Reflection and evaluation, the consideration of evidence, the determination of its validity is the central ingredient of scholarship. In the introduction to the module Communicating the Scholarship of Teaching we said scholarship was about
These are the elements that enable us to exercise scholarly judgment, to evaluate a proposition, to test the merit of an hypothesis, to judge the logic of an argument. We do these things all the time, about other people's work and about the product of our own research what we do not do as commonly is apply these processes ourselves to our own teaching practice.
Engaging in open and collaborative discussion about our work with a peer, and regularly writing up our learning in a journal or log book, is a processes that will enable us to become reflective teachers. The journal is parallel to the field book or laboratory notes of the scientist. We not only record what happened or what was observed but in addition we can record a tentative hypothesis or the development of new understanding, we can use our writing to make a new sense of phenomena. Reflective writing has the potential to provide us with a systematic approach to our development as a reflective, critical and constructive learner. Our journal can provide an opportunity to make explicit our position on a range of issues of personal significance.
Used effectively, reflective writing will support us to make a personal sense; of a diverse set of experiences, this is particularly important when learning is to be incorporated into every day practice. A reflective journal assists the reflective process.
Donald Schn in Educating the Reflective Practitioner writes about reflection-in-action. He describes a process of learning by doing with the help of a coach. This is after all the way we all learnt to talk as infants. As mature practitioners we are able to exploit the process more fully. To maximize our learning we can question and challenge the coach, ask for clarification and together build new understandings. In this way we learn to be reflective with our partner.
Another helpful way of understanding the process of reflection is described by Stephen Brookfield in Becoming a Critically Reflective Teacher. Brookfield describes the process of hunting out our assumptions and critically examining them. Look for the assumptions that underpin your practice and then play devils advocate and develop a contrary argument. You now have two sides of an argument to evaluate. This is engaging in personal critical reflection. An example might be your assumption that there is no place for collaboration between students completing assignment work, that it should be all their own work if the assessment is to be valid and accurate. Think back to your own collaboration with your partner in peer review did collaborating increase the product of your learning? Did you learn more than you would have done alone? Could this be the case when our students work together?
Another example of reflection in action is 'Action Learning' a term used by many writers to mean learning by doing. Engaging in action and then thinking about how to improve the action involves reflection and evaluation. Learning comes through reflection, evaluation, decision, action and reflection.
Reflective writing enables the documentation of experiences, thoughts, questions, ideas and conclusions that signpost our learning journey. A scholarly approach to teaching requires critical inquiry into practice and into learning; change and improvement result after reflection, planning and action. Keeping a journal develops this as part of our every day practice.
Scholarly teaching involves an appreciation of the teaching and learning process and the ability to intervene purposefully and positively in the learning experience. Reflective writing provides an opportunity for us to think critically about what we do and why. It provides
Learning occurs when we take in information, think about it, make sense of it, and fit it in with what we already know. This may mean changing what we already know, or by rejecting the new information confirming our knowing about the older knowledge. Learning also requires that we can see how to apply new information and where to apply it. This requires careful consideration before action. Writing about what we do and what we have learnt disciplines us to become more thoughtful, reflective and analytic. The form your writing takes is up to you. We have developed some possible structures and ideas o help you get started.
What ever structure you chose and it might well be a mix of all of these, your writing needs to demonstrate active and reflective engagement in the issues and ideas you encounter.
(Perhaps the issues you are exploring in your collaborative peer review activities or in your Talking about Teaching group)
Take something you have read in the literature on teaching and learning, or take something that occurred as part of your activities undertaking this module and use the following questions to guide your reflection:
Ballantyne,
R & Packer, J; (1995)Making Connections: Using Student
Journals as a Teaching/Learning Aid, HERDSA ACT.
Boud, D; Keogh, R; & Walker, D, (1995) Reflection: Turning
Experience into Learning, Kogan Page, London.
Brookefield, S. D. (1995) On Becoming a Critically Reflective
Teacher, Jossey Bass, San Francisco.
Schn, D; (1987) Educating the Reflective Practitioner;
Jossey Bass, San Francisco.