Levels of Reflection – Technical (personal & day to day), Organisational (Management & learner support), Critical (Wider social, economical, political etc)
Technical Reflection-
Planning & Prep of learning- were learner needs identified? H&S etc.
Intro of learning session- Aims communicated to the learners?
Communication- Clear between teacher &learner, learners themselves. Vocally & visual aids?
Group Management- Behavioural issues dealt with?
Teaching& Learning Methods- How appropriate?
Teaching& Learning Resources- Did it function correctly to meet aims of lesson?
Assessment& Feedback- The use of assessment
Differentiation of Learning- Ability of learner in context of meeting learner needs.
Organisational-
How is teaching and learning organised within an institution? Teaching as part of a course, rather than one-off. Timetabling, balancing within a structure of lessons.
The wider consideration that teachers and learners engage in.
The quality and quantity of learning resources.
Learner support for students with extra needs and disabilities.
Critical-
Avis (1999) Hodkinson (1998) and Suter (2007) argue that government funding and further social economic and social policy decisions and funding cuts can make a negative difference within an institution. However (James and Biesta 2007) argue that it comes down to the teaching quality and enthusiasm to make success.
5 Models of Reflection:
DEWEY (1933)
He summarises that there are 5 ’distinct steps’ to reflection: ‘felt difficulty’, ‘definition of difficulty’, ‘suggestion’, ‘development by reasoning’, ‘observation and experiment’. A systematic approach to reflection. He addresses the uncertainties and complexities of humans.
SCHON (1983, 1987)
Reflection in Action, Reflection on Action, Reflection from Action
BOUD ET AL.S (1985), KEOGH AND WALKER’S EXPERIMENTAL MODEL OF REFLECTION
Reflection is a response to an experience. 2 parts to it. First the experience, then the response. ‘Returning to an experience’, ‘attending to feelings’ and ‘returning to experience’.
The example goes into more detail with a focus on ensuring that more able and less able students are all made to feel included in a lesson.
Reflective learning is ongoing!
TRIPP’S CRITICAL INCIDENTS THEORY (1993)
Showing the professional practice of teaching. Teachers should explore the incidents that happen everyday.
• Who was involved?
• Where did it happen?
• What actually happened?
• What the teacher’s reaction to the incident?
What can be done.
BROOKFIELD’S CRITICAL REFLECTION (1995)
‘Teacher’s can never be innocent’ The assumption that teachers always know what they are doing and the outcome. To have that feeling is naïve and damaging.
Paradigmatic assumptions, Prescriptive assumptions, Causal assumptions.
The assumptions can be ‘hunted’ by teachers by Looking through the eyes of students, autobiographically, colleagues experiences, theoretical literature.
Rushton, I., Suter, M. (2012). States that observing and being observed is highly valuable in reflective practice. It not only allows you to build and develop as a teacher but also it builds relationships between peers and can reinforce and strengthen our previous uncertainties on teaching
A really interesting case study within chapter 4.

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