Let's get reflective!

Reflective practice is a process of thinking through professional issues, problems, or dilemmas, which do not have an obvious solution (Department for Education and Skills, 2015). Self-reflection goes beyond critical inquiry by adding to conscious consideration the dimension of deep examination of personal values and beliefs, embodied in the assumptions teachers make and their expectations for students (Larrivee, 2000). Reflective practice aids in learning as it allows persons to learn more about their experiences thoughtfully. After significant research, I opted to explore the Larrivee Reflective Model further. Four levels of reflection emerged that Larrivee labeled as pre-reflection, surface, pedagogical, and critical reflection (Campoy, 2010).

Online Education is not a new concept, but many educators have found themselves in the arena in the last two years. Some were reluctant, unprepared, and frightened; however, many adjusted to the concept and found a rhythm. Unfortunately, many faced challenges with students' low attendance, non-submission of work, and lack of attention in class. Therefore, many educators, including me, faced a high level of "teacher burn-out." Often teachers fail to discriminate between the actual self-demands of teaching and their imposed demands (Campoy, 2010). With the proposed model, teachers can analyze their situation to determine their level, visualizing how well they serve their online students' needs. Are they providing surface learning or a profound learning experience for the students? Many experienced teachers cannot actually articulate what they know – they just do it (Harrison, 2012). The Larrivee Model asserts that when a teacher is in the critical reflection phase, there is a shift from current practice to fear and transformation.

Dewey argued that reflective thinking is needed when teachers face doubts, problems, or dilemmas (Department for Education and Skills, 2015). Reflective thinking leads educators to act deliberately and intentionally rather than randomly and reactively (Shandomo, 2010). In addition, the guided process of reflective practice enables teachers to evaluate any deeper issues within the course or with students. Henceforth, Taggart (2005) proposes that practitioners make observations and process information to solve problems and test possible solutions for decision validity.

Compoy (2010) states that virtues of reflection are frequently praised in the teacher education literature, and the themes teacher preparation programs select for conceptual frameworks demonstrate the importance of reflection. In an online environment, teachers' awareness of student challenges is pertinent. Assessing student situations at different levels is pertinent for the program's growth. Utilizing the constructivist approach, students can think aloud, discuss (open-ended questions), gather in small groups, and journal.

Incorporating online technology such as synchronous sessions (Teams, Blackboard, and Zoom) and asynchronous sessions (Wiki, Blog posts, Microsoft Forms, Google Forms) is necessary for data collection in an online environment. In addition, teachers should ask questions that allow students to think critically and honestly to develop metacognitive skills when formulating activities. Understanding the level of reflective thinking for an individual, program, or policy can predict the likely outcome of solutions that lead to either simple, short-term outcomes or multifaceted solutions that address educational problems in complex ways (Campoy, 2010).

Let's chat:

How do you reflect in your classroom?