{"id":4418,"date":"2024-02-13T14:09:19","date_gmt":"2024-02-13T14:09:19","guid":{"rendered":"https:\/\/www.improvewithmetacognition.com\/1697641319235\/?p=4418"},"modified":"2024-02-13T14:09:20","modified_gmt":"2024-02-13T14:09:20","slug":"practicing-reflection-with-written-activities","status":"publish","type":"post","link":"https:\/\/www.improvewithmetacognition.com\/practicing-reflection-with-written-activities\/","title":{"rendered":"Practising reflection with cognitive text-based activities"},"content":{"rendered":"\n<p>by <strong>Associate Professor Agnes Bosanquet, Macquarie University<\/strong><\/p>\n<p>This is the third post in the Reflection for learning develops metacognition series.<\/p>\n<p>The aim of this series is to support educators and learners with their reflective practice as a foundational skill in developing metacognition.<\/p>\n<p>The blogs in the series each focus on a different mode of reflection, with the aim of introducing a spectrum of approaches to reflective practice spanning analytical,<\/p>\n<p>personalistic, critical, and creative. Each blog provides the scholarship underpinning the practice and shares a reflective activity to engage readers experientially.<\/p>\n<p>There are many meaningful ways to engage with, and practice, reflection and a focus of this series is engaging the reader in a range of experiential activities.<\/p>\n<p>The authors of this series are members of the <em>Reflection for Learning<\/em> circle. We have experimented, practised and researched Reflection for Learning for over ten years.<\/p>\n<h4><strong>The question<\/strong><\/h4>\n<p>This post asks: Where is a good place to start with reflection?<\/p>\n<h4><strong>Reflection and Metacognition <\/strong><\/h4>\n<p>Reflection is a learned skill and an ongoing process.<\/p>\n<p>In The Reflective Practitioner, Sch\u00f6n (1983) describes reflection as a process whereby individuals try to understand \u201csome puzzling or troubling or interesting phenomenon\u201d (p.50). Those who are new to reflection can start with a form that sits comfortably within the cognitive domain: writing.<\/p>\n<p>Written activities such as journals, diaries, and learning portfolios are well-established for documenting and assessing reflection (Brookfield, 2017; Harvey et. al., 2016). Written reflection is an expansive pedagogy \u2013 simple to resource, easy to adapt, and flexible in form. With scaffolding, students can develop their written reflection literacy (Chan & Lee, 2021; Chan, Wong & Luo, 2021; Cheng & Chan, 2019).<\/p>\n<p><a href=\"https:\/\/www.improvewithmetacognition.com\/wp-content\/uploads\/2024\/01\/B3_ManWriting.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-medium wp-image-4302\" src=\"https:\/\/www.improvewithmetacognition.com\/wp-content\/uploads\/2024\/01\/B3_ManWriting-300x225.jpg\" alt=\"photo of a man writing while sitting outside\" width=\"300\" height=\"225\" srcset=\"https:\/\/www.improvewithmetacognition.com\/wp-content\/uploads\/2024\/01\/B3_ManWriting-300x225.jpg 300w, https:\/\/www.improvewithmetacognition.com\/wp-content\/uploads\/2024\/01\/B3_ManWriting.jpg 360w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><\/p>\n<p style=\"text-align: center;\"><em>Photo by <\/em><a href=\"https:\/\/unsplash.com\/@bradneathery?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText\" target=\"_blank\" rel=\"noopener\"><em>Brad Neathery<\/em><\/a><em> on <\/em><a href=\"https:\/\/unsplash.com\/photos\/XrSzacdYbtQ?