Crystal Stinson

EDHP 500
Reflection and Reflective Practice
Reflective practice is the process of learning through and from experience towards gaining new
insights of self and practice. The process involves the person looking at their own practices in
learning situations and critically analyzing these experiences so that they can be improved in the
future. Problem solving is something that is encountered in everyday life and most often the
same or similar problems will present themselves. Learning in the classroom is problem solving
based and once a person develops a pattern to problem solving it may sometimes not be
applicable to all areas of learning. The reflective practice allows for revamping of problem
solving practices to fit unique problem solving situations and also allows for determining
efficacy and efficiency of problem solving practices in all learning situations.
My personal learning theory as stated in my personal learning theory paper is as follows: My
definition of learning theory would simply be stated as an idea or set of principles that explains
how learning takes place for an individual. How information is understood, absorbed and
retained in the process of learning. Learning Theory has to include how the new information is
first presented and how it is absorbed into the human brain and into memory. My learning
theory neglected to expound on how the reflective process is an integral part of learning. When
encountered by a problem solving situation that is uncomfortable and unsuccessful, the reflective
process is key in understanding what part of the problem solving practice needs to be re-
developed. When determining that mathematics in particular is hard to completely understand if
not followed in a step-wise fashion( the example I used in the paper), the reflective process was
used unconsciously. Self awareness of the uncomfortable feeling of incomplete understanding
and not being able to fully solve the problem once the numeric values were changed to
something different from the first example.The critical analysis that identified where the gap in
learning occurred and the development of the new practice of knowing all steps of the math
problems was developed. So although the reflective process was not included in depth in my
personal learning theory since involvement in this class I have been able to recognize where its
components have shaped my defined practices of learning.
Self-awareness and multiple intelligence theories was a new concept for me. Since the self-
evaluation was completed I now know why I have adopted some learning practices. To learn
mass amounts of information I must have a graphic, very detailed, colorful and even pictorial
outline which is explained by spatial strength. I also work well with music playing in areas
where I am weak such as mathematics. I must always have self- time in order to tackle problem
solving because I cannot function without a clear head. MI was a great revelation for me.
Participation in the class has caused me to expound my learning theory to include talents and
intelligences, engaged versus disengaged learners and the reflective process all views that were
not explored before this class. My personal learning theory already included aspects of the
cognitive, social and psychodynamic theory as well as basic areas of learning. At the time this
new information was presented I immediately thought of all the times I was not successful at
learning something. I began to try and recall if I was engaged when the information was
presented? Did I use my multiple intelligences to tackle the situation? Was the educator effective
in encouraging self- directed learning? Immediately the reflective process began which is a good
experience to help me notice that all unsuccessful learning events in my life may not be due to
lack of intelligence but maybe lack of knowledge in the efficacy of the problem solving practice.
In the future before encountering a new problem solving situation, the reflective process will be
done. I will try and compare the new problem to ones before and tailor my pattern of response to
fit the problem and incorporate my personal MI strengths in hope of a good outcome. I plan to
use this with my students in my future career in academia. This course was successful in eliciting
re-theorizing and reformulation. Repetition, the backbone of my personal learning theory, is not
always the key to learning and understanding and memory. Learning is multi-dynamic and can
be maximized with the reflective process and the incorporation of multiple intelligences to
encourage self-directed learning.