designing reflective activities

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Designing Reflective Activities Sanjaya Mishra

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2k60906: A workshop presentation at IGNOU

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Page 1: Designing Reflective Activities

Designing Reflective ActivitiesSanjaya Mishra

Page 2: Designing Reflective Activities

Please think of something you are good at. Write how you became good at it.

Trial and error, reading, observing, experimentation, reflection

Reading, discussion, practice, reflection on practice By doing it, by talking to people about it Trying different methods, thinking about the issue,

reflecting on mistakes

Your responses could be anything of the following:

IGN

OU

-ST

RID

E

In summary, the following emerge:• Practice, Doing it• Trial and Error• Learning from mistakes• Reflecting

Activity to begin with…

Page 3: Designing Reflective Activities

Types of Activities

Activities

Question-based Reflective Action-based

With immediate feedback(e.g ITQ)

With model answer/ feedback at the end(e.g. SAQ)

With no answer but hints(e.g. Exercises)

Things to do(e.g. Collection of data)

Experiential(e.g. Writing a note after watching a TV programme)

Source: Mishra and Gaba (2001)

Page 4: Designing Reflective Activities

Why use activities?

• Think for themselves• Come up with

explanations/solutions• Sort out the features of an

argument• Draw inferences• Relate own ideas and experiences

to topic

To help learners

Page 5: Designing Reflective Activities

Why use activities?

• Be exposed to competing ideas and views

• Experience those tasks that are typical of the subject

• Practice important objectives• Monitor progress• Check their understanding/mastery of

the concepts and skills• Reflect on implications of their learning• Actively use the materials

To provide opportunities for learners to:

Page 6: Designing Reflective Activities

Importance of Reflection

Donald Schon (1983)• Reflection-in-action• Reflection-on-action

David Kolb (1984): Learning CycleConcrete experience

Abstract conceptualization

Reflective observationActive experimentation

Page 7: Designing Reflective Activities

Dictionary meaning:(n): 1. an instance of reflecting; 2. a

thought, idea or opinion formed or a remark made as a result of mediation; 3. consideration of some subject matter, idea or purpose

(adj): marked by reflection: thoughtful, deliberate

What is Reflection?

Page 8: Designing Reflective Activities

John Dewey (1933): How we think?

• Reflection is a meaning making process• Systematic, disciplined way of thinking• Reflection happen in community, in

interaction with others• Reflection requires attitude that value

the personal and intellectual growth of oneself and others.

Page 9: Designing Reflective Activities

J. Mezirow (1977)

• Non-reflective actionHabitual ThoughtfulIntrospection

• Reflective actionContextProcessPremise

Page 10: Designing Reflective Activities

M. Van Manen (1977)

Technical

Contextual

Dialectical

Page 11: Designing Reflective Activities

Sparks-Langer et al (1991)

Framework for Reflective thinking

1. No descriptive language2. Simple layperson description3. Events labeled with appropriate terms4. Explanation with tradition or personal

preference given as rationale5. Explanation with principle or theory

given as rationale6. Explanation with principle or theory

and consideration of context7. Explanation with consideration of

ethical, moral and political issues

Page 12: Designing Reflective Activities

J. Moon (1999)

Meaningful, reflective, restructured by learner, creative

Meaningful, reflective, well structured

Meaningful, well integrated ideas linked

Reproduction of ideas, ideas not well linked, memorized representation

Page 13: Designing Reflective Activities

Reflection is a constructivist way of learning

• Construction of knowledge by learner

• Active involvement of the learner• Non-linear way of learning• Opportunity to apply and question• Learning through experiential

problem solving• Situated and contextual

Page 14: Designing Reflective Activities

What is not reflection?

• Recall• Define• Identify• List• All lower order behavioral

objectives

Page 15: Designing Reflective Activities

Designing Reflective activities

Revised Blooms Taxonomy

Knowledge Domain•Factual•Conceptual•Procedural•Meta-cognitive

Cognitive Process Domain

Remember

Understand

Apply

Analyze

Evaluate

Create

x

Page 16: Designing Reflective Activities

Guidelines/ Components

• Use action verbs in the level of U-A-A-E-C

• Cover Mezirow’s critical reflection approach – What, how and why type question

• Provide opportunity for contextualize, theorize, personalize, and generalize

Page 17: Designing Reflective Activities

Exercise

Develop at least 2 reflective activities in a topic of your choice.