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText\" target=\"_blank\" rel=\"noopener\"><em>Unsplash<\/em><\/a><\/p>\n<p>Text-based reflection is a way of \u2018thinking through writing\u2019 or \u2018writing along the way\u2019. Thomson and Kamler (2010) call it \u201cwriting that is intended to sort out what we think, why, and what the implications of a line of thought might be\u201d (p. 149). Students and teachers can articulate learning in progress \u2013 including \u201cmusings, unproven hunches, and still-forming hypotheses\u201d \u2013 in a \u201crelatively informal and conversational way\u201d (Cook-Sather, Abbot, & Felten, 2019, p. 15).<\/p>\n<h4><strong>What does this look like in practice?<\/strong><\/h4>\n<p>Having students engage in written reflection can support their metacognitive development. Educators can also practice written reflection to enhance teaching and career development.<\/p>\n<p>\u2018<a href=\"https:\/\/www.youtube.com\/embed\/D0vy9LBvRjA?feature=oembed\" target=\"_blank\" rel=\"noopener\">Seeking clarity<\/a>\u2019 is a cognitive text-based exercise that asks learners to respond to a single question. Ask the question: What was the most significant (useful, meaningful, surprising, etc.) thing you learned? Clarity of thought is a metacognitive aim and this reflection question is a strategy to achieve this. It is also important to make the purpose of the activity explicit to students.<\/p>\n<p><a href=\"https:\/\/www.improvewithmetacognition.com\/wp-content\/uploads\/2024\/01\/B3_SeekingClarity.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-medium wp-image-4303\" src=\"https:\/\/www.improvewithmetacognition.com\/wp-content\/uploads\/2024\/01\/B3_SeekingClarity-300x172.jpg\" alt=\"Screenshot of link to website https:\/\/www.youtube.com\/embed\/D0vy9LBvRjA?feature=oembed\" width=\"300\" height=\"172\" srcset=\"https:\/\/www.improvewithmetacognition.com\/wp-content\/uploads\/2024\/01\/B3_SeekingClarity-300x172.jpg 300w, https:\/\/www.improvewithmetacognition.com\/wp-content\/uploads\/2024\/01\/B3_SeekingClarity-1024x587.jpg 1024w, https:\/\/www.improvewithmetacognition.com\/wp-content\/uploads\/2024\/01\/B3_SeekingClarity-768x441.jpg 768w, https:\/\/www.improvewithmetacognition.com\/wp-content\/uploads\/2024\/01\/B3_SeekingClarity.jpg 1100w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><\/p>\n<p>This version of the activity adopts a strengths-based approach (Harvey, 2014) that supports students\u2019 development of their metacognitive skills as they reflect on what they know and what they need to know after a learning experience.<\/p>\n<p>\u00a0<\/p>\n<p>Other examples of written reflection practice include: minute papers, five main points, the application list and one word at a time. Details and a template for these practices can be found in our <a href=\"https:\/\/www.advance-he.ac.uk\/knowledge-hub\/reflection-learning-scholarly-practice-guide-educators\" target=\"_blank\" rel=\"noopener\">guide<\/a> and demonstration videos are available on our YouTube <a href=\"https:\/\/www.youtube.com\/channel\/UCAJdd5OiuH6PdoOvmx2IuZQ\" target=\"_blank\" rel=\"noopener\">channel<\/a>.<\/p>\n<h4><strong>How can I learn more? <\/strong><\/h4>\n<p>For more information, and to discover other practices please see our <a href=\"https:\/\/www.advance-he.ac.uk\/knowledge-hub\/reflection-learning-scholarly-practice-guide-educators\" target=\"_blank\" rel=\"noopener\">reflection for learning scholarly practice guide.<\/a><\/p>\n<p>The online Reflection for Learning video series provides further demonstration of written reflective practices such as:<\/p>\n<ul>\n<li><a href=\"https:\/\/youtu.be\/AaQG__dRwKY?si=SF9KGeZ1dMRs8g6D\" target=\"_blank\" rel=\"noopener\">The Five Main Points- YouTube<\/a><\/li>\n<li><a href=\"https:\/\/youtu.be\/Bk8L3tTgsqc?si=g2Iv_LwY24Ff7LPC\" target=\"_blank\" rel=\"noopener\">Critical Incident – YouTube<\/a><\/li>\n<\/ul>\n<h4><strong>\u00a0<\/strong><strong>R<\/strong><strong>eferences<\/strong><\/h4>\n<p>Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd edn). San Francisco, CA: Jossey-Bass<\/p>\n<p>Chan, C. K. Y & Lee, K. K. W. (2021). Reflection literacy: A multilevel perspective on the challenges of using reflections in higher education through a comprehensive literature review. <a href=\"https:\/\/www.sciencedirect.com\/journal\/educational-research-review\" target=\"_blank\" rel=\"noopener\"><em>Educational Research Review<\/em><\/a><em>, 32<\/em>, 100376 .