Happy New Year!
It’s been a busy couple of months here at ACCESS headquarters. Those of you who are ACCESS members will be getting the next edition of the newsletter soon and at that point you will learn about all the exciting things going on.
Today, I would like to report on the first ACCESS SKiP call of the year. SKiP stands for
Shared Knowledge & Practices
and the SKiP committee, headed by ACCESS VP of Professional Development Debra Murphy, hosts several events each year including SKiP conference calls on various topics. Today, we met and discussed Reflective Practice.
We had ten participants on the call today. There were ACCESS members from a variety of states including Massachusetts, New Jersey, Connecticut, Iowa, Texas, North Carolina, and Illinois (I’m sorry if I left any state out!).
Debra put together a Reflective Practice handout –
This handout sent via the listserv as an attachment to the invitation. Eventually, we will have a SKiP area in the “Members Only” section of the ACCESS website. For now, feel free to download documents that are highlighted throughout this post.
Several people shared ideas about how they involve their students in reflective practice and agreed to send along their resources. See the Reflective Practice handout above for details about the theories of John Dewey and Donald Schön that underlie reflective practice in education.
- Laurie discussed a reflection template they use for many different assignments throughout the program. She said that faculty are now using the same reflection questions in their own practice, and that this has been very helpful. She agreed to share it, so here it is! reflection template
- Kathy suggested that this template could also be used by faculty to reflect on key assessments.
- Debra interjected that a question she has been thinking about is to make these more than just an assignment, filling in the blanks or answering the questions without internalizing the practice. How does it become “what we do?” All agreed that we need to model reflective practice ourselves so students come to see it as valuable.
- Lisa described how she uses a variety of reflection questions starting in a curriculum course and how she tries to encourage her students to understand childrens’ experiences through their own experience, for example, how they feel when they feel competent and relating it to how children feel when they feel competent.
- Nancy mentioned the idea of using a mind map to represent ideas that come up in reflection and then having students use the mind maps to later write about the process. Debra mentioned www.wordle.net that she uses with her students in the practicum course to create a visual about how they see themselves as teachers at the beginning and at the end of the practicum, then writing about the changes and why they think they occurred.
- Carrie discussed a reflection activity that she uses in class to help students process their own learning as they describe how they could make an answer to a quiz question stronger. reflective quiz taking
- Other questions and suggestions that came up: Asking students: “What did you learn from the children?” after implementing a lesson plan. How do students interpret reflection, what does it mean to them? How do we reflect it back to them?
For those on the call, is there anything you would like to add to what we have posted here? Please post a comment so we can continue the conversation. I will also add more notes after tomorrow’s SKiP call which is on the same subject.
I hope you can join us tomorrow:
2:00-3:00pm EST, 1:00-2:00pm CST, 12:00-1:00 Mountain, 11:00am -12:00pm PST
Please check your e-mail for call-in information.