforts are made to clarify students’ expectations.
The teacher invites students to imagine themselves as professionals.
STEP II
The academic twin is a personalized visualization of a student as a professional. Students are free to visualize what they see themselves as a
professional – they can rely on associations, symbols, heroes.
Students are asked to create a visual academic twin in their simulated environment modeled on the real environment in which they live. This can be done by browsing the web, or by drawing. The visual academic twin is presented to all participants of the lecture.
STEP III
The third step is asynchronous. Students are given specific time to describe the (1) needs, (2) dreams, and (3) goals of the academic twin they have created.
STEP IV
The Academic Twin of each student is presented on the learning platform during the seminar.
- This method allows students to get to know each other better, which in the future would be very useful for working in groups together and working as a team.
- It is appropriate for the teacher to find out the expectations and goals of the students. It also helps to get to know students more deeply and consistently.
- Creating Academic Twin and describing his / her dreams, goals, and needs students must reflect deeply on the motives and goals of their own choices. In the future, this helps them to motivate themself to learn, to formulate goals to be achieved, to set tasks and self-assessment criteria.
– The main risk of this exercise is that some students may find it difficult to open up, to show/talk/express personal things.
+ Therefore, students need to be made aware that they are not asked about any private or personal information, and they can reveal their professional vision as much as they like.
+ The teacher may present his / her academic twin – what he/she looked like.
Exercise III: LET'S IMPROVE TOGETHER!
Kahoot
Sum up
Last class
After the first class
Synchronous
Online
The aim of this exercise is to share the responsibility between the teacher and the students in mastering the learning outcomes.
Feedback is an integral part of the learning process: it brings benefits for not only students and teachers but also for the quality of studies.
STEP I
The teacher develops Kahoot test. Answers to this test are the students’ reflection on the phenomenon, object, process, problem which they have studied. These questions must be related to the topic being studied, but they must provide additional (not only basic) information. For example, students are given the statement “Conceptual art formed in protest against the consumer approach to art – against the concept of art value as a marketable item”.
There are four possible answers: (I) this information was new to me; (II) this information seems necessary to me; (III) this information is excessive; (IV) I was not interested in this information.
STEP II
The teacher explains the task to the students and invites everyone to join Kahoot
STEP III
Students complete the task and discuss the results with the teacher. Kahoot’s results show how many students in the class knew this additional information and how many did not. It also shows how students evaluate the knowledge of the object being studied. For example, if some students rated the information as useless, it is discussed why.
- Students are treated in the study process as partners.
- The fact that students can express their opinion and participate in the discussion about the object of study increases their self-esteem, motivation, and responsibility.
- The teacher is given a great opportunity to test his/her methods and practices in the study process.
- Critical thinking is developed.
– The risk is twofold: for the teacher and for the student.
The student may not be honest. He/she may not reveal his/her true opinion fearing of offending the teacher.
+ The teacher must explain to the student that critical opinion, when justified, is a very valuable part of improving the study process. Students and the teacher need to collaborate as colleagues, as they pursue common goals. Their common goal is professional development.
– For the teacher: this exercise may seem simple, but it requires a lot of preparation, as questions need to be conceptually prepared. It takes extra time. The teacher must also be prepared for some criticism from the students.
+ Solution: the results help to improve in the professional field and bring the teacher closer to the students. It allows achieving good results in the future. The effort pays off.
Exercise IV: ABILITY SELF-ASSESSMENT GRAPH
Zoom, Teams or any digital learning environment and digital graph drawing tool (MATLAB, Excel, Google Sheets, etc.)
Introduction / main body / sum up
During the semester
Asynchronous
Online
To draw the graph to monitor the dynamics of own achievements based on personal reflection.
The competency self-assessment graph is a graphical form for self-assessment. Systematically filled in, it visually shows the dynamics of abilities.
STEP I
Before starting to study the subject, the teacher explains how to fill in the task/project (self-assessment journal) according to the following parameters:
- the task was difficult (ten-point scale);
- the task required additional resources (ten-point scale);
- the task was simple (ten-point scale);
- no additional resources were needed (ten-point scale).
STEP II
Students complete a journal throughout the semester (regularly evaluating any task (project)).
STEP III
Periodically, each student visualizes the graph of their achievement and presents it during the lecture.
STEP IV
At the end of the semester, each student presents the dynamics of their abilities depicted in the graph and discusses it with the teacher.
Students monitor and evaluate changes in their ability levels.
– It can be difficult for students to use graphing programs.
– There can be some students in the class who do not want to present the graph. It could be something personal; some students could present themselves in a way that they understand everything etc., other students with a lack of self-confidence could doubt themselves etc.
+ There will undoubtedly be a group of students with this ability. They can be asked to mentor and help students who have difficulty doing this practical part of the task.
+ If there are students in the class who may not do the exercise honestly, then better do it with the students who are really interested in their study and want to see some progress in their learning. I suppose they could discuss it with a lecturer during office hours (or something like this), not during the seminar.
Exercise V: CREATE. CONNECT. COLLAGE
All iOS devices http://pic-collage.com
Sum up
After the first class etc.
Asynchronous
Online/Blended
Creatively present a collage of images that document student learning outcomes and lead to a colorful stimulation for reflection.
The source of this methodology https://medium.com/@teachrsolutions/15-digital-tools-for-student-reflection-on-learning-65ef12141fb8
STEP I
The teacher explains how to use photos, stickers, frames, and text to create collages.
STEP II
Over a set period of time, students create a collage that illustrates their learning outcomes.
STEP III
Students present and discuss their collages during the final lecture. The most interesting collages are selected to be published on the social networks of the higher school.
- This exercise encourages students’ creativity.
- A creative relationship with the learning process increases motivation and personal approach.
- It is an engaging task, so it gives students the feeling that learning is a fun activity.
- This method helps the teacher to assess how effective his/her work with students has been and how successfully the educational goals have been achieved
– It can be difficult for students whose digital literacy is not high.
+ There will undoubtedly be a group of students with this ability. They can be asked to mentor and help students who have difficulty doing this practical part of the task.
