Reflective Inquiry

8/3/2019 Reflective Inquiry

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Dianne Allen July 2003 1

Reflective Inquiry

An example

(there are other ways of doing it)


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How do I improve .

My interactions in Computer MediatedCommunications to contribute to thedevelopment of a community ofpractice?

My contribution to EDUT422 in Spring

2003?


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Reflective pro-forma

Kiplings six servants: Who

What When

Where How

why


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How do I improve ? What am I doing now? What does the literature suggest I could/should do? Difference between could/should? What do I feel about any of those suggestions? What do I mean by feel? What values do I understand to be operating here? Are they my values that I really do want to own and

be called to account for? Or are they just societys, someone elses Mothers,

Fathers, Teachers, peers Can I make the change?


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What did I not do so well last

Monday?

E I wanted to talk; they wanted to talk competition; Whos in control around here?What are the behaviour management issues?

S I wanted to give the big picture overview;they were more than happy being engagedwith the details and talking to one another

about it; when I give the big picture, they willtend to find the details that diverge from it,that disprove it


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What did I not do so well last

Monday?

F I wanted to help them make logicalconnections they were busy thinking abouthow does this apply in so-and-sos case, andtalking about it with others

J I wanted to do what I am used to doingand bring it to my closure on I/N/T; they

were happy to be engaged with the S detailapplied to the person dimension F and hadmuch more to talk about before they wouldneed to close; I needed to be more flexible


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What can I change?

How does a J become more flexible myagenda is to have no agenda

How does a T focus a bit more on the people

make the task the people issues Ted thought what I was doing was going

well; I thought it was a disaster who wasright? On the basis of what kind ofevaluation?


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What are the things that each typecomponent brings to the classroomsituation?

What are the implications of your type in thecontext of a class?: general distribution issues: if you are I, half the class is with you; half the

class has another preference; if you are N most of the class is happy with

detail and step-by step instructions, only 25%

of the class might be interested in the biggerpicture, the possibilities; and what happenswhen you mark their work especially a

composition?;


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What are the things that each typecomponent brings to the classroomsituation?

What are the implications of your type in the contextof a class?:

general distribution issues:

if you are T, more of the boys will be with you than

the girls; and about half the class will be F ratherthan T; what is your view of justice (for example inadministering rewards and punishments) may not be

their view of justice!; if you are J, half the class will like the order, the

scheduling, the closure; half the class will find thissomething they cannot work with all that well


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Types as a Teaching Tool

Distribution of types in teaching What kind of teaching will suit you and

your preferences best ?

What do you need to learn to be able tomake the adaptations that mean that

your teaching will be more comfortablefor you and for your students? -learning styles and implications


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Are there other ways ofunderstanding what is going on here?

Gardners Multiple Intelligences Verbal-Linguistic Musical Logical-Mathematical Spatial-Visual Bodily-Kinesthetic Interpersonal Intrapersonal Naturalistic Existential [FRAMES OF MIND (1983). He added the last two in INTELLIGENCE REFRAMED (1999). ]


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Other reflective structures Sue Knights: Critical Incident Questionnaire: experiences as a

learner (Q1-4) Critical Incident Questionnaire: experiences as a

teacher (Q5-6) Critical Incident Questionnaire: heroes and

villains in education (Q7-8) Linking your experience with your practice Look back over your answers to questions one to eight and think about the

influence of those experiences on your own practice. Did these experiencesinfluence your choice of work?

What kinds of things do you want to encourage? What kinds of things areyou determined to avoid? What would you like to achieve in your ownteaching, in your own learning?


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Other reflective structures Stephen Brookfield Becoming a critically reflective teacher. San

Francisco: Jossey-Bass, 1995, p.147 Think about what you mean by good teaching. As you recall good

teachers, acts of good teaching, and good classes in which youvebeen a learner, write down a few comments in response to thefollowing questions. They have been designed to focus your

attention on actionsthat embody good teaching rather than ongeneral ideas about its qualities. If a home-schooled, self-taught student decided to become a

teacher and came to you asking to see good teaching in action,what would you tell her to look out for as she visited a classroom?

If you were serving on a Teacher of the year award committee,what kinds of actions that you saw teachers taking would make youwant to give them the award?

Think back to the last time you saw something happen that madeyou say to yourself, This is great teaching. What was going onthat made you have this reaction?


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Other reflective structures

Check out EDUT422 page 9 Check out EDUT422 Appendix 9 Ghaye

& Lillyman page 21-23

Check out EDUT422 LOL for moreoptions

In the end, you may need to designyour own for your own learning needs


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Exercise

In groups of 4-5, consider: How you would re-design my 22/7

lesson

with this group, with new content, and

some experiential activity and reflectivework to allow them to learn under theirown steam

Reflective Inquiry

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