Teaching/Learning Styles, Self-Reflection

Learning Styles (4)
active-reflective
sensing-intuitive
visual-verbal
sequential-global
Teaching Style: teaching goals (2), teaching methods (2)
concept representation: abstract-applied
learning: understanding-rote

interaction: individual-cooperative
cognitive processing: enactive-symbolic

defn of Reflection – Boyd & Fales (4)
examining experiences
internal process
refining our understanding of an experience
can lead to changes in perspective
Reflection – Plack & Driscoll (4)
fosters critical thinking
multiple perspectives
reframe problems, question assumptions, analyze experiences
expertise
The hallmark of professional practice &
the key to critical thinking
=
reflection!
Schon’s reflective process
reflection IN action
reflection ON action
reflection FOR action
Mezirow’s reflective process (3)
1. content reflection
2. process reflection
3. premise reflection
Mezirow: content reflection
explores problem to increase understanding;
varying viewpoints, contexts (of others involved)
Mezirow: process reflection
explores strategies/processes involved in an experience
Mezirow: premise reflection
(most difficult step)
explores assumptions, values, beliefs, biases
we make decisions on our ingrained, unconscious notions
Critical Thinking (3)
recognizes assumptions
problem-solving, justification, anticipation of outcomes
extracting deeper meaning from experiences
Mezirow: content reflection
how, what, or why?
answers WHAT questions
Mezirow: process reflection
how, what, or why?
answers HOW questions
Mezirow: premise reflection
how, what, or why?
answers WHY questions

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