TUTORIAL 11: REFLECTING ON REFLECTIVE INQUIRY

Reflective inquiry has become a fashionable slogan advocated by proponents in the east (Hairon, 2004; Shanmugaratnam, 2005; Tan, 2002) and west (Brockbank, McGill, & Beech, 2002; Calderhead & Gates, 1993; Grimmett & Erickson, 1988). Yet, I believe few teachers and even fewer students engage in reflective inquiry, largely because it takes substantial time effort. For reflective inquiry to gain favour amongst educators and students (and even parents), this tremendous amount of time and effort has eventually got to translate into some discernable improvement in academic results.

I have no doubt that regular reflective inquiry can help substantially improve academic results, as local and overseas research have shown (Clift, Houston, & Pugach, 1990; Hairon, 2006; Ho & Toh, 2001). There are three approaches commonly used to reflect on one’s thinking: the Cognitive Approach, Critical Approach and Narrative Approach (Sparks-Langer, 1992, p. 147). I found that the Narrative Approach worked especially well for my students at the tuition centre where I teach, where my students blog their reflections on my lessons.

However, during my teaching stint at Greenview Secondary School, I unfortunately did not have the time to read all of my students’ reflective blogs. I eventually abandoned the idea, as I had about 400 students, and even though fewer than 30 gave me their blog addresses, I hardly found the time to read them on a regular basis.

I believe that many teachers therefore face the similar dilemma of knowing the immense good that reflective inquiry can bring about, but have neither the time nor energy to read every reflection. In fact, I have observed that many teachers (and students) prefer more familiar, tried and tested ways, such as drilling and regurgitation, which invariably bring about immediate results. How can I resolve this problem?

I would like to suggest and try out the following strategies, which have been influenced by the research findings of Tan (2002). Firstly, I could use a digital video recorder or web camera to record and replay lessons to facilitate reflective learning, by reducing the need to write out recall the lesson, when using the narrative approach to reflection. I assume though, sufficient digital media to store the videos. Secondly, I could allow ten minutes of reflection time at the beginning and end of certain lessons, to allow students (and myself) to reflect. Thirdly, the written work that I assign to students could have a column beside their answers, to encourage students to jot down their reflections after completing the work. This should save time, by getting students to write their reflections, as they are thinking about an answer or immediately after.

Admittedly, these strategies have their weaknesses, but I will never know whether they will work if I do not try them. In exploiting the benefits of reflective inquiry, I must be cognizant of the fact that I am interested in students’ improvement in the long term. While drilling and rote learning may provide short term solutions and bring about visible results in examinations, they do little to develop other aspects of cognitive and affective development. I eagerly await my third teaching practicum next semester, to try several of the strategies I have suggested, with the clear goal of helping enhance and deepen students’ learning. Unfortunately, I am certain that the litmus test in the minds of many is whether this will ultimately bring about a discernable improvement in their examination results.

Word Count: 566 Words (2 pages, A4)

References

Brockbank, A., McGill, I., & Beech, N. (2002). Reflective learning in practice. Aldershot, Hants, England ; Burlington, VT: Gower.

Calderhead, J., & Gates, P. (1993). Conceptualizing reflection in teacher development. London: Falmer Press.

Clift, R. T., Houston, W. R., & Pugach, M. C. (1990). Encouraging reflective practice in education : an analysis of issues and programs. New York: Teachers College Press Columbia University.

Grimmett, P. P., & Erickson, G. L. (1988). Reflection in teacher education. Vancouver. B.C. New York: Pacific Education Press; Teachers College Press.

Hairon, S. (2004). Reflection for professionalism, humanness and hope. ASCD Review, 12(2), 52-57.

Hairon, S. (2006). The reflective practitioner [1 video recording (18 mins 5 sec)]. Singapore: Policy and Leadership Studies Academic Group, National Institute of Education, Nanyang Technological University.

Ho, B. T., & Toh, K. A. (2001). Secondary school teachers' reflections on the use of problem-based learning (PBL) in classroom teaching. In J. Tan, S. Gopinathan & W. K. Ho (Eds.), Challenges facing the Singapore education system today (pp. 71-82). Singapore: Prentice Hall.

Shanmugaratnam, T. (2005, 23 September). Speech by Mr Tharman Shanmugaratnam, Minister for Education, at the MOE Work Plan Seminar 2005, on Thursday, 22 September 2005 at 10.00 am at the Ngee Ann Polytechnic Convention Centre. Retrieved 27 August, 2006, from http://lonline.nie.edu.sg/ @@A9CEFF6CAAA25D64CADBA1CAC701A921/ courses/1/CEM231_0607_PLS/content/_108996_1/ Tharman_MOE_Work_Plan_Seminar_2005_[22_Sep_05].doc

Sparks-Langer, G. M. (1992). In the eye of the beholder: cognitive, critical, and narrative approaches to teacher reflection. In L. Valli (Ed.), Reflective teacher education : cases and critiques (pp. 147-154). Albany, N.Y.: State University of New York Press.

Tan, K. S. (2002). Reflective learning in the classroom. In J. Holst & L. Crawford (Eds.), React A Publication for Educators (Vol. 21, pp. 101-110). Singapore: National Institute of Education, Nanyang Technological University.