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Sharon K. Miller
Southern Arizona Writing Project
2007
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 0onald Schön proposed a theory of
practice that describes how effective
practitioners in education learn from
experience through reflection in
action and on action.
 His work has become the standard
for reflective practice.
 u c
 
 y reflection we mean the process through which
one considers an experience by thought, feeling,
or action.
 Reflection may occur in conjunction with the
experience or after it and is an attempt to create
meaning.
 An actively reflective learner is more likely than a
passive learner to develop into a reflective
practitioner, and in some professional disciplines,
in particular . . . education (Schön 1987), the
notion of reflective practice is embedded in the
curricula.
 c
 
 
 nvolves what the teacher does `

entering the classroom, while  the
classroom, and retrospectively, 
 
leaving the classroom.
 an be defined as a ë ,
, in which we
begin with
 
  ,
 , move
into
 c   ,
 , and then to
 c     (inevitably leading
us back to reflection-
reflection-for-
for-action in an
ongoing process).
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 ›his reflective form, reflection for action,
action,
is part of the overall planning process. You
review what has been accomplished and
identify constructive guidelines to follow to
succeed in future teaching episodes.
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V  c
 
 @eslie Gray, Sept. 14
± For their current events log,  m going to have them
look at that picture on page 273 of the coal-
coal-mining boys
and ask²
ask²what questions would you ask them? What
would you want to know about their jobs? ›heir lives?
For this log they will write about their jobs for a future
audience. Will they care more about these boys? Will
they think more about work and its place in American
society? About its priority and place in their own lives?
±  think  ll ask them to hand in a piece of historical
evidence with this one . . . will encourage them to find
a picture of the personality they wrote about last week²
week²
this log needs to come alive²
alive²maybe they will bring
some voices into their writing.
V  c
 
 ‰udy Grumbacher, Nov. 1, 6 PM
± I ë
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 ›hink about some recent instructional
situation, perhaps from today.
 Write a reflection in which you consider
your options for addressing any issues
that came up in the instruction.
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I 
   
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 c
  
 
  
 
  
 ›he second form of reflection is reflection
in action.
action. Here, the individual is
responsible for reflecting while in the act
of carrying out the task
± © 
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I ë ë
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 ›his is generally recorded AF›
R the
experience.
 V  c
 
   ` N. 11
± Fë
 

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ë ë I  
w w   
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ë

 
 ë I ë
.
 ›hink about some recent instructional
situation, perhaps from today.
 Write a reflection in which you describe
how you had to adjust or modify your
teaching in response to student cues.
± © 
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I ë ë
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 c
  
 
     
 Finally, reflection on action requires
looking back on what one has
accomplished and reviewing the actions,
thoughts, processes, and products.
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w 
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 V  c
 !
 ‰udy Grumbacher, Oct. 31, 11 AM
± I wë   `     
w

 ë     
j. I  w I 


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ë  ³
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ë j ë
w
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ëë   ë 
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ëë   ë I 
`   ë ë  

   
w  I ë ` ë   `
.
 NO›
 ›his reflection relates to ‰udy s previous reflection FOR
action on Nov 1, when she used this reflection as the basis of her
planning for subsequent teaching. ecause it s a cycle, we can t
be sure where it begins or ends.
V  c
 
 ‰udy Grumbacher, Nov. 1, 6 PM
± I ë
w ë 

 6 


w
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q 
w ` 
w I 

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wë w I   
   
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ë ë   w   ë   
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I 
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 Revisit the writing you did in response to
the writing prompt earlier.

xtend this reflection on what you

to
include what you learned
learned,, the insights
gained, or the questions that you might
have about it.
± © 
I  

I 
 ë
I  

I w

w 
I  
/ë 
 
 u 
 "
    
 Reflect FOR action . . .
± Planning for how to modify or adjust
based on your post-
post-teaching reflection,
then you teach, and while teaching you
 Reflect N action . . .
± Paying attention to how the students
respond to your instructional strategies,
adjusting your teaching; then you
 Reflect ON action . . .
±
valuating the instruction and student
learning, and then . . .
c
 
 


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   # 
# 
$ 
 Îse your journals to record
reflections that include all three
kinds of reflection
± Write about your thinking 
FOR

teaching
± Write about how you adjusted teaching
while N the act of teaching
± Write about how the teaching went
AF›
RWAR0S and where you need to
go from there.
 Ñ% V
 

c
 &'(
 One of our data measurements for
this project relates to reflection
 We will want to collect examples of
your reflections throughout the
project.
 Your contributions will inform us as
we work to provide you with support
and resources.
 c
  
 owan, ‰. (1998) X B   I
U ë    Higher
ducation,

ducation, Volume 37,
Number 4 / ‰une, Pages408-
Pages408-409.
 Schön, 0. A. (1991)  R
    Cë

 ë I 
X E
 P , New
York ›eachers Press, olumbia Îniversity.
 Schön, 0. A. (1987).
ducating the Reflective
Practitioner.. San Francisco ‰ossey-
Practitioner ‰ossey-ass.
 Schön, 0. A. (1983). ›he Reflective Practitioner.
Practitioner.
New York asic ooks.