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REFLECTION

  • Reflection is recalling events and analyzing them critically to create learning. Practical experience can’t stand on its own (Sweitzer & King, 2019).

  • Reflection is the connection between academic and practical field experience and influences the quality and depth of learning (Munby, 1989).

  • Research suggests that through reflective exercises, students can integrate theory and practice while developing critical thinking, problem-solving skills, and perspective transformation (Giamo-Ballard, & Hyatt, 2012).

  • Core elements of reflection include: attending to both cognitive and affective realms, considering experiences from multiple perspectives, generalizing ideas and considering how they apply to other settings, testing and challenging new ideas (Eyler & Giles, 1999). 

Reflection-In-Action

Reflection-in-Action is a type of reflective exercise that captures how experience teaches us by analyzing improvisational thinking during direct practice moments (Schon,1987).

 

 

Meet Anne

Anne is an undergraduate student majoring in Human Service Studies.  She completed her internship at a hospice agency.  She submitted an audio recording of a thinking-in-action 

moment as part of a reflection-in-action class assignment.

Anne's Audio Recordings

 Reflection-In-Action Audio

 

Listen to Anne's recording of her thinking-in-action moment

Anne's Reflection -in -Action recording - Unknown Artist
00:00 / 00:00

     5- Step Reflection Audio

 

Listen to Anne describe the impact of working through the 5-step reflection process.

Anne's Post-Reflection Audio - Unknown Artist
00:00 / 00:00

                         Reflection-in-Action

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  Class Discussion Outline & Case Application

     

                                                                                   References

Eyler, J. & Giles, D. E. (1999). Where's the learning in service-learning? San Francisco, CA: Jossey-Bass.

Giamo-Ballard, C. & Hyatt, L. (2012). Reflection-in-action teaching strategies used by faculty to enhance

     teaching and learning. Networks, 14(2), 1-11.

Graham, B. (2006). Conditions for successful field experiences:  Perceptions of cooperating teachers. Teaching

     and Teacher Education, 22, 1118-1129.

McCormick, D. W. (1993). Critical thinking, experiential learning, and internships. Journal of Management

     Education, 17(2), 260-262.

Munby, H. (1989). Reflection-in-action and reflection-on-action. Education and Culture, 9(1), 31-41.

Schon, D. A. (1987). Educating the reflective practitioner. San Francisco: CA, Jossey-Bass Publishers.

Sellars, M. (2014). Reflective practice for teachers. Thousand Oaks, CA: SAGE Publications.

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