Reflection

Reflection

This week’s presentations and readings clearly articulate the benefits of incorporating reflection into instruction.  The age-old act of reflecting on what we have learned, are learning, have completed, or have to complete allows for better transfer of knowledge to the individuals involved.  And, as Davis (2003) highlights, certain reflective techniques yield enhanced learning.  Specifically, generic prompts allow the learner to make more meaningful connections as an individual, compared to directed prompts that may not fit a learners existing schema.  The directed prompts may result in less efficient and effective transfer, or even possibly confusion and a lack of learning.

There is a wide array of recommended methods for implementing reflection prompts in instruction, as discussed by the readings as well as Dr. Glazewski’s webcast.  Similar to visual design principles, I understood this week’s lesson to indicate that while there are best-practices and preferred methods, there may not be any 100% correct, direct method for instituting the reflective prompts.  Rather, it is situation-based.

This is where I get philosophical, and perhaps a touch melancholy about the state of today’s education (and world in general):

The world today is one of constantly competing resources, looming deadlines and non-stop rushing.  Reflection seems to be a skill that is slowly eroding in our social fabric.  As information is available at increasingly blinding speed and we are called to produce results all the time, pausing to reflect seems to be happening less and less.  At least I know I am guilty of this, and my observations seem to indicate I am not alone. 

The same seems to be true in our educational systems.  Schools must complete delivery of curriculum in a set amount of time.  Class sizes are growing.  So, I must ask: is reflection being sacrificed in our schools too?  I am not a professional educator.  I feel I do a decent job of monitoring my child’s education, but I am largely unaware of the actual classroom environment and instructional techniques.  Is reflection mandated?  Is it used?  Davis (2003) describes how “one size fits all” techniques for reflection prompts are not as effective as ones tailored to the individual.  Are class sizes and competing priorities resulting in non-effective or non-optimal reflective prompts?  Whether for metacognitive, observational, or other purposes, the benefits of reflection are clear, and I hope they are not being brushed aside in schools today.  To reiterate, I am not an educator, and am not asking this with an agenda.  I am genuinely curious, and am hopeful that some of the individuals in the class with a more formal educational background can shed some light on this for me.

As a side note, one of the most tangible learning outcomes for me as an IST Master’s student has been the introduction to the amazing array of tools available to design instruction.  It is nice to learn these tactical tools along with the theory behind them.  Dr. Leftwich’s presentation on the tools available online, including Screencast’O’Matic, Wordle, etc. (and that is just this week’s menu of recommended tools) is extremely helpful!  Dr. Bonk provided a variety of tools in P540 last semester as well.  Having an understanding of these capabilities will be extremely useful for both the IST program, as well as in the professional setting after the degree.  The availability of tools such as these in the hands of educators can maximize the benefits of reflection, and may help to overcome the adverse conditions I bemoan above.