Abstract
The prime aim of this paper is to test the effectiveness of an oral reflective learning strategy that was introduced to a group of post graduate student teachers based within higher education, in order to secure their learning and, in turn, their performance as a reflective practitioner and teacher. The study was designed to include discussion groups and action learning sets, which took place within the University setting, after a period of work based experience. The PGCE cohort of 30 students were selected to take part in the reflective learning activities. A base line assessment of reflection took place, with the ‘level’ of reflection being assigned using Dewey’s stages of learning (suggestion, problem solving, hypothesis, reasoning and testing) to ascertain which approach (discussion groups of action learning sets) were most effective. The results, following a series of groups and sets, showed the level of reflection increased in both activities but a more detailed level of reflection occurred in the action learning sets, providing self-generated reflective responses securing a greater understanding of the complexities of the situation. Thus, those involved with teacher training should note: oral reflective learning strategies are a useful tool to increase a meaningful connection to experience.
Highlights
Reflective learning allows students to process what they learned over the course of an experience and improves student performance
Once I realised the relevance of narrative I started to review all the reflective learning activities to investigate oral storytelling and this became a secondary objective of the research
The majority of the detailed narratives only occurred in the action learning sets (ALS)
Summary
Reflective learning allows students to process what they learned over the course of an experience and improves student performance. Reflective learning enables students to explore and challenge their own knowledge and to contextualise new learning. Given time and opportunity reflective learning can enhance learning but the correct blend of activities has to be appropriate for the learners. Defining reflection and why it is important in learning Bloom [1] portrays reflection as a complex and ‘higher’ form of learning by citing reflection as a definition for the sixth level ‘evaluation’ of his taxonomy of learning. I accept Bloom’s classification as a helpful structure to understand the complexity of learning, the taxonomy is rigid and one dimensional with types of learning categorised rather than linking to each other, but for the purposes of this study it provides support for the importance of reflection as a form of learning
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