Reflective Practice – A Model for how best to implement it?

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dc.contributor.authordeBraga, Michael
dc.contributor.authorSonne de Torrens, Harriet
dc.contributor.authorEvans-Tokaryk, Tyler
dc.date.accessioned2019-05-15T16:08:51Z
dc.date.available2019-05-15T16:08:51Z
dc.date.issued2019-04-30
dc.description.abstractThe Canadian University Survey Consortium found that 56% of students in tertiary education have experienced some form of experiential learning (EL). Scholars engaged with EL argue that Reflective Practice is necessary to provide the transformative learning experience that distinguishes EL from traditional lectures. Our session will explore student perceptions of the merits of reflection before and after an intervention. This research took place in an advanced internship visual studies course at our university. In order to ensure that students value reflective practice, our intervention was embedded into the fabric of the course so that it could provide a “real world” experience for students. We developed and delivered a lesson/workshop on the merits of deep reflection (Brookfield, 1995; Harvey, Coulson, & McMaugh, 2016; and Smith, 2011) and how this practice is necessary to encourage deeper learning (Ghaye, 2011). Our discussion will focus on providing a methodology for how to encourage deep reflection through the use of a course embedded workshop that provides students with a set of tools to facilitate their engagement with deep reflection. We will also outline how linking the reflective exercises to discipline specific concepts/activities will not only encourage deeper reflection but will allow for the transformative experience that is sought in an experiential learning curriculum (Ghaye, 2011). Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass. Ghaye, T. (2011). Teaching and learning through reflective practice: a practical guide for positive action (2nd ed.). New York, NY: Routledge. Harvey, M., Coulson, D., & McMaugh, A. (2016). Towards a theory of the Ecology of Reflection: Reflective practice for experiential learning in higher education. Journal of University Teaching & Learning Practice. 13(2): http://ro.uow.edu.au/jutlp/vol13/iss2/2 Smith, E. (2011). Teaching critical reflection. Teaching in Higher Education 16(2) pgs.211-223.
dc.identifier.citationdeBraga, M., Sonne de Torrens, H., & Evans-Tokaryk, T. (2019). Reflective Practice – A Model for how best to implement it?. Presented at the Conference on Postsecondary Learning and Teaching: Exploring Experiential Learning, University of Calgary, Calgary, AB.
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/36520
dc.identifier.urihttp://hdl.handle.net/1880/110348
dc.publisher.departmentRobert Gillespie Academic Skills Centre (MdB & TE-K) & Hazel McCallion Learning Centre and Department of Visual Studies (HSdT)
dc.publisher.facultyArts & Science
dc.publisher.institutionUniversity of Toronto Mississauga
dc.rightsAttribution-Non Commercial 4.0 International CC BY-NC
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0
dc.subject.otherconversation café
dc.titleReflective Practice – A Model for how best to implement it?
dc.typepresentation
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