Learning Journals

and

Reflective Thinking:An Enquiry-Based Approach

Aberdeen University

7th July 2006

Dr George Allan BSc MA(Ed) PhD FBCS FNZCS CEng CITP MIMIS MILT MIEEE

University of Portsmouth

School of ComputingBuckingham Building

Lion Terrace,

Portsmouth PO1 3HE

+44(0)2392 846415

George.Allan@port.ac.uk

http://www.tech.port.ac.uk/staffweb/allang/

Workshop OverviewWorkshop Overview learning journals – their purposelearning journals – their purpose

thinking ―› reflectionthinking ―› reflection

cognitive development modelscognitive development models

enquiry-based paradigmenquiry-based paradigm

reflection ―› critical reflection ―› reflexionreflection ―› critical reflection ―› reflexion

strategies for engaging studentsstrategies for engaging students

Learning JournalLearning Journal

A learning journal - collection of A learning journal - collection of reflective writingsreflective writings

Reflective writing – manifestation of Reflective writing – manifestation of reflective thinkingreflective thinking

What is reflective thinking?What is reflective thinking?

Learning JournalLearning Journal

Find and record informationFind and record information

++

ThinkingThinking

++

WritingWriting

==

Better Better thinkingthinking

Thinking

Thinking 1

• Recall

– descriptive

• What purpose does this serve?

• How deeply does this engage the brain?

Thinking 2

• Descriptive Recall + some cognitive skills =

Reflection Analysis

Explanation Interpretation

• Description + these cognitive skills = Reflection

Reflection

• – a collection of intellectual activities to reach deeper understanding (Boud, Keogh and Walker, 1985)

• - the process of discovering the limits of one’s own expertise (Schön, 1983)

• - mentally questioning what we understand (Broad, 1924)

Example

• What is best practice in management ?

• The ‘core’ of best practice in management is making good decisions.

• Good decisions rely on good use of resources.

• Making good use of resources requires good communications.

• Good communications ……..

Reflection• The Kolb cycle

• experience

• reflect • generalize • test

• The Cowan diagram– Reflection for action– Reflection in action– Reflection on action

• Modified Cowan diagram

The Student Experience

Training: Task completion

Learning: Improved ability

Knowledge: Improved reasoning

Wisdom: Improved judgement

Perry’s Model of Student Cognitive Development

• Dualistic thinking

• Multiplistic thinking

• Relativistic thinking

• Commitment

Dualistic thinking

• All knowledge is known by the teacher

• Every piece of knowledge is either R or W

• Your answer is either RIGHT or WRONG

• Ask the teacher.

Multiplistic thinking

• Diversity of people’s opinions seen as their confusion – not yet arrived at the correct answer.

• Accept diversity as legitimate – teacher has not found the correct answer yet.

• Uncertainty is legitimate – my opinion is equal to teachers.

Relativistic thinking

• Knowledge is seen as contextual

• The value of knowledge

• Different people’s knowledge – relative to person’s reliability/reputation/worth

Student

Work

Student

Work

10/20 mins

Small

group

discussions on

individual work

10 mins

Agree

next

topic

to

study

•Whole-class participation

•Holistic learning

•Short bursts of information

•Short bursts of activity

•Student engagement

Lecture Session Structure

An Enquiry-Based Paradigm

The Reflective Judgement Model King and Kitchener (1990) based on Dewey (1933) and Perry (1970)• Stage 1 – Single Category Belief System

• Knowledge is absolute and concrete

• Stage 2 – Truth not known to everyone• Some people are right and some are wrong

• Stage 3 – Truth is incomplete (yet)• All problems have solutions – some have not yet been found

• Stage 4 – Uncertainty in knowing is acknowledged• Attributed to limitations of the knower

• Stage 5 – Knowledge is placed in context• Interpretation of evidence

• Stage 6 – Knowing involves evaluation• Some people’s views are evaluated as better than others

• Stage 7 – Knowledge is constructed via critical enquiry• Synthesis of existing evidence; judgement on worth of evidence

Thinking 2

• Descriptive Recall + some cognitive skills =

Reflection Analysis

Explanation Interpretation

• Description + these cognitive skills = Reflection

Thinking 3

• Reflection +

• Reflection + questioning the basis of our analysis

= Critical Reflection

Critical Reflection

A deeper conceptual thinking process

Analysis

Explanation

Interpretation

Inference• Conceptual level

Critical Thinking• Critical Thinking: What It Is and Why It

Counts (Facione, 1998)

• Cognitive skills of:– Interpretation– Analysis– Evaluation– Inference– Explanation– Self-regulation

Thinking 4

• Think about the thinking

• Reflexive – indication that action turns back upon the subject

• Reflect on our critical reflection

= Reflexion

Thinking 4

Critical Reflection +

challenge the validity of presuppositions in own prior learning (Mezirow, 1990)

• Critical Reflection + question the assumptions in own mind

= Critical Reflexion

Learning Journal

Find and record information

+

Thinking

+

Writing

=

Critical reflexion

Learning Journal

• Learning journal - collection of reflective writings

• Reflective writing – manifestation of reflective thinking

• Reflexive thinking

The Relationship between Thinking and Writing

References• Dewey, J., (1910;1933), How We Think, London, Heath & Company• Cowan, J., (1998), On Becoming an Innovative University Teacher,

Buckingham, OUP and SRHE• Kitchener, K.S. and King, P.M., (1990), “The Reflective Judgement

Model: Transforming Assumptions About Knowing”, in: (J. Mezirow, Ed.), Fostering Critical Reflection in Adulthood, San Francisco, Jossey-Bass

• Lukinsky, J., (1990), “Reflective Withdrawal Through Journal Writing”, in: (J. Mezirow, Ed.), Fostering Critical Reflection in Adulthood, San Francisco,Jossey-Bass

• Moon, J., (1999a), Learning Journals: A Handbook for Academics, Students and Professional Development, London, Kogan Press

• Moon, J., (1999b), Reflection in Learning and Professional Development, Kogan Press, London

• Moon, J., (2000), Critical Thinking for Students, 3rd Ed., Oxford, How to Books Ltd.

• Perry, W.G., (1970), Forms of Intellectual and Ethical Development in College Years, New York, Holt, Rhinehart & Winston

• Perry, W.G., (1999), Forms of Ethical and Intellectual Development in College Years, San Francisco, Jossey-Bass

• Rogers, C.R., (1969: 1983), Freedom to Learn for the 80’s, Edinburgh, OU in Scotland

Strategies for Engaging Students with Their Own Learning

• Learning by ‘doing’ made them think

• Doing what?

• Technical enquiry

• Record the ‘doing’=Learning Journal

Strategies for Engaging Students

• Writing made them think

• Critical thinking made them think

Examples

• Find something for students to think about and practice the cognitive processes in critical thinking.

• Extend this with small-group dialectic.

Dialectic

• The art of discussion which seeks to resolve conflict between two or more opposing theories rather than disprove any one of them

• That branch of logic which teaches the rules and modes of reasoning

Patience

Allow students to make mistakes

Let them discover the hard way

Then take corrective action through

Explanation

Example

Strategies for Engaging Students More Examples

• What is thinking?

• What is Reason?

• Write to describe “a coin” from your pocket

• What is “QUALITY in thought & statement”

• Do we want quality in problem solving?

Strategies for Engaging Students

• Spatial Awareness

• Draw diagrams

• Concept maps

• Brain maps

Facilitation of Learning

Get students to talk about their findings and raw ideas

Promote discussion and extension

Encourage discourse

Foster dialectic - higher level intellectual process

Strategies for Engaging Students More Examples

Write about

• what you have been doing since the last entry

• Did anything prevent you form any particular work?

• What will be your next piece of work?

Learning Journal

Find and record information

+

Thinking

+

Writing

=

Critical reflexion

Feedback from studentsFeedback from students Learning by ‘doing’ made them thinkLearning by ‘doing’ made them think

Record the ‘doing’=Learning JournalRecord the ‘doing’=Learning Journal

Writing made them think Writing made them think

Critical thinking made them think Critical thinking made them think

Doing what?Doing what? Technical enquiryTechnical enquiry

Linking

Learning Journals and

Reflexive Thinking

George Allan

School of Computing

Ext. 6415

Burnaby Terrace,

Portsmouth PO1 3AE

+44(0)2392 846415

George.Allan@port.ac.uk

http://www.tech.port.ac.uk/staffweb/allang/