It's common for my education to use the assignment for students to reflect on something they have read or experienced, or to reflect on a patient scenario. Too often the verb to reflect is in my mind a verb or learning activity that can be used without any prethought by me as an instructor. It is a hip word, but what do I really want from the student. And how does it differ from critical thinking?
We started today's assignment by watching
Reflective practice in action at university and beyond from St George's, UK and took notes on http://www.videonot.es. The latter offered a nice way to combine a YouTube and note-taking, and have your notes saved on your Google drive.
Reflection, and the ability to relfect on what you learn and want to achieve, is an important skill when attending higher education. However, reflecting requires, in my mind, the ability and willingness to be frank and share both success stories as well as stories of less successful events. I can wonder how willing one is to share failures/less successful events. The requirement for that to happen is that there is a high level of comfort and trust within the group.
Med tanke på att allting bara går snabbare och snabbare och vi förväntas hänga på snabbhets- och effektiviseringståget blir tid för reflektion mer och mer en bristvara. Länge kan man köra utan att reflektera. Vissa behöver väggen som bromsmedel, andra lyssnar lite mer på sin inre röst och drar i handbromsen medan tid är.
SvaraRaderaKontemplation, tomglo, reflektion – hur ser det ut på tunnelbanan, pendeln, bussen idag. Var och varannan sitter upptagen med sin telefon/läsplatta. Vadå eftertanke?
Nyhetsnarkomaner – ett nytt ord i min vokabulär sedan ett par dagar.
Tid för reflektion bör schemaläggas – även i undervisningen.