World Café

Question 4:
What are practical ways that reflection can be introduced as a concurrent rather than just a retrospective practice?

Some factors should be present prior to reflection. It may be useful to lay the groundwork for reflection and suggest a mental model prior to engaging in it. Some people may need to learn how to be thoughtful and reflect. The first step in reflecting is determining what you should be reflecting on that is pertinent to the experience. Some content knowledge may be necessary; that is, in order to have meaningful thought about a topic, you need to have knowledge about the subject. Even with support and instruction, it may take time to develop the habits of reflection.

There are a multitude of techniques, including technology resources, available to assist the reflection process. E-mail can be used to make reflection concurrent, maintain a dialogue, and create a continuous teaching/learning loop. Other reflection techniques include writing (e.g., portfolios, journals) and personal interactions (e.g., learning teams). Another idea was to have students write reflective letters at different stages of their education and keep these together in a portfolio. Students working at different levels can also help each other reflect and learn; this technique has been used effectively by having students question each other and teach others about their experiences.

Questions raised in the discussion:
• What are other ways that we can use modern technology to support emergent learning?
• Are there alternative ways to structure reflection?

Although concurrent reflection is useful, there are certain advantages to engaging in retrospective reflection. Retrospective reflection may be of a deeper nature, with students being able to make stronger connections. In addition, they may overlook “bigger pictures” issues in concurrent reflection.

Questions raised in the discussion:
• How do we collect and manage reflection that happens during practice so that it can be viewed retrospectively?

Reflection can have multiple applications beyond the POE experience. Reflection carries the “power of the bus” where it enables the learner to scan and engage in a wide array of experiences and then bring these experiences home. If people realize the value of reflection in this sense, they will likely continue to experiment with their practices beyond a class or workplace requirement. Reflection occurs more naturally in some occupations (e.g., musicians, surgeons) than in others. Reflection can also be either personal or communal, aided or unaided.

Questions raised in the discussion:
• To what extent does reflection become organic? Can it grow on its own?
• People have different learning styles – is everyone ready/ able to actually reflect?
• What is our understanding of reflection?
• What is the resistance to reflection?
• What are the benefits?
• How can we help people see value in reflection?
• What aspect of experience should be included in reflection?
• If structural supports exist, can reflection be part of organizational life?

• Return to World Café page