learning journals and reflective thinking: an enquiry-based approach aberdeen university 7 th july...
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Learning Journals
and
Reflective Thinking:An Enquiry-Based Approach
Aberdeen University
7th July 2006
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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
http://www.tech.port.ac.uk/staffweb/allang/
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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
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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?
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Learning JournalLearning Journal
Find and record informationFind and record information
++
ThinkingThinking
++
WritingWriting
==
Better Better thinkingthinking
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Thinking
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Thinking 1
• Recall
– descriptive
• What purpose does this serve?
• How deeply does this engage the brain?
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Thinking 2
• Descriptive Recall + some cognitive skills =
Reflection Analysis
Explanation Interpretation
• Description + these cognitive skills = Reflection
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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)
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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 ……..
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Reflection• The Kolb cycle
• experience
• reflect • generalize • test
• The Cowan diagram– Reflection for action– Reflection in action– Reflection on action
• Modified Cowan diagram
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The Student Experience
Training: Task completion
Learning: Improved ability
Knowledge: Improved reasoning
Wisdom: Improved judgement
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Perry’s Model of Student Cognitive Development
• Dualistic thinking
• Multiplistic thinking
• Relativistic thinking
• Commitment
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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.
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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.
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Relativistic thinking
• Knowledge is seen as contextual
• The value of knowledge
• Different people’s knowledge – relative to person’s reliability/reputation/worth
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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
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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
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Thinking 2
• Descriptive Recall + some cognitive skills =
Reflection Analysis
Explanation Interpretation
• Description + these cognitive skills = Reflection
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Thinking 3
• Reflection +
• Reflection + questioning the basis of our analysis
= Critical Reflection
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Critical Reflection
A deeper conceptual thinking process
Analysis
Explanation
Interpretation
Inference• Conceptual level
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Critical Thinking• Critical Thinking: What It Is and Why It
Counts (Facione, 1998)
• Cognitive skills of:– Interpretation– Analysis– Evaluation– Inference– Explanation– Self-regulation
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Thinking 4
• Think about the thinking
• Reflexive – indication that action turns back upon the subject
• Reflect on our critical reflection
= Reflexion
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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
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Learning Journal
Find and record information
+
Thinking
+
Writing
=
Critical reflexion
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Learning Journal
• Learning journal - collection of reflective writings
• Reflective writing – manifestation of reflective thinking
• Reflexive thinking
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The Relationship between Thinking and Writing
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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
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Strategies for Engaging Students with Their Own Learning
• Learning by ‘doing’ made them think
• Doing what?
• Technical enquiry
• Record the ‘doing’=Learning Journal
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Strategies for Engaging Students
• Writing made them think
• Critical thinking made them think
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Examples
• Find something for students to think about and practice the cognitive processes in critical thinking.
• Extend this with small-group dialectic.
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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
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Patience
Allow students to make mistakes
Let them discover the hard way
Then take corrective action through
Explanation
Example
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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?
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Strategies for Engaging Students
• Spatial Awareness
• Draw diagrams
• Concept maps
• Brain maps
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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
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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?
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Learning Journal
Find and record information
+
Thinking
+
Writing
=
Critical reflexion
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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
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Linking
Learning Journals and
Reflexive Thinking
George Allan
School of Computing
Ext. 6415
Burnaby Terrace,
Portsmouth PO1 3AE
+44(0)2392 846415
http://www.tech.port.ac.uk/staffweb/allang/