Reflection. It’s a hot word in the ELT world. What I find interesting is that in all my Twitter curating, Google Alerts, and blogosphere explorations, I’ve discovered that educators seem to attach different meanings to the term. For some it’s about mulling over something that happened in class; for others it’s an in depth exploration of a teaching/learning experience. I find myself connecting more to the perspective of the second camp.
When I think of reflective practice, I immediately refer to the experiential learning cycle. I believe that when teachers reflect on an experience using this model, they are better equipped to address their future teaching/learning needs. My own experience with this cycle has helped me develop into a more confident teacher who sees successes and faults as simple launching points for self-improvement.
I’m fortunate to have the opportunity to share my perspective on this reflective cycle at the KOTESOL Busan Reflective Practice Symposium next Saturday, April 21. Among a group of other reflective practitioners, including my good friend Michael Griffin, I’ll be conducting a workshop that hopes to shed light on this form of reflection. Below is the workshop’s abstract:
Reflective Practice: Formulating Your Experience
Reflective practice can be a magic formula for better teaching, but the trick is that you are the only one who possesses the knowledge to make it work. Luckily, this formula – based on the Experiential Learning Cycle (see Dewey, Kolb, and Rodgers) – is not out of reach. During the workshop, attendees will reflect on a classroom experience by taking it through each step of the cycle: description, interpretation/analysis, and action planning. With the guidance of the facilitator, attendees will gain clarity into each step, as well as insight into the value of pausing and taking a good look at each of these points. Attendees can expect to leave the workshop with a solid understanding of how to use the Experiential Learning Cycle to deepen their reflective practice and their awareness of what goes on in their classroom. With this awareness, it is the facilitator’s hope that attendees will realize how the Experiential Learning Cycle can make a positive difference in their teaching and learning.
Even if you can’t make it to the symposium, I am grateful for your support. Thank you!