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I like to use the questions by Petter Pappas:

1. What did I do?

2. What was important about what I did? Did I meet my goals?

3. When did I do this before? Where could I use this again

4. Do I see any patterns or relationships in what I did?

5. How well did I do? What worked? What do I need to improve?

6. What should I do next? What’s my plan / design?

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taxonomy of reflection

Peter,

I see this Taxonomy of Reflection and associated questions as being an invaluable tool for instructional coaches when conferencing and working with teachers. I am currently writing my dissertation in which teacher reflections are the bulk of the data. I wish I would have had this a year ago. 😉 Looking forward to reading more of your work.

Linda,
I've been simmering the model on my brain's back burner for awhile. Sorry I didn't get it out sooner. Best of luck in your work.

Lydia, Glad you found the model applicable to your work. ... And perhaps a respite from rubrics.
Cheers,
Peter

Peter,
This is of great help. I face 150 freshman on thursday. I was working up a talk using prezi and found yours, then I found this. I'm feeling like I might be able to really help them as they take on life at an R1 university. Thanks.

Don,

Thanks for taking the time to post. I'm pleased to hear about the many ways the taxonomy is used. Best of luck facing the 150!

Peter,
I really like the integration of Blooms taxonomy into the levels of reflective practice, it clearly shows how the ability to reflect is a hierarchical process that requires understanding of the challenges at each level. I also think reflection is generally not valued enough in our profession.
Gareth

Thanks Gareth,
My approach to professional practice begins with the question "does this model what we would like to see students doing in the classroom?" If we want students to be reflective learners - teachers and administrators must reflect on their practice as well.

Peter,
What resources did you use to formulate your taxonomy/vision of reflection? I'm doing a project for a class on diffentiating supervision, and your model is exactly what I've been looking for in my research.

Hi Christina,
Of course Bloom's taxonomy is the foundation. The rest came from my experience in the classroom - both as teacher and teacher trainer. Feel free to cite in your project - but I don't have any documented research to back my model.

best of luck
Peter

Hi Kat,
Thanks for your support. I think at this point in your career, you're off to a great start - monitoring and setting goals. An admirable perspective that should serve you well.
Best of luck ~ Peter

Hi, I love your website and everything that you wrote. I have 2 questions about critical reflection.

1. Is it necessary to write down a reflection or could it happen when you are thinking deeply about an issue but not necessarily writing it down?

2. Can reflection be taught per se? Or does it need to be embedded in the learning process?

Thank you 🙂

Hi Azmira,

Glad you're finding some inspiration in the post. In response to your questions:
1. While I can see some merit to documenting reflections, I don't think it's essential it be in writing. My own style is to reflect in dialogue with others. (I sort of figure it out as I go along. It seems I think best in conversation). Others might want to write in a very private journal. Video, sketches, whatever helps you identify patterns.
2. You need something to reflect on. Thus, I think that there's a natural affinity for learning experiences that become the catalyst for reflection.

In a classroom context, you may need to be very explicit in guiding the students to reflect on their learning. For the most part, they've never been asked to do that in school. (so they are often asking teachers "what'd I get?") They will likely need support and modeling to get past the goal of trying to guess what their teacher wants them to say.

Have fun with it and let the students know what you're trying to accomplish. You can all figure it out together.
~ Cheers, Peter

Hi again!

I'm very interested with what you said about 'to reflect in dialogue with others'. How do you do this? Do you have preset questions to direct you in the dialogue? Or is it a free-flow discussion? (all experienced trainers/teachers said they 'sort of figured out' as they go along but hey they got it all tied up nicely like it has been staged - haha)

Usually I conduct a discussion after every session to let my participants talk about the session, i.e. questions, opinions about the activities they have experienced during the session etc. Can this be considered as a dialogue? How do I ensure the quality of the discussion? Sometimes I provide the participants with Thinking Questions to get them started on the discussion. Are there any sequence on what questions I should be asking first in a discussion? i.e. arrange the questions based on Taxonomy of Reflections?

Azmira,

yes - free-flow discussion

It starts with good listening. I frequently stop and ask others to summarize what was just said. Or I may try a summary of my own. Then I mix in some of the prompts (from the taxonomy) as they fit.

I've been doing it so long, it's second nature and not scripted.

Thanks for the idea of applying the taxonomy to the reflection process ... you remind that the best ideas are simple ... once you've seen or thought of them! We're developing the use of the SOLO taxonomy for our school and will have a try at making up a taxonomy for that kind of reflection ...

Many thanks

Jennifer

Hi Jennifer, glad you were a bit inspired by the post. Please share a link to your adaptation when it's complete.
Cheers, Peter

Hi Christy,
Glad to hear you find the taxonomy useful for your professional growth. I greatly appreciate your feedback.
Cheers,
Peter

Kindly can you provide an example of how to apply this taxonomy
I have conducted some post class conferences and I want to apply this taxonomy for analysis;however,I found it hard for analysis

Hi Shiekha,

Everything I have written the subject can be accessed by following this link. You will find all the prompts I developed in these various posts.

The Taxonomy is not based on any formal research. I developed this model based on my years of teaching and training teachers. It was designed to offer a way to deepen learning and educator reflections.

You are free to expand the model with your own research. Best of luck, Peter

Thank you Peter for ur reply
I tried it and found it effective so far
I used it to analyse some post lesson discussions n it was really useful to categorise teachers level of reflection

All the best

That's for this powerful tool! I serve as TSS coordinator,and will employee this model as apart of my discussion with induction teachers.

Thanks so much !!

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The Reflective Teacher: A Taxonomy of Reflection (Part 3)

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taxonomy of reflection Peter, I see this Taxonomy of Reflection and associated questions as being an invaluable tool for instructional coaches when conferencing and working with teachers. I am currently writing my dissertation in which teacher reflections are the bulk of the data. I wish I would have had this a year ago.

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Contoh Learning Log Speaking for Social purposes

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Contoh Learning Log Speaking for Social purposes

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Artikel yang mendasari Learning Log kelas Speaking for Social Purposes

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Artikel yang mendasari Learning Log kelas Speaking for Social Purposes