Reflective Thinking
Reflection as a Process
Reflection is generally seen as an exercise in looking back on what has been done. The part that is missed out is to use this knowledge to shape what can be done in the future. This is how reflection becomes an act of processing, developing and shaping understanding in the reflective project. See below for guidance on how reflection is assessed in the final piece as well as quick teaching ideas to encourage reflection in different ways.
What does the summary of the criteria below suggest students might reflect upon in the RPPF? Click on the evaluation below for further ideas.
Criterion A: Focus and Method
Decide on an ethical dilemma arising from the career-related context
Use appropriate research methods and collect information from a variety of sources judiciously
Show an understanding of bias and validity
Criterion B: Knowledge and understanding in context
Show knowledge and understanding of the issue
Utilise a local/global example of the issue in which the ethical dilemma is embedded to contextualise the ethical dilemma and be able to analyse different perspectives on it
Illustrate an awareness and understanding of the impact of the ethical dilemma on a local/global community and demonstrate how cultural influences can effect the perceptions of the ethical dilemma
Criterion C: Critical thinking
Demonstrate logic, reason and the ability to interpret, analyse and evaluate researched material
Develop the ability to synthesise information gathered from research; make connnections as well as link ideas and evidence
Criterion D: Communication
Create a structured and coherent project; appropriate terminology is accurate and consistent; communicate ideas and concepts
Criterion E: Engagement and reflections on planning and progress
Reflect on the research process in order to refine it.
Show reactions to new understandings gained in the exploration of the ethical dilemma.
Critique decisions made troughout the research process and working practices
It can help to view the criteria as a process. Students start with choosing an issue and dilemma and go about their research (Criterion A). As they research, they form knowledge and understanding especially within specific comparative contexts locally and globally (Criterion B) which can then be appraised, synthesised and evaluated. The drafting process allows for review and further connections to be made (Criterion C). The overall project is assessed for its structure, coherence and ability to communicate ideas (Criterion D) but the relatively few marks available suggest that the real hard work in communication is achieved by Criterion A-C.
Criterion E is there at every stage; a place for students to discuss how they went about each part of this process; what successes and setbacks did they have, how did they solve problems, what did they feel and how did they change over the process.
Thinking routines to promote reflective thinking
When we consider students explicitly paying attention to their ethical thinking and the processes it takes to take an ethical stance, we need ask ourselves what we are asking them really to do. In brief, we want them to be able to take on multiple perspectives in a balanced way before deciding on their personal ethical viewpoint so they can compare their original first thoughts with a more nuanced level of thinking. And the same goes for reflective thinking; what actually does this mean and how can it go hand in hand with ethical thinking processes? Again here, we zoom in on a thinking routine from Harvard Project Zero that invites students to reflect; using thinking routines with such consistency really helps to develop communication skills and confidence as well as provide access to critical thinking.
Step in - Step out - Step back
Reflective thinking does not look like just one thing. In this thinking routine, students reflect to promote intercultural understanding and empathy; what Harvard Project Zero expand extensively on as ' global competence'; 'globally competent students prepare for compex societies and a global economy by learning how to investigate the world beyond their immediate environment, framing and making'.
This is an excellent thinking routine for students to use when they have gathered a range of perspectives for the task they are preparing (this could be preparing a debate, presenting on a case study for their career-related study or they might be well into the research phase of the reflective project). However, to introduce this routine, you can use the following article from JIB Docs (2) Teamary 2022 titled 'How did Novak Djokovic get a vaccination exemption at the Australian Open?'
'A routine for nurturing a disposition to take social/cultural perspective responsibly'[1].
Choose: Identify a person or agent in the situation you are examining.
Step In: Given what you see and know at this time, what do you think this person might feel, believe, know, or experience?
Step out: What else would you like or need to learn to understand this person’s perspective better?
Step back: Given your exploration of this perspective so far, what do you notice about your own perspective and what it takes to take somebody else’s?
Varying the exercise
It is important to note the outcome of this thinking routine - this is not about students necessarily changing their mind about a person and their actions - it is an exercise in what it takes to hold that person's perspective and how that feels.
To reiterate above, this is an excellent thinking routine for students to use when they have gathered a range of perspectives for the task they are preparing:
1. This could be preparing a debate
2. Presenting on a case study for their career-related study
3. They might be well into the research phase of the reflective project).
However, recommended above, is to introduce this independently as a routine, you can use the following article from JIB Docs (2) Teamary 2022 titled 'How did Novak Djokovic get a vaccination exemption at the Australian Open?'. This is also a great opportunity to explore research skills as students can identify the different stakeholders in the news article and consider the different perspectives they hold before focusing in on one in particular for this thinking routine.
Extending the exercise with further contexts and prompts
This is an excellent routine that goes hand in hand with Personal Development and Intercultural Understanding. You will find under the Personal Development in PPS, further resources in Exercises in Empathy.
The Student as an Independent Reflective Inquirer
Aim: to explore the learner profile characteristics of Inquirer and Reflective in the context of the Reflections on Planning and Progress Form (RPPF) for the reflective project
Key reflective project skills:
- reflective, critial and ethical thinking
- build knowledge and understanding through inquiry
Summary of criteria
Criterion E: Engagement and reflections on planning and progress
Reflect on the research process in order to refine it.
Show reactions to new understandings gained in the exploration of the ethical dilemma.
Critique decisions made troughout the research process and working practices
Task 1: Create a database of reflective questions using these prompts
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Student worksheet
Teacher notes: Database of questions to support reflection throughout the process
Detailed reflective questions to support each stage of the reflective project
INITIAL PLANNING REFLECTION
Questions to help with initial planning and starting the research process
Ways of responding: Mind map, annotated bibliography, annotated photograph, newspaper article, academic article
Refer to and use in: the initial reflection of the RPPF
• What am I interested in researching?
• Why do I want to research this area?
• How do I start?
• Do I have enough knowledge of the issue so far?
• What question(s) might I research to get going?
• How do I to carry out this research? What’s the plan?
• What sources do I need and do I have access to them?
• Are there any ethical issues I need to talk to my supervisor about before starting research? ?
• Is my research area focused or is it too broad?
INITIAL BACKGROUND READING REFLECTION
Questions to help reflect on background reading
Ways of responding: Notes, Annotated article/s, brainstorm of questions, mind map of potential challenges and possible strategies to overcome them
Refer to and use in: the initial reflection of the RPPF
• What have I learned so far?
• What further questions are emerging? Are these similar or different to my initial questions?
• Given the work I have carried out so far, does my research question reflect the ethical dilemma appropriately?
• Will my research question work within the word limit of the reflective project?
• Have I checked my research question allows critical thinking rather than description?
• What challenges have I met and how can I overcome them?
REFLECTION FOR STARTING THE DRAFT
Reflective questions to help with starting writing the draft
Ways of responding: an outline of the main argument, timeline, bibliography, review of introduction of the reflective project, annotated sections from books, journals, articles, etc, example of reworked research question, examples of data/information collected from research
Refer to and use in: The interim reflection
• Have I enough data and information to begin formulating an argument?
• If not, is there a solution? What are the steps to sorting it out?
• How far does the research I have gathered relate to my intended research question?
• If it does not, do I need to review and change my research question?
• Has the research I have collected taken me in an unexpected direction?
• If I want to change everything now, is it too late?
• What remaining questions or issues do I still have? Have I spoken to my supervisor?
• Am I keeping to the schedule for writing? Do I have a schedule?
REFLECTION FOR REVIEWING THE DRAFT/FINAL PIECE
Reflective questions to help with writing the draft and final piece
Ways of responding: Proofreading and highlighting the draft essay for: key ;points, coherent links, links to question, use of evidence, overview and solution in conclusion.
Refer to and use in: the Interim/final reflection (depending on draft or final piece)
• Do I have a reasoned argument that is sustained?
• Do I make clear links between different points made and the evidence I’ve used?
• How have I answered my research question?
• If I have not answered my research question properly, what happened?
• Why have I selected the evidence I have over other evidence I collected?
• Is my conclusion summative rather than repetitive of the content? Does it reflect the discussion that has taken place?
REFLECTION ON COMPLETION OF THE REFLECTIVE PROJECT
Reflective questions to ask on completion of the reflective project
Ways of responding: Review of the RRS and final piece, mindmap of responses
Refer to and use in: the final reflection
• How far have I met the expectations of the reflective project?
• Has my research made me change my perspective or views on the ethical dilemma in question?
• What strategies were the most effective in the research process?
• What skills have I developed that I might use in the future?
• What improvements could I make to my working practices?
• On reflection, what would I do differently?
• What can I conclude about myself as a learner from this process?
Task 2: Annotate this initial reflection for the key words and questions created in Task 1
Teacher resource, notes and evaluation
2 Post-it reflection
At the end of a guided research session with students in the early stages of reflective project preparation, give them two post-it notes, ideally in different colours. On one, they have 2 minutes to put key ideas that they take away from today; on the other, questions they have for next time. This is a quick way of making reflection habitual and unceremonious. Instead of using small pieces of paper, they could all collectively write their key points on a white board, in a shared document too.
Defining the Research and Reflections Space (RRS)
The RRS can be an overlooked tool and seem like one acronym too many but actually it is a crucial part of students working independently and setting the right tone in their relationship with their supervisor.
a) Ask students to think of how they could present information, ideas and feelings in dynamic ways.
For example:
Adapted from Reflective Project for the IBCP: Skills for Success by Hodder Education, p19
Creating work habits and routine
Defining the RRS and the dynamic ways you can present work is just the first step for the students. The next step is for them to envision ways of working that they will begin and end every session they spend on their reflective project. For example, if they finish every session with a summary of '3 thoughts - 2 questions raised - 1 opinion' from the research they have done then this will be a great starting point for their next research session and easier to get going. Even a sticky note at the end of a sesison, telling themselves where to pick up from in the next session can save time and create efficient work habits.
Footnotes
- ^ Harvard Project Zero, http://www.pz.harvard.edu/resources/step-in-step-out-step-back