<a href=\"https:\/\/doi.org\/10.1016\/j.edurev.2020.100376\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1016\/j.edurev.2020.100376<\/a>Chan, C. K. Y, Wong, H. Y. H. & Luo, J. (2021) An exploratory study on assessing reflective writing from teachers\u2019 perspectives. <em>Higher Education Research & Development, 40 <\/em>(4), 706-720. <a href=\"https:\/\/doi.org\/10.1080\/07294360.2020.1773769\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1080\/07294360.2020.1773769<\/a><\/p>\n<p>Cheng, M. W, T. & Chan, C. K. Y. (2019). An experimental test: Using rubrics for reflective writing to develop reflection. <em>Studies in Educational Evaluation, 61<\/em>, 176-182. <a href=\"https:\/\/doi.org\/10.1016\/j.stueduc.2019.04.001\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1016\/j.stueduc.2019.04.001<\/a><\/p>\n<p>Cook-Sather, A., Abbot, S., & Felten, P. (2019). Legitimating reflective writing in SoTL: \u2018Dysfunctional Illusions of Rigor\u2019 revisited. <em>Teaching & Learning Inquiry, <\/em>7(2). <a href=\"https:\/\/doi.org\/10.20343\/teachlearninqu.7.2.2\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.20343\/teachlearninqu.7.2.2<\/a><\/p>\n<p>Harvey, M., Walkerden, G., Semple, A. L., McLachlan, K., Lloyd, K., & Baker, M. (2016). A song and a dance: Being inclusive and creative in practicing and documenting reflection for learning. Journal of University Teaching & Learning Practice, 13(2), 3.<\/p>\n<p>Harvey, M. (2014). Strengths-based theory and practice. In D. Coughlan and M. Brydon-Miller (Eds), <em>the SAGE Encyclopaedia of Action Research. Volume 2 <\/em>(pp.732-735). London: SAGE.<\/p>\n<p>Harvey M, Lloyd K, McLachlan K, Semple A-L, Walkerden G (2020).<em> Reflection for learning: a scholarly practice guide for educators.<\/em> AdvanceHE, York (UK). <a href=\"https:\/\/www.advance-he.ac.uk\/knowledge-hub\/reflection-learning-scholarly-practice-guide-educators\" target=\"_blank\" rel=\"noopener\">https:\/\/www.advance-he.ac.uk\/knowledge-hub\/reflection-learning-scholarly-practice-guide-educators<\/a><\/p>\n<p>Sch\u00f6n, D. A. (1983). <em>The Reflective Practitioner.<\/em> Basic Books.<\/p>\n<p>Thomson, P., & Kamler, B. (2010). It\u2019s been said before and we\u2019ll say it again \u2013 Research is writing. In P. Thomson & M. Walker (Eds.), <em>The Routledge doctoral student\u2019s companion: Getting to grips with research in education and the social sciences<\/em> (pp. 149\u2013160). Routledge.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>This third post in the Reflection for Learning guest editor series explores learners’ use of written reflection to seek clarity about what they are learning.<\/p>\n","protected":false},"author":52,"featured_media":4302,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[11],"tags":[10,62],"class_list":["post-4418","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blog","tag-reflective-writing","tag-self-reflection"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v24.2 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Practising reflection with cognitive text-based activities - Improve with Metacognition<\/title>\n<meta name=\"description\" content=\"This third post in the Reflection for Learning guest editor series 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