La definition de reflection dans le
|réflexion, nom féminin|
So what is reflection according
to the PYP model?
Inquiry involves an active engagement with the environment in an effort to make sense of the world, and consequent reflection on the connections between the experiences encountered and the information gathered.
Inquiry must involve the synthesis, analysis and manipulation of knowledge, whether through play or more formally structured learning. (Primary Years Programme: A Basis for Practice).
Reflection is integral to the inquiry model of teaching. It allows learners to articulate not only what they have learnt, but the challenges faced in their learning journey. As a result it stimulates discussion around the solution to a learning challenge. It makes the student’s thinking visible, and by doing so educators can understand it and improve it.
Reflection is a complex, rigorous, intellectual, and emotional enterprise that takes time to do well.
Why reflect on our
- Reflection is a meaning-making process that moves a learner from one experience into the next with deeper understanding of its relationships with, and connections to, other experiences and ideas. It is the thread that makes continuity of learning possible, and ensures the progress of the learner.
- Reflection is a systematic, rigorous, disciplined way of thinking, with its roots in scientific inquiry.
- Reflection is best when it involves needs to happen in community; in interaction with others.
- Reflection requires attitudes that value the personal and intellectual growth of oneself and others.
The Project Zero thinking routines provide a framework for reflection. Reflection must be embedded in our teaching to provide students with the opportunity to pause. Pressing the pause button can be a powerful way for students to not only reflect on challenges, but to also probe and connect new knowledge to old knowledge. (Trishman,Parker 2005).
Explicitly teaching students the art of reflection can change the culture of the classroom, promoting students to think.
Again, if teachers are able to see the students thinking at work, they can understand it, probe it and improve it. (Early childhood Edu 2008).
Such habits of mind benefit productive thinking that will permeate all areas of the learner’s life.
The Harvard Core Routines invite you to target different types of thinking by using different methods of reflection.
“Often thinking happens under the hood, within the marvelous engine of our mind” (Project Zero) and this tool will allow the thinking to become visible thinking.
Visible Thinking defined:
Visible thinking refers to any kind of observable representation that documents and supports the development of an individual or groups ongoing thoughts, questions, reasoning and reflection. They reveal the learner’s unfolding ideas as they think through an issue or problem.
The thinking routines encourage active processing by:
- asking questions
- taking stock of prior knowledge
- connecting new and old knowledge
- allowing learners to re-evaluate their thinking
Explicit tools to reflect on learning:
A few examples-
1. The Visual Graphic
(tautology, but it helps you remember)
A great way to make thinking visible is by allowing students to create a simple visual graphic in small groups.
Often by collaborating, sharing and appreciating each other’s work, students have time to connect ideas and new learning to what they already know. This will stimulate more learning and excitement. By making the thinking visible, teachers address any misconceptions, if it’s required, or probe further in order to get students to make more connections.
Some of my favourite ways to get students
1.Clearing the Clouds
Project zero: Core routines
invite you to target different
types of thinking.
2.I used to think…
(a quick one!):Draw a mountain and summit. Where do you feel you are on the mountain in your understanding of structured/guided inquiry process? Draw yourself. Justify your answer and share with a partner.
It has been said before: Reflection is a complex, rigorous, intellectual, and emotional enterprise that takes time to do well
Giving time to students to reflect on what has been explored/ learnt is central to the Inquiry model of teaching. Without time to reflect a crucial key is missing to target their thinking, making the unlocking
of knowledge a hit and miss exercise instead of being an active processing of ideas.