Reflective Pedagogical

Approach
Lizamarie Campoamor-Olegario
U.P. College of Education

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Reflection is seldom part of
today’s … education,
perhaps explaining why
students think [that learning] is
about memorizing facts.
» Généreux & Thompson (2008)

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As… education continues its shift
away from passive learning
towards greater student autonomy
and active strategies (e.g. Chan, Wong, Law,
Zhang, & Au, 2017; Lo, 2010), it has created
more student-centered and
experiential learning opportunities
while also enabling students to
become more responsible and
self-directed learners. (Chan & Lee, 2021)

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https://www.skillshub.com/wp-
content/uploads/2019/11/the- 4
experiential-learning-cycle.jpg
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https://www.skillshub.com/wp-
content/uploads/2019/11/the- 7
experiential-learning-cycle.jpg
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We do not learn from
experience.
We learn from reflecting on
experience.
– John Dewey (1933)

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Experiences alone
do not necessarily lead to
learning –
it is the active and
conscious reflection of
one’s experiences,
emotions, actions, and
responses that is essential
(Loughran, 2002)
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WHAT IS REFLECTION?

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 Reflection
• a process of thinking, evaluating,&
making sense of existing
experiences, as well as
planning for future experiences, and
are an integral component of both
self-knowledge and self-regulation
that allows the individual to
evaluate, monitor, and improve
themselves
(Grant, Franklin, & Langford, 2002; Hixon & Swann, 1993;
Høyrup, 2004; Mezirow, 1991; Ryan, 2013). 12
 Reflective
thinking
• an active, persistent,
& careful
consideration of
– a belief or
– supposed form of
knowledge,
– the grounds that
support that
knowledge, and
– the further
conclusions to
which that
knowledge leads
• frees us from
impulsive and
routine activity (Dewey,
1933)
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 Academic or Professional
Reflection (Denton, 2011)
understanding the context
of learning understanding their own
contribution to that context

explaining why these using all of this knowledge

experiences have played to re-imagine and
out or what could be ultimately improve future
different experience
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 What are the key features
of reflection? (Schon, 1983)
Reflection is an active and dynamic process:
It can involve
• reflecting ‘ON’ action
(past experience)
• reflecting ‘IN’ action
(on an incident as it happens at present)
• reflecting ‘FOR’ action
(actions that you may wish to take in the
future)
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https://assignmentfreelancers.com/blog/wp-content/uploads/2019/07/image-1-25.jpg

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 What are the levels of
reflection?
https://
Bain et al. (2002) 5Rs framework
www.researchgate.net/
publication/
338308246_Student_R
eflections_and_Self-
Assessments_in_Vocati
onal_Training_Supporte
d_by_a_Mobile_Learnin
g_Hub/figures?lo=1

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WHY IS REFLECTION
IMPORTANT?
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 Benefits of Reflection
Students
• understand themselves (Gelter, 2003; Ryan, 2011)
• resolve uncertainties and complex situations
(Fullana, Pallisera, Colomer, Fernandez Pena, & Perez-Burriel, 2016)
• self-aware (Bandura, 1986; Mann, Gordon, & MacLeod, 2009;
Tsingos et al., 2014)
• apply critical thinking, and problem-solving (e.g.
Perels, Gürtler, & Schmitz, 2005)
• effective learners (Ghanizadeh’s (2017) p.112)
• self-learners (Bond, Evans, & Ellis, 2011)
• self-regulation

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WHAT ARE THE
CHALLENGES AFFECTING
STUDENTS TO ACHIEVE
CRITICAL REFLECTION 20
https://ars.els-cdn.com/content/image/1-s2.0-S1747938X20308368-gr2b.jpg
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HOW TO DEVELOP
REFLECTIVE THINKERS?
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 Requires reflection literacy
from each level of stakeholder

https://www.sciencedirect.com/
science/article/pii/
S1747938X20308368

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What to Provide to Prompt and
Support Reflective Thinking
• Enough wait-time
• Emotionally supportive environments
• Process of mistakes as a learning
opportunity.
• Classroom activities that provide
integrated experiences.
• Authentic (real) problems
• Modelling of metacognitive and self-
explanation strategies
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What to Provide to Prompt and
Support Reflective Thinking
• Study guides or advance organizer
• Social-learning environments
• Reflective journal
• Affect, Behavior, and Cognition questions
– before learning a topic
– when setting a plan or developing a
goal
– during instruction, and
– after instruction
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 References
